The Challenges and Possibilities of a Narrative Learning Approach in the Finnish Early Childhood Education System

ERIC Educational Resources Information Center

Hakkarainen, Pentti

2008-01-01

Finnish curriculum guidelines for early education emphasise play and creative activities as significant factors in healthy child development. Constructivist theory loosely frames the guidelines, but the recommended approach lacks precise developmental goals. Since 1996, we have carried out a narrative learning project with vertically integrated…

Montana Standards and Guidelines for Career and Vocational/Technical Education. Summer 2002 Update.

ERIC Educational Resources Information Center

Montana State Office of Public Instruction, Helena.

This document presents Montana's standards and guidelines for career and vocational/technical education (CVTE). The guide begins with a directory of Montana's key CVTE personnel and specialists. Part 1 presents the federal and state definitions of CVTE and provides an overview of Montana's system for delivering CVTE and its philosophy regarding…

Malaysia. A Study of the Educational System of Malaysia and a Guide to the Academic Placement of Students in Educational Institutions of the United States. World Education Series.

ERIC Educational Resources Information Center

Stedman, Joann Bye

Information on the educational system of Malaysia and guidelines on the placement of Malaysian students in U.S. high schools and colleges are presented. After a brief introduction on the country and the educational system, attention is directed to preschool, primary, and secondary education. Included are reproductions of certificates of…

A Guide for Monitoring District Implementation of Educator Evaluation Systems. REL 2015-069

ERIC Educational Resources Information Center

Cherasaro, Trudy; Yanoski, David; Swackhamer, Lyn

2015-01-01

This guide was developed to provide guidance to states or districts wishing to monitor implementation of educator evaluation systems. It describes a three-step process: develop state guidelines for educator evaluation systems; develop data collection methods; and determine adherence criteria and review data against criteria. The process was…

Guidelines for the Development of Computerized Student Information Systems.

ERIC Educational Resources Information Center

Armes, Nancy, Ed.; And Others

Designed to provide guidelines for the development of computerized student information systems, this report raises policy issues and questions to be resolved at the campus level and describes a variety of computer-generated reports and records that can assist in educational decision making and planning. Introductory material discusses the…

Stakeholder Buy-In and Physician Education Improve Adherence to Guidelines for Down Syndrome.

PubMed

Santoro, Stephanie L; Martin, Lisa J; Pleatman, Stephen I; Hopkin, Robert J

2016-04-01

To assess adherence to the 2011 American Academy of Pediatrics (AAP) health supervision guidelines for Down syndrome, to determine whether pediatrician education improves adherence, and to evaluate stakeholder attitudes toward these guidelines. Twenty-two pediatric care sites participated in chart review of adherence to the components of the AAP guidelines for Down syndrome in this longitudinal cohort study. We analyzed universal recommendations which apply to all children with Down syndrome. Thirteen pediatric practices caring for 82 patients with Down syndrome received educational information. Frequency calculations with Bonferroni adjustment of the P value threshold (P = .05/9 = .0056) were performed. Adherence rates were compared between cohorts and within the individual before and after intervention using 2 × 2 contingency tables and goodness-of-fit tests. Pediatricians and parents of children with Down syndrome completed an anonymous survey regarding their attitudes toward the guidelines. Statistically significant increases in adherence were seen in 5 of the 8 universal recommendations following pediatrician education (P ≤ .002), including cardiology and genetics visits, rates of echocardiography, annual audiology testing, and sleep studies by age 4 years. Both physicians and parents reported generally positive views of the guidelines, yet baseline adherence rates were suboptimal. Pediatrician education preferences include directly integrating the guidelines into an electronic medical record system. Stakeholder attitudes reflect a willingness to follow the AAP guidelines for Down syndrome. Providing rapid access to simple, clear reminders of recommended assessments successfully improved adherence to the AAP guidelines for Down syndrome. Copyright © 2016 Elsevier Inc. All rights reserved.

Professional education and hospital development for organ donation.

PubMed

Fukushima, N; Konaka, S; Kato, O; Ashikari, J

2012-05-01

Because of the strict Organ Transplantation Act, only 81 brain dead (BD) organ donations had been performed in Japan for 13 years since 1997. The Act was revised on July 17, 2010, allowing, organs to be donated after BD with consent from the family, if the subject had not denied organ donation previously. This act has lead to an expectation of a 6-7-fold increase in BD donation. The 82 organ procurement coordinators (OPC) in Japan include 32 belonging to the Japanese Organ Network (JOT) and the others to each administrative division. JOT has guideline manuals of standard roles and procedures of OPC during organ procurement from BD and cardiac death donors. To manage the increased organ donations after the revision of the act, we have modified the education system. First, we modified the guideline manuals for OPC to correspond to the revised Transplant Act and governmental guidelines. Second, all OPC gathered in a meeting room to learn the new organ procurement system to deal with the revised Transplant Act and guidelines. Third, a special education program for 2 months was provided for the 10 newcomers. Last, the practical training in each donor case for newcomers was performed by older OPC. Topics of the education program were the revised transplant act and guidelines, family approach to organ donation, BD diagnosis, donor evaluation and management, organ procurement and preservation, allocation system, hospital development and family care. In the future, each OPC will be divided into special categories, such as the donor family OPC, the donor management OPC, and the operating room OPC. Therefore, we need to construct separate special education programs for each category. Copyright © 2012 Elsevier Inc. All rights reserved.

Guidelines, Criteria and Regulations for the Registration of Units and Qualifications for National Certificates and National Diplomas. Quality Assurance in Education and Training.

ERIC Educational Resources Information Center

New Zealand Qualifications Authority, Wellington.

This booklet contains guidelines for the registration of units and qualifications in New Zealand's National Qualifications Framework, a system of education and employment qualifications. An introduction provides an overview of registration, including endorsement, evaluation, and reregistration. Section 2 focuses on registration of unit standards.…

The Higher Education System in Israel: Guidelines on the Development of the System and Its Planning for 1988 with a First Glance at 1995.

ERIC Educational Resources Information Center

Harari, Haim

Israel's current higher education system and projections for the future are examined. Higher education planning is also discussed, with attention to the establishment of the Planning and Grants Committee, basic data for system planning, and problems requiring decisions. Information on institutions, students, and budgets is provided, including…

Synopsis and Review of the American College of Cardiology Foundation/American Heart Association 2013 ST-Elevation Myocardial Infarction Guideline.

PubMed

Brown, Helen F

2014-01-01

The "2013 ACCF/AHA Guideline for the Management of ST-Elevation Myocardial Infarction: A Report of the American College of Cardiology Foundation/American Heart Association Task Force on Practice Guidelines" is a major revision of the 2004 guideline. This article provides a synopsis and review of the guideline focusing on changes in patient care and implementing processes to ensure quality care. The implementation of this guideline provides nursing with a unique opportunity to affect patients and families primarily by recognition of the event and education about lifestyle modification and disease management. Regionalization of emergency systems provides a novel situation for nursing to develop interdepartmental and system protocols.

Education for Rural Development: The Attempt of Many Countries

ERIC Educational Resources Information Center

Bennet, Nicholas

1975-01-01

A new system of education designed to solve problems facing rural areas in developing countries is needed. Guidelines for the rural development functional literacy systems for Upper Volta, Tanzania, China, Cuba, and Thailand are described. (BP)

Investigacion Participativa y Gestion de Sistemas Educativos. (Participatory Research and the Management of Educational Systems).

ERIC Educational Resources Information Center

Valle, Victor M.

Elements which, when put in harmony, might generate powerful tools for social change and educational development are (1) the ever present need of the educational systems to evaluate their performance; (2) the universal acceptance of the life-long education concept as a major guideline to design educational programs; (3) the trend toward a…

Children Assisted by Medical Technology in Educational Settings: Guidelines for Care.

ERIC Educational Resources Information Center

Haynie, Marilynn; And Others

The guidelines are written to assist school systems in establishing an environment for the safe and well-adapted functioning of children with chronic illness, physically disabling conditions, and medical dependency. The guidelines provide a basic structure for operations and suggested procedures intended to help schools and families as they…

Selecting and Buying Educational Software.

ERIC Educational Resources Information Center

Ahl, David H.

1983-01-01

Guidelines for selecting/buying educational software are discussed under the following headings: educational soundness; appropriateness; challenge and progress; motivation and reward; correctness; compatibility with systems; instructions and handlings. Includes several sources of software reviews. (JN)

Effects of a Weight Training Personalized System of Instruction Course on Fitness Levels and Knowledge

ERIC Educational Resources Information Center

Pritchard, Tony; Penix, Kellie; Colquitt, Gavin; McCollum, Starla

2012-01-01

Effective instruction in a university physical activity program is essential if the program desires to meet the National Association for Sport and Physical Education (NASPE, 1998) guidelines for an appropriate college/university physical activity instructional program. To meet these guidelines, an instructor can use the Personalized System of…

Teaching and Learning about the Earth. ERIC Digest.

ERIC Educational Resources Information Center

Lee, Hyonyong

This ERIC Digest investigates the earth and space science guidelines of the National Science Education Standards. These guidelines are frequently referred to as the earth system and include components such as plate tectonics, the water cycle, and the carbon cycle. This Digest describes the development of earth systems science and earth systems…

Federal Republic of Germany. A Study of the Educational System of the Federal Republic of Germany and a Guide to the Academic Placement of Students in Educational Institutions of the United States. World Education Series.

ERIC Educational Resources Information Center

Porter, Georgeanne B.

Information on the educational system of West Germany and guidelines on the placement of German students in U.S. high schools and colleges are presented. After a brief introduction on the country and the basic structure and principles of the educational system, attention is directed to preschool, primary, and secondary education. Included are…

National Health Guidelines in I.R of Iran, an Innovative Approach for Developing Countries

PubMed Central

Esmaeil Akbari, Mohammad; Mohammadi, Gohar; Vosoogh-Moghaddam, Abbas; Rabanikhah, Fahimeh; Javadi, Hamideh; Rostami-Gooran, Narges; Safaei, Asal; Akbari, Atieh

2015-01-01

Background Guidelines have produced and used in complex environment of health care system with its ethical, economical, legal and other aspects; that should be taken into account in any country. Modifying the format and content of guidelines might facilitate their usage and lead to improved quality of care and cost containment. We have produced this tool for explained above purpose. Methods A coordinating national team has settled at the office of minster of health and medical education, supported by a guideline review committee. An innovative and appropriate approach for adapting national health guidelines has consisted of eight steps, have defined For preparing the draft of each guideline a technical team which, including main author, her/his co-workers have nominated. The authors of each topic have systematically searched databases of the proposed Twenty-two International Sites, and then have selected at least five sources of them that were more relevant. The final recommendations have proposed by agreement of technical team and Guideline Review Committee. Results In less than 5 months, more than 500 authors in whole country have selected to prepare guidelines and, approximately 150 guidelines have provided in three volumes of the published and distributed book. Each guideline had a national ID number, constant forever; all topics should be reviewed every 3-5 years. Conclusion National health guideline(s) would be essential means for policy making in health system and increased the cost containment and quality of care. Ministry of Health and Medical Education should provide and distribute the guidelines based on its accountability to legal responsibility. PMID:25960845

National health guidelines in I.R of iran, an innovative approach for developing countries.

PubMed

Esmaeil Akbari, Mohammad; Mohammadi, Gohar; Vosoogh-Moghaddam, Abbas; Rabanikhah, Fahimeh; Javadi, Hamideh; Rostami-Gooran, Narges; Safaei, Asal; Akbari, Atieh

2015-01-01

Guidelines have produced and used in complex environment of health care system with its ethical, economical, legal and other aspects; that should be taken into account in any country. Modifying the format and content of guidelines might facilitate their usage and lead to improved quality of care and cost containment. We have produced this tool for explained above purpose. A coordinating national team has settled at the office of minster of health and medical education, supported by a guideline review committee. An innovative and appropriate approach for adapting national health guidelines has consisted of eight steps, have defined For preparing the draft of each guideline a technical team which, including main author, her/his co-workers have nominated. The authors of each topic have systematically searched databases of the proposed Twenty-two International Sites, and then have selected at least five sources of them that were more relevant. The final recommendations have proposed by agreement of technical team and Guideline Review Committee. In less than 5 months, more than 500 authors in whole country have selected to prepare guidelines and, approximately 150 guidelines have provided in three volumes of the published and distributed book. Each guideline had a national ID number, constant forever; all topics should be reviewed every 3-5 years. National health guideline(s) would be essential means for policy making in health system and increased the cost containment and quality of care. Ministry of Health and Medical Education should provide and distribute the guidelines based on its accountability to legal responsibility.

Evaluation of a Pain Management Education Program and Operational Guideline on Nursing Practice, Attitudes, and Pain Management.

PubMed

Bonkowski, Sara L; De Gagne, Jennie C; Cade, Makia B; Bulla, Sally A

2018-04-01

Nurses lack adequate pain management knowledge, which can result in poorly managed postsurgical pain. This study aimed to develop, implement, and evaluate pain management education and operational guidelines to improve nursing knowledge and pain management. This quality improvement project employed convenience samples of surgical oncology nurses and postoperative patients. The intervention involved an online module, live education, and operational guideline for pain management. Nurses completed pre- and postintervention practice and attitudes surveys. Random chart reviews of intravenous narcotic administrations the day before discharge were completed to evaluate whether narcotic administration changed after intervention. Readmissions and Hospital Consumer Assessment of Healthcare Providers and Systems data were collected to determine whether the intervention influenced patient satisfaction. A statistically significant improvement in nursing practice and intravenous narcotic administrations demonstrated changes to pain management practices employed by the nursing staff. Although not statistically significant, fewer pain-related readmissions occurred postintervention. Findings demonstrate that targeted pain management continuing education, paired with operational guidelines, improves nursing practice and decreases intravenous narcotic administrations prior to discharge. J Contin Educ Nurs. 2018;49(4):178-185. Copyright 2018, SLACK Incorporated.

Curriculum Guidelines for Pathology and Oral Pathology.

ERIC Educational Resources Information Center

Journal of Dental Education, 1985

1985-01-01

Guidelines for dental school pathology courses describe the interrelationships of general, systemic, and oral pathology; primary educational goals; prerequisites; a core curriculum outline and behavioral objectives for each type of pathology. Notes on sequencing, faculty, facilities, and occupational hazards are included. (MSE)

Systems That Teach: Medical Education and the Future Healthcare Workforce

ERIC Educational Resources Information Center

Bennett, Elisabeth E.; Higgens, Thomas L.

2016-01-01

Physician education has followed relatively rigid guidelines since the Flexner report of 1910. Medical education has been largely didactic with time-based progression and certifying exams, and with variable degrees of autonomy and supervision in graduate (post MD/DO degree) medical education programs. Innovative educational approaches now…

Pautas para Organizar Una Actividad de Capacitacion: Un Seminario-Taller para el Desarrollo de Personal de Direccion de Sistemas Educativos (Guidelines to Organize a Training Activity: A Workshop for Management Development of Educational Systems).

ERIC Educational Resources Information Center

Valle, Victor M.

Often personnel performing managerial functions within educational systems are educators with almost no training in management. This paper presents ideas on how to organize a training activity intended to develop management knowledge and skills among educational systems officials and to implement an organizational self-study on management…

Haiti. A Study of the Educational System of Haiti and a Guide to the Academic Placement of Students in Educational Institutions of the United States. World Education Series.

ERIC Educational Resources Information Center

Simmons, Ruth J.

The educational system of Haiti is described, and guidelines for placement of Haitian students in U.S. schools at the secondary and postsecondary levels are presented. An introductory section covers Haiti's history, government, language, religion, school organization and administration, public and private education, and recent reforms. In addition…

Cross-sectional description of nursing and midwifery pre-service education accreditation in east, central, and southern Africa in 2013.

PubMed

McCarthy, Carey F; Gross, Jessica M; Verani, Andre R; Nkowane, Annette M; Wheeler, Erica L; Lipato, Thokozire J; Kelley, Maureen A

2017-07-24

In 2013, the World Health Organization issued guidelines, Transforming and Scaling Up Health Professional Education and Training, to improve the quality and relevance of health professional pre-service education. Central to these guidelines was establishing and strengthening education accreditation systems. To establish what current accreditation systems were for nursing and midwifery education and highlight areas for strengthening these systems, a study was undertaken to document the pre-service accreditation policies, approaches, and practices in 16 African countries relative to the 2013 WHO guidelines. This study utilized a cross-sectional group survey with a standardized questionnaire administered to a convenience sample of approximately 70 nursing and midwifery leaders from 16 countries in east, central, and southern Africa. Each national delegation completed one survey together, representing the responses for their country. Almost all countries in this study (15; 94%) mandated pre-service nursing education accreditation However, there was wide variation in who was responsible for accrediting programs. The percent of active programs accredited decreased by program level from 80% for doctorate programs to 62% for masters nursing to 50% for degree nursing to 35% for diploma nursing programs. The majority of countries indicated that accreditation processes were transparent (i.e., included stakeholder engagement (81%), self-assessment (100%), evaluation feedback (94%), and public disclosure (63%)) and that the processes were evaluated on a routine basis (69%). Over half of the countries (nine; 56%) reported limited financial resources as a barrier to increasing accreditation activities, and seven countries (44%) noted limited materials and technical expertise. In line with the 2013 WHO guidelines, there was a strong legal mandate for nursing education accreditation as compared to the global average of 50%. Accreditation levels were low in the programs that produce the majority of the nurses in this region and were higher in public programs than non-public programs. WHO guidelines for transparency and routine review were met more so than standards-based and independent accreditation processes. The new global strategy, Workforce 2030, has renewed the focus on accreditation and provides an opportunity to strengthen pre-service accreditation and ensure the production of a qualified and relevant nursing workforce.

Coordinated, Collaborative and Coherent: Developing and Implementing E-Learning Guidelines within a National Tertiary Education System

ERIC Educational Resources Information Center

Suddaby, Gordon; Milne, John

2008-01-01

Purpose: The paper aims to discusses two complementary initiatives focussed on developing and implementing e-learning guidelines to support good pedagogy in e-learning practice. Design/methodology/approach: The first initiative is the development of a coherent set of open access e-learning guidelines for the New Zealand tertiary sector. The second…

Guidelines "PEP," Peer Evaluation Program. A Systematic Approach for Evaluating Educational Programs, 1973-1974.

ERIC Educational Resources Information Center

Grotsky, Jeffery N.; And Others

The Peer Evaluation Program (PEP) has been instituted by the Division of Special Education, Pennsylvania State Department of Education, to allow intermediate units an opportunity to continuously improve their programs. The advantages of the PEP system are: (1) it is a self-improvememt system of program development; (2) PEP allows local autonomy as…

Propulsion Systems for Aircraft. Aerospace Education II. Instructional Unit II.

ERIC Educational Resources Information Center

Elmer, James D.

This curriculum guide accompanies another publication in the Aerospace Education II series entitled "Propulsion Systems for Aircraft." The guide includes specific guidelines for teachers on each chapter in the textbook. Suggestions are included for objectives (traditional and behavioral), suggested outline, orientation, suggested key…

The Input and Process Batteries for MISOE [Management Information System for Occupational Education] Sample Data Systems.

ERIC Educational Resources Information Center

Weinberger, Elizabeth

The document contains optical scannable forms for some of the instruments in the Input and Process Batteries, and guidelines for administration of the instruments in the Input Batteries of the Management Information System for Occupational Education (MISOE) Sample Data Systems. Input information describes the characteristics of the students at…

Census Data System of the Management Information System for Occupational Education: Guidelines and Instructions for Reporting. CDS Document No. 1.

ERIC Educational Resources Information Center

Management and Information System for Occupational Education, Winchester, MA.

The MISOE Census Data System (CDS) is one of two major subsystems of an integrated management information system (MISOE), which was developed to provide occupational education managers with comprehensive data on which to base rational management decisions. Essentially, CDS contains descriptive information systematically structured in a manner…

Legal Accountability for Public School Discipline--Fact or Fiction?

ERIC Educational Resources Information Center

de Waal, Elda

2011-01-01

Educators, learners and parents/caregivers should be held accountable for instilling learner discipline through clear guidelines and limitations to achieve security at public schools. Two previously identified education challenges are sustaining well-disciplined education systems and ensuring that educators are attentive to legal parameters in…

Southern Africa: A Study of the Educational Systems of Botswana, Lesotho, South Africa, Southwest Africa/Namibia and Swaziland with an Addendum on Zimbabwe-Rhodesia: A Guide to the Academic Placement of Students in Educational Institutions of the United States.

ERIC Educational Resources Information Center

Cranmer, David J.; Woolston, Valerie A.

The educational systems of Southern African countries are described, and guidelines concerning the placement of students who wish to study in U.S. institutions are provided. Information is provided on educational levels (primary, secondary, and higher education); and types of programs (technical/vocational education, teacher training, and…

Facilities Planning Guide for the Community College System.

ERIC Educational Resources Information Center

Massachusetts Advisory Council on Education, Boston.

These guidelines include definitions pertaining to educational criteria and planning criteria, and guidelines regarding--(1) administrative ratios, (2) space allocation in assignable square feet, (3) area conversion factors, (4) gross building area distribution, (5) curriculum balance development, (6) project performance schedule, and (7) project…

Distance Education: A Program and Facility Study.

ERIC Educational Resources Information Center

Holt, Malcolm; And Others

This publication provides both a review of the different technology modes that may be used for distance education and a set of guidelines for planning and developing conceptual designs for educational facilities capable of supporting technologically enhanced educational delivery systems in a variety of settings. The Distance Learning in Small…

The Education Review Board: A Mechanism for Managing Potential Conflicts of Interest in Medical Education.

PubMed

Borus, Jonathan F; Alexander, Erik K; Bierer, Barbara E; Bringhurst, F Richard; Clark, Christopher; Klanica, Kaley E; Stewart, Erin C; Friedman, Lawrence S

2015-12-01

Concerns about the influence of industry support on medical education, research, and patient care have increased in both medical and political circles. Some academic medical centers, questioning whether industry support of medical education could be appropriate and not a conflict of interest, banned such support. In 2009, a Partners HealthCare System commission concluded that interactions with industry remained important to Partners' charitable academic mission and made recommendations to transparently manage such relationships. An Education Review Board (ERB) was created to oversee and manage all industry support of Partners educational activities.Using a case review method, the ERB developed guidelines to implement the commission's recommendations. A multi-funder rule was established that prohibits industry support from only one company for any Partners educational activity. Within that framework, the ERB established guidelines on industry support of educational conferences, clinical fellowships, and trainees' expenses for attending external educational programs; gifts of textbooks and other educational materials; promotional opportunities associated with Partners educational activities; Partners educational activities under contract with an industry entity; and industry-run programs using Partners resources.Although many changes have resulted from the implementation of the ERB guidelines, the number of industry grants for Partners educational activities has remained relatively stable, and funding for these activities declined only moderately during the first three full calendar years (2011-2013) of ERB oversight. The ERB continually educates both the Partners community and industry about the rationale for its guidelines and its openness to their refinement in response to changes in the external environment.

