5 research outputs found

    Qatar Interprofessional Health Council

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    The QIHC was formed in September 2009 by a small group of representatives from health care education and delivery institutions in Qatar who shared a common desire for the delivery of high quality interprofessional health care education in this country. The group has developed a 3-year plan to improve interprofessional clinical education in Qatar. Plans for delivery will be described which will be facilitated by a grant awarded by the Qatar National Research Fund. Background and Description of the QIHC: The Qatar Interprofessional Healthcare Council (QIHC) was formed in 2009 by a group of representatives from the following educational and healthcare institutions: University of Calgary-Qatar School of Nursing Weill Cornell Medical College-Qatar College of the North Atlantic-Qatar Qatar University College of Pharmacy Hamad Medical Corp. (public healthcare institution) Sidra Medical and Research Center (publicly funded, private healthcare facility in planning stages) QIHC’s 3-year Plan and Description of Application and Award of Grant Funding The group is made up of high-ranking representatives from each of these institutions, and meets on a monthly basis. The group initially agreed on a definition of Interprofessional Education (IPE) developed a mutually-agreed upon mission, vision, and goals. Following this the QIHC formulated a 3-year plan to embed interprofessional collaboration into healthcare education and professional practice in Qatar. The group has successfully implemented the first year’s plan and consider that their efforts have been very successful to date. Efforts included a series of workshops presented by a panel from the QIHC to be presented at each academic institution. Participants were students and faculty from the various clinical educational facilities in Qatar, and the presentations have been very well received by both students and faculty. There was very active participation by the audience in each presentation and a great deal of interest and support from both faculty and students for the future development of IPE activities among the QIHC stakeholders. Implementation of the plan to date as well as future plans will be discussed. Challenges in the formation of the country-wide IPE group will be discussed as well as a description of how these challenges were overcome. This year the QIHC applied for and was awarded a substantial grant from the Qatar National Research Fund to carry out its 3-year plan to advance IPE and improve interprofessional healthcare delivery in Qatar. This will greatly assist the QIHC in being able to successfully implement its plan. The 3-year plan and the plans to use the grant funding to accomplish this and measure its success will be described.Peer reviewedFinal Accepted Versio

    Qatar Interprofessional Health Council: IPE for Qatar

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    Qatar has grown rapidly over the past 10 years particularly in the areas of healthcare needs and provisioning. The population has grown from 617,000 in 2000 to over 1.7 million in 2010. The number of hospitals both private and public has nearly doubled with the number of healthcare workers surpassing 11,000 in 2011. To help meet the demand for trained healthcare professionals there are now 4 educational institutions in Qatar addressing medicine, nursing, pharmacy, and allied healthcare (School of Health Sciences at the College of the North Atlantic - Qatar, College of Pharmacy at Qatar University, University of Calgary - Qatar, and Weill-Cornell Medical College in Qatar). The World Health Organization (WHO) has identified a need to integrate all areas of healthcare and to foster team-based collaborative models to help improve healthcare service delivery. Interprofessional Education (IPE) provides a framework to facilitate such a model. A truly comprehensive and inclusive IPE program would include agreement on IPE competencies (shared competencies) amongst and between all healthcare educational providers (pre- and post-licensure) accompanied by collaborative models that promote and facilitate working together as teams. Measures of success include meeting the shared IPE competencies. This paper describes the formation of the Qatar Interprofessional Health Council (QIHC) to help address healthcare needs in Qatar and their efforts to move IPE forward in the state and in the region. The QIHC consists of members from the 4 healthcare educational institutions in Qatar as well as members from Sidra Medical and Research Center and Hamad Medical Corporation (HMC). A discussion of barriers and solutions is included as well as the efforts of the member institutions to provide IPE support and integration into their programs. The QIHC has recently been awarded a National Priorities Research Program (NPRP) research grant to help provide a solid and contextually appropriate framework for IPE in Qatar.qscienc

    Using simulation to on-board clinical staff joining a new pediatric and women’s hospital

