Leveraging Social Media to Promote EvidenceBased Continuing Medical Education

Importance New dissemination methods are needed to engage physicians in evidence-based continuing medical education (CME). Objective To examine the effectiveness of social media in engaging physicians in non-industry-sponsored CME. Design We tested the effect of different media platforms (e-mail, Facebook, paid Facebook and Twitter), CME topics, and different “hooks” (e.g., Q&A, clinical pearl and best evidence) on driving clicks to a landing site featuring non-industry sponsored CME. We modelled the effects of social media platform, CME topic, and hook using negative binomial regression on clicks to a single landing site. We used clicks to landing site adjusted for exposure and message number to calculate rate ratios. To understand how physicians interact with CME content on social media, we also conducted interviews with 10 physicians. Setting The National Physicians Alliance (NPA) membership. Participants NPA e-mail recipients, Facebook followers and friends, and Twitter followers. Main Outcomes and Measures Clicks to the NPA’s CME landing site. Results On average, 4,544 recipients received each message. Messages generated a total of 592 clicks to the landing site, for a rate of 5.4 clicks per 1000 recipients exposed. There were 5.4 clicks from e-mail, 11.9 clicks from Facebook, 5.5 clicks from paid Facebook, and 6.9 clicks from Twitter to the landing site for 1000 physicians exposed to each of 4 selected CME modules. A Facebook post generated 2.3x as many clicks to the landing site as did an e-mail after controlling for participant exposure, hook type and CME topic (p Conclusions Social media has a modest impact on driving traffic to evidence-based CME options. Facebook had a superior effect on driving physician web traffic to evidence-based CME compared to other social media platforms and email

Pre-registration students’ experiences of humour use in the clinical setting within the United Kingdom: an interpretative phenomenological analysis

Aim and research question: The aim of this study was to explore pre-registration students’ experiences of the use of humour in the clinical settings in the United Kingdom. Method: The chosen methodological approach was interpretative phenomenological analysis (IPA). IPA enabled investigation into the students’ experience of humour with patients and mentors and to understand their idiography of their experiences due to different professional journeys. Ten semi-structured interviews were conducted with nursing students. Each interview was analysed, descriptively, conceptually and linguistically, which is consistent with the IPA approach. Then a cross group analysis elicited common or shared themes within the group. Findings: Students acknowledged the individuality of humour and how it reflects their personality and how they can be embroiled in a tug-of-war with the people around them on the use of humour within the clinical setting. Three superordinate themes were identified: 1) the professional journey, 2) the humanity of humour, and 3) humour influences and characteristics which led to the formation of a humour awareness compass for nurses. This study offers a novel insight into pre-registration students’ experiences of humour in the clinical setting, within the United Kingdom

Legal and Ethical issues

The aim of this chapter is to examine the legal and ethical considerations that are related to pharmacology and medicines management in contemporary healthcare settings

Calcium channel blockers: pharmacology and place in therapy of pediatric hypertension

The calcium channel blockers (CCBs) are a diverse group of antihypertensive medications with variable pharmacokinetics and clinical effects. Although CCBs have been widely applied to the treatment of hypertensive children, data regarding the pharmacokinetics, efficacy and safety of these agents in children are extremely limited. In this review we briefly summarize the mechanism of action of CCBs and then summarize pertinent pharmacokinetic information on each of the CCBs commonly used in children, including amlodipine, diltiazem, felodipine, isradipine, intravenous nicardipine, nifedipine and verapamil. Clinically important drug interactions and adverse effects are discussed, as well as the potential role of CCBs in renal protection. Available pediatric efficacy and safety data are summarized, and recommendations made regarding the rational use of CCBs in the management of pediatric hypertension.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/42303/1/467-15-3-4-302_00150302.pd

Ariel - Volume 2 Number 3

Editors Delvyn C. Case, Jr. Paul M. Fernhoff News Editors Richard Bonanno Daniel B. Gould Robin A. Edwards Lay-Out Editor Carol Dolinskas Sports Editor James J. Nocon Contributing Editors Michael J. Blecker Lin Sey Edwards Jack Guralnik W. Cherry Light Features Editor Steven A. Ager Donald A. Bergman Stephen P. Flynn Business Manager Nick Greg

Evaluation of a College-Community Approach to Developing Multi-level Primary Health Care-Population Health Promotion Practicums for Nursing Students