Revised Guidelines for Comprehensive Health Education, Grades 10-12.

ERIC Educational Resources Information Center

Nebraska State Dept. of Education, Lincoln. Div. of Instructional Services.

These health curriculum guidelines were designed for teachers of secondary students. Four major topic areas are covered: 1) anatomy, physiology, tissues, systems, heredity, physical activity, and nutriition; 2) family structures, functions, and responsibilities; 3) values, stress, and drug abuse; and 4) the environment, disease control, cancer,…

Planning Guidelines for Primary Schools, Issue 1.

ERIC Educational Resources Information Center

Department of Education and Science, Tullamore (Ireland). Planning and Building Unit.

This planning guide, reflecting recent changes in the educational system in Ireland, offers guidelines for designing primary schools that need to provide additional space for the growing range of teaching and support services. It addresses increased sizes of general purpose rooms, extra floor area provision for classroom storage, administration,…

Monitoring the Opinions of Parents of College Students as a Component of the Institution's In-House Education Quality Management System

ERIC Educational Resources Information Center

Briukhanov, V. M.; Kiselev, V. I.; Timchenko, N. S.; Vdovin, V. M.

2010-01-01

The intensive process observed in the past few years, in which higher professional education is coming to be included in the system of market relations, is setting new target guidelines of the activity of institutions of higher learning, as well as the management models of educational institutions. The marketing component is becoming more and more…

Good Asset Accounting Procedures for Schools.

ERIC Educational Resources Information Center

Golz, William C.

1981-01-01

Increased accountability is required in school accounting due to rising education costs and the significant investment made in property and equipment in educational facilities. Guidelines for planning and implementing a property record-keeping system are provided. (Author/MLF)

Uptake of the World Health Organization’s trauma care guidelines: a systematic review

PubMed Central

Riggle, Kevin; Joshipura, Manjul; Quansah, Robert; Reynolds, Teri; Sherr, Kenneth; Mock, Charles

2016-01-01

Abstract Objective To understand the degree to which the trauma care guidelines released by the World Health Organization (WHO) between 2004 and 2009 have been used, and to identify priorities for the future implementation and dissemination of such guidelines. Methods We conducted a systematic review, across 19 databases, in which the titles of the three sets of guidelines – Guidelines for essential trauma care, Prehospital trauma care systems and Guidelines for trauma quality improvement programmes – were used as the search terms. Results were validated via citation analysis and expert consultation. Two authors independently reviewed each record of the guidelines’ implementation. Findings We identified 578 records that provided evidence of dissemination of WHO trauma care guidelines and 101 information sources that together described 140 implementation events. Implementation evidence could be found for 51 countries – 14 (40%) of the 35 low-income countries, 15 (32%) of the 47 lower-middle income, 15 (28%) of the 53 upper-middle-income and 7 (12%) of the 59 high-income. Of the 140 implementations, 63 (45%) could be categorized as needs assessments, 38 (27%) as endorsements by stakeholders, 20 (14%) as incorporations into policy and 19 (14%) as educational interventions. Conclusion Although WHO’s trauma care guidelines have been widely implemented, no evidence was identified of their implementation in 143 countries. More serial needs assessments for the ongoing monitoring of capacity for trauma care in health systems and more incorporation of the guidelines into both the formal education of health-care providers and health policy are needed. PMID:27516636

Planning and Management Systems for State Programs of Vocational and Technical Education: An Application of Research.

ERIC Educational Resources Information Center

Nowrasteh, Daryush M.

This publication is designed to serve state-level planners interested in reviewing the key concepts of state planning and management systems. The compact nature of the review and its organization in guideline format should provide a ready reference for the practitioner seeking to develop and improve management systems for vocational education in…

Centers for Environmental Education: Guidelines for Success.

ERIC Educational Resources Information Center

Wilson, Terry; Martin, Joan

This report presents a model of collaborative effort that established a network of 15 university-based and 2 non-university based Centers for Environmental Education (CEE) in the Tennessee River watershed region. The report begins by establishing definitions for a Center for Environmental Education and a network system, both of which are…

Pre-School Education in Portugal = Educacao Pre-Escolar em Portugal. Report.

ERIC Educational Resources Information Center

Ministry of Education, Lisbon (Portugal).

This report, containing both English and Portuguese text, describes the historical background and current state of preschool education systems in Portugal, and presents recommendations on guideline consolidation in the implementation of a common preschool education policy. Part 1 of the report, "Historical Background," discusses the…

34 CFR 85.510 - Who maintains the EPLS?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false Who maintains the EPLS? 85.510 Section 85.510 Education Office of the Secretary, Department of Education GOVERNMENTWIDE DEBARMENT AND SUSPENSION (NONPROCUREMENT) Excluded Parties List System § 85.510 Who maintains the EPLS? In accordance with the OMB guidelines, the...

Islamic Republic of Pakistan: A Study of the Educational System of Pakistan and a Guide to the Academic Placement of Students from Pakistan in Educational Institutions of the United States.

ERIC Educational Resources Information Center

Sweeney, Leo J.

Written as a guide to be used in the admission and placement of students from Pakistan in U.S. institutions of higher education, this study discusses the education system of Pakistan. The first four chapters contain a summary of the development of Pakistan. These are followed by guidelines and suggestions for admissions officers and admissions and…

Automated Essay Scoring: Psychometric Guidelines and Practices

ERIC Educational Resources Information Center

Ramineni, Chaitanya; Williamson, David M.

2013-01-01

In this paper, we provide an overview of psychometric procedures and guidelines Educational Testing Service (ETS) uses to evaluate automated essay scoring for operational use. We briefly describe the e-rater system, the procedures and criteria used to evaluate e-rater, implications for a range of potential uses of e-rater, and directions for…

Guidelines for Inclusion: Ensuring Access to Education for All

ERIC Educational Resources Information Center

United Nations Educational, Scientific and Cultural Organization (UNESCO), 2005

2005-01-01

These guidelines were created by UNESCO to assist countries in making National Plans for Education more inclusive, recognizing that there was a lack of guidelines to assist in this important process. This document thus provides guidelines and concepts for rendering National Education Plans / Education for All (EFA) more inclusive, with the…

Parental education and physical activity in pre-school children.

PubMed

Vale, S; Ricardo, N; Soares-Miranda, L; Santos, R; Moreira, C; Mota, J

2014-05-01

The purpose of this study was to objectively assess pre-school children's total physical activity (TPA) patterns and compliance with guidelines and to examine differences relative to parental education. The sample consisted on 509 healthy pre-school children, aged 3-6 years recruited from kindergartens located in the metropolitan area of Porto, Portugal. The PA was assessed for 7 consecutive days by accelerometry. For TPA, we followed the guidelines of the National Association for Sport and Physical Education (NASPE) (children who spent at least >120  min per day in active play). For TPA, we calculated the proportion of children who spent at least >120  min per day in active play and moderate-to-vigorous physical activity (MVPA), we calculated the proportion of children who spent at least >60  min per day in active play. Parental education was analysed according to the Portuguese education system. Children with parents in the highest education level were less active than children from low and middle education level (P ≤ 0.001) in all patterns of PA (week and weekend). Regarding TPA during the week we found that the majority of children from low and middle parental education meet the NASPE guidelines. On the other hand, more than half the children from high parental education did not meet these recommendations (P ≤ 0.001) and MVPA recommendations (P ≤ 0.05). In both recommendations, children from low parental education were twice more likely to meet the recommendations compared with children belonging to high parental education. Parent education was negatively associated with children's daily physical activity patterns and compliance with guidelines. © 2013 John Wiley & Sons Ltd.

Design and implementation of the GLIF3 guideline execution engine.

PubMed

Wang, Dongwen; Peleg, Mor; Tu, Samson W; Boxwala, Aziz A; Ogunyemi, Omolola; Zeng, Qing; Greenes, Robert A; Patel, Vimla L; Shortliffe, Edward H

2004-10-01

We have developed the GLIF3 Guideline Execution Engine (GLEE) as a tool for executing guidelines encoded in the GLIF3 format. In addition to serving as an interface to the GLIF3 guideline representation model to support the specified functions, GLEE provides defined interfaces to electronic medical records (EMRs) and other clinical applications to facilitate its integration with the clinical information system at a local institution. The execution model of GLEE takes the "system suggests, user controls" approach. A tracing system is used to record an individual patient's state when a guideline is applied to that patient. GLEE can also support an event-driven execution model once it is linked to the clinical event monitor in a local environment. Evaluation has shown that GLEE can be used effectively for proper execution of guidelines encoded in the GLIF3 format. When using it to execute each guideline in the evaluation, GLEE's performance duplicated that of the reference systems implementing the same guideline but taking different approaches. The execution flexibility and generality provided by GLEE, and its integration with a local environment, need to be further evaluated in clinical settings. Integration of GLEE with a specific event-monitoring and order-entry environment is the next step of our work to demonstrate its use for clinical decision support. Potential uses of GLEE also include quality assurance, guideline development, and medical education.

Guidelines for Comprehensive Sexuality Education: Kindergarten-12th Grade.

ERIC Educational Resources Information Center

Sex Information and Education Council of the United States, Inc., New York, NY.

The National Guidelines for Comprehensive Sexuality Education were developed by a Sex Information and Education Council of the United States (SIECUS) task force made up of health, education, and sex education professionals. The group was tasked with formulating sex education concepts and guidelines within four developmental levels, from…

Minimally disruptive medicine is needed for patients with multimorbidity: time to develop computerised medical record systems to meet this requirement.

PubMed

Schattner, Peter; Barker, Fiona; de Lusignan, Simon

2015-02-19

Minimally disruptive medicine (MDM) is proposed as a method for more appropriately managing people with multiple chronic disease. Much clinical management is currently single disease focussed, with people with multimorbidity being managed according to multiple single disease guidelines. Current initiatives to improve care include education about individual conditions and creating an environment where multiple guidelines might be simultaneously supported. The patient-centred medical home (PCMH) is an example of the latter. However, educational programmes and PCMH may increase the burden on patients. The cumulative workload for patients in managing the impact of multiple disease-specific guidelines is only relatively recently recognised. There is an intellectual vacuum as to how best to manage multimorbidity and how informatics might support implementing MDM. There is currently no alternative to multiple single-condition- specific guidelines and a lack of certainty, should the treatment burden need to be reduced, as to which guideline might be 'dropped'. The best information about multimorbidity is recorded in primary care computerised medical record (CMR) systems and in an increasing number of integrated care organisations. CMR systems have the potential to flag individuals who might be in greatest need. However, CMR systems may also provide insights into whether there are ameliorating factors that might make it easier for them to be resilient to the burden of care. Data from such CMR systems might be used to develop the evidence base about how to better manage multimorbidity. There is potential for these information systems to help reduce the management burden on patients and clinicians. However, substantial investment in research-driven CMR development is needed if we are to achieve this.

[Des-interest in professional educating in the production of the National Seminar on Guidelines for Nursing Education].

PubMed

Vieira, Silvana Lima; da Silva, Gilberto Tadeu Reis; Fernandes, Josicelia Dumêt; e Silva, Ana Cláudia de Azevêdo Bião; Santana, Monique Santos; Santos, Thadeu Borges Souza

2014-01-01

Documentary, retrospective, quali-quantitative research, which aimed to examine the approaches of scientific productions through summaries of the 12 and 13 national seminar on guidelines for the education in nursing, which raised the medium-level technical professional education in nursing. quantify and discuss the scientific production of events regarding the geographical distribution of authors, objectives and methodology of the studies. As a criterion for inclusion the abstracts should contain at least one of the following descriptors in the title and/or objectives: education in nursing, technical education in nursing, vocational education. Reviewed 637 abstracts, 23 met the inclusion criteria. The production was concentrated in the Southeast region in Brazil and the objectives featured mainly teaching practices of the nurses. There was little expressiveness of vocational at the event, signaling the need for more studies, considering the relevance of the technical level professionals for the Nursing profession and the health system.

Guidelines to Design Engineering Education in the Twenty-First Century for Supporting Innovative Product Development

ERIC Educational Resources Information Center

Violante, Maria Grazia; Vezzetti, Enrico

2017-01-01

In the twenty-first century, meeting our technological challenges demands educational excellence, a skilled populace that is ready for the critical challenges society faces. There is widespread consensus, however, that education systems are failing to adequately prepare all students with the essential twenty-first century knowledge and skills…

The Development of a Continuing Education Program for Mid-Career Professionals.

ERIC Educational Resources Information Center

Gunderson, Norman O.

The Master's Degree Program in Cybernetic Systems was proposed a decade ago as an interdisciplinary problem-solving oriented educational effort. Implemented seven years ago, it has developed into a successful continuing education vehicle for mid-career professionals. Those proposing the program recognized that without guidelines to follow, it must…

Higher Education Globalization in the Context of American Guidelines

ERIC Educational Resources Information Center

Bidyuk, Natalya

2016-01-01

The article deals with the problem of globalization impact on higher education system in the United Stated of America. It has been concluded that globalization as a phenomenon has been acquiring much significance in all the spheres, especially in higher education. Different views on the essence of globalization, especially in the context of higher…

WOCN Society Clinical Guideline: Management of the Adult Patient With a Fecal or Urinary Ostomy-An Executive Summary.

PubMed

This article provides an executive summary of the recommendations from the Clinical Guideline: Management of the Adult Patient With a Fecal or Urinary Ostomy, published by the Wound, Ostomy and Continence Nurses Society (WOCN Society). It presents an overview of the process used to update and develop the guideline and lists specific recommendations from the guideline. We provide recommendations that include the following topics: stoma construction, preoperative education, stoma site marking, selection of an ostomy pouching system, postoperative education, postoperative management issues, follow-up care after discharge from the acute care setting, health-related quality of life, and stomal and peristomal complications. The intent of the guideline is to provide information that will assist healthcare providers to manage adult patients with ostomies, prevent or decrease complications, and improve patient outcomes. The full text of the published guideline, which includes available evidence supporting the recommendations and a complete reference list, is available in print and as a mobile application from the WOCN Society's online bookstore (http://www.wocn.org). Refer to Supplemental Digital Content 1 (available at: http://links.lww.com/JWOCN/A40) associated with this article for a complete reference list for the guideline.

[Issue of education system for the medical technologist students and vision for the future].

PubMed

Ito, Kiichi

2003-05-01

In April 2000, education programs for student medical technologist has been revised considerably, with main thought of free-will programs at every educational facilities. Guideline for the state examination questions were published in June 2002 in related to above matter. These principles of educational programs are considered to be much effective in remarkable improvement of laboratory medicine.

The principle of integrality of care in the political-pedagogical projects of nursing programs

PubMed Central

Kloh, Daiana; Reibnitz, Kenya Schmidt; Boehs, Astrid Eggert; Wosny, Antônio de Miranda; de Lima, Margarete Maria

2014-01-01

Objective: to identify the political-pedagogical projects of the undergraduate nursing programs in Santa Catarina, Brazil according to the guidelines of the Ministries of Health and Education, considering the education of professionals under the principle of integrality. Method: documentary study with a qualitative approach. Nine projects were analyzed. Results: the colleges from the Southern region of Brazil are gradually incorporating the theoretical framework of the Brazilian health system and curricular guidelines, which includes the principle of integrality of care, into their political-pedagogical projects of undergraduate nursing programs. Some institutions strictly follow the curricular guidelines, while others make their own interpretation. Conclusion: most teaching institutions do not provide pedagogical support to students. PMID:25054869

Substance Abuse Treatment For Adults in the Criminal Justice System. Treatment Improvement Protocol (TIP) Series 44

ERIC Educational Resources Information Center

Bartlett, Catalina; Dinsmore, Janet; Gilbert, J. Max; Kornblum, Annette; Latham, Joyce; Oliff, Helen; Paisner, Susan; Sutton, David

2005-01-01

This Treatment Improvement Protocol (TIP) provides guidelines for counselors and criminal justice personnel who treat offenders with substance use disorders. TIPs are best-practice guidelines that make the latest research in substance abuse treatment available to counselors and educators. The content was generated by a panel of experts in the…

Building professional capacity in ITS : guidelines for designing an individualized training and education plan

DOT National Transportation Integrated Search

1999-04-01

This document presents a guide for educating and training transportation professionals on skills for Intelligent Transportation Systems (ITS). It identifies twenty ideal roles that professionals play in ITS and ITS competencies A curriculum is then p...

A Handbook for Inservice Education: Guidelines for Training, Multicultural Education and Desegregation.

ERIC Educational Resources Information Center

King, Al

This handbook presents guidelines for developing and implementing inservice teacher training programs on multicultural education and school desegregation. Developed by the Ways to Improve Education in Desegegated Schools (WIEDS) project of the Southwest Educational Development Laboratory (Austin, Texas), the guidelines are based on data from the…

School Desegregation Guidelines for Local and State Education Associations.

ERIC Educational Resources Information Center

National Education Association, Washington, DC.

This pamphlet presents school desegregation guidelines for local and State education associations. The guidelines were adopted by the National Education Association (NEA) Board of Directors in February 1980, and are an updated version of guidelines adopted in 1974. Bilingual and multicultural concerns are addressed to some degree. Three…

The ASM Curriculum Guidelines for Undergraduate Microbiology: A Case Study of the Advocacy Role of Societies in Reform Efforts

PubMed Central

Horak, Rachel E. A.; Merkel, Susan; Chang, Amy

2015-01-01

A number of national reports, including Vision and Change in Undergraduate Biology Education: A Call to Action, have called for drastic changes in how undergraduate biology is taught. To that end, the American Society for Microbiology (ASM) has developed new Curriculum Guidelines for undergraduate microbiology that outline a comprehensive curriculum for any undergraduate introductory microbiology course or program of study. Designed to foster enduring understanding of core microbiology concepts, the Guidelines work synergistically with backwards course design to focus teaching on student-centered goals and priorities. In order to qualitatively assess how the ASM Curriculum Guidelines are used by educators and learn more about the needs of microbiology educators, the ASM Education Board distributed two surveys to the ASM education community. In this report, we discuss the results of these surveys (353 responses). We found that the ASM Curriculum Guidelines are being implemented in many different types of courses at all undergraduate levels. Educators indicated that the ASM Curriculum Guidelines were very helpful when planning courses and assessments. We discuss some specific ways in which the ASM Curriculum Guidelines have been used in undergraduate classrooms. The survey identified some barriers that microbiology educators faced when trying to adopt the ASM Curriculum Guidelines, including lack of time, lack of financial resources, and lack of supporting resources. Given the self-reported challenges to implementing the ASM Curriculum Guidelines in undergraduate classrooms, we identify here some activities related to the ASM Curriculum Guidelines that the ASM Education Board has initiated to assist educators in the implementation process. PMID:25949769

The ASM Curriculum Guidelines for Undergraduate Microbiology: A Case Study of the Advocacy Role of Societies in Reform Efforts.

PubMed

Horak, Rachel E A; Merkel, Susan; Chang, Amy

2015-05-01

A number of national reports, including Vision and Change in Undergraduate Biology Education: A Call to Action, have called for drastic changes in how undergraduate biology is taught. To that end, the American Society for Microbiology (ASM) has developed new Curriculum Guidelines for undergraduate microbiology that outline a comprehensive curriculum for any undergraduate introductory microbiology course or program of study. Designed to foster enduring understanding of core microbiology concepts, the Guidelines work synergistically with backwards course design to focus teaching on student-centered goals and priorities. In order to qualitatively assess how the ASM Curriculum Guidelines are used by educators and learn more about the needs of microbiology educators, the ASM Education Board distributed two surveys to the ASM education community. In this report, we discuss the results of these surveys (353 responses). We found that the ASM Curriculum Guidelines are being implemented in many different types of courses at all undergraduate levels. Educators indicated that the ASM Curriculum Guidelines were very helpful when planning courses and assessments. We discuss some specific ways in which the ASM Curriculum Guidelines have been used in undergraduate classrooms. The survey identified some barriers that microbiology educators faced when trying to adopt the ASM Curriculum Guidelines, including lack of time, lack of financial resources, and lack of supporting resources. Given the self-reported challenges to implementing the ASM Curriculum Guidelines in undergraduate classrooms, we identify here some activities related to the ASM Curriculum Guidelines that the ASM Education Board has initiated to assist educators in the implementation process.

Guideline attribute and implementation preferences among physicians in multiple health systems.

PubMed

Stone, Tamara T; Schweikhart, Sharon B; Mantese, Annamarie; Sonnad, Seema S

2005-01-01

Although practice guidelines are effective in assisting providers with clinical decision making, ineffective implementation strategies often prevent their use in practice. This study aimed to understand physician preferences for guideline format, placement, content, evidence, and learning strategies in different clinical environments. Semistructured telephone interviews were conducted with 500 randomly selected physicians from 4 major US health systems who were involved in the treatment of patients with acute myocardial infarction or pediatric asthma. Paired sample t tests and Tukey's method of comparisons determined the relative ranking of physicians' guideline implementation preferences. Physicians preferred guidelines located on the front of the patient chart, in palm pilots, or in progress notes and presented as flow charts/flow diagrams, algorithms, or preprinted orders that contain strategies to minimize readmits/encourage self-management and immediate treatment flows. Discussions with colleagues and continuing medical education are the most effective strategies for encouraging guideline use, and randomized controlled trials remain the most persuasive medical evidence. Health care organizations must align guideline implementation efforts with physician preferences to encourage utilization. The results of this study reveal systematic physician preferences for guideline implementation that can be applied to clinical settings to encourage guideline use by physicians.