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    Introduction/Rationale Since the 1990s, simulation has been increasingly employed in healthcare as an educational strategy to supplement other types of instruction. This educational strategy is increasingly accepted as an effective way of practicing and acquiring new skills at all developmental levels of a healthcare professional’s career. As simulation is primarily intended in other industries, it is now increasingly used to address safety concerns, to test systems, to orient newly hired clinical staff to their healthcare setting, and to test new facilities (Fey & Miltner 2000, Kobayashi et al 2006, Olejniczak et al 2010, Villamaria et al 2008, Zekonis & gantt 2007). Sidra Medical and Research Center in Doha, Qatar, is a planned 400-bed women and children’s hospital due to open in late 2012. Due to the regional employment context, clinical staff will be very multicultural, including staff from Western countries, Asia, Africa, and the Middle East. Among the challenges of preparing the staff to provide safe patient centered care will be the very culturally diverse mix of staff and patients, sophisticated equipment and IT systems, a new totally hospital facility, and untested systems for providing care. Description: Ahead of the hospital opening, we are currently planning an educational program to on-board all staff recruited to work in the new hospital. A significant proportion of the program will involved simulation of diverse modalities, and hence require the development of a large dedicated simulation facility due to open approximately 6 months in advance of the hospital and clinic building. The focus of the simulation center during the first 12 months will be to facilitate on-boarding of new clinical staff so that they are prepared to deliver safe, patient-centered, and culturally appropriate care. In addition to the use of simulation in the center, its satellite locations, and the actual hospital for in-situ training and orientation, e-learning will be used to provide self-directed learning in advance of clinical staff’s arrival in Doha, and during the on-boarding process. The aim of this educationally focused on-boarding process is to establish a level of parity in terms of operational competency and culture among the anticipated diverse clinical staff that will be recruited to the hospital from various countries and with a wide range of core competencies and abilities. Conclusion: This is a unique project in the sense that it is going to be a totally new hospital without the operational heritage from any particular facility, nor the staff to care for its future patients. As the opening date of the hospital is approaching, an international recruitment campaign will need to take place due to the scares provision of potential staff from the local healthcare programs. All staff recruited will be put through a common corporate induction program followed by an individually tailored specialist educational program based on core competencies assessment results and level of relevant experience of each staff. This provides the opportunity to develop and put in practice a care delivery system based on the best available evidence from around the world while taking into account the Qatari culture (Robertson-Malt et al 2010). The simulation center will play a key role in ensuring the appropriate level of competency of the clinical staff, not only at the on-boarding stage, but also in the longer term, through a continuing professional development involving diverse simulation activities. Recruitment of the staff before the opening of the hospital will allow systems and facilities to be tested in-situ and corrected if required as recommended in other reports praising the value of simulation in such circumstances (Kobayashi et al 2006, Villamaria et al 2008). References: - Fey, M. K. and R. S. Miltner (2000). "A Competency-Based Orientation Program for New Graduate Nurses." Journal of Nursing Administration 30(3): 126-132. - Kobayashi, L., M. J. Shapiro, et al. (2006). "Portable Advanced Medical Simulation for New Emergency Department Testing and Orientation." Academic Emergency Medicine 13(6): 691-695. - Olejniczak, E. A., N. A. Schmidt, et al. (2010). "Simulation As an Orientation Strategy for New Nurse Graduates: An Integrative Review of the Evidence." Simulation in Healthcare 5(1): 52-57 - Robertson-Malt, S., D. M. Herrin-Griffith, et al. (2010). "Designing a Patient Care Model With Relevance to the Cultural Setting." Journal of Nursing Administration 40(6): 277-282 - Villamaria, F. J., J. F. Pliego, et al. (2008). "Using Simulation to Orient Code Blue Teams to a New Hospital Facility." Simulation in Healthcare 3(4): 209-216 - Zekonis, D. and L. T. Gantt (2007). "New Graduate Nurse Orientation in the Emergency Department: Use of a Simulation Scenario for Teaching and Learning." Journal of Emergency Nursing 33(3): 283-285.Peer reviewe

    Handbook of curriculum development. 'Manual de desarrollo curricular'

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    Incluye índice temático. Resumen basado en el de la publicaciónEl desarrollo de un curriculum es una especie de planificación sistemática de lo que se enseña y se aprende en las escuelas tal y como se refleja en los cursos de estudio y en los programas escolares. Un curriculum se centra en lo que se va a enseñar y cuándo, dejando a los profesionales de la enseñanza decisiones sobre cómo debería realizarse esta enseñanza. Repartidos en veinte capítulos, se tratan, entre otros, los siguientes temas: La aplicación de la estrategia del Aprendizaje Basado en Problemas o Problem Based Learning (PBL); El desarrollo de un modelo de situación formativa para enseñar ciencia y tecnología, que pretende ser tomado como base a las decisiones de los profesores para lograr la calidad en la enseñanza; La discusión de cinco modelos de desarrollo curricular basados en diferentes conceptos de experiencia de aprendizaje; Las habilidades para realizar presentaciones orales; El estudio de cómo los maestros de Primaria aprenden a participar en el diseño de materiales curriculares para ciencia; Las razones para desarrollar un curriculum centrado en el aprendizaje en la enseñanza superior; La mejora del conocimiento académico de los estudiantes y el incremento de su competencia social; El efecto del uso de estructuras de texto expositivas como estrategia en la habilidad de resumir; El desarrollo curricular en ambientes online; La evaluación de la reforma curricular en la Educación Secundaria turca; La importancia del desarrollo social y emocional en el éxito; entre otros.SCBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín 5 -3 Planta; 28014 Madrid; Tel. +34917748000; [email protected]
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