College of Health Professions at GSU to Offer Health Care Informatics Certificate

The College of Health Professions at Governors State University will offer a new certificate in Health Care Informatics during the Winter trimester, beginning January 8, 2007. Health Care Informatics is a post-baccalaureate certificate that teaches students how to collect, manage, and assess data in health care settings

College of Health Professions at GSU to Offer Health Care Informatics Certificate

The College of Health Professions at Governors State University will offer a new certificate in Health Care Informatics during the Winter trimester, beginning January 8, 2007. Health Care Informatics is a post-baccalaureate certificate that teaches students how to collect, manage, and assess data in health care settings

Health Informatics and E-health Curriculum for Clinical Health Profession Degrees

This article is published online with Open Access by IOS Press and distributed under the terms of the Creative Commons Attribution Non-Commercial License.The project reported in this paper models a new approach to making health informatics and e-health education widely available to students in a range of Australian clinical health profession degrees. The development of a Masters level subject uses design-based research to apply educational quality assurance practices which are consistent with university qualification frameworks, and with clinical health profession education standards; at the same time it gives recognition to health informatics as a specialised profession in its own right. The paper presents details of (a) design with reference to the Australian Qualifications Framework and CHIA competencies, (b) peer review within a three-university teaching team, (c) external review by experts from the professions, (d) cross-institutional interprofessional online learning, (e) methods for evaluating student learning experiences and outcomes, and (f) mechanisms for making the curriculum openly available to interested parties. The project has sought and found demand among clinical health professionals for formal health informatics and e-health education that is designed for them. It has helped the educators and organisations involved to understand the need for nuanced and complementary health informatics educational offerings in Australian universities. These insights may aid in further efforts to address substantive and systemic challenges that clinical informatics faces in Australia

Commencement Program 2017

CONTENTS 1 | Message from the President 3 | 2017 Events of Commencement 5 | The Academic Procession 7 | Significance of Academic Regalia 9 | The Good Samaritan 10 | University History Highlights 12 | Loma Linda University Song - Healing Love 13 | The University Honorees 26 | The Programs, The School Honorees, and The Speakers School of Medicine, 27 School of Pharmacy, 52 School of Dentistry, 64 School of Allied Health Professions - Allied Health Studies, Cardiopulmonary Sciences, Clinical Laboratory Science, Communication Sciences and Disorders, Health Informatics and Information Management, Nutrition and Dietetics, Physician Assistant Sciences, Radiation Technology, 85 School of Allied Health Professions - Occupational Therapy, Orthotics and Prosthetics, Physical Therapy, 108 School of Public Health, 126 School of Behavioral Health and School of Religion, 147 School of Nursing, 163https://scholarsrepository.llu.edu/commencement-programs/1061/thumbnail.jp

Commencement Program 2016

CONTENTS 1 | Message from the President 3 | 2016 Events of Commencement 5 | The Academic Procession 7 | Significance of Academic Regalia 9 | The Good Samaritan 10 | University History Highlights 12 | Loma Linda University Song - Healing Love 13 | The Speakers 21 | The University Honorees 36 | The School Honorees 56 | The President\u27s Award Recipients 66 | The Program School of Medicine, 67 School of Pharmacy, 90 School of Dentistry, 98 School of Allied Health Professions - Allied Health Studies, Cardiopulmonary Sciences, Clinical Laboratory Science, Health Informatics and Information Management, Nutrition and Dietetics, Physician Assistant, Radiation Technology, 116 School of Allied Health Professions - Communication Sciences and Disorders, Occupational Therapy, Physical Therapy, 131 School of Public Health, 148 School of Behavioral Health and School of Religion, 163 School of Nursing, 177https://scholarsrepository.llu.edu/commencement-programs/1060/thumbnail.jp