Respect Differences? Challenging the Common Guidelines in Social Justice Education

ERIC Educational Resources Information Center

Sensoy, Özlem; DiAngelo, Robin

2014-01-01

In social justice education, it is common to establish guidelines for classroom discussions. We examine the limits of these guidelines in achieving the goals of social justice education, arguing that they are not adequately responsive to power relations. Rather than creating a supportive space for dialogue, these guidelines can actually interfere…

Virginia Board of Education Student Code of Conduct Policy Guidelines

ERIC Educational Resources Information Center

Virginia Department of Education, 2015

2015-01-01

The Virginia Board of Education's "Student Conduct Policy Guidelines" were first developed in 1994 in response to action by the 1993 General Assembly requiring the Virginia Board of Education to establish such guidelines. In 2004, the "Guidelines" underwent a major revision in response to requirements of § 22.1-279.6. of the…

Developing and Implementing Health and Sustainability Guidelines for Institutional Food Service123

PubMed Central

Kimmons, Joel; Jones, Sonya; McPeak, Holly H.; Bowden, Brian

2012-01-01

Health and sustainability guidelines for institutional food service are directed at improving dietary intake and increasing the ecological benefits of the food system. The development and implementation of institutional food service guidelines, such as the Health and Human Services (HHS) and General Services Administration (GSA) Health and Sustainability Guidelines for Federal Concessions and Vending Operations (HHS/GSA Guidelines), have the potential to improve the health and sustainability of the food system. Institutional guidelines assist staff, managers, and vendors in aligning the food environment at food service venues with healthier and more sustainable choices and practices. Guideline specifics and their effective implementation depend on the size, culture, nature, and management structure of an institution and the individuals affected. They may be applied anywhere food is sold, served, or consumed. Changing institutional food service practice requires comprehensive analysis, engagement, and education of all relevant stakeholders including institutional management, members of the food supply chain, and customers. Current examples of food service guidelines presented here are the HHS and GSA Health and Sustainability Guidelines for Federal Concessions and Vending Operations, which translate evidence-based recommendations on health and sustainability into institutional food service practices and are currently being implemented at the federal level. Developing and implementing guidelines has the potential to improve long-term population health outcomes while simultaneously benefitting the food system. Nutritionists, public health practitioners, and researchers should consider working with institutions to develop, implement, and evaluate food service guidelines for health and sustainability. PMID:22585909

Developing and implementing health and sustainability guidelines for institutional food service.

PubMed

Kimmons, Joel; Jones, Sonya; McPeak, Holly H; Bowden, Brian

2012-05-01

Health and sustainability guidelines for institutional food service are directed at improving dietary intake and increasing the ecological benefits of the food system. The development and implementation of institutional food service guidelines, such as the Health and Human Services (HHS) and General Services Administration (GSA) Health and Sustainability Guidelines for Federal Concessions and Vending Operations (HHS/GSA Guidelines), have the potential to improve the health and sustainability of the food system. Institutional guidelines assist staff, managers, and vendors in aligning the food environment at food service venues with healthier and more sustainable choices and practices. Guideline specifics and their effective implementation depend on the size, culture, nature, and management structure of an institution and the individuals affected. They may be applied anywhere food is sold, served, or consumed. Changing institutional food service practice requires comprehensive analysis, engagement, and education of all relevant stakeholders including institutional management, members of the food supply chain, and customers. Current examples of food service guidelines presented here are the HHS and GSA Health and Sustainability Guidelines for Federal Concessions and Vending Operations, which translate evidence-based recommendations on health and sustainability into institutional food service practices and are currently being implemented at the federal level. Developing and implementing guidelines has the potential to improve long-term population health outcomes while simultaneously benefitting the food system. Nutritionists, public health practitioners, and researchers should consider working with institutions to develop, implement, and evaluate food service guidelines for health and sustainability.

Orientaciones Tecnicas para el Mejoramiento de la Administracion Educacional--Necesidades, Posibilidades y Perspectivas (Technical Guidelines on the Improvement of Educational Administration--Needs, Possibilities, and Perspectives).

ERIC Educational Resources Information Center

Valle, Victor M.

The success of development programs in educational systems is dependent, to a large extent, on the quality and relevancy of their management. Many worthwhile, well conceived and planned educational reforms have failed due to poor management. Therefore, both ministries of education and international organizations of technical cooperation have…

A Response to the NCSS Guidelines on Multicultural Education.

ERIC Educational Resources Information Center

Renyi, Judith; Lubeck, Dennis R.

1994-01-01

Responds to the revised National Council for the Social Studies Guidelines on Multicultural Education. Maintains that the guidelines contribute the common misunderstanding about the relationship between multicultural and international education. Argues that the arts and humanities must be a part of effective multicultural education. (CFR)

Educational Intervention Improves Compliance With AAN Guidelines for Return Epilepsy Visits: A Quality Improvement Project.

PubMed

Nelson, Gary R; Filloux, Francis M; Kerr, Lynne M

2016-10-01

In 2011, the American Academy of Neurology (AAN) released guidelines for return seizure visits detailing 8 points that should be addressed during such visits. These guidelines are designed to improve routine follow-up care for epilepsy patients. The authors performed a quality improvement project aimed at increasing compliance with these guidelines after educating providers about them. The authors performed a chart review before and after an intervention which included: education regarding the guidelines, providing materials to remind providers of the guidelines, and templates to facilitate compliance. The authors reviewed charts at 2 and 6 months after the intervention. Significant improvement in documentation of 4 of the 8 measures was observed after this educational intervention. This suggests that simple educational interventions may help providers change practice and can improve compliance with new guidelines while requiring minimal time and resources to implement. © The Author(s) 2016.

Continuing Education, Guideline Implementation, and the Emerging Transdisciplinary Field of Knowledge Translation

ERIC Educational Resources Information Center

Davis, Dave

2006-01-01

This article discusses continuing education and the implementation of clinical practice guidelines or best evidence, quality improvement, and patient safety. Continuing education focuses on the perspective of the adult learner and is guided by well-established educational principles. In contrast, guideline implementation and related concepts…

Guidelines for Energy Education in Social Studies.

ERIC Educational Resources Information Center

Allen, Rodney F.; And Others

1981-01-01

Offers energy education guidelines to aid social studies educators at all grade levels respond to increasing interest in energy-related topics. Guidelines are intended to serve as an outline of a multidisciplinary education program, a baseline from which to assess existing energy-related instructional programs, and a starting point for development…

Space Guidelines for Planning Educational Facilities. Planning for Education.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Education, Oklahoma City.

In 1983 the Oklahoma Legislature adopted facility guidelines for the purpose of defining, organizing, and encouraging the planning of adequate environments for education. The guidelines contained in this booklet have been designed to allow for the requirements of all Oklahoma school districts regardless of size or educational program. The…

Global Initiatives for Early Childhood Care and Education: Global Guidelines and Global Guidelines Assessment

ERIC Educational Resources Information Center

Trube, Mary Barbara

2015-01-01

This report focuses on the Association for Childhood Education International's (ACEI) Global Guidelines (GG) and Global Guidelines Assessment (GGA), which were developed in response to and in keeping with the prominence that the issue of quality early childhood care, development, and education has reached globally. Further, the paper positions the…

15 CFR 1170.4 - Guidelines.

Code of Federal Regulations, 2013 CFR

2013-01-01

... agency shall: (a) Establish plans and dates for use of the metric system in procurements, grants and... barriers to transition to the metric system; (f) Consider cost effects of metric use in setting agency... metric system of measurement through educational information and guidance and in agency publications; (i...

15 CFR 1170.4 - Guidelines.

Code of Federal Regulations, 2012 CFR

2012-01-01

... agency shall: (a) Establish plans and dates for use of the metric system in procurements, grants and... barriers to transition to the metric system; (f) Consider cost effects of metric use in setting agency... metric system of measurement through educational information and guidance and in agency publications; (i...

15 CFR 1170.4 - Guidelines.

Code of Federal Regulations, 2011 CFR

2011-01-01

... agency shall: (a) Establish plans and dates for use of the metric system in procurements, grants and... barriers to transition to the metric system; (f) Consider cost effects of metric use in setting agency... metric system of measurement through educational information and guidance and in agency publications; (i...

Development of Alternative Continuing Educational Systems for Preventing the Technological Obsolescence of Air Force Scientists and Engineers. Volume 1. Basic Study.

ERIC Educational Resources Information Center

Slebodnick, Edward B.; And Others

Volume 1 of the study reports a work effort to define and give guidelines for the acquisition of cost-effective alternative continuing education (CE) systems to prevent the technological obsolescence of Air Force military scientific and engineering officer personnel. A detailed background survey of the problem was conducted using questionnaires,…

Issues and Guidelines in Designing Follow-up Systems for Special Education Service Programs. Project Report Number 89-2.

ERIC Educational Resources Information Center

Bruininks, Robert H.; And Others

This paper examines issues in designing post-school follow-up studies in special education. The examination focuses on survey research techniques, which are widely used in the investigation of post-school adjustment of former students with handicaps. In special education, survey research studies are used commonly to address many important…

Avoiding to Fit a Square Peg into a Round Hole: A Policy Framework for Operationalising Open Distance Education in Dual-Mode Universities

ERIC Educational Resources Information Center

Makoe, Mpine

2018-01-01

Although education policies in many African countries refer to the need for distance education to widen participation in universities, they have not articulated guidelines on how they plan to develop systems and structures that will support it. The purpose of this study was to develop a policy framework specific for distance education provision in…

Programs of Study and Support Services Guide. Workforce Development Education.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh.

This document was developed to assist local school systems in North Carolina in planning effective and comprehensive workforce development education programs. It contains information about planning, required resources, instructional guidelines, and program area offerings. The guide is organized in three parts. Part I provides a program description…

The Use of Computer Simulation Techniques in Educational Planning.

ERIC Educational Resources Information Center

Wilson, Charles Z.

Computer simulations provide powerful models for establishing goals, guidelines, and constraints in educational planning. They are dynamic models that allow planners to examine logical descriptions of organizational behavior over time as well as permitting consideration of the large and complex systems required to provide realistic descriptions of…

Funding Music: Guidelines for Grant Writing in the Music Classroom

ERIC Educational Resources Information Center

Rajan, Rekha S.

2016-01-01

With music education's continued unstable role within the school system, music educators are actively seeking external funding to support and augment their programs. However, there are many challenges involved with grant writing including understanding where to find potential funders, writing the proposal, developing a budget, and including an…

C.U.B.E. Program Administration Materials.

ERIC Educational Resources Information Center

Vincennes Univ., IN.

This manual consists of forms and guidelines for use in administering the adult basic education teaching/learning management system called CUBE (Continuity and Unity in Basic Education). Provided in the manual are a variety of orientation forms, including daily attendance records, enrollment forms, publication release forms, and fact sheets on the…

Ecological Concept Development of Preservice Teacher Candidates: Opaque Empty Shells

ERIC Educational Resources Information Center

Puk, Tom; Stibbards, Adam

2010-01-01

In the Ontario publically-funded school system, there are no provincial curriculum guidelines or distinct courses for Ecological Literacy. Rather, the Ontario Ministry of Education policy is that "environmental education" should be taught in all grades and all existing subject matter. Because there are no specific Ecological Literacy…

International Continence Society supported pelvic physiotherapy education guideline.

PubMed

Bakker, Els; Shelly, Beth; Esch, Fetske H; Frawley, Helena; McClurg, Doreen; Meyers, Peter

2018-02-01

To provide a guideline of desired knowledge, clinical skills and education levels in Pelvic Physiotherapy (PT). Physiotherapy (PT) involves "using knowledge and skills unique to physiotherapists" and, "is the service only provided by, or under the direction and supervision of a physiotherapist." 1 METHODS: The PT Committee, within the body of the International Continence Society (ICS), collected information regarding existing educational levels for pelvic floor PT. Through face to face and on on-line discussion consensus was reached which was summarized in three progressive educational levels based on knowledge and skills and brought together in a guideline. The guideline was submitted to all physiotherapists and the Educational Committee of the ICS, and after approval, submitted to the Executive Board of the ICS. The guideline lists, in a progressive way, knowledge areas and skills to be achieved by education. It is broad and allows for individual interpretation based on local situations regarding education and healthcare possibilities. It is intended to be dynamic and updated on a regular basis. The proposed Pelvic PT education guideline is a dynamic document that allows course creators to plan topics for continuing course work and to recognize educational level of a therapist in the field of Pelvic PT. This education guideline can be used to set minimum worldwide standards resulting in higher skill levels for local pelvic physiotherapists and thereby better patient care outcome. © 2018 Wiley Periodicals, Inc.

The Voluntary Use of Physical Education Safety Guidelines in Schools

ERIC Educational Resources Information Center

Rothe, J. Peter

2009-01-01

About 25 percent of child injuries occur in schools, most of them during physical education activities. Physical education safety guidelines are one strategy to reduce the number of student injuries. However, based on the findings of a recent evaluation of provincial safety guidelines, only two-thirds of physical education teachers use the safety…

Proposed Education Guidelines and Procedures: Sac and Fox Nation of Oklahoma.

ERIC Educational Resources Information Center

Sac and Fox Nation, OK. Education Committee.

These educational guidelines and procedures were developed after extensive review of current education programs for the Sac and Fox Nations of Oklahoma. The guidelines, prepared by a committee of local educators appointed by a tribal business committee, examined the anticipated needs for future generations of the Sac and Fox people. The document…

Guidelines for Technology Equipment Selection and Use: An SREB Model for Schools and Campuses.

ERIC Educational Resources Information Center

Parker, Louis T.; Thomas, William R.

In the winter of 1999, the Southern Regional Education Board's (SREB's) Educational Technology Cooperative analyzed technology equipment standards and guidelines from state departments of education and higher education agencies in the SREB states. This report, which is based on a summary of these guidelines and standards, reflects the Educational…

Impact of Physician Education and a Dedicated Inferior Vena Cava Filter Tracking System on Inferior Vena Cava Filter Use and Retrieval Rates Across a Large US Health Care Region.

PubMed

Wang, Stephen L; Cha, Hsien-Hwa A; Lin, James R; Francis, Bolanos; Elizabeth, Wakley; Martin, Porras; Rajan, Sudhir

2016-05-01

To evaluate the effects of physician familiarity with current evidence and guidelines on inferior vena cava (IVC) filter use and the availability of IVC filter tracking infrastructure on retrieval rates. Fourteen continuing medical education-approved in-hospital grand rounds covering evidence-based review of the literature on IVC filter efficacy, patient-centered outcomes, guidelines for IVC filter indications, and complications were performed across a large United States (US) health care region serving more than 3.5 million members. A computer-based IVC filter tracking system was deployed simultaneously. IVC filter use, rates of attempted retrieval, and fulfillment of guidelines for IVC filter indications were retrospectively evaluated at each facility for 12 months before intervention (n = 427) and for 12 months after intervention (n = 347). After education, IVC filter use decreased 18.7%, with a member enrollment-adjusted decrease of 22.2%, despite an increasing IVC filter use trend for 4 years. Reduction in IVC filter use at each facility strongly correlated with physician attendance at grand rounds (r = -0.69; P = .007). Rates of attempted retrieval increased from 38.9% to 54.0% (P = .0006), with similar rates of successful retrieval (82.3% before education and 85.8% after education on first attempt). Improvement in IVC filter retrieval attempts correlated with physician attendance at grand rounds (r = 0.51; P = .051). IVC filter dwell times at first retrieval attempt were similar (10.2 wk before and 10.8 wk after). Physician education dramatically reduced IVC filter use across a large US health care region, and represents a learning opportunity for physicians who request and place them. Education and a novel tracking system improved rates of retrieval for IVC filter devices. Copyright © 2016 SIR. Published by Elsevier Inc. All rights reserved.

Implementation of Early Childhood Development Education Service Standard Guidelines on Physical Facilities in Public and Private Early Childhood Education Centres Kakamega County, Kenya

ERIC Educational Resources Information Center

Sitati, Emmily M.; Ndirangu, Mwangi; Kennedy, Bota; Rapongo, George S.

2016-01-01

In 2006, the Kenyan Ministry of Education (MoE) developed an early childhood development education (ECDE) service standard guidelines to guide the ECDE stakeholders in provision of early childhood education (ECE) programmes. The study sought to investigate the implementation of the ECDE service standard guidelines on provision of physical…

Adherence to active play and electronic media guidelines in preschool children: gender and parental education considerations.

PubMed

Loprinzi, Paul D; Schary, David P; Cardinal, Bradley J

2013-01-01

The primary purpose of the present study was to examine adherence to current active play and electronic media use guidelines in a sample of US preschool-aged children and to examine whether differences occurred across gender and parental education. 164 parents completed an on-line survey to estimate preschool children's active play and sedentary behaviors. For weekdays, 50% of the sample met the active play guideline with this increasing to 65% during the weekend. With respect to electronic media use, 90% of the sample met guidelines during the week, with the percentage meeting guidelines dropping to 78% during the weekend. A greater percentage of preschool children from high parental education families (83.4 ± 3.3) met electronic media use guidelines on the weekends, compared to preschool children from low parental education families (59.4 ± 8.1) (p = 0.002). Our findings indicate that a substantial portion of preschool children are not meeting active play guidelines and that adherence to active play and electronic media use guidelines may be influenced by parental education.

The views of medical education stakeholders on guidelines for cultural diversity teaching.

PubMed

Dogra, Nisha

2007-03-01

The General Medical Council set out the framework within which it expects medical education to develop. Educational guidelines have been developed across the world but their development is less clear in the UK. There has been little work regarding views about educational guidelines. The research objective was to establish the views of medical education stakeholders towards specific guidelines for teaching in cultural diversity to medical students. Sixty-one individuals were interviewed using a semi-structured interview. Thematic analysis was undertaken after the interviews were transcribed verbatim. In total, 51 respondents felt that guidelines would be useful; 17 of these explicitly stipulated that these would only be useful if they were not prescriptive and if they were applied flexibly and were practical. Four respondents, including two policy-makers holding senior positions with medical educational bodies, felt that new guidelines would not be useful, as they already existed in some form. Five respondents were unsure if guidelines would be helpful or not. Guidelines were considered to be potentially useful for several reasons including to: help clarify what should be taught regarding cultural diversity and how it should be taught, provide justification for teaching the subject, help those unfamiliar with the subject, support those assigned with responsibility for developing such teaching, provide course and curriculum designers with reassurance, increase the credibility of the subject, set standards that serve as a benchmark against which schools can compare themselves with one another and highlight good practice. The reservations expressed suggest that the guidelines need to be developed using a range of stakeholders and have some degree of consensus to ensure that they will be used. The literature relating to attitudes towards clinical practice guidelines has much to contribute to the development of educational guidelines.

Guidelines for Developing Successful Short Advanced Courses in Systems Medicine and Systems Biology.

PubMed

Gomez-Cabrero, David; Marabita, Francesco; Tarazona, Sonia; Cano, Isaac; Roca, Josep; Conesa, Ana; Sabatier, Philippe; Tegnér, Jesper

2017-09-27

Systems medicine and systems biology have inherent educational challenges. These have largely been addressed either by providing new masters programs or by redesigning undergraduate programs. In contrast, short courses can respond to a different need: they can provide condensed updates for professionals across academia, the clinic, and industry. These courses have received less attention. Here, we share our experiences in developing and providing such courses to current and future leaders in systems biology and systems medicine. We present guidelines for how to reproduce our courses, and we offer suggestions for how to select students who will nurture an interdisciplinary learning environment and thrive there. Copyright © 2017 Elsevier Inc. All rights reserved.

The SBHE Guideline for Operating Budget Funding. Postsecondary Education Research Reports.

ERIC Educational Resources Information Center

Maryland State Board for Higher Education, Annapolis.

New Maryland State Board for Higher Education funding guidelines for public four-year institutions in Maryland are presented, along with information on the development of the guidelines. Four guidelines models were studied and evaluated by criteria endorsed by state and university officials. To derive the guidelines, each program area…

Financial Policies for Education in the "National Medium- and Long-Term Educational Reform and Development Guideline (2010-20)"

ERIC Educational Resources Information Center

Liansheng, Yuan

2012-01-01

The "National Medium- and Long-Term Educational Reform and Development Guideline (2010-20)" (hereafter abbreviated as the "Guideline"), formulated by the Chinese Communist Party Central Committee and the State Council, posits the basic completion of the modernization of China's education and other development targets by 2020.…

Enhancing system-wide implementation of opioid prescribing guidelines in primary care: protocol for a stepped-wedge quality improvement project.

PubMed

Zgierska, Aleksandra E; Vidaver, Regina M; Smith, Paul; Ales, Mary W; Nisbet, Kate; Boss, Deanne; Tuan, Wen-Jan; Hahn, David L

2018-06-05

Systematic implementation of guidelines for opioid therapy management in chronic non-cancer pain can reduce opioid-related harms. However, implementation of guideline-recommended practices in routine care is subpar. The goal of this quality improvement (QI) project is to assess whether a clinic-tailored QI intervention improves the implementation of a health system-wide, guideline-driven policy on opioid prescribing in primary care. This manuscript describes the protocol for this QI project. A health system with 28 primary care clinics caring for approximately 294,000 primary care patients developed and implemented a guideline-driven policy on long-term opioid therapy in adults with opioid-treated chronic non-cancer pain (estimated N = 3980). The policy provided multiple recommendations, including the universal use of treatment agreements, urine drug testing, depression and opioid misuse risk screening, and standardized documentation of the chronic pain diagnosis and treatment plan. The project team drew upon existing guidelines, feedback from end-users, experts and health system leadership to develop a robust QI intervention, targeting clinic-level implementation of policy-directed practices. The resulting multi-pronged QI intervention included clinic-wide and individual clinician-level educational interventions. The QI intervention will augment the health system's "routine rollout" method, consisting of a single educational presentation to clinicians in group settings and a separate presentation for staff. A stepped-wedge design will enable 9 primary care clinics to receive the intervention and assessment of within-clinic and between-clinic changes in adherence to the policy items measured by clinic-level electronic health record-based measures and process measures of the experience with the intervention. Developing methods for a health system-tailored QI intervention required a multi-step process to incorporate end-user feedback and account for the needs of targeted clinic team members. Delivery of such tailored QI interventions has the potential to enhance uptake of opioid therapy management policies in primary care. Results from this study are anticipated to elucidate the relative value of such QI activities.

Changing to the Metric System.

ERIC Educational Resources Information Center

Chambers, Donald L.; Dowling, Kenneth W.

This report examines educational aspects of the conversion to the metric system of measurement in the United States. Statements of positions on metrication and basic mathematical skills are given from various groups. Base units, symbols, prefixes, and style of the metric system are outlined. Guidelines for teaching metric concepts are given,…

World Federation for Medical Education Policy on international recognition of medical schools' programme.

PubMed

Karle, Hans

2008-12-01

The increasing globalisation of medicine, as manifested in the migration rate of medical doctors and in the growth of cross-border education providers, has inflicted a wave of quality assurance efforts in medical education, and underlined the need for definition of standards and for introduction of effective and transparent accreditation systems. In 2004, reflecting the importance of the interface between medical education and the healthcare delivery sector, a World Health Organization (WHO)/World Federation for Medical Education (WFME) Strategic Partnership to improve medical education was formed. In 2005, the partnership published Guidelines for Accreditation of Basic Medical Education. The WHO/WFME Guidelines recommend the establishment of proper accreditation systems that are effective, independent, transparent and based on medical education-specific criteria. An important prerequisite for this development was the WFME Global Standards programme, initiated in 1997 and widely endorsed. The standards are now being used in all 6 WHO/WFME regions as a basis for quality improvement of medical education throughout its continuum and as a template for national and regional accreditation standards. Promotion of national accreditation systems will have a pivotal influence on future international appraisal of medical education. Information about accreditation status - the agencies involved and the criteria and procedure used - will be an essential component of new Global Directories of Health Professions Educational Institutions. According to an agreement between the WHO and the University of Copenhagen (UC), these Directories (the Avicenna Directories) will be developed and published by the UC with the assistance of the WFME, starting with renewal of the WHO World Directory of Medical Schools, and sequentially expanding to cover educational institutions for other health professions. The Directories will be a foundation for international meta-recognition ("accrediting the accreditors") of educational institutions and their programmes.