Background: An important objective of Canadian nursing degree programs is to educate students about the principles of primary health care (PHC) and population health promotion (PHP). This mandate is challenged by the lack of full scope PHP practice experiences within the Canadian health care system. Nursing education programs have thus increasingly developed innovative practicums outside of the formal health sector, yet limited formal evaluations have been conducted to evaluate these practicums. In addressing this need, faculty within a Bachelor of Science in Nursing (BSN) program at a Canadian urban college evaluated a fourth year practicum in multi-level PHP practice from the perspective of faculty, students, alumni and agency partners. Method: Within a participatory action research framework, a formal evaluation of this practicum was conducted to gather qualitative feedback. 36 participants took part in 20-minute group discussions at the final seminar or via an online survey. Thematic analysis was used to analyze the transcripts and survey responses. Findings: Current students reported three main areas of learning, including a deeper critical awareness of the context of health experiences, the nature of multi-level PHP practice and leadership. Importantly, this included a greater understanding of the nature of working at community and policy advocacy levels to promote healthy public policy. Participants also identified key elements of the administration of this practicum in order to support student learning. Conclusion: Evaluation findings emphasize the importance of continuing to situate PHP practicums within non-health based sites to enable nursing students to experience the full scope of PHP practice. These practicums need to include some projects that focus on community organizing and policy advocacy in order to support learning about multi-level PHP practice. It is also important for faculty to advocate for health system transformation guided by a primary health care model. Résumé : Contexte : Un objectif important des programmes universitaires Canadiens en sciences infirmières est d’enseigner aux étudiants les principes des soins de première ligne (SPL)) et de promotion de la santé de la population (PSP). Ce mandat représente un défi en raison du manque d’expériences de pleine étendue de la pratique en PSP dans le système canadien de soins de santé. Ainsi, les programmes de formation en sciences infirmières élaborent de plus en plus des stages novateurs à l’extérieur du secteur officiel de la santé. Toutefois peu d’évaluations formelles ont été réalisées pour évaluer ces stages. Pour répondre à ce besoin, les professeurs d’un programme de baccalauréat en sciences infirmières d’un collège universitaire é d’un centre urbain canadien ont évalué un stage pratique multiniveaux de quatrième année en PSP du point de vue de professeurs, d’étudiants, de diplômés et d’organismes partenaires. Méthode : Dans le cadre d’une recherche participative, une évaluation formelle de ce stage a été réalisée dans le but de recueillir des commentaires qualitatifs. Au total, 36 participants ont pris part à des discussions de groupe de 20 minutes lors du dernier séminaire ou ont répondu à un sondage en ligne. Par la suite, une analyse thématique a été effectuée pour analyser les données transcrites et les réponses au sondage. Résultats : Les étudiants actuels ont mentionné trois principaux domaines d’apprentissage, c\u27est-à-dire une meilleure prise de conscience critique du contexte relatif aux expériences de santé, la nature de la pratique multiniveaux de PSP et le leadership. Il importe de noter qu’il a aussi été question d’une meilleure compréhension de la nature du travail dans la communauté et des niveaux de sensibilisation stratégique nécessaires pour promouvoir des politiques éclairées en matière de santé publique. Les participants ont également identifié des éléments critiques à l’apprentissage en ce qui concerne l’organisation du stage. Conclusion : Les résultats d’évaluation font ressortir l’importance de continuer à placer des stages de PSP à l’extérieur des sites de soins de santé pour que les étudiants en sciences infirmières puissent faire l\u27expérience de la pleine étendue de la pratique en PSP. Ces stages doivent inclure certains projets portant sur l’organisation communautaire et la sensibilisation stratégique afin de soutenir l’apprentissage de la pratique multiniveaux en PSP. Il est également important que les professeurs recommandent une transformation du système de santé d’après un modèle de soins de première ligne

Nova Scotia Home for Colored Children Restorative Inquiry: Council of Parties Second Public Report

The Nova Scotia Home for Colored Children Restorative Inquiry was established following a 17-year journey for justice by former residents of the Nova Scotia Home for Colored Children (NSHCC, or the Home). It was established under the authority of the Public Inquiries Act following a collaborative design process involving former residents, Government, and community members. This public inquiry was the first of its kind in Canada to take a restorative approach. The Inquiry was a part of the Government of Nova Scotia’s commitment to respond to the institutional abuse and other failures of care experienced by former residents of the Nova Scotia Home for Colored Children. In establishing the Restorative Inquiry, the Government of Nova Scotia recognized that the history, experience, and legacy of the Home reflects the systemic and institutionalized racism that has shaped Nova Scotia’s history and continues to impact the lives and experiences of African Nova Scotians to this day. This public report is issued by the Council of Parties of the Nova Scotia Home for Colored Children Restorative Inquiry (RI). It is one of many public reporting opportunities that will be part of the work of the RI during its mandate. The Council of Parties is the collaborative commission that leads the Restorative Inquiry, appointed as “commissioners” under the Public Inquiries Act. The council is mandated to include representation from the groups most affected by and involved in the work of the Restorative Inquiry, including former residents, the Home for Colored Children, the African Nova Scotian community, and government

Nova Scotia Home for Colored Children Restorative Inquiry: Council of Parties Third Public Report

The Nova Scotia Home for Colored Children Restorative Inquiry was established following a 17-year journey for justice by former residents of the Nova Scotia Home for Colored Children (NSHCC, or the Home). It was established under the authority of the Public Inquiries Act following a collaborative design process involving former residents, Government, and community members. This public inquiry was the first of its kind in Canada to take a restorative approach. The Inquiry was a part of the Government of Nova Scotia’s commitment to respond to the institutional abuse and other failures of care experienced by former residents of the Nova Scotia Home for Colored Children. In establishing the Restorative Inquiry, the Government of Nova Scotia recognized that the history, experience, and legacy of the Home reflects the systemic and institutionalized racism that has shaped Nova Scotia’s history and continues to impact the lives and experiences of African Nova Scotians to this day. This public report is issued by the Council of Parties of the Nova Scotia Home for Colored Children Restorative Inquiry (RI). It is one of many public reporting opportunities that have been part of the work of the RI during its mandate. The Council of Parties is the collaborative commission that leads the Restorative Inquiry, appointed as “commissioners” under the Public Inquiries Act. The council is mandated to include representation from the groups most affected by and involved in the work of the Restorative Inquiry, including former residents, the Home for Colored Children, the African Nova Scotian community, and government