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Activities Activities will be designed to improve knowledge, competence, performance, and, ultimately, patient outcomes with innovative and effective learning formats that may include live activities such as regularly scheduled series, courses, conferences, and research symposia; and performance improvement curriculum. We encourage innovative use of new technologies and approaches. The medical education program seeks to provide continuing medical education activities free of commercial bias and with transparent disclosure of any potential conflicts of interest. Desired Results We expect our educational activities and CME learners to improve the care delivered by HPMG clinicians in the following ways: 1) develop skilled physician educators and leaders with implementation of meaningful and sustainable practice change, where appropriate; 2) Improve process of care by increasing medical knowledge and competence in ability to apply knowledge, skills and judgment; 3) practice effective and compassionate physician-patient communication; and 4) optimize health outcomes and increase consistency of care delivery across
In utilizing the instructional strategy, based on the social cognitive theory - lecture, quiz, games, and brain storming, the function shifts to an instructor, teacher, manager, and administrator. The function also shifts to a consultant or resource person to all the other members of the team – the Dietitian/Nutritionist, the Licensed Vocational Nurse, and the Fitness Instructor. The role also involves acting as a communicator, reporter, and advocate for health to the community. In conclusion, the roles are much more and encompasses a wider range, as the health education specialist wears many hats in the bid to reduce incidence of childhood obesity and adult onset of type II diabetes in Vista
PAs follow a rigorous didactic year which comprises courses in the area of medical science and their application in clinical practice along with professional development classes that also involve critical information in the practice and principles of medical ethics. PAs also undergo supervised clinical practice experience in various fields and settings. With our education and training PAs are well equipped in so many settings and clinical disciplines as we help bridge the gap by providing more access to people who can fall through the cracks in our healthcare
From getting an indigent patient’s medical bills paid to educating a patient about a disease process so they could make the right medical decisions to teaching a colleague through understanding a difficult work process and so forth. Through this journey, what has become concrete is that my ultimate goal is to be in a position of leadership so I can be an effective agent of change in the implementation of health policy; advancement of a profession that has been true to me and have the expertise to educate others. Obtaining my education through this program will be advantageous because I shall gain a multifaceted education to further my ability to communicate clearly, think critically and analytically in every
My patients have things as routine as check-ups and immunizations, to my diagnosing life-changing diseases. I teach preventative care, and emphasize healthy behaviors, and changing bad habits into good ones. 2. What training and/or education is required to be a Certified Registered Nurse Practitioner?
Hello Ms. Trice, Thank you for your informative response. You stated “Health care professionals right out of college are expected to be qualified and ready to work. However, not all employees hired within a company are trained and taught properly.” I agree with your statement. Individuals are trained and taught during their process of school but may not be properly trained for a Health care professional job.
One of the most important actions that a student can take, is to be honest, and self-reflective, about the level of understanding achieved after completing any course within his/her education career. From my personal view, I feel that this class provided me with a great introduction to the MHA program, and is setting me up for successful in this educational program; but with that being said I would not pretend that I was able to assimilate every concept that was presented in this course, I would definitely need to continue to review the material in this course and on the MHA program overall, so that I could be a knowledgeable, and effective Health Care Manager. When it comes to my ability to discuss the different learning outcomes, I have to say that I definitely acquired a much deeper understanding of the material presented in this course. The materials were not difficult concepts to understand, but sometimes the way the material was delivered made it a difficult task just to read through the information, but as I would imagine, we are trying to achieve an education at a much higher level, which requires the processing and understanding of much more complex information, that sometimes will be
The Adult Learning Theory-Andragogy provides assumptions related to how adults find meaning and value in learning. Adults want to gain knowledge in topics that will be relevant to them today and the skills they need to be successful in the moment. Adult learners must be motivated to learn and often acquire knowledge by being able to related new information to past life experiences (O’Toole & Essex, 2012). The syllabus’ focus will be on relating cultural competency to the future success of students as occupational therapists and leaders within the profession. The assignments and assessments implemented will foster learning by allowing students to use past experiences to learn and understand new material.
My first comprehensive exposure to the health care field was six years ago as a senior, during which time I participated in hospital-based schooling. This program allowed me to observe a multitude of different medical disciplines, with rotations in surgery, orthopedics, nutrition, dermatology, gastroenterology, neurology, administrative services, and many more. Three out of the five school days were dedicated solely to shadowing, and the other two were spent in the classroom learning various medical-centric studies. Once in college, I continued to shadow physicians whenever my class scheduled permitted. I participated in the 4-U Mentorship program, which paired me with a fourth-year medical student who was preparing to do his residency in general
Health Occupation Students of America (HOSA) was an organization that allowed me to expand my horizons and interact with people of various backgrounds. It built my communications skills and taught me how to connect with people who have different experiences than me. Not only was I able to establish a relationship with these people, but I was able to work well with them as well. This highlighted my ability to collaborate with people of differing opinions and still have the ability to be successful in our tasks. HOSA also pushed me out of my comfort zone slightly by putting me in new situations, such as forcing me to expand my circle and connect with new people.
My understanding of the multidisciplinary nature of the course content has validated. As a future health care administrator, I have come to realization that our health care system is ever-changing and I must adapt to these changes if I am to be successful. The need for understanding current policies, laws and regulations will allow me to plan out my approach in the services that
The five assumptions of adult learners as identified by Knowles (1980, 1984) include: self concept, adult learner experience, readiness to learn, orientation to learning, and motivation to learn (Pappas, 2013). Additionally, adult learners have defined learning characteristics. According to Adams (n.d.), these characteristics usually lead to the need for adults to "focus more on the process and less on the content being taught" (para. 5). As all of the nursing students enrolled in the course are adult learners, nurse educators will need to ensure that they deliver content in a manner that is conducive for these students to learn. Refer to Figure 1 for a graphic of Knowles (1984) five
There are also reports and petitions wanting PSHE to become statutory (PSHE Association, 2016) (PSHE Association, 2015). Health education as a new included statutory subject within the national curriculum could mean that the most important themes within PSHE and citizenship regarding health could be taught within Health Education. Health Education can benefit pupil’s general education, by applying knowledge to enable pupils to make their own decisions regarding their own health as well as adapting their health behavior.
Nursing is a most trusted and gratifying profession. As a nurse educator, I will express my passion for teaching by incorporating features such as clinical assessments, practical application of theory, evaluation, and role modeling into advanced nursing practice, from previous experiences and current experience and clinical practicum to find success and gratification in students chosen profession as well empowering leaners to develop their own strengths, beliefs, and personal attributes to become a good professional. Personally, I do have a positive attitude towards the personal and professional growth, and value ongoing learning and will stive to instill the same into my students learnig journey .. My objective as a Nurse Educator
Health and Family Life Education from Website https://www.slideshare.net/Nikki2cute/health-family-life?from_action=save on October 1st, 2017. Health and Family Life Education (Mavis Fuller, 2017). Health and Family Life Education Teacher Training Manual (UNICEF 2009), from Website http://www.educan.org/sites/educan.org/files/HFLE%20Teacher%20Training%20Manual .pdf