Strategic Marketing for Educational Systems.

ERIC Educational Resources Information Center

Hanson, E. Mark; Henry, Walter

1992-01-01

Private-sector strategic marketing processes can significantly benefit schools desiring to develop public confidence and support and establish guidelines for future development. This article defines a strategic marketing model for school systems and articulates the sequence of related research and operational steps comprising it. Although schools…

Mammography Patient Information at Hospital Websites: Most Neither Comprehensible Nor Guideline Supported.

PubMed

Sadigh, Gelareh; Singh, Kush; Gilbert, Kirven; Khan, Ramsha; Duszak, Abigail M; Duszak, Richard

2016-11-01

Ongoing controversy regarding screening mammography guidelines has created confusion for many patients. Given recommendations that patient educational material be prepared at or below the 7th grade reading level of average Americans, the purpose of this study was to assess the readability of online mammography information offered by hospitals nationwide. During 2015, online mammography patient educational materials were identified for all Medicare-recognized hospitals nationwide for which screening mammography metrics were publicly available. Patient educational materials were assessed using six validated readability score algorithms. All references to official screening guidelines were captured. Of 4105 hospitals nationwide, 3252 had websites and confirmable screening mammography services. Of those, 1753 (54%) offered mammography information material online. Only 919 (28%) referenced any professional society guidelines. After excluding information not formatted in HTML and shorter than 100 words (to improve algorithm reliability), 1524 hospital mammography webpages were assessed for grade level scores. Nationally, the mean of each readability score for all hospitals varied between the 10th and 14th grade levels, all higher than the recommended 7th grade level (p < 0.001). At the individual hospital level, only 14 hospitals (0.4%) had mean scores at or below the 7th grade level. Of U.S. hospitals that offer screening mammography and have websites, only 54% provide online mammography educational material. Of those, only 0.4% present information at a reading level comprehensible to average Americans, and only 28% offer specific information to help patients reconcile conflicting guidelines. Health systems offering mammography should strive to better meet women's health information and literacy needs.

A Medical Television Center; a Guide to Organizing a Large Television Center in Health Science Educational Institutions. Monograph 5.

ERIC Educational Resources Information Center

Potts, Robert E.

Guidelines are presented for establishing large television centers in health science education institutions. Television distribution systems are described, and staff, equipment, space and budgetary requirements are discussed. Included are: (1) a proposed chart of organizational development and job descriptions; (2) suggested equipment purchases;…

A Systematic Appraisal of Peer Review Guidelines for Special Education Journals

ERIC Educational Resources Information Center

Maggin, Daniel M.; Chafouleas, Sandra M.; Berggren, Melissa; Sugai, George

2013-01-01

The evidence-based practice movement in special education has emphasized the use of the scientific process to assist with the identification of effective academic and behavioral strategies. An important but often overlooked aspect of this system is the peer review process in which manuscripts submitted for publication are reviewed by experts to…

Exploring the Airways for Adult Education. Section 310, Final Report.

ERIC Educational Resources Information Center

Morris, Betty

Intended to enable an individual to converse with satellite antenna dealers and to select a dealer and acquire an antenna to suit his/her needs at the lowest cost, this edited version of a final project report provides detailed guidelines for purchasing of communications satellites distance education delivery systems and specific technical…

Higher Education and University Reform in Brazil.

ERIC Educational Resources Information Center

Da Silva, Jadiel Vieira

Certain aspects of three stages of development of the Brazilian higher education system are analyzed. The first stage starts in 1931 with the enactment of the so-called "Statutes of the Brazilian Universities." The beginning of the second stage is marked by the 1961 Law of Guidelines and Fundamentals that intended to reform the entire educational…

Safeguarding Your Technology: Practical Guidelines for Electronic Education Information Security.

ERIC Educational Resources Information Center

Szuba, Tom

This guide was developed specifically for educational administrators at the building, campus, district, system, and state levels, and is meant to serve as a framework to help them better understand why and how to effectively secure their organization's information, software, and computer and networking equipment. This document is organized into 10…

International Organisations and the Evaluation of Education Systems: A Critical Comparative Analysis

ERIC Educational Resources Information Center

Neves, Claudia

2008-01-01

This article seeks to develop research involving a macro-level critical comparative analysis of reference documents produced by international organisations (UNDP, OECD, UNESCO, the World Bank and the European Union) which guide world education policy decisions. The primary objective was to consider the key guidelines currently defined for…

Guidelines for Successful Parent Involvement: Working with Parents of Students with Disabilities

ERIC Educational Resources Information Center

Staples, Kelli E.; Diliberto, Jennifer A.

2010-01-01

According to the Individuals With Disabilities Education Improvement Act (IDEA), school systems must ensure that the individualized education program (IEP) team includes the parent of the child with a disability. Teachers often report the challenges of getting parents to attend IEP meetings often assuming parents' lack of interest with involvement…

Careers in Communications Media. Instructor Guideline.

ERIC Educational Resources Information Center

Oregon State Dept. of Education, Salem. Career and Vocational Education Section.

The guideline, an indepth focus on one of the 15 U.S. Office of Education (USOE) career education clusters, provides instructors with information to support effective career decision making and occupational preparation. The first section provides a perspective of career education as applied to occupations in the guidelines (includes explanations…

Experimenting Design and Implementation of an Educational Services Management System Based on ISO/IEC 20000 Standard

NASA Astrophysics Data System (ADS)

Lezcano, Jean-Marc; Adachihara, Hatsuo; Prunier, Marc

European higher education organizations are encouraged to implement quality management practices. Existing quality standards and frameworks do not capitalize an important set of best practices addressing educational services delivery. The ISO/IEC 20000 standard, elaborated from IT service management issues, is widening its field of application and may represent an interesting alternative. A specific approach is needed to apprehend the particular nature of educational services, consider the systemic cooperating roles of educational system and learning system, and define ISO/IEC 20000 vocabulary and concepts adapted to the domain. ISO/IEC 20000 may provide an answer to European Standard Guideline compliance and improve educational services management. The current experimentation is expected to cast light on the complexity, practicality and effectiveness of the use of ISO/IEC 20000 in a first field of "non IT" services.

Nutrition guidelines for undergraduate medical curricula: a six-country comparison.

PubMed

Crowley, Jennifer; Ball, Lauren; Laur, Celia; Wall, Clare; Arroll, Bruce; Poole, Phillippa; Ray, Sumantra

2015-01-01

To assess nutrition curriculum guidelines for undergraduate medical education in the United States, Canada, the United Kingdom, Republic of Ireland, Australia, and New Zealand to highlight potential opportunities for shared learning on the advancement of nutrition in medical education. A comprehensive list of professional bodies, councils, organizations, and other groups relevant to education or nutrition was compiled for each country after a review of relevant white and gray literature. All documents that were published from 2000 onwards, and that provided guidance on nutrition education within undergraduate medical education for one of the identified countries were included in the review. Each curriculum guideline was evaluated for 1) the organization's or group's role in undergraduate medical education; 2) the extent of nutrition-related recommendations; and 3) mandatory implementation. In the countries reviewed, a total of six nutrition-related curriculum guidelines were identified. All countries, aside from the Republic of Ireland, currently have externally visible curriculum guidelines to inform medical schools in undergraduate nutrition education, yet there is little evidence of mandatory enforcement. Curriculum guidelines predominantly focus on basic nutrition principles, nutrition assessment, the role of nutrition in health, interdisciplinary teamwork, and the provision of nutrition counseling. Notable differences exist regarding the scope and detail of curriculum guidelines for the reviewed countries. There are promising developments in nutrition curriculum guidelines for medical schools within the reviewed countries. Differences in the scope and detail of nutrition curriculum guidelines may influence the nutrition education provided to medical students, and the subsequent nutrition care provided by doctors in these countries. Consideration is required as to how to monitor and evaluate the nutrition competence of doctors in relation to routine health care practices, as well as the impact of their competency levels on patients' nutrition behavior and health outcomes.

Nutrition guidelines for undergraduate medical curricula: a six-country comparison

PubMed Central

Crowley, Jennifer; Ball, Lauren; Laur, Celia; Wall, Clare; Arroll, Bruce; Poole, Phillippa; Ray, Sumantra

2015-01-01

Aim To assess nutrition curriculum guidelines for undergraduate medical education in the United States, Canada, the United Kingdom, Republic of Ireland, Australia, and New Zealand to highlight potential opportunities for shared learning on the advancement of nutrition in medical education. Methods A comprehensive list of professional bodies, councils, organizations, and other groups relevant to education or nutrition was compiled for each country after a review of relevant white and gray literature. All documents that were published from 2000 onwards, and that provided guidance on nutrition education within undergraduate medical education for one of the identified countries were included in the review. Each curriculum guideline was evaluated for 1) the organization’s or group’s role in undergraduate medical education; 2) the extent of nutrition-related recommendations; and 3) mandatory implementation. Results In the countries reviewed, a total of six nutrition-related curriculum guidelines were identified. All countries, aside from the Republic of Ireland, currently have externally visible curriculum guidelines to inform medical schools in undergraduate nutrition education, yet there is little evidence of mandatory enforcement. Curriculum guidelines predominantly focus on basic nutrition principles, nutrition assessment, the role of nutrition in health, interdisciplinary teamwork, and the provision of nutrition counseling. Notable differences exist regarding the scope and detail of curriculum guidelines for the reviewed countries. Conclusion There are promising developments in nutrition curriculum guidelines for medical schools within the reviewed countries. Differences in the scope and detail of nutrition curriculum guidelines may influence the nutrition education provided to medical students, and the subsequent nutrition care provided by doctors in these countries. Consideration is required as to how to monitor and evaluate the nutrition competence of doctors in relation to routine health care practices, as well as the impact of their competency levels on patients’ nutrition behavior and health outcomes. PMID:25733949

ERIC Processing Manual. Rules and Guidelines for the Acquisition, Selection, and Technical Processing of Documents and Journal Articles by the Various Components of the ERIC Network.

ERIC Educational Resources Information Center

Brandhorst, Ted, Ed.; And Others

This loose-leaf manual provides the detailed rules, guidelines, and examples to be used by the components of the Educational Resources Information Center (ERIC) Network in acquiring and selecting documents and in processing them (i.e., cataloging, indexing, abstracting) for input to the ERIC computer system and subsequent announcement in…

EMT-Paramedic and EMT-Intermediate Continuing Education. National Guidelines.

ERIC Educational Resources Information Center

Brown, William E., Jr.; Dotterer, Robert W.; Gainor, Dia; Judd, Richard L.; Larmon, Baxter; Lewis, Kathryn M.; Margolis, Gregg S.; Mercer, Steve; Mistovich, Joseph J.; Newell, Lawrence D.; Politis, Jonathan F.; Stoy, Walt A.; Stupar, James A.; Walz, Bruce J.; Wagoner, Robert

This document, which replaces the 1985 national guidelines for emergency medical technician (EMT) continuing education (CE), presents guidelines for designing, implementing, and evaluating CE for EMTs. The introduction explains the process used to develop the revised guidelines. Section 1 discusses the following competency assurance principles…

Implementing an overdose education and naloxone distribution program in a health system.

PubMed

Devries, Jennifer; Rafie, Sally; Polston, Gregory

To design and implement a health system-wide program increasing provision of take-home naloxone in patients at risk for opioid overdose, with the downstream aim of reducing fatalities. The program includes health care professional education and guidelines, development, and dissemination of patient education materials, electronic health record changes to promote naloxone prescriptions, and availability of naloxone in pharmacies. Academic health system, San Diego, California. University of California, San Diego Health (UCSDH), offers both inpatient and outpatient primary care and specialty services with 563 beds spanning 2 hospitals and 6 pharmacies. UCSDH is part of the University of California health system, and it serves as the county's safety net hospital. In January 2016, a multisite academic health system initiated a system-wide overdose education and naloxone distribution program to prevent opioid overdose and opioid overdose-related deaths. An interdisciplinary, interdepartmental team came together to develop and implement the program. To strengthen institutional support, naloxone prescribing guidelines were developed and approved for the health system. Education on naloxone for physicians, pharmacists, and nurses was provided through departmental trainings, bulletins, and e-mail notifications. Alerts in the electronic health record and preset naloxone orders facilitated co-prescribing of naloxone with opioid prescriptions. Electronic health record reports captured naloxone prescriptions ordered. Summary reports on the electronic health record measured naloxone reminder alerts and response rates. Since the start of the program, the health system has trained 252 physicians, pharmacists, and nurses in overdose education and take-home naloxone. There has been an increase in the number of prescriptions for naloxone from a baseline of 4.5 per month to an average of 46 per month during the 3 months following full implementation of the program including implementation of electronic health record alerts. Initiating and implementing an overdose education and naloxone distribution program is feasible in an academic health system. Copyright © 2017 American Pharmacists Association®. Published by Elsevier Inc. All rights reserved.

Impact of the Provider and Healthcare team Adherence to Treatment Guidelines (PHAT-G) intervention on adherence to national obesity clinical practice guidelines in a primary care centre.

PubMed

Barnes, Emily R; Theeke, Laurie A; Mallow, Jennifer

2015-04-01

Obesity is significantly underdiagnosed and undertreated in primary care settings. The purpose of this clinical practice change project was to increase provider adherence to national clinical practice guidelines for the diagnosis and treatment of obesity in adults. Based upon the National Institutes of Health guidelines for the diagnosis and treatment of obesity, a clinical change project was implemented. Guided by the theory of planned behaviour, the Provider and Healthcare team Adherence to Treatment Guidelines (PHAT-G) intervention includes education sessions, additional provider resources for patient education, a provider reminder system and provider feedback. Primary care providers did not significantly increase on documentation of diagnosis and planned management of obesity for patients with body mass index (BMI) greater than or equal to 30. Medical assistants increased recording of height, weight and BMI in the patient record by 13%, which was significant. Documentation of accurate BMI should lead to diagnosis of appropriate weight category and subsequent care planning. Future studies will examine barriers to adherence to clinical practice guidelines for obesity. Interventions are needed that include inter-professional team members and may be more successful if delivered separately from routine primary care visits. © 2015 John Wiley & Sons, Ltd.

Energy Management in Schools.

ERIC Educational Resources Information Center

Canadian School Trustees Association, Ottawa (Ontario).

This booklet provides the basic information for starting an energy conservation program. Guidelines for involving all school personnel and promoting energy conservation throughout the entire Canadian education system are provided. Outlined in the booklet are methods for climate proofing the building envelope and making the system air tight,…

Guidelines for Curriculum Development for Undergraduate Medical Education in the Prevention of Pulmonary Diseases.

ERIC Educational Resources Information Center

National Heart, Lung, and Blood Inst. (DHHS/NIH), Bethesda, MD. Div. of Lung Diseases.

These guidelines for developing an undergraduate medical education curriculum in pulmonary disease prevention emphasize not only the most current scientific practice but also the active application of cognitive and behavioral skills related to patient education. Chapter 1 introduces the guidelines and the issues and trends in preventative…

Guidelines for evaluating the educational performance of medical school faculty: priming a national conversation.

PubMed

Baldwin, Constance; Chandran, Latha; Gusic, Maryellen

2011-01-01

The academic community needs a sound framework for the promotion and advancement of educators. The Group on Educational Affairs of the Association of American Medical Colleges organized a consensus conference that affirmed the use of five domains for documenting the quantity and quality of scholarly engagement in educational activities: teaching, curriculum, advising/mentoring, educational leadership/administration, and learner assessment. In this article, we offer detailed guidelines to evaluate these five domains of educator performance and the essential elements of scholarly activity. The guidelines are adapted from our developmental educator portfolio template and educator portfolio analysis tool, previously published in MedEdPORTAL. A short tool for educator performance evaluation that summarizes items in the guidelines is proposed for discussion. Our goal in this article is to itemize criteria for systematic faculty evaluation that can be applied in any institutional setting to assist promotion decision makers in their task of evaluating medical school faculty.

Cost Study of Educational Media Systems and Their Equipment Components. Volume I, Guidelines for Determining Costs of Media Systems. Final Report.

ERIC Educational Resources Information Center

General Learning Corp., Washington, DC.

Objective cost estimates for planning and operating systems should be made after an assessment of administrative factors (school environment) and instructional factors (learning objectives, type of presentation). Specification of appropriate sensory stimuli and the design of alternative systems also precede cost estimations for production,…

A taxonomy for education and training in professional psychology health service specialties: evolution and implementation of new guidelines for a common language.

PubMed

Rozensky, Ronald H; Grus, Catherine L; Nutt, Roberta L; Carlson, Cindy I; Eisman, Elena J; Nelson, Paul D

2015-01-01

The Education and Training Guidelines: A Taxonomy for Education and Training in Professional Psychology Health Service Specialties was endorsed as a policy of the American Psychological Association in 2012. These Guidelines have the potential for broad impact on the field by providing both a structure and recommendations for the consistent usage of language--definitions and terminology--to reduce current descriptive inconsistencies across education and training programs in professional psychology. The Guidelines are not designed to define specifics of the training or practice of individual psychologists; they are to be used only to describe programmatic structure in a consistent manner. This article details the developmental history of these Guidelines and highlights the strong alliance between the leaders of the various recognized specialties in professional psychology and the education and training community in health service psychology. The content, application, future dissemination and impact of the Guidelines are presented. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Strategic Planning for Deepening the All-Around Structural Reform of Education: Issues of Structural Reform in the "National Medium- and Long-Term Educational Reform and Development Guideline (2010-20)"

ERIC Educational Resources Information Center

Songhua, Tan; Wang, Catherine Yan

2012-01-01

The "National Medium- and Long-Term Educational Reform and Development Guideline (2010-20)" (hereafter abbreviated as the "Guideline") posits that the development of education must be driven by reform and innovation. It devotes six chapters to mapping out the targets, tasks, and major policy measures for reforming the…

A novel Web-based graduate medical education management system including ACGME compliance algorithms.

PubMed

Gauger, Paul G; Davis, Janice W; Orr, Peter J

2002-09-01

Administration of graduate medical education programs has become more difficult as compliance with ACGME work guidelines has assumed increased importance. These guidelines have caused many changes in the resident work environment, including the emergence of complicated cross-cover arrangements. Many participating residents (each with his or her own individual scheduling requirements) usually generate these schedules. Accordingly, schedules are often not submitted in a timely fashion and they may not be in compliance with the ACGME guidelines for maximum on-call assignments and mandatory days off. Our objective was the establishment of a Web-based system that guides residents in creating on-call schedules that follow ACGME guidelines while still allowing maximum flexibility -- thus allowing each resident to maintain an internal locus of control. A versatile and scalable system with password-protected user (resident) and administrator interfaces was created. An entire academic year is included, and past months and years are automatically archived. The residents log on within the first 15 days of the preceding month and choose their positions in a schedule template. They then make adjustments while receiving immediate summary feedback on compliance with ACGME guidelines. The schedule is electronically submitted to the educational administrator for final approval. If a cross-cover system is required, the program automatically generates an optimal schedule using both of the approved participating service schedules. The residents then have an additional five-day period to make adjustments in the cross-cover schedule while still receiving compliance feedback. The administrator again provides final approval electronically. The communication interface automatically pages or e-mails the residents when schedules are updated or approved. Since the information exists in a relational database, simple reporting tools are included to extract the information necessary to generate records for institutional GME management. Implementation of this program has been met with great enthusiasm from the institutional stakeholders. Specifically, residents have embraced the ability to directly control their schedules and have gained appreciation for the regulatory matrix in which they function. Institutional administrators have praised the improvement in compliance and the ease of documentation. We anticipate that the system will also meet with approval from reviewing regulatory bodies, as it generates and stores accurate information about the resident work environment. This program is robust and versatile enough to be modified for any GME training program in the country.

Strategic Marketing for Educational Systems: A Guide for Implementation.

ERIC Educational Resources Information Center

Hanson, E. Mark; Henry, Walter

1993-01-01

The use of strategic marketing processes typically associated with the private sector can benefit school systems' efforts to develop public confidence and establish guidelines for future development. This article introduces a conceptual framework allowing schools to progress systematically through needs assessment, community surveys, goal setting,…

Management for Educational Development in Sri Lanka.

ERIC Educational Resources Information Center

Fernando, Neil, Ed.

This document reports on 4 broad action programs, constituting a total of 15 projects, in 4 pilot districts in Sri Lanka. The programs, part of a larger effort by the Ministry of Education to actualize policy guidelines, have been attempts to bridge gaps between the capability and efficiency of the established school system and the multiple levels…

Receptive English Vocabulary in a Foreign Language Context: A Case Study of Preschoolers in Mauritius

ERIC Educational Resources Information Center

Auleear Owodally, Ambarin Mooznah

2014-01-01

In Mauritius, English, the least socially used language, is the main language of literacy and the main written medium of instruction throughout the education system, starting from the first year of compulsory primary education. The importance of English as a school language is reflected in the 2003 Preschool Curriculum Guidelines, which mention…

Proposed Guidelines for Operating Counselor Education and Supervision Training Clinics

ERIC Educational Resources Information Center

Lauka, Justin D.; McCarthy, Amanda K.

2013-01-01

The purpose of this article is to justify and present a set of guidelines for the effective and ethical administration of counselor education and supervision training clinics. Responding directly to a call for creating guidelines, the authors address core issues surrounding their development. Benefits for clear and accessible guidelines and risks…

The Methodology for Formulating an Education Plan: Using the "Shanghai Medium- and Long-Term Educational Reform and Development Guideline" as an Example

ERIC Educational Resources Information Center

Minxuan, Zhang

2012-01-01

When China initiated the work of formulating the "National Medium- and Long-Term Educational Reform and Development Guideline 2010-20" (hereafter abbreviated as the "Guideline") in 2008, Shanghai, together with eight other provinces and municipalities (Beijing, Liaoning, Jiangsu, Guangdong, Henan, Hubei, Chongqing, and…

Critical Guidelines for U.S.-Based Counselor Educators When Working Transnationally: A Delphi Study

ERIC Educational Resources Information Center

Smith, Paul H.; Benshoff, James M.; Gonzalez, Laura M.