Commencement Program 2019

CONTENTS 1 | Message from the President 3 | 2019 Events of Commencement 5 | The Academic Procession 7 | Significance of Academic Regalia 9 | The Good Samaritan 10 | University History Highlights 12 | Loma Linda University Song - Healing Love 13 | Criteria for Institutional Awards—Loma Linda University and Loma Linda University Health 15 | Loma Linda University Health and Loma Linda University Honorees 34 | The Programs, The School Honorees, and The Speakers School of Medicine, 35 School of Pharmacy, 66 School of Dentistry, 79 School of Allied Health Professions - Allied Health Studies, Cardiopulmonary Sciences, Clinical Laboratory Science, Communication Sciences and Disorders, Health Informatics and Information Management, Nutrition and Dietetics, Physician Assistant Sciences, Radiation Technology, 102 School of Allied Health Professions - Occupational Therapy, Orthotics and Prosthetics, Physical Therapy, 122 School of Public Health, 143 School of Behavioral Health and School of Religion, 161 School of Nursing, 178https://scholarsrepository.llu.edu/commencement-programs/1063/thumbnail.jp

Commencement Program 2018

CONTENTS 1 | Message from the President 3 | 2018 Events of Commencement 5 | The Academic Procession 7 | Significance of Academic Regalia 9 | The Good Samaritan 10 | University History Highlights 12 | Loma Linda University Song - Healing Love 13 | Criteria for Institutional Awards—Loma Linda University and Loma Linda University Health 15 | Loma Linda University Health and Loma Linda University Honorees 32 | The Programs, The School Honorees, and The Speakers School of Medicine, 33 School of Pharmacy, 63 School of Dentistry, 76 School of Allied Health Professions - Allied Health Studies, Cardiopulmonary Sciences, Clinical Laboratory Science, Communication Sciences and Disorders, Health Informatics and Information Management, Nutrition and Dietetics, Physician Assistant Sciences, Radiation Technology, 97 School of Allied Health Professions - Occupational Therapy, Orthotics and Prosthetics, Physical Therapy, 117 School of Public Health, 136 School of Behavioral Health and School of Religion, 156 School of Nursing, 173https://scholarsrepository.llu.edu/commencement-programs/1062/thumbnail.jp

Commencement Program 2023

CONTENTS 1 | Message from the President 3 | 2023 Events of Commencement 5 | The Academic Procession 6 | Institutional Administration 7 | Board of Trustees 8 | Significance of Academic Regalia 9 | University History Highlights 11 | Criteria for Institutional Awards 13 | Loma Linda University Health and Loma Linda University Honorees 25 | The Program, The School Honorees, and The Speakers School of Medicine, 26 School of Pharmacy, 52 School of Dentistry, 69 School of Public Health, 93 San Manuel Gateway College, 108 School of Allied Health Professions—Allied Health Studies, Cardiopulmonary Sciences, Clinical Laboratory Science, Communication Sciences and Disorders, Health Informatics and Information Management, Nutrition and Dietetics, Physician Assistant, Radiation Technology, 121 School of Allied Health Professions—Orthotics and Prosthetics, Occupational Therapy, Physical Therapy, 151 School of Behavioral Health and School of Religion, 175 School of Nursing I (Graduates having finished in the following quarters: Summer 2022, Autumn 2022, and Winter 2023), 194 School of Nursing II (Spring Quarter 2023 Graduates), 196https://scholarsrepository.llu.edu/commencement-programs/1080/thumbnail.jp

Building Collaboration and Competence: Peer Assisted Learning and the Interprofessional Education of Allied Health Students

Clinical education of allied health students has changed dramatically, but has not kept pace with changes in health care practice and the needs of health care consumers in the United States (IOM, 2003). A summit report, “Health Professions Education: Bridging the Quality Chasm” (IOM, 2003) says education for health professions is in need of a major overhaul. A key concept developed during the summit and offered as an overarching vision for all programs and institutions engaged in the clinical education of health professionals is the following: “All health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches, and informatics” (IOM, 2003, p. 45). Interprofessional collaboration is increasingly called for as an initiative that will improve health care quality, safety, and value (D’Amour, Ferrada-Videla, & Rodriguez, et al, 2005). Interprofessional education (IPE) occurs when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes (WHO, 2010). However, much of the education of pre-licensure health professionals still takes place in “silo-ed” schools of health, where future doctors, nurses, physical, occupational, and respiratory therapists, social workers and other health providers are trained in separate classrooms