2018-01-01

U.S.-based counselor education faculty increasingly are participating in transnational experiences, such as global research and study abroad. The purpose of this study was to develop guidelines for U.S.-based counselor educators when working transnationally. Using Delphi methodology, 69 consensus guidelines were developed from an expert panel.…

Maintenance Trades Guidelines

ERIC Educational Resources Information Center

Weidner, Theodore J.

2008-01-01

In 2002, APPA published "Maintenance Staffing Guidelines for Educational Facilities," the first building maintenance trades staffing guideline designed to assist educational facilities professionals with their staffing needs. addresses how facilities professionals can determine the appropriate size and mix of their organization. Contents…

Implementation and evaluation of a tele-education system for the diagnosis of ophthalmic disease by international trainees

PubMed Central

Campbell, J. Peter; Swan, Ryan; Jonas, Karyn; Ostmo, Susan; Ventura, Camila V.; Martinez-Castellanos, Maria A.; Anzures, Rachelle Go Ang Sam; Chiang, Michael F.; Chan, R.V. Paul

2015-01-01

Tele-education systems are increasingly being utilized in medical education worldwide. Due to limited human resources in healthcare in low and middle-income countries, developing online systems that are accessible to medical trainees in underserved areas potentially represents a highly efficient and effective method of improving the quantity and quality of the health care workforce. We developed, implemented, and evaluated an interactive web-based tele-education system (based on internationally accepted, image-based guidelines) for the diagnosis of retinopathy of prematurity among ophthalmologists-in-training in Brazil, Mexico, and the Philippines. We demonstrate that participation in this tele-education program improved diagnostic accuracy and reliability, and was preferred to standard pedagogical methods. This system may be employed not only in training, but also in international certification programs, and the process may be generalizable to other image-based specialties, such as dermatology and radiology. PMID:26958168

Implementation and evaluation of a tele-education system for the diagnosis of ophthalmic disease by international trainees.

PubMed

Campbell, J Peter; Swan, Ryan; Jonas, Karyn; Ostmo, Susan; Ventura, Camila V; Martinez-Castellanos, Maria A; Anzures, Rachelle Go Ang Sam; Chiang, Michael F; Chan, R V Paul

Tele-education systems are increasingly being utilized in medical education worldwide. Due to limited human resources in healthcare in low and middle-income countries, developing online systems that are accessible to medical trainees in underserved areas potentially represents a highly efficient and effective method of improving the quantity and quality of the health care workforce. We developed, implemented, and evaluated an interactive web-based tele-education system (based on internationally accepted, image-based guidelines) for the diagnosis of retinopathy of prematurity among ophthalmologists-in-training in Brazil, Mexico, and the Philippines. We demonstrate that participation in this tele-education program improved diagnostic accuracy and reliability, and was preferred to standard pedagogical methods. This system may be employed not only in training, but also in international certification programs, and the process may be generalizable to other image-based specialties, such as dermatology and radiology.

Tracking and Ability Grouping in Education.

ERIC Educational Resources Information Center

Drowatzky, John N.

1981-01-01

A look at identification, grouping, and instruction techniques, followed by an assessment of the legality of a properly administered tracking system and an enumeration of guidelines and due process procedures that must be followed. (Author/MLF)

TQE, Technology, and Teaching.

ERIC Educational Resources Information Center

Hertzke, Eugene R.; Olson, Warren E.

This book provides a total "how-to" approach for the use of technology, including information on the types of systems, hardware, and software available. It offers guidelines for determining how to match specific systems and needs, as well as strategies for implementing technology and Total Quality Education (TQE) to improve teaching. It…

Effective Professional Development Planning: The Wisconsin PDP

ERIC Educational Resources Information Center

Fischer, John A.

2010-01-01

Designed to improve PK-12 professional learning and increase student achievement, Wisconsin's policymakers developed and implemented new educator licensing guidelines (PI 34) and a Professional Development Plan (PDP) system based on empirical research and national policy trends in 2004. As PI 34 and the PDP system are relatively new, the…

Effectiveness of Provider Education Followed by Computerized Provider Order Entry Alerts in Reducing Inappropriate Red Blood Cell Transfusion.

PubMed

Patel, Vijay M; Rains, Anna W; Clark, Christopher T

2016-01-01

To reduce the rate of inappropriate red blood cell transfusion, a provider education program, followed by alerts in the computerized provider order entry system (CPOE), was established to encourage AABB transfusion guidelines. Metrics were established for nonemergent inpatient transfusions. Service lines with high order volume were targeted with formal education regarding AABB 2012 transfusion guidelines. Transfusion orders were reviewed in real time with email communications sent to ordering providers falling outside of AABB recommendations. After 12 months of provider education, alerts were activated in CPOE. With provider education alone, the incidence of pretransfusion hemoglobin levels greater than 8 g/dL decreased from 16.64% to 6.36%, posttransfusion hemoglobin levels greater than 10 g/dL from 14.03% to 3.78%, and number of nonemergent two-unit red blood cell orders from 45.26% to 22.66%. Red blood cell utilization decreased by 13%. No additional significant reduction in nonemergent two-unit orders was observed with CPOE alerts. Provider education, an effective and low-cost method, should be considered as a first-line method for reducing inappropriate red blood cell transfusion rates in stable adult inpatients. Alerts in the computerized order entry system did not significantly lower the percentage of two-unit red blood cells orders but may help to maintain educational efforts.

Handbook of Procedural Guidelines for Implementation of Special Education Curriculum: Critical Skills/Community-Based and Special Education Curriculum Guide.

ERIC Educational Resources Information Center

Riverside County Office of Education, CA. Div. of Special Schools and Services.

The special education procedural handbook and the special education curriculum guide provide guidelines for teachers and other school personnel. The procedural handbook covers the following areas: individual education program process (IEP) and program placement, individual education program team, administrative placements, parent interviews,…

The Implementation of an Accounting System for True Value in This Cost-Conscious Time, Using Handbook II. Second Revision.

ERIC Educational Resources Information Center

Moll, Emmett J.

The Milwaukee (Wisconsin) Public Schools (MPS) recently implemented a new, state-designed accounting system, called the Wisconsin Elementary and Secondary School Accounting System (WESSAS), based on guidelines proposed in the U.S. Office of Education's Handbook II. This report describes and discusses that implementation and provides numerous…

Suggestions and Guidelines for Development of Television Facilities in Schools for the Deaf.

ERIC Educational Resources Information Center

Goforth, E. Jack

The various combinations of television equipment suitable for use in deaf education are described in terms of the systems used. The classroom system would consist of two cameras, a videotape recorder, a special effects generator for captioning, and a monitor of sufficient size for classroom viewing. The campus system would have the same…

State Enforcement of Civil Rights in Vocational Education: Partner or Stepchild? A Report on Implementation of Section II of the 1979 Vocational Education Guidelines by the Office for Civil Rights, U.S. Department of Education.

ERIC Educational Resources Information Center

Chachkin, Norman

An investigation was conducted of state enforcement of the Vocational Education Guidelines issued in 1979 to prevent discrimination on the basis of race, national origin, sex, or handicap in vocational training. The guidelines are administered by the Office of Civil Rights (OCR) through methods of administration (MOA) developed by the states that…

Diabetes Technology-Continuous Subcutaneous Insulin Infusion Therapy and Continuous Glucose Monitoring in Adults: An Endocrine Society Clinical Practice Guideline.

PubMed

Peters, Anne L; Ahmann, Andrew J; Battelino, Tadej; Evert, Alison; Hirsch, Irl B; Murad, M Hassan; Winter, William E; Wolpert, Howard

2016-11-01

To formulate clinical practice guidelines for the use of continuous glucose monitoring and continuous subcutaneous insulin infusion in adults with diabetes. The participants include an Endocrine Society-appointed Task Force of seven experts, a methodologist, and a medical writer. The American Association for Clinical Chemistry, the American Association of Diabetes Educators, and the European Society of Endocrinology co-sponsored this guideline. The Task Force developed this evidence-based guideline using the Grading of Recommendations, Assessment, Development, and Evaluation system to describe the strength of recommendations and the quality of evidence. The Task Force commissioned one systematic review and used the best available evidence from other published systematic reviews and individual studies. One group meeting, several conference calls, and e-mail communications enabled consensus. Committees and members of the Endocrine Society, the American Association for Clinical Chemistry, the American Association of Diabetes Educators, and the European Society of Endocrinology reviewed and commented on preliminary drafts of these guidelines. Continuous subcutaneous insulin infusion and continuous glucose monitoring have an important role in the treatment of diabetes. Data from randomized controlled trials are limited on the use of medical devices, but existing studies support the use of diabetes technology for a wide variety of indications. This guideline presents a review of the literature and practice recommendations for appropriate device use.

Hawaii Vocational Education Research Coordinating Unit: June 1, 1966 to August 31, 1969. Final Report.

ERIC Educational Resources Information Center

Lynn, David R.

Established in June 1966, the Hawaii Research Coordinating Unit (RCU) terminated under the original Federal grant August 31, 1969. Located in the community college system of The University of Hawaii, the RCU serves all levels of vocational and technical education throughout the state. Among the purposes identified as guidelines for the RCU were:…

NSTA Pathways to the Science Standards: Guidelines for Moving the Vision into Practice. High School School Edition.

ERIC Educational Resources Information Center

Texley, Juliana, Ed.; Wild, Ann, Ed.

This book is designed for high school teachers and contains tools to guide teaching, professional development, assessment, program and curriculum, and interactions with the education system working towards the vision of the National Science Education Standards. The first three and last two chapters discuss the Standards that apply to all K-12…

Financing Education in a Climate of Change. Third Edition.

ERIC Educational Resources Information Center

Burrup, Percy E.; Brimley, Vern, Jr.

Education is declared to be an investment in human capital. Reform in school finance systems is long overdue in many states, but much progress has been made, and will yet be made, due to far-reaching decisions in a number of relevant court cases in the 1970s. To provide practical guidelines and cost-effective decision-making techniques for…

Factors Associated with Use of Guideline in Home Management of Malaria among Children in Rural South West Nigeria

PubMed Central

Akerele, Adekunle; Yusuf, Oyindamola B.; Falade, Catherine O.; Ajayi, Ikeoluwapo O.; Pagnoni, Franco

2011-01-01

The dosage regimen for artemether-lumefantrine which is the standard of care for malaria in most of Sub-Saharan countries requires use of treatment guidelines and instructions to enhance caregivers' performance in the treatment of malaria. As part of a larger study evaluating its effectiveness in a rural local government area in southwestern Nigeria, 552 caregivers whose children had fever two weeks preceeding the survey were recruited. Information was collected with interviewer administered questionnaire. A multilevel logistic regression model was fitted using the gllamm approach in Stata to determine the factors associated with use of guideline. Age and educational background of caregiver were significantly associated with guideline use. Caregivers aged 26–30 years were 4 times more likely to use guideline than those aged >40 years. Caregivers with primary education were 4 times more likely to use guideline compared with caregivers with no formal education. Between-village variance was 0.00092 ± 0.3084. Guideline use reduced with increasing age and lower education. PMID:22312572

A method for developing standardised interactive education for complex clinical guidelines

PubMed Central

2012-01-01

Background Although systematic use of the Perinatal Society of Australia and New Zealand internationally endorsed Clinical Practice Guideline for Perinatal Mortality (PSANZ-CPG) improves health outcomes, implementation is inadequate. Its complexity is a feature known to be associated with non-compliance. Interactive education is effective as a guideline implementation strategy, but lacks an agreed definition. SCORPIO is an educational framework containing interactive and didactic teaching, but has not previously been used to implement guidelines. Our aim was to transform the PSANZ-CPG into an education workshop to develop quality standardised interactive education acceptable to participants for learning skills in collaborative interprofessional care. Methods The workshop was developed using the construct of an educational framework (SCORPIO), the PSANZ-CPG, a transformation process and tutor training. After a pilot workshop with key target and stakeholder groups, modifications were made to this and subsequent workshops based on multisource written observations from interprofessional participants, tutors and an independent educator. This participatory action research process was used to monitor acceptability and educational standards. Standardised interactive education was defined as the attainment of content and teaching standards. Quantitative analysis of positive expressed as a percentage of total feedback was used to derive a total quality score. Results Eight workshops were held with 181 participants and 15 different tutors. Five versions resulted from the action research methodology. Thematic analysis of multisource observations identified eight recurring education themes or quality domains used for standardisation. The two content domains were curriculum and alignment with the guideline and the six teaching domains; overload, timing, didacticism, relevance, reproducibility and participant engagement. Engagement was the most challenging theme to resolve. Tutors identified all themes for revision whilst participants identified a number of teaching but no content themes. From version 1 to 5, a significant increasing trend in total quality score was obtained; participants: 55%, p=0.0001; educator: 42%, p=0.0004; tutor peers: 57%, p=0.0001. Conclusions Complex clinical guidelines can be developed into a workshop acceptable to interprofessional participants. Eight quality domains provide a framework to standardise interactive teaching for complex clinical guidelines. Tutor peer review is important for content validity. This methodology may be useful for other guideline implementation. PMID:23131137

A method for developing standardised interactive education for complex clinical guidelines.

PubMed

Vaughan, Janet I; Jeffery, Heather E; Raynes-Greenow, Camille; Gordon, Adrienne; Hirst, Jane; Hill, David A; Arbuckle, Susan

2012-11-06

Although systematic use of the Perinatal Society of Australia and New Zealand internationally endorsed Clinical Practice Guideline for Perinatal Mortality (PSANZ-CPG) improves health outcomes, implementation is inadequate. Its complexity is a feature known to be associated with non-compliance. Interactive education is effective as a guideline implementation strategy, but lacks an agreed definition. SCORPIO is an educational framework containing interactive and didactic teaching, but has not previously been used to implement guidelines. Our aim was to transform the PSANZ-CPG into an education workshop to develop quality standardised interactive education acceptable to participants for learning skills in collaborative interprofessional care. The workshop was developed using the construct of an educational framework (SCORPIO), the PSANZ-CPG, a transformation process and tutor training. After a pilot workshop with key target and stakeholder groups, modifications were made to this and subsequent workshops based on multisource written observations from interprofessional participants, tutors and an independent educator. This participatory action research process was used to monitor acceptability and educational standards. Standardised interactive education was defined as the attainment of content and teaching standards. Quantitative analysis of positive expressed as a percentage of total feedback was used to derive a total quality score. Eight workshops were held with 181 participants and 15 different tutors. Five versions resulted from the action research methodology. Thematic analysis of multisource observations identified eight recurring education themes or quality domains used for standardisation. The two content domains were curriculum and alignment with the guideline and the six teaching domains; overload, timing, didacticism, relevance, reproducibility and participant engagement. Engagement was the most challenging theme to resolve. Tutors identified all themes for revision whilst participants identified a number of teaching but no content themes. From version 1 to 5, a significant increasing trend in total quality score was obtained; participants: 55%, p=0.0001; educator: 42%, p=0.0004; tutor peers: 57%, p=0.0001. Complex clinical guidelines can be developed into a workshop acceptable to interprofessional participants. Eight quality domains provide a framework to standardise interactive teaching for complex clinical guidelines. Tutor peer review is important for content validity. This methodology may be useful for other guideline implementation.

Learning experiences in population education: proposed guidelines and core messages.

PubMed

1984-01-01

As a result of the 1984 Regional Workshop for the Development of Packages of Adequate Learning Requirements in Population Education, the participants tackled the problem of non-institutionalization of population education into the formal and non-formal educational curricula in their countries. Based on their deliberations, several sets of guidelines and core messages were formulated to provide countries with a more definite direction that will hopefully ensure the functional and effective integration of population education in their respective national school and out-of-school curriculum system. Useful packages of learning materials in population education should help realize the country's population policy and goals within the broader framework of socioeconomic development, and the content of the package should comprehensively cover the core messages of the country's Population Information, Education and Communication (IEC) Program. The population knowledge base of the package should be accurate and relevant; the package should provide for graphic and visual presentation and for assessment of effects on the target groups. Proposed core messages in population education discuss the advantages of small family size and delayed marriage, and aspects of responsible parenthood. Other messages discuss population resource development and population-related beliefs and values.

Ultrasound in telemedicine: its impact in high-risk obstetric health care delivery.

PubMed

Long, Megan Chang; Angtuaco, Teresita; Lowery, Curtis

2014-09-01

The aim of this study was to determine the impact of Antenatal and Neonatal Guidelines, Education, and Learning System (ANGELS), a statewide telemedicine project, on health care delivery to patients with high-risk pregnancies in Arkansas. With institutional review board approval, a Health Insurance Portability and Accountability Act-compliant retrospective review, in which the requirement for informed patient consent was waived, was performed. The population studied is the Arkansas maternal Medicaid population. Data for evaluation were collected from maternal Medicaid claims, ANGELS administrative records, and birth records from the Arkansas Vital Statistics record system. Data collected from before the inception of ANGELS (2001-2003) were compared with data collected after the inception of ANGELS (2004-2007).Antenatal and Neonatal Guidelines, Education, and Learning System is a multidisciplinary, multifaceted telemedicine program designed in Arkansas to enhance high-risk obstetric health care delivery across the state. An essential component of the program is real-time interactive targeted level II ultrasound examination of patients. Since the inception of the ANGELS program in 2003, a growing number of telemedicine consultations and real-time ultrasound examinations are being performed every year. The number and percentage of high-risk pregnancies identified each year show a slight decrease since inception of the ANGELS program, and findings suggest that identification of high-risk pregnancies is shifting from the second trimester to the first trimester, but trends vary over time. Antenatal and Neonatal Guidelines, Education, and Learning System has created a telemedicine network across the state that has made possible, among many other things, access to real-time level II ultrasound examinations and consultations. This program has ultimately led to improved prenatal access across the state.

American Nurses Association Position Statement on guidelines for commercial support of continuing nursing education.

PubMed

1999-01-01

The attached guidelines on "Commercial Support of Continuing Nursing Education" have been developed by the American Nurses Association (ANA) to assist/guide nursing continuing educators who wish to utilize the resources of corporations to provide continuing education programs. These guidelines enable the provider to maintain a balance between the need for industry-supported dissemination of scientific information and promotional activities which meet the requirements of law, as well as professional standards of the American Nurses Association.

Guidelines for the Practice of Adaptive Diabetes Education for Visually Impaired Persons.

ERIC Educational Resources Information Center

Berkowitz, Kathy

1993-01-01

This article presents guidelines developed by the American Association of Diabetes Educators concerning adaptive diabetes education for visually impaired persons (ADEVIP). The article discusses definitions, values, and assumptions; recommended professional educational background; role delineation; and process and content of ADEVIP. (DB)

[Guideline implementation study on asthma: Results of a pragmatic implementation approach].

PubMed

Redaèlli, Marcus; Vollmar, Horst Christian; Simic, Dusan; Maly-Schürer, Cornelia; Löscher, Susanne; Koneczny, Nikolaus

2015-01-01

Knowledge transfer from theory to practice in healthcare systems poses a challenge worldwide. Typical examples include national disease management guidelines. The present study contributes towards improving implementation strategies for an asthma guideline. A guideline implementation strategy was examined in a four-armed, non-randomised, controlled intervention study with an additional control group. The study participants were general practitioners and paediatricians recruited from primary care quality circles. All study participants attended an interactive seminar on the evidence-based recommendations for patients with asthma. In addition, the participants were asked to choose among the following options: no further intervention, additional e-learning, training of their practice nurses, or e-learning and training of their practice nurses. The success of the intervention was measured by questionnaire (and the success rate expressed as a percentage). About one third of all participants (n=313) opted for the combination of an interactive seminar and a training of practice nurses; two third preferred the classic way of continuing medical education with an interactive seminar without a further intervention. Just 10 % of the physicians participated in e-learning. Independently of their choice for continuing medical education, all participants demonstrated an increase in knowledge about asthma and an improvement in the management of asthma. The physicians exhibited an average increase in both categories of about 10 % of the percentage values, compared to an increase of about 28 % among the practice nurses without continuing medical education. The physicians' free choice of the educative modules might be an integral part of successful implementation strategies. However, this will require a change of focus from general continuing medical education packages to a more individualised culture of continuing professional development in Germany. Copyright © 2015. Published by Elsevier GmbH.

Recommendations for age-appropriate education of children and adolescents with diabetes and their parents in the European Union.

PubMed

Martin, Delphine; Lange, Karin; Sima, Alexandra; Kownatka, Dagmar; Skovlund, Søren; Danne, Thomas; Robert, Jean-Jacques

2012-09-01

Education is the keystone of diabetes care, and structured self-management education is the key to a successful outcome. Existing guidelines provide comprehensive guidance on the various aspects of education and offer general and organizational principles of education, detailed curricula at different ages and stages of diabetes, and recommendations on models, methods, and tools to attain educative objectives. The International Society for Pediatric and Adolescent Diabetes guidelines give the most elaborate and detailed descriptions and recommendations on the practice of education, which other national guidelines address on specific aspects of education and care. The aim of the work package on education developed by Better Control in Paediatric and Adolescent Diabetes in the European Union: Working to Create Centers of Reference (SWEET) project was not to generate new guidelines but to evaluate how the existing guidelines were implemented in some pediatric diabetes reference centers. The SWEET members have completed a questionnaire that elaborates on the many aspects of delivery of education. This survey highlights a profound diversity of practices across centers in Europe, in terms of organization as well as the practices and the content of initial and continuing education. A toolbox is being developed within SWEET to facilitate exchanges on all aspects of education and to establish a process of validation of materials, tools, written structured age-adjusted programs, and evaluation procedures for the education of children and adolescents with diabetes. © 2012 John Wiley & Sons A/S.

Guidelines for Becoming a Teacher Leader in Rural Special Education

ERIC Educational Resources Information Center

Collins, Belva C.; Leahy, Maria Marsella; Ault, Melinda Jones

2017-01-01

Special education teachers have a unique set of skills and opportunities to become leaders in the field of education. Some rural special education teachers, however, may not see themselves as potential leaders or believe they have opportunities to be leaders. This article provides guidelines for rural special education teachers to consider in…

Inclusive E-Learning - Towards an Integrated System Design.

PubMed

Patzer, Yasmin; Pinkwart, Niels

2017-01-01

At first sight there seem to be issues combining technical accessibility guidelines and educational needs when designing inclusive E-Learning. Furthermore Universal Design for Learning seems to contradict individualization. In this paper we address both issues with an inclusive E-Learning design for the LAYA system, which targets disabled and non-disabled learners.

A Framework for a Quality Control System for Vendor/Processor Contracts.

ERIC Educational Resources Information Center

Advanced Technology, Inc., Reston, VA.

A framework for monitoring quality control (QC) of processor contracts administered by the Department of Education's Office of Student Financial Assistance (OSFA) is presented and applied to the Pell Grant program. Guidelines for establishing QC measures and standards are included, and the uses of a sampling procedure in the QC system are…

Practical Guide for the Selection of Audio Visual Media. General Criteria System and Evaluation Procedure for Educational Media Decisions.

ERIC Educational Resources Information Center

Klepzig, H. J.; Weiss, M.

Designed to aid in making concrete decisions on the acquisition and use of media, the criteria system and evaluation procedure described is a multiphase, objective-based decision making process. This report includes guidelines for setting up goal systems and developing criteria for the evaluation of media based on a goal system; an outline of…

40 CFR 30.54 - Quality assurance.

Code of Federal Regulations, 2011 CFR

2011-07-01

... ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND AGREEMENTS WITH INSTITUTIONS OF HIGHER EDUCATION, HOSPITALS, AND OTHER... Guidelines for Quality Systems for Environmental Data Collection and Environmental Technology Programs”, which may be obtained from the National Technical Information Service (NTIS), 5885 Port Royal Road...

40 CFR 30.54 - Quality assurance.

Code of Federal Regulations, 2012 CFR

2012-07-01

... ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND AGREEMENTS WITH INSTITUTIONS OF HIGHER EDUCATION, HOSPITALS, AND OTHER... Guidelines for Quality Systems for Environmental Data Collection and Environmental Technology Programs”, which may be obtained from the National Technical Information Service (NTIS), 5885 Port Royal Road...

40 CFR 30.54 - Quality assurance.

Code of Federal Regulations, 2014 CFR

2014-07-01

... ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND AGREEMENTS WITH INSTITUTIONS OF HIGHER EDUCATION, HOSPITALS, AND OTHER... Guidelines for Quality Systems for Environmental Data Collection and Environmental Technology Programs”, which may be obtained from the National Technical Information Service (NTIS), 5885 Port Royal Road...

40 CFR 30.54 - Quality assurance.

Code of Federal Regulations, 2013 CFR

2013-07-01

... ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND AGREEMENTS WITH INSTITUTIONS OF HIGHER EDUCATION, HOSPITALS, AND OTHER... Guidelines for Quality Systems for Environmental Data Collection and Environmental Technology Programs”, which may be obtained from the National Technical Information Service (NTIS), 5885 Port Royal Road...

Navajo Area Health and Physical Education Curriculum Guidelines.

ERIC Educational Resources Information Center

Tomah, Kent; And Others

Based on health education needs of Navajo children as established by the Navajo Area health and physical education committees, this curriculum guideline for health and physical education is delineated into three phases reflecting emphasis of instructional techniques (introductory, exploration/extended learning, widened learning) and three levels…

Guidelines for Transitional Education Plan Preparation

ERIC Educational Resources Information Center

Lattanzio, Raphaëlle Martinez; Bethke, Lynne; Haas, Anna; Perrier, Janne Kjaersgaard; De Grauwe, Anton; Sigsgaard, Morten; Bird, Lyndsay; Coury, Diane; Gay, Dorian; MacEwan, Leonora; Seeger, Anna

2016-01-01

The "Guidelines for the Transitional Education Plan Preparation" are the result of an extensive consultation process and the product of fruitful guidance and contributions from key partners active in the field of education in emergencies and protracted crises. The new global education agenda 2030 places strong emphasis on countries…

Guidelines: Intellectual Disabilities in Educational Settings

ERIC Educational Resources Information Center

North Dakota Department of Public Instruction, 2013

2013-01-01

The field of special education, and specifically the area of intellectual disabilities, has undergone dramatic changes in terminology, evaluation practices, service delivery models, expectations for learning, career development, and independent living opportunities. "Guidelines: Intellectual Disabilities in Educational Settings" is…

Evaluating a Systemic Reform Project at the School District Level. Interim Report for the Fresno Systemic Program.

ERIC Educational Resources Information Center

Calhoun, Dave

Systemic reform of mathematics and science education in K-12 schools, sponsored by the National Science Foundation (NSF), was instituted in 1991. Built into the initiatives were guidelines for local (internal) evaluation of programs. This paper is a summary of the evaluation conceptualizations and efforts of one evaluator at the Fresno Unified…

Adherence to dietary guidelines for fruit, vegetables and fish among older Dutch adults; the role of education, income and job prestige.

PubMed

Dijkstra, S C; Neter, J E; Brouwer, I A; Huisman, M; Visser, M

2014-01-01

Little is known about socio-economic differences in dietary intake among older adults. In this study we describe self-reported dietary adherence to the fruit, vegetables and fish guidelines among older Dutch adults and investigate the independent associations of three socio-economic status (SES) indicators with adherence to these guidelines. Cross sectional data-analyses. The Longitudinal Aging Study Amsterdam (LASA), the Netherlands. 1057 community dwelling older adults, aged 55-85 years. Fruit, vegetable and fish intake was assessed using a short food frequency questionnaire. We measured SES using self-reported levels of education, household income and occupational prestige. 82.5% of the respondents reported to adhere to the fruit guideline, 65.1% to the vegetables guideline, and 31.7% to the fish guideline. After adjustment for confounders and the other two SES indicators, respondents in the lowest education group adhered less often to the vegetables guideline (OR 0.39 (95% CI 0.22-0.70)) compared to those in the highest education group. Respondents in the lowest income group adhered less often to the fruit (0.44 (95 % CI 0.22-0.91) and fish guideline (OR 0.55 (95% CI 0.33-0.91) compared to those in the highest groups. Occupational prestige was not independently associated with adherence any the guidelines. Self-reported adherence to the fruit, vegetables and fish guidelines among older adults can be improved and particularly in those with a low SES. Education and income have independent and unique contributions to dietary adherence. Future research should investigate potential pathways through which these specific SES indicators influence dietary adherence.

Experiences and Attitudes Among Psychiatric Mental Health Advanced Practice Nurses in the Use of Telemental Health: Results of an Online Survey.

PubMed

Baird, Martha B; Whitney, Lucinda; Caedo, Cassie E

Telemental health (TMH) growth is driven by recent trends in health delivery systems and disparities in access to mental health services. There are currently no standard educational guidelines to prepare psychiatric mental health advanced practice nurses (PMH-APRNs) in TMH delivery. To survey practicing PMH-APRNs across the United States about their experiences and attitudes about use of TMH. Eighty-three participants from the American Psychiatric Nurses Association online discussion board completed a nine-item survey. Length of time practicing as a PMH-APRN, TMH use in practice, populations served, and TMH background. A majority had been practicing as a PMH-APRN for less than a decade and had used TMH, although most reported no prior education or training in this delivery method. Participants did indicate a desire for TMH education. This survey affirms the prevalence of TMH use among PMH-APRN providers, lack of formal training, and necessity for standardized educational guidelines in TMH delivery.

Sex Education Guidelines, Including Reproductive Health and Family Planning.

ERIC Educational Resources Information Center

Michigan State Dept. of Education, Lansing.

Legislation permitting the teaching of reproductive health in Michigan schools mandates that the State Board of Education establish approval criteria for those who will be supervising instructional programs in sex education, determine certification requirements for those teaching classes in sex education, and establish guidelines for the review…

Guidelines and Standards for the Technology Infrastructure of 21st Century Educational Facilities.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Office of Facilities Planning.

New York State Regents directed that new guidelines and "standards" be developed for technology infrastructures in educational facilities in order to assist administrators and educators in planning technology integration during retrofits, renovations, or new construction of educational facilities. This document provides the first draft…

Guidelines for Energy Education in Social Studies.

ERIC Educational Resources Information Center

Indiana Social Studies Quarterly, 1982

1982-01-01

These National Council for the Social Studies guidelines can be used as a guide for educators interested in introducing multidisciplinary energy education programs, a baseline from which to assess instructional programs, and a starting point for a wider dialog on the nature, scope, goals, and methods of energy education. (RM)

Moderation in the Certificates of General Education for Adults. Guidelines for Providers.

ERIC Educational Resources Information Center

Council of Adult Education, Melbourne (Australia).

This document provides guidelines for the process of moderation and verification of assessments for educators involved in adult education. As used in the education establishment in Australia, "moderation" is the process of ensuring the standardization of assessment. Through the moderation process, assessment procedures conducted in a…

Guidelines for clinical supervision in health service psychology.

PubMed

2015-01-01

This document outlines guidelines for supervision of students in health service psychology education and training programs. The goal was to capture optimal performance expectations for psychologists who supervise. It is based on the premises that supervisors (a) strive to achieve competence in the provision of supervision and (b) employ a competency-based, meta-theoretical approach to the supervision process. The Guidelines on Supervision were developed as a resource to inform education and training regarding the implementation of competency-based supervision. The Guidelines on Supervision build on the robust literatures on competency-based education and clinical supervision. They are organized around seven domains: supervisor competence; diversity; relationships; professionalism; assessment/evaluation/feedback; problems of professional competence, and ethical, legal, and regulatory considerations. The Guidelines on Supervision represent the collective effort of a task force convened by the American Psychological Association (APA) Board of Educational Affairs (BEA). PsycINFO Database Record (c) 2015 APA, all rights reserved.

Implementing clinical guidelines for chronic obstructive pulmonary disease: barriers and solutions

PubMed Central

Overington, Jeff D.; Huang, Yao C.; Abramson, Michael J.; Brown, Juliet L.; Goddard, John R.; Bowman, Rayleen V.; Fong, Kwun M.

2014-01-01

Chronic obstructive pulmonary disease (COPD) is a complex chronic lung disease characterised by progressive fixed airflow limitation and acute exacerbations that frequently require hospitalisation. Evidence-based clinical guidelines for the diagnosis and management of COPD are now widely available. However, the uptake of these COPD guidelines in clinical practice is highly variable, as is the case for many other chronic disease guidelines. Studies have identified many barriers to implementation of COPD and other guidelines, including factors such as lack of familiarity with guidelines amongst clinicians and inadequate implementation programs. Several methods for enhancing adherence to clinical practice guidelines have been evaluated, including distribution methods, professional education sessions, electronic health records (EHR), point of care reminders and computer decision support systems (CDSS). Results of these studies are mixed to date, and the most effective ways to implement clinical practice guidelines remain unclear. Given the significant resources dedicated to evidence-based medicine, effective dissemination and implementation of best practice at the patient level is an important final step in the process of guideline development. Future efforts should focus on identifying optimal methods for translating the evidence into everyday clinical practice to ensure that patients receive the best care. PMID:25478199

The First Three Years: A Sourcebook on Early Childhood Care and Education. UNESCO-UNICEF Co-operative Programme Digest No. 31.

ERIC Educational Resources Information Center

Swaminathan, Mina

Providing guidelines on day care for children under 3 years of age in developing countries, this digest has been written out of a firm conviction that it is entirely possible for developing countries to provide a system of early childhood care and education that is affordable, humane, culturally appropriate, and supportive of child development.…

The Future of Performance Appraisal for Certificated Education Staff in the School Boards of Ontario. Professionalism in Schools Series.

ERIC Educational Resources Information Center

Hayman, Brian; Sussman, Susan

This report assesses the current state of the art of personnel performance appraisal in education to provide guidelines for new initiatives and developments in the use of personnel evaluation systems in Ontario schools. It is organized in such a way that the major issues related to performance appraisal are presented in the order in which an…

Pre-School Education Legislation: Curriculum Guidelines for Pre-School Education Ruling No. 5220/97.

ERIC Educational Resources Information Center

Ministry of Education, Lisbon (Portugal).

This pamphlet discusses new curriculum guidelines, as approved under Ruling number 5220/97, for preschool education in Portugal. The law defines preschool as a first step in basic education that complements the education provided by the family, and recommends that schools work in collaboration with parents to foster the training and balanced…

Teacher Qualification Guidelines, Ecological Literacy and Outdoor Education

ERIC Educational Resources Information Center

Martin, Peter

2008-01-01

A key signpost to a profession is clarity of disciplinary knowledge. In this paper I describe the content and outcome of a process to refine the qualification guidelines for outdoor education teachers in Victorian, Australia. The guidelines, developed for the Victorian Institute of Teaching, include both practical skills and disciplinary…

Undergraduate Professional Education in Chemistry: Guidelines and Evaluation Procedures.

ERIC Educational Resources Information Center

American Chemical Society, Washington, DC.

Provided are guidelines for evaluating undergraduate professional education in chemistry. The guidelines summarize an approved program as including: 400 hours of classroom work; 500 hours of laboratory work; a core curriculum covering principles of analytical, inorganic, organic, and physical chemistry; 1 year of advanced work in chemistry or…

Educator Guidelines for Serving Students with Traumatic Brain Injuries. Revised Edition.

ERIC Educational Resources Information Center

Utah State Univ., Logan. Mountain Plains Regional Resource Center.

These guidelines were developed for serving students with traumatic brain injury (TBI) in school settings. An introduction reviews the frequency of TBI, range of severity, and legal responsibility for special education services. Guidelines are offered for creating prevention and awareness programs and for implementing staff development. A section…

Association for Counselor Education and Supervision Guidelines for Research Mentorship: Development and Implementation

ERIC Educational Resources Information Center

Borders, L. DiAnne; Wester, Kelly L.; Granello, Darcy Haag; Chang, Catherine Y.; Hays, Danica G.; Pepperell, Jennifer; Spurgeon, Shawn L.

2012-01-01

The authors describe guidelines endorsed by the Association for Counselor Education and Supervision for research mentorship, including characteristics of mentors and mentees. Suggestions for implementing the guidelines at the individual, program, institution, and professional levels are focused on enhancing mentoring relationships as well as…

Evaluating the effect of a web-based quality improvement system with feedback and outreach visits on guideline concordance in the field of cardiac rehabilitation: rationale and study protocol.

PubMed

van Engen-Verheul, Mariëtte M; de Keizer, Nicolette F; van der Veer, Sabine N; Kemps, Hareld M C; Scholte op Reimer, Wilma J M; Jaspers, Monique W M; Peek, Niels

2014-12-31

Implementation of clinical practice guidelines into daily care is hampered by a variety of barriers related to professional knowledge and collaboration in teams and organizations. To improve guideline concordance by changing the clinical decision-making behavior of professionals, computerized decision support (CDS) has been shown to be one of the most effective instruments. However, to address barriers at the organizational level, additional interventions are needed. Continuous monitoring and systematic improvement of quality are increasingly used to achieve change at this level in complex health care systems. The study aims to assess the effectiveness of a web-based quality improvement (QI) system with indicator-based performance feedback and educational outreach visits to overcome organizational barriers for guideline concordance in multidisciplinary teams in the field of cardiac rehabilitation (CR). A multicenter cluster-randomized trial with a balanced incomplete block design will be conducted in 18 Dutch CR clinics using an electronic patient record with CDS at the point of care. The intervention consists of (i) periodic performance feedback on quality indicators for CR and (ii) educational outreach visits to support local multidisciplinary QI teams focussing on systematically improving the care they provide. The intervention is supported by a web-based system which provides an overview of the feedback and facilitates development and monitoring of local QI plans. The primary outcome will be concordance to national CR guidelines with respect to the CR needs assessment and therapy indication procedure. Secondary outcomes are changes in performance of CR clinics as measured by structure, process and outcome indicators, and changes in practice variation on these indicators. We will also conduct a qualitative process evaluation (concept-mapping methodology) to assess experiences from participating CR clinics and to gain insight into factors which influence the implementation of the intervention. To our knowledge, this will be the first study to evaluate the effect of providing performance feedback with a web-based system that incorporates underlying QI concepts. The results may contribute to improving CR in the Netherlands, increasing knowledge on facilitators of guideline implementation in multidisciplinary health care teams and identifying success factors of multifaceted feedback interventions. NTR3251.

Visual Arts Education Guidelines, K-12.

ERIC Educational Resources Information Center

Georgia State Dept. of Education, Atlanta. Div. of Curriculum Development.

Guidelines are offered for implementing an art education program fostering art knowledge, art appreciation, and personal creativity. Six chapters cover goals, content, curriculum planning, resources, evaluation and administration. Chapter 1 identifies 5 objectives of art education--perceptual awareness, values development, creative development,…

Using an interdisciplinary approach to identify factors that affect clinicians' compliance with evidence-based guidelines.

PubMed

Gurses, Ayse P; Marsteller, Jill A; Ozok, A Ant; Xiao, Yan; Owens, Sharon; Pronovost, Peter J

2010-08-01

Our objective was to identify factors that affect clinicians' compliance with the evidence-based guidelines using an interdisciplinary approach and develop a conceptual framework that can provide a comprehensive and practical guide for designing effective interventions. A literature review and a brainstorming session with 11 researchers from a variety of scientific disciplines were used to identify theoretical and conceptual models describing clinicians' guideline compliance. MEDLINE, EMBASE, CINAHL, and the bibliographies of the papers identified were used as data sources for identifying the relevant theoretical and conceptual models. Thirteen different models that originated from various disciplines including medicine, rural sociology, psychology, human factors and systems engineering, organizational management, marketing, and health education were identified. Four main categories of factors that affect compliance emerged from our analysis: clinician characteristics, guideline characteristics, system characteristics, and implementation characteristics. Based on these findings, we developed an interdisciplinary conceptual framework that specifies the expected interrelationships among these four categories of factors and their impact on clinicians' compliance. An interdisciplinary approach is needed to improve clinicians' compliance with evidence-based guidelines. The conceptual framework from this research can provide a comprehensive and systematic guide to identify barriers to guideline compliance and design effective interventions to improve patient safety.

The right care, every time: improving adherence to evidence-based guidelines.

PubMed

Runnacles, Jane; Roueché, Alice; Lachman, Peter

2018-02-01

Guidelines are integral to reducing variation in paediatric care by ensuring that children receive the right care, every time. However, for reasons discussed in this paper, clinicians do not always follow evidence-based guidelines. Strategies to improve guideline usage tend to focus on dissemination and education. These approaches, however, do not address some of the more complex factors that influence whether a guideline is used in clinical practice. In this article, part of the Equipped Quality Improvement series, we outline the literature on barriers to guideline adherence and present practical solutions to address these barriers. Examples outlined include the use of care bundles, integrated care pathways and quality improvement collaboratives. A sophisticated information technology system can improve the use of evidence-based guidelines and provide organisations with valuable data for learning and improvement. Key to success is the support of an organisation that places reliability of service delivery as the way business is done. To do this requires leadership from clinicians in multidisciplinary teams and a system of continual improvement. By learning from successful approaches, we believe that all healthcare organisations can ensure the right care for each patient, every time. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Selected French Speaking Sub-Saharan African Countries: Burundi, Cameroon (Eastern), Chad, Congo (Brazzaville), Dahomey, Gabon, Ivory Coast, Mali, Mauritania, Niger, Rwanda, Senegal, Togo, Upper Volta, Zaire. A Guide to the Academic Placement of Students from These Countries in Academic Institutions of the United States.

ERIC Educational Resources Information Center

Trudeau, Edouard J. C.

The educational systems of 15 Sub-Saharan African countries are described, and guidelines concerning the academic placement of students who wish to study in U.S. institutions are provided. Tables indicate the grades covered by primary education and secondary education (academic and technical). Burundi, Rwanda, and Zaire have followed the Belgian…

Evaluating implementation of methicillin-resistant Staphylococcus aureus (MRSA) prevention guidelines in spinal cord injury centers using the PARIHS framework: a mixed methods study.

PubMed

Balbale, Salva N; Hill, Jennifer N; Guihan, Marylou; Hogan, Timothy P; Cameron, Kenzie A; Goldstein, Barry; Evans, Charlesnika T

2015-09-09

To prevent methicillin-resistant Staphylococcus aureus (MRSA) in Spinal Cord Injury and Disorder (SCI/D) Centers, the "Guidelines for Implementation of MRSA Prevention Initiative in the Spinal Cord Injury Centers" were released in July 2008 in the Veterans Affairs (VA) Health Care System. The purpose of this study was to use the Promoting Action on Research Implementation in Health Systems (PARiHS) framework to evaluate the experiences of implementation of SCI/D MRSA prevention guidelines in VA SCI/D Centers approximately 2-3 years after the guidelines were released. Mixed methods were used across two phases in this study. The first phase included an anonymous, web-based cross-sectional survey administered to providers at all 24 VA SCI/D Centers. The second phase included semi-structured telephone interviews with providers at 9 SCI/D Centers. The PARiHS framework was used as the foundation of both the survey questions and semi-structured interview guide. The survey was completed by 295 SCI/D providers (43.8 % response rate) from 22 of the 24 SCI/D Centers (91.7 % participation rate). Respondents included nurses (57.3 %), therapists (24.4 %), physicians (11.1 %), physician assistants (3.4 %), and other health care professionals (3.8 %). Approximately 36 % of the SCI/D providers surveyed had not seen, did not remember seeing, or had never heard of the MRSA SCI/D guidelines, whereas 42.3 % of providers reported that the MRSA SCI/D guidelines were fully implemented in their SCI/D Center. Data revealed numerous barriers and facilitators to guideline implementation. Facilitators included enhanced leadership support and provider education, focused guideline dissemination to reach SCI/D providers, and strong perceived evidence supporting the guidelines. Barriers included lack of awareness of the guidelines among physical therapists and physician assistants and challenges in cohorting/isolating MRSA-positive patients and following contact precautions. Successful implementation of MRSA infection prevention guidelines in SCI/D settings requires (1) guideline dissemination that reaches the full range of SCI/D providers working in inpatient, outpatient, and other care settings, (2) provider education that is frequent and systematic, (3) strong leadership support, and (4) that barriers unique to the recommendations are addressed. These findings may be used to inform selection of implementation strategies and optimize infection prevention beyond MRSA as well as in other specialty care populations.

Adapting Physical Education: A Guide for Individualizing Physical Education Programs.

ERIC Educational Resources Information Center

Buckanavage, Robert, Ed.; And Others

Guidelines are presented for organizing programs and modifying activities in physical education programs for children with a wide range of physical and emotional disabilities. The guidelines should result in a program that allows students to work to their maximum potential within the framework of regular physical education classes. In planning the…

Increasing the Openness of Education as an Approach to Promoting Educational Reform and Development

ERIC Educational Resources Information Center

Jinqiu, He

2012-01-01

This paper presents the main content of the portion on "increasing the openness of China's education" in the "National Medium- and Long-Term Educational Reform and Development Guideline (2010-20)" (hereafter abbreviated as the "Guideline") and the key issues studied and discussed in the formulation process. Issues…

Educating Language Minority Students: Laws, Regulations, Policies and Guidelines in the Commonwealth of Massachusetts.

ERIC Educational Resources Information Center

Aguiar, Manuel; Keenan, James

Current versions of Massachusetts state laws, regulations, policy statements, and guidelines concerning the education of limited-English-proficient (LEP) children are compiled here. They include: a policy statement from the state board of education; a synopsis of the mandatory transitional bilingual education law of 1971, in question-and-answer…

Policy Statement and General Guidelines on Family Life and Sex Education.

ERIC Educational Resources Information Center

Illinois State Board of Education, Springfield.

This guide is a statement of policy and guidelines on family life and sex education devised by the Illinois State Board of Education to aid local boards of education, school administrators, and community groups in developing and implementing new programs or extending existing programs. A statement of policy including purpose, programs, and…

Guidelines for Assessment and Instruction in Statistics Education (GAISE): extending GAISE into nursing education.

PubMed

Hayat, Matthew J

2014-04-01

Statistics coursework is usually a core curriculum requirement for nursing students at all degree levels. The American Association of Colleges of Nursing (AACN) establishes curriculum standards for academic nursing programs. However, the AACN provides little guidance on statistics education and does not offer standardized competency guidelines or recommendations about course content or learning objectives. Published standards may be used in the course development process to clarify course content and learning objectives. This article includes suggestions for implementing and integrating recommendations given in the Guidelines for Assessment and Instruction in Statistics Education (GAISE) report into statistics education for nursing students. Copyright 2014, SLACK Incorporated.

Medical Education and the Pharmaceutical Industry: A Review of Ethical Guidelines and Their Implications for Psychiatric Training

ERIC Educational Resources Information Center

Geppert, Cynthia M. A.

2007-01-01

Objective: This article reviews and summarizes eight ethical guidelines of major professional organizations regarding the pharmaceutical industry's role in the psychiatric education of trainees. Method: The author conducted a literature review of research and guidelines pertaining to the pharmaceutical industry's relationship to trainees, with…

Guidelines for Development and Evaluation of Young Farmer and Adult Programs in Agriculture/Agribusiness

ERIC Educational Resources Information Center

Bundy, Clarence E.

1974-01-01

Guidelines developed at a national seminar establish goals and action steps for developing, expanding, and/or evaluating agriculture/agribusiness programs. America's role as a major food and fiber source for the world demands educated farmers. The guidelines apply to all levels of the agriculture education program. (AG)

Planning for Education: Space Guidelines for Planning Educational Facilities. Revised.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Education, Oklahoma City.

This booklet provides guidelines for school planners and designers on the state requirements for space allocation in its K-12 public schools. Recommendations are included for various specialized facilities to assure that proper spaces can be provided beyond the typical classroom space. Guidelines are arranged under the categories of instructional,…

Guidelines for Lifelong Education Management to Mobilize Learning Community

ERIC Educational Resources Information Center

Charungkaittikul, Suwithida

2018-01-01

This article is a study of the guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand is intended to 1) analyze and synthesize the management of lifelong learning to mobilize learning community in the social-cultural context of Thailand; and 2) propose guidelines for lifelong…

Business Simulation Training in Information Technology Education: Guidelines for New Approaches in IT Training

ERIC Educational Resources Information Center

Leger, Pierre-Majorique; Charland, Patrick; Feldstein, Harvey D.; Robert, Jacques; Babin, Gilbert; Lyle, Derick

2011-01-01

Enterprise Resource Planning (ERP) systems are commercial software packages that enable the integration of transactions-oriented data and business processes throughout an organization. Most of the world's largest organizations have already adopted an ERP system, and many mid-size organizations are turning to them as well. The implementation of an…

Montana Curriculum Guidelines for Distributive Education. Revised.

ERIC Educational Resources Information Center

Harris, Ron, Ed.

These distributive education curriculum guidelines are intended to provide Montana teachers with teaching information for 11 units. Units cover introduction to marketing and distributive education, human relations and communications, operations and control, processes involved in buying for resale, merchandise handling, sales promotion, sales and…

TEACHER PREPARATION--SELECTED READINGS.

ERIC Educational Resources Information Center

Modern Language Association of America, New York, NY.

DESIGNED PRIMARILY FOR PERSONS INTERESTED IN ESTABLISHING OR IMPROVING PROGRAMS OF TEACHER EDUCATION IN FOREIGN LANGUAGES, THIS COLLECTION CONTAINS ARTICLES, RESEARCH REPORTS, SURVEYS, AND GUIDELINES PUBLISHED FROM 1956 TO 1966. INCLUDED ARE--(1) "GUIDELINES FOR TEACHER EDUCATION PROGRAMS IN MFLS," (2) "THE EDUCATION OF THE MFL…

An Overview of Current Guidelines for Commercial Support of Continuing Medical Education.

ERIC Educational Resources Information Center

Harrison, R. Van

1993-01-01

A number of bodies have produced guidelines concerning financial support from commercial companies for continuing medical education. Basic principles include independence of the continuing education provider, balanced content, no unusual benefits, and disclosure of potential for bias. (SK)

A Review of Established Guidelines and Standards for International Education Travel and Exchange Programs for Students. Report of the Department of Education to the Governor and the General Assembly of Virgina. House Document No. 25.

ERIC Educational Resources Information Center

Virginia State General Assembly, Richmond. House.

This study of existing guidelines and standards for international travel by students in local school divisions is the result of a Virginia Department of Education team effort over four months. The interdisciplinary team reviewed guidelines and standards for international travel and student exchange programs from major organizations and developed…

Reflective journal writing: how it promotes reflective thinking in clinical nursing education: a students' perspective.

PubMed

Kok, J; Chabeli, M M

2002-08-01

According to the outcomes-based education and training system of education (OBET) in the country and the South African Nursing Council, education should focus on "creating" reflective learners and practitioners. This article seeks to determine the effectiveness of reflective journal writing in promoting the reflective thinking of learners in clinical nursing education and to validate the guidelines described in a bigger study on how to facilitate reflective thinking using reflective journal writing. A qualitative, contextual, explorative, descriptive research design was used to determine the learners' perceptions on whether reflective journal writing did promote their higher-level thinking skills during the six-month placement in a psychiatric clinical practice using the reflective diaries. From a population of seventeen fourth-year students, six volunteered to participate in a focus group interview. The data was analysed by means of the descriptive method of open coding of Tesch (in Creswell, 1994:154-156). Positive and negative results from the perceptions of the participants and a literature review served as a basis for deducing and describing guidelines for the effective use of reflective journal writing in promoting reflective thinking in clinical nursing education. The positive perception was the development of problem-solving skills attained through reflection by using analytical critical thinking, synthesis and the evaluation of situations. Self-evaluation leading to intellectual growth and self-awareness indicated a positive perception. Negative perceptions were that reflective journal writing is time consuming, content based with a lack of clear expectations from the teacher, and distrust of students about the information written. Guba's model of ensuring trustworthiness in qualitative research as described in Krefting (1991:215-222) was employed. It is concluded that reflective journal writing in clinical nursing education does promote reflective thinking and learning. The use of the developed guidelines will minimise the negative perceptions. It is recommended that the guidelines be used in basic training at all levels of training to attain the objective of nursing education and training, which is to produce a critical, analytical thinker through reflection to improve practice.

Desktop Publishing Made Simple.

ERIC Educational Resources Information Center

Wentling, Rose Mary

1989-01-01

The author discusses the types of computer hardware and software necessary to set up a desktop publishing system, both for use in educational administration and for instructional purposes. Classroom applications of desktop publishing are presented. The author also provides guidelines for preparing to teach desktop publishing. (CH)

Responsible Internet Use.

ERIC Educational Resources Information Center

Truett, Carol; And Others

1997-01-01

Provides advice for making school Internet-use guidelines. Outlines responsible proactive use of the Internet for educators and librarians, discusses strengths and weaknesses of Internet blocking software and rating systems, and describes acceptable-use policies (AUP). Lists resources for creating your own AUP, Internet filtering software, and…

Decisions, Decisions....

ERIC Educational Resources Information Center

White, Owen Roberts

1985-01-01

The author reviews systems providing objective guidelines to facilitate ongoing, daily instructional decisions, focusing on those which utilize the sensitive datum and uniform charting procedures of precision teaching. Potential users are warned that the special education teacher must remain a critical and vigilant analyst of the learning process.…

Barriers and Strategies in Guideline Implementation—A Scoping Review

PubMed Central

Fischer, Florian; Lange, Kerstin; Klose, Kristina; Greiner, Wolfgang; Kraemer, Alexander

2016-01-01

Research indicates that clinical guidelines are often not applied. The success of their implementation depends on the consideration of a variety of barriers and the use of adequate strategies to overcome them. Therefore, this scoping review aims to describe and categorize the most important barriers to guideline implementation. Furthermore, it provides an overview of different kinds of suitable strategies that are tailored to overcome these barriers. The search algorithm led to the identification of 1659 articles in PubMed. Overall, 69 articles were included in the data synthesis. The content of these articles was analysed by using a qualitative synthesis approach, to extract the most important information on barriers and strategies. The barriers to guideline implementation can be differentiated into personal factors, guideline-related factors, and external factors. The scoping review revealed the following aspects as central elements of successful strategies for guideline implementation: dissemination, education and training, social interaction, decision support systems and standing orders. Available evidence indicates that a structured implementation can improve adherence to guidelines. Therefore, the barriers to guideline implementation and adherence need to be analysed in advance so that strategies that are tailored to the specific setting and target groups can be developed. PMID:27417624

Curriculum Planning Guidelines for Tobacco Use Prevention and Education.

ERIC Educational Resources Information Center

Montana State Office of Public Instruction, Helena.

This curriculum planning guide is designed to help Montana school districts design an appropriate tobacco use prevention and education program. It focuses on: "Tobacco Use Prevention Education: The OPI (Office of Public Instruction) Perspective"; "Instructional Guidelines" (key issues in program planning and major health…

Evaluation Tools in the European Higher Education Area (EHEA): An Assessment for Evaluating the Competences of the Final Year Project in the Social Sciences

ERIC Educational Resources Information Center

Mateo, Joan; Escofet, Anna; Martinez-Olmo, Francesc; Ventura, Javier; Vlachopoulos, Dimitrios

2012-01-01

The guidelines of the European Higher Education Area (EHEA) imply the rethinking of many of the current evaluation systems, since the new pedagogical models now focus on the learning acquired through the students' personal work and on the establishment of the ideal conditions for them to achieve the learning outcomes of the proposed educational…

Society for Academic Continuing Medical Education Intervention Guideline Series: Guideline 4, Interprofessional Education.

PubMed

Van Hoof, Thomas J; Grant, Rachel E; Sajdlowska, Joanna; Bell, Mary; Campbell, Craig; Colburn, Lois; Davis, David; Dorman, Todd; Fischer, Michael; Horsley, Tanya; Jacobs-Halsey, Virginia; Kane, Gabrielle; LeBlanc, Constance; Lockyer, Jocelyn; Moore, Donald E; Morrow, Robert; Olson, Curtis A; Reeves, Scott; Sargeant, Joan; Silver, Ivan; Thomas, David C; Turco, Mary; Kitto, Simon

2015-01-01

The Society for Academic Continuing Medical Education commissioned a study to clarify and, if possible, to standardize the terminology for a set of important educational interventions. In the form of a guideline, this article describes one such intervention, interprofessional education (IPE), which is a common intervention in health professions education. IPE is an opportunity for individuals of multiple professions to interact to learn together, to break down professional silos, and to achieve interprofessional learning outcomes in the service of high-value patient care. Based on a review of recent evidence and a facilitated discussion with US and Canadian experts, we describe IPE, its terminology, and other important information about the intervention. We encourage leaders and researchers to consider and to build on this guideline as they plan, implement, evaluate, and report IPE efforts. Clear and consistent use of terminology is imperative, along with complete and accurate descriptions of interventions, to improve the use and study of IPE.

Communication guidelines as a learning tool: an exploration of user preferences in general practice.

PubMed

Veldhuijzen, Wemke; Ram, Paul M; van der Weijden, Trudy; van der Vleuten, Cees P M

2013-02-01

To explore characteristics of written communication guidelines that enhance the success of training aimed at the application of the recommendations in the guidelines. Seven mixed focus groups were held consisting of communication skill teachers and communication skill learners and three groups with only learners. Analysis was done in line with principles of grounded theory. Five key attributes of guidelines for communication skill training were identified: complexity, level of detail, format and organization, type of information, and trustworthiness/validity. The desired use of these attributes is related to specific educational purposes and learners' expertise. The low complexity of current communication guidelines is appreciated, but seems ad odds with the wish for more valid communication guidelines. Which guideline characteristics are preferred by users depends on the expertise of the learners and the educational purpose of the guideline. Communication guidelines can be improved by modifying the key attributes in line with specific educational functions and learner expertise. For example: the communication guidelines used in GP training in the Netherlands, seem to offer an oversimplified model of doctor patient communication. This model may be suited for undergraduate learning, but does not meet the validity demands of physicians in training. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Sex education in schools in Denmark. Does Foreningen for Familieplanlaegning (the Danish PPA) have a role to play?

PubMed

Risor, H

1991-05-01

The Danish Foreningen for Familieplanlaegning (FF), planned parenthood, has a role to play as a watchdog for human sexuality education in schools and teacher training and development of educational material. Sex education has been in the school system since the 1900's, but in 1970 it was made compulsory. Sex education must be integrated in all subjects, and teacher or student may introduce a sex topic/question at any time. Minimum requirements are information on contraceptives and STD's. In 1970, the Curriculum Committee provided Guidelines for Sex Education in Public Schools which stated the following limitations for teachers: no vulgar terminology, no pupil counseling, no information on sexual intercourse techniques, and no erotic photographic material. In 1986, the Committee on Health and Sex Education was formed to work out subject and guide materials; these curriculum guidelines will be available in August 1991. FF was invited only to address the committee, at which time it was advised that teachers not lump health and sex together, and that specific issues such as sex anatomy, contraception, STD's, AIDs, and abortion be addressed as well as the rights of saying no, first sexual experiences, emotions and feelings, and being in love. After some insistence and negotiation, the final draft included more on sex education. The FF Education Committee plans to hold a 3-day training course for teachers at teacher training colleges in the Fall, 1991. One of the first tasks of the Sex Education Committee was to form a workshop with representatives from 10 schools. Their conclusions were that 1) the class teacher be responsible for sex education, 2) cross professional collaboration needs to be implemented with, for example, guest speakers who are homosexuals, prostitutes, AID's related persons. 3) Parents must be given information and sought out for advice. 4) The limitations in the 1970 Guidelines need to be cancelled. 5) Teacher training must be expanded and improved.

Developing Computer Use in Education: Guidelines, Trends and Issues.

ERIC Educational Resources Information Center

Anderson, Jonathan; And Others

Designed to provide educational policy-makers and decision-makers with a basis for the development of guidelines for the development of education programs, this report presents an overview of trends and issues in computer education within the countries of the Asia and Pacific region. The impact of computers on society is described, as well as the…

The National Health Educator Competencies Update Project: Celebrating a Milestone and Recommending next Steps to the Profession

ERIC Educational Resources Information Center

Airhihenbuwa, Collins O.; Cottrell, Randall R.; Adeyanju, Matthew; Auld, M. Elaine; Lysoby, Linda; Smith, Becky J.

2005-01-01

For more than 60 years, the health education profession has worked to develop, implement, and refine guidelines for preparing and training health educators. Among the seminal works documenting this dedication to, and quest for, quality assurance in professional preparation and practice are guidelines for professional education of health educators…

A Study of the Implementation of Sex Education in Hong Kong Secondary Schools

ERIC Educational Resources Information Center

Che, Fok Shui

2005-01-01

Sex education is not treated as an important subject in the school curriculum of Hong Kong. The Hong Kong Education Department issued in 1986 and 1997, respectively, two guidelines on sex education for schools' reference. The 1997 Guidelines cover a broader conceptual framework relating to different aspects of human sexuality and also include…

Design Guidelines for Digital Learning Material for Food Chemistry Education.

ERIC Educational Resources Information Center

Diederen, Julia; Gruppen, Harry; Voragen, Alphons G. J.; Hartog, Rob; Mulder, Martin; Biemans, Harm

This paper describes the first stage of a 4-year research project on the design, development and use of Web-based digital learning material for food chemistry education. The paper discusses design guidelines, based on principles that were selected from theories on learning and instruction, and illustrates in detail how these guidelines were used…

Title VII Sexual Harassment Guidelines and Educational Employment [and] What Can Students Do About Sex Discrimination?

ERIC Educational Resources Information Center

Howard, Susan; And Others

Guidelines concerning sexual harassment of employees at educational institutions under Title VII of the Civil Rights Act of 1964 are considered. November 1980 final interpretive guidelines issued by the Equal Employment Opportunity Commission state that Title VII prohibits sexual harassment of employees, that employers are responsible for the…

The "National Medium- and Long-Term Educational Reform and Development Guideline (2010-20)": Expectations, Strategies, and Significance

ERIC Educational Resources Information Center

Xiaobing, Sun

2012-01-01

This paper starts out by describing the research and drafting processes of the "National Medium- and Long-Term Educational Reform and Development Guideline" (2010-20) (hereafter abbreviated as the "Guideline") and analyzes a series of core concepts that ran through the entire process of researching and drafting the…

Guidelines to Ensure Sex Fairness in Education Division Communications and Products.

ERIC Educational Resources Information Center

Women on Words and Images, Princeton, NJ.

The guidelines presented in this document are intended as a learning tool to assist preparers of education communications and products in creating sex-fair communications and eliminating sex bias. Presented with examples of sex-biased and sex-fair uses and the rationale for use, guidelines are given for the following categories: (1) language:…

Models and Procedures for Improving the Planning, Management, and Evaluation of Cooperative Education Programs. Final Report. Volume I.

ERIC Educational Resources Information Center

Blaschke, Charles L.; Steiger, JoAnn

This report of a project to design a set of training guidelines for planning, managing, and evaluating cooperative education programs describes briefly the procedures used in developing the guidelines and model; discusses the various components of the planning, management, and evaluation process; and presents guidelines and criteria for designing…

Students.edu: Guidelines for Online Education Programs.

ERIC Educational Resources Information Center

Lane-Maher, Maureen; Ashar, Hanna

2001-01-01

Suggests that higher education administrators can learn from the emerging practices of electronic commerce. Adapting a model laid out by Patricia Seybold with Ronni Marshak in "Customers.com," provides administrative guidelines for online education programs that combine sound business practice with information technology to make it easy for…

Homework in Physical Education: Benefits and Implementation

ERIC Educational Resources Information Center

Novak, Benjamin Edward; Lynott, Francis John, III.

2015-01-01

This article identifies homework as an underutilized strategy in physical education. It reviews the benefits associated with the use of homework in the physical education setting, and provides guidelines for the effective implementation of this strategy. The guidelines include practical application examples and define structured active homework…

Software Engineering Education: Some Important Dimensions

ERIC Educational Resources Information Center

Mishra, Alok; Cagiltay, Nergiz Ercil; Kilic, Ozkan

2007-01-01

Software engineering education has been emerging as an independent and mature discipline. Accordingly, various studies are being done to provide guidelines for curriculum design. The main focus of these guidelines is around core and foundation courses. This paper summarizes the current problems of software engineering education programs. It also…

Academic Learning Thrives in a Caring, Sharing Educational Community.

ERIC Educational Resources Information Center

Bencivenga, Anthony S.; Elias, Maurice J.

2003-01-01

Describes the educational program at Benjamin Franklin Middle School in Ridgewood, New Jersey, as an example of the potential for synergy between content instruction and character development. Highlights how the school follows guidelines from the publication "Promoting Social and Emotional Learning, Guidelines for Educators." (EV)

Performance and Practice Guideline for the Use of Neoadjuvant Systemic Therapy in the Management of Breast Cancer.

PubMed

Holmes, Dennis; Colfry, A; Czerniecki, Brian; Dickson-Witmer, Diana; Francisco Espinel, C; Feldman, Elizabeth; Gallagher, Kristalyn; Greenup, Rachel; Herrmann, Virginia; Kuerer, Henry; Malik, Manmeet; Manahan, Eric; O'Neill, Jennifer; Patel, Mita; Sebastian, Molly; Wheeler, Amanda; Kass, Rena

2015-10-01

The American Society of Breast Surgeons (ASBrS) sought to provide an evidence-based guideline on the use of neoadjuvant systemic therapy (NST) in the management of clinical stage II and III invasive breast cancer. A comprehensive nonsystematic review was performed of selected peer-reviewed literature published since 2000. The Education Committee of the ASBrS convened to develop guideline recommendations. A performance and practice guideline was prepared to outline the baseline assessment and perioperative management of patients with clinical stage II-III breast cancer under consideration for NST. Preoperative or NST is emerging as an important initial strategy for the management of invasive breast cancer. From the surgeon's perspective, the primary goal of NST is to increase the resectability of locally advanced breast cancer, increase the feasibility of breast-conserving surgery and sentinel node biopsy, and decrease surgical morbidity. To ensure optimal patient selection and efficient patient care, the guideline recommends: (1) baseline breast and axillary imaging; (2) minimally invasive biopsies of breast and axillary lesions; (3) determination of tumor biomarkers; (4) systemic staging; (5) care coordination, including referrals to medical oncology, radiation oncology, plastic surgery, social work, and genetic counseling, if indicated; (6) initiation of NST; (7) post-NST breast and axillary imaging; and (8) decision for surgery based on extent of disease at presentation, patient choice, clinical response to NST, and genetic testing results, if performed.

Deferred Maintenance.

ERIC Educational Resources Information Center

Kaiser, Harvey H.

1980-01-01

Facilities maintenance is seen as the most important item on the agenda of education in the 1980s. Definite action has been taken to identify deferred maintenance needs of several state systems and private colleges. Identifying and defining the problem is discussed along with comprehensive facilities management and survey guidelines. (MLW)

Guidelines for Implementing a Real Estate Cooperative Education Program.

ERIC Educational Resources Information Center

Pearson, Thomas R.

Background information and guidelines are provided for the development of cooperative education programs for real estate industry personnel. The first section outlines the operation of cooperative education programs and presents two organizational plans: the alternating plan, where students attend class full-time and work full-time during…

Consumer Economics Education Guidelines.

ERIC Educational Resources Information Center

VanPatten, Muriel; And Others

These guidelines are designed to assist school districts in the development and implementation of new programs or in strengthening existing programs in consumer economics education at all levels. A variety of resources are included. The need for consumer economics education is discussed and a definition is provided. Goals are listed. Objectives,…

Family Life Education in Multicultural Classrooms. Practical Guidelines.

ERIC Educational Resources Information Center

Abbey, Nancy; And Others

This guide presents approaches and guidelines for developing culturally appropriate and relevant family life education. It begins with a definition of culture and a look at different types of acculturation. A section on cultural relevance in family life education briefly explains the challenge of a multicultural approach in family life education…

Sex Education with Young Children.

ERIC Educational Resources Information Center

Koblinsky, Sally; And Others

1980-01-01

Discusses guidelines (developed by the Oregon State University Early Childhood Sex Education Project) for developing teacher-parent cooperation in providing sex education to young children. The guidelines concern how to talk about body differences and body functions; how to deal with masturbation, sex play and obscene language; and how to involve…

Common Guidelines for Education Research and Development

ERIC Educational Resources Information Center

Institute of Education Sciences, 2013

2013-01-01

In January 2011, a Joint Committee of representatives from the U.S. Department of Education (ED) and the U.S. National Science Foundation (NSF) began work to establish cross-agency guidelines for improving the quality, coherence, and pace of knowledge development in science, technology, engineering and mathematics (STEM) education. Although the…

A system of networks and continuing education for physical therapists in rheumatology: a feasibility study

PubMed Central

Verhoef, J.; Oosterveld, F.G.J.; Hoekman, R.; Munneke, M.; Boonman, D.C.G.; Bakker, M.; Otten, W.; Rasker, J.J.; de Vries-vander Zwan, H.M.; Vliet Vlieland, T.P.M.

2004-01-01

Abstract Purpose To evaluate the feasibility of regional physical therapy networks including continuing education in rheumatology. The aim of these networks was to improve care provided by primary care physical therapists by improving specific knowledge, technical and communicative skills and the collaboration with rheumatologists. Methods In two regions in The Netherlands continuing education (CE) programmes, consisting of a 5-day postgraduate training course followed by bimonthly workshops and teaching practices, were organised simultaneously. Network activities included consultations, newsletters and the development of a communication guideline. Endpoint measures included the participation rate, compliance, quality of the CE programme, teaching practices, knowledge, network activities, communication, number of patients treated and patient satisfaction. Results Sixty-three physical therapists out of 193 practices (33%) participated in the project. They all completed the education programmes and were formally registered. All evaluations of the education programmes showed positive scores. Knowledge scores increased significantly directly after the training course and at 18 months. A draft guideline on communication between physical therapists and rheumatologists was developed, and 4 newsletters were distributed. A substantial proportion of physical therapists and rheumatologists reported improved communication at 18 months. The mean number of patients treated by physical therapists participating in the networks increased significantly. Patients' satisfaction scores within the networks were significantly higher than those from outside the networks at 18 months. Conclusions Setting up a system of networks for continuing education for physical therapists regarding the treatment of patients with rheumatic diseases is feasible. Further research will focus on the effectiveness of the system and its implementation on a larger scale. PMID:16773150

Property Accounting for Local and State School Systems. State Educational Records and Reports Series--Handbook III.

ERIC Educational Resources Information Center

Reason, Paul L.; Tankard, George G., Jr.

This handbook serves as a basic guide to property accounting for local and state school systems in the U.S. Information and guidelines are presented regarding--(1) classification of property accounts, (2) definitions of property accounts, (3) measures of school property, (4) supplies and equipment, (5) individual property records, and (6) summary…

Curricular Guidelines in Gross Anatomy.

ERIC Educational Resources Information Center

Horn, Stanton D.; And Others

1981-01-01

An outline of AADS curricular guidelines for gross anatomy in dental education includes primary educational goals, prerequisites, core content, specific course objectives for each section of content, sequencing, faculty requirements, and facility and equipment needs. (MSE)

Management of spontaneous pneumothorax compared to British Thoracic Society (BTS) 2003 guidelines: a district general hospital audit.

PubMed

Medford, Andrew Rl; Pepperell, Justin Ct

2007-10-01

In 1993, the British Thoracic Society (BTS) issued guidelines for the management of spontaneous pneumothorax (SP). These were refined in 2003. To determine adherence to the 2003 BTS SP guidelines in a district general hospital. An initial retrospective audit of 52 episodes of acute SP was performed. Subsequent intervention involved a junior doctor educational update on both the 2003 BTS guidelines and the initial audit results, and the setting up of an online guideline hyperlink. After the educational intervention a further prospective re-audit of 28 SP episodes was performed. Management of SP deviated considerably from the 2003 BTS guidelines in the initial audit - deviation rate 26.9%. After the intervention, a number of clinical management deviations persisted (32.1% deviation rate); these included failure to insert a chest drain despite unsuccessful aspiration, and attempting aspiration of symptomatic secondary SPs. Specific tools to improve standards might include a pneumothorax proforma to improve record keeping and a pneumothorax care pathway to reduce management deviations compared to BTS guidelines. Successful change also requires identification of the total target audience for any educational intervention.

GUIDELINES FOR PLANNING AND CONDUCTING COOPERATIVE WORK EXPERIENCE PROGRAMS IN VOCATIONAL AGRICULTURE, A DIGEST OF A PH.D. DISSERTATION. RESEARCH SERIES IN AGRICULTURAL EDUCATION.

ERIC Educational Resources Information Center

ANDERSON, B. HAROLD; BENDER, RALPH E.

THE SPECIFIC OBJECTIVES OF THE STUDY WERE TO--(1) IDENTIFY AND EVALUATE GUIDELINES, (2) COMPARE TEACHER AND PROGRAM CHARACTERISTICS IN DISTRIBUTIVE, TRADE AND INDUSTRIAL, AND AGRICULTURAL EDUCATION WITH COOPERATIVE WORK EXPERIENCE PROGRAMS, (3) DETERMINE SITUATIONAL FACTORS AND CHARACTERISTICS THAT INFLUENCE THE IMPORTANCE ASSIGNED TO GUIDELINES,…

A Study to Formulate Quantitative Guidelines for the Audio-Visual Communications Field. Final Report.

ERIC Educational Resources Information Center

Faris, Gene; Sherman, Mendel

Quantitative guidelines for use in determining the audiovisual (AV) needs of educational institutions were developed by the Octobe r 14-16, 1965 Seminar of the NDEA (National Defense Education Act), Faris-Sherman study. The guidelines that emerged were based in part on a review of past efforts and existing standards but primarily reflected the…

New guidelines for geriatric EDs: guidance focused on boosting environment, care processes.

PubMed

2014-05-01

A cadre of prominent medical groups, including the ACEP, ENA, AGS, and SAEM, has unveiled a comprehensive set of Geriatric Emergency Department Guidelines to aid hospitals that are either in the process of opening senior-focused EDs or revamping their policies and procedures to better meet the needs of an aging population. The guidelines offer recommendations related to staffing, infrastructure, education, and transition-of-care strategies. In addition, they outline a host of screenings that studies have shown are beneficial for older adults. Experts note that hospital systems around the country have already opened 50 geriatric EDs, with many more facilities in development. Guideline authors state that the guidelines take an evidence-based approach to managing senior patients. While more cost and outcomes data are needed, experts say that senior-focused improvements to emergency care can reduce admissions and return visits to the ED while also boosting patient satisfaction. Future efforts will focus on prioritizing the guideline recommendations so that ED administrators concerned with improving senior care will tackle the most important changes first.

Using mixed methods research in medical education: basic guidelines for researchers.

PubMed

Schifferdecker, Karen E; Reed, Virginia A

2009-07-01

Mixed methods research involves the collection, analysis and integration of both qualitative and quantitative data in a single study. The benefits of a mixed methods approach are particularly evident when studying new questions or complex initiatives and interactions, which is often the case in medical education research. Basic guidelines for when to use mixed methods research and how to design a mixed methods study in medical education research are not readily available. The purpose of this paper is to remedy that situation by providing an overview of mixed methods research, research design models relevant for medical education research, examples of each research design model in medical education research, and basic guidelines for medical education researchers interested in mixed methods research. Mixed methods may prove superior in increasing the integrity and applicability of findings when studying new or complex initiatives and interactions in medical education research. They deserve an increased presence and recognition in medical education research.

From the Children’s Oncology Group: Evidence-based recommendations for PEG-asparaginase nurse monitoring, hypersensitivity reaction management, and patient/family education

PubMed Central

Woods, Deborah; Winchester, Kari; Towerman, Alison; Gettinger, Katie; Carey, Christina; Timmermann, Karen; Langley, Rachel; Browne, Emily

2017-01-01

PEG-aspariginase is a backbone chemotherapy agent in pediatric acute lymphoblastic leukemia and in some non-Hodgkin lymphoma therapies. Nurses lack standardized guidelines for monitoring patients receiving PEG-asparaginase and for educating patients/families about hypersensitivity reaction risks. An electronic search of six databases using publication years 2000–2015 and multiple professional organizations and clinical resources was conducted. Evidence sources were reviewed for topic applicability. Each of the final 23 sources was appraised by two team members. The GRADE system was used to assign a quality and strength rating for each recommendation. Multiple recommendations were developed: four relating to nurse monitoring of patients during and after drug administration, eight guiding hypersensitivity reaction management, and four concerning patient/family educational content. These strong recommendations were based on moderate, low, or very-low quality evidence. Several recommendations relied upon generalized drug hypersensitivity guidelines. Additional research is needed to safely guide PEG-asparaginase monitoring, hypersensitivity reaction management and patient/family education. Nurses administering PEG-asparaginase play a critical role in the early identification and management of hypersensitivity reactions. PMID:28602129

All Aboard the Information Super...Railway!

ERIC Educational Resources Information Center

Klassen, Frank, Jr.

1994-01-01

New information technology is viewed as analogous to a railway network that serves many, in diverse areas, and leads users to new frontiers. It is suggested that higher education can contribute to this system by developing useful new applications, providing guidelines for appropriate "passenger" behavior, and enhancing quality. (MSE)

Maryland and Your World.

ERIC Educational Resources Information Center

Holiday-Crews, Margaret

The Maryland State Department of Education (MSDE) launched the "Maryland and Your World" project in 1983. The purpose of this project is to assist local school systems in implementing guidelines established by MSDE's curricular framework for the social studies. Goal four of this framework focuses on the ideas, institutions, and processes…

Social Ecological Model Analysis for ICT Integration

ERIC Educational Resources Information Center

Zagami, Jason

2013-01-01

ICT integration of teacher preparation programmes was undertaken by the Australian Teaching Teachers for the Future (TTF) project in all 39 Australian teacher education institutions and highlighted the need for guidelines to inform systemic ICT integration approaches. A Social Ecological Model (SEM) was used to positively inform integration…

Mental health policy in Kenya -an integrated approach to scaling up equitable care for poor populations.

PubMed

Kiima, David; Jenkins, Rachel

2010-06-28

Although most donor and development agency attention is focussed on communicable diseases in Kenya, the importance of non-communicable diseases including mental health and mental illness is increasingly apparent, both in their own right and because of their influence on health, education and social goals. Mental illness is common but the specialist service is extremely sparse and primary care is struggling to cope with major health demands. Non health sectors e.g. education, prisons, police, community development, gender and children, regional administration and local government have significant concerns about mental health, but general health programmes have been surprisingly slow to appreciate the significance of mental health for physical health targets. Despite a people centred post colonial health delivery system, poverty and global social changes have seriously undermined equity. This project sought to meet these challenges, aiming to introduce sustainable mental health policy and implementation across the country, within the context of extremely scarce resources. A multi-faceted and comprehensive programme which combined situation appraisal to inform planning, sustained intersectoral policy dialogue at national and regional level; establishment of a health sector system for coordination, supervision and training of at each level (national, regional, district and primary care); development workshops; production of toolkits, development of guidelines and standards; encouragement of intersectoral liaison at national, regional, district and local levels; public education; and integration of mental health into health management systems. The programme has achieved detailed situation appraisal, epidemiological needs assessment, inclusion of mental health into the health sector reform plans, and into the National Package of Essential Health Interventions, annual operational plans, mental health policy guidelines to accompany the general health policy, tobacco legislation, adaptation of the WHO primary care guidelines for Kenya, primary care training, construction of a quality system of roles and responsibilities, availability of medicines at primary care level, some strengthening of intersectoral liaison with police, prisons and schools, and public education about mental health. The project has demonstrated the importance of using a multi-faceted and comprehensive programme to promote sustainable system change, key elements of which include a focus on the use of rapid appropriate assessment and treatment at primary care level, strengthening the referral system, interministerial and intersectoral liaison, rehabilitation, social inclusion, promotion and advocacy to mobilize community engagement.

Resident compliance with the american academy of ophthalmology preferred practice pattern guidelines for primary open-angle glaucoma.

PubMed

Ong, Sally S; Sanka, Krishna; Mettu, Priyatham S; Brosnan, Thomas M; Stinnett, Sandra S; Lee, Paul P; Challa, Pratap

2013-12-01

To examine resident adherence to preferred practice pattern (PPP) guidelines set up by the American Academy of Ophthalmology for follow-up care of primary open-angle glaucoma (POAG) patients. Retrospective chart review. One hundred three charts were selected for analysis from all patients with an International Classification of Diseases, Ninth Revision, code of open-angle glaucoma or its related entities who underwent a follow-up evaluation between July 2, 2003, and December 15, 2004, at the resident ophthalmology clinic in the Durham Veteran Affairs Medical Center. Follow-up visits of POAG patients were evaluated for documentation of 19 elements in accordance to PPP guidelines. Compliance rates for the 19 elements of PPP guidelines first were averaged in all charts, and then were averaged per resident and were compared among 8 residents between their first and second years of residency. The overall mean compliance rate for all 19 elements was 82.6% for all charts (n = 103), 78.8% for first-year residents, and 81.7% for second-year residents. The increase from first to second year of residency was not significant (P>0.05). Documentation rates were high (>90%) for 14 elements, including all components of the physical examination and follow-up as well as most components of the examination history and management plan. Residents documented adjusting target intraocular pressure downward, local or systemic problems with medications, and impact of visual function on daily living approximately 50% to 80% of the time. Documentation rates for components of patient education were the lowest, between 5% and 16% in all charts. Residents' compliance with PPP guidelines for a POAG follow-up visit was very high for most elements, but documentation rates for components of patient education were poor. Adherence rates to PPP guidelines can be used as a tool to evaluate and improve resident performance during training. However, further studies are needed to establish the advantages of using PPP guidelines for resident education and to determine if such assessments can lead to improved patient care. Copyright © 2013 American Academy of Ophthalmology. Published by Elsevier Inc. All rights reserved.

IEP-2005: Writing and Implementing Individualized Education Programs (IEPs)

ERIC Educational Resources Information Center

Burns, Edward

2006-01-01

The purpose of this book is to provide guidelines to develop appropriate Individualized Education Programs (IEPs) for children with disabilities based on the Individuals with Disabilities Education Act amendments of 2004 (IDEA-2004) or Public Law 108-446. These guidelines are intended to result in IEPs that are streamlined, focused, and reasonably…

Business and Office Education Curriculum Guidelines. Bulletin No. 1246.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

The curriculum guide presents guidelines for planning and implementing a program in cooperative office education. Techniques include relating individual in-school instruction to individual job needs and career goals and to coordinate the student's education with actual work experience in an office in the community. A summary of Federal and State…

Career Education for Leisure Occupations: Curriculum Guidelines for Recreation, Hospitality, and Tourism.

ERIC Educational Resources Information Center

Verhoven, Peter J.; Vinton, Dennis A.

The guidelines suggested in this publication have been designed to assist educators in developing career education programs based on local needs and resources in the leisure career family for the occupational groups in recreation services, recreation resources, tourism, and amusement and entertainment. The basic approaches presented are applicable…

Formulating Independent School K-12 Quality Physical Education Program Guidelines

ERIC Educational Resources Information Center

Currie, Stuart M.; Phillips, Michael B.; Jubenville, Colby B.

2012-01-01

The purpose of this study was to formulate Tennessee independent school K-12 quality physical education program guidelines. A panel of 18 physical education representatives from Tennessee independent schools K-12 participated in a three-phase Delphi study and completed three opinionnaires via e-mail. In Phase One, Opinionnaire One solicited panel…

Cooperative Education Guidelines for Technical Colleges and Other Associate Degree Programs.

ERIC Educational Resources Information Center

Streb, Thomas C.; Hammen, William C.

Guidelines for cooperative education in two-year technical colleges as well as for other associate degree programs are presented in this 15 chapter manual. Chapter 1 covers cooperative education history, current status, advantages and disadvantages, purposes, and information sources. Chapter 2 on personnel presents an overview and discusses the…

Guidelines for Occupational Therapy Practice in Educational Environments in the State of Delaware.

ERIC Educational Resources Information Center

Delaware State Dept. of Public Instruction, Dover. Exceptional Children/Special Programs Div.

These guidelines are intended to direct the provision of quality occupational therapy services in educational environments in Delaware. The first section presents a discussion of definitions concerned with: (1) free appropriate public education; (2) related services; (3) occupational therapy services; (4) physical therapy services; and (5)…

Guidelines for Aviation Education in Schools of Pennsylvania with Annotated Teacher's Course of Study and Planning Chart.

ERIC Educational Resources Information Center

Butler, Richard T.; Smith, William J.

The guidelines for an aviation education program give directions and provide coordination and correlation for the program in Pennsylvania's schools. Chapter 1 discusses the approach to aviation education--the problem, procedure, and definition of terms. Chapter 2 briefly outlines teacher responsibilities and student advantages. Focusing on…

Special Education Services: A Manual of Policies, Procedures and Guidelines

ERIC Educational Resources Information Center

British Columbia Ministry of Education, 2013

2013-01-01

This resource conveys policies, procedures, and guidelines that support the delivery of special education services in British Columbia's (Canada) public schools. It was originally published in 1995 (ED414703), following an extensive provincial Special Education Review (1993-94). The purpose of this manual is to provide a single point of reference…

Alternative Education Guidelines, Model Middle School Alternative Education Program. Workshop II. Prevention Programs & Funding.

ERIC Educational Resources Information Center

National Association of School Security Directors, Bellevue, WA.

These workshop materials are the guidelines Broward County (Florida) has established to carry out the state legislative mandate authorizing school boards to establish educational alternative programs to meet the individual needs and interests of students who are disruptive, unsucessful, or disinterested in the normal school environment. Included…

Does educating nurses with ventilator-associated pneumonia prevention guidelines improve their compliance?

PubMed

Aloush, Sami M

2017-09-01

This study aimed to compare the compliance with ventilator-associated pneumonia (VAP)-prevention guidelines between nurses who underwent an intensive educational program and those who did not, and to investigate other factors that influence nurses' compliance. A 2-group posttest design was used to examine the effect of the VAP-prevention guidelines education on nurses' compliance. Participants were randomly assigned to experimental and control groups. The overall nurses' compliance scores were moderate. There was no statistically significant difference in compliance between the nurses who received VAP education and those who did not (t[100] = -1.43; P = .15). The number of beds in the unit and the nurse-patient ratio were found to influence nurses' compliance. Education in VAP-prevention guidelines will not improve nurses' compliance unless other confounding factors, such as their workload, are controlled. It is imperative to reduce nurses' workload to improve their compliance and enhance the effectiveness of education. Copyright © 2017 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.

Selection criteria for internships in clinical neuropsychology.

PubMed

Ritchie, David; Odland, Anthony P; Ritchie, Abigail S; Mittenberg, Wiley

2012-01-01

Criteria used in the evaluation and selection of applicants for clinical neuropsychology internships were identified by a survey of programs that met guidelines for specialty training. The number of internships that offer training with specialization in clinical neuropsychology has more than doubled during the past 10 years. Supervising neuropsychologists from 75 programs replied to the survey, yielding a 72.8% response rate. Clinical experience in neuropsychological assessment, specialization in clinical neuropsychology during graduate education, personal interview, and letters of recommendation were reported to be the most salient selection criteria. Practica that provide experience with flexible or functional systems assessment approaches at university-affiliated or VA (U.S. Department of Veterans Affairs) medical centers and doctoral curricula that follow International Neuropsychological Society/Division 40 course guidelines, with teaching and supervision provided by neuropsychologists, were preferred prerequisites to internship. These results are consistent with selection criteria reported over a decade ago and indicate continued endorsement of the vertically integrated model of education and training outlined by the Houston Conference on Specialty Education and Training in Clinical Neuropsychology.

Guidelines for Support of Salaries and Related Costs under Programs of the U.S. Department of Education for Entities Governed by OMB Circular A-87.

ERIC Educational Resources Information Center

Department of Education, Washington, DC. Office of the Secretary.

New guidelines to provide more flexibility and certainty in meeting federal time distribution recordkeeping requirements for U.S. Department of Education programs are outlined in this document. Directed to state, local and Indian tribal governments, the new guidelines are expected to avoid audit appeals and disputes, freeing teachers and…

Distance Learning for Teacher Education. Report of a Technical Working Group Meeting (Islamabad, Pakistan, 4-16 November 1981). Volume II: Guidelines on Development of Materials.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific.

This handbook, the second volume in a series of three publications on distance education, presents guidelines on structures and strategies in organizations and the processes of materials development. A checklist of specific items is included for each topic addressed. The first guidelines are addressed to policymakers and senior administrators and…

Guidelines for the Delineation of Roles and Responsibilities for the Safe Delivery of Specialized Health Care in the Educational Setting.

ERIC Educational Resources Information Center

Council for Exceptional Children, Reston, VA.

These guidelines were developed by a joint task force of members and staff of four national associations, to be of assistance to persons concerned with the safe delivery of specialized health care in educational settings. The guidelines delineate the roles and responsibilities of personnel involved in the provision of specialized health care. They…

Management of venous thromboembolism in cancer patients according to guidelines after educative measures.

PubMed

Pillet, Armelle; Minne, Floriane; Belhadj Chaidi, Rafik; Chapelle, Gilles; Ferru, Aurélie

2018-05-01

Guidelines for venous thromboembolism treatment with curative anticoagulation in cancer patients are poorly respected. Yet, venous thromboembolism is the second leading cause of death in cancer patients, after cancer progression. The aim of this study was to re-evaluate the application of these guidelines after the implementation of educational measures for patients and caregivers, and also to assess the acceptability and tolerance of treatment by patients. On the one hand, a prospective observational study conducted in cancer patients with VTE allowed to assess the rate of compliance to guidelines. These phone calls with patients also provided information on their perception of their treatment. On the other hand, surveys were sent to healthcare professionals before and after educative actions took place (information meetings and information sheets distribution) in order to evaluate the evolution of their knowledge about guidelines. Among the 110 patients included in the study, 71.8% received treatment according to guidelines: choice of the anticoagulant (low-molecular-weight heparin or antivitamin K if contraindicated) and right period of treatment. Among the patients, 84.1% were willing to continue treatment beyond 6 months. Healthcare professionals' knowledge about guidelines has increased significantly (from 20% to 42%) following the information meetings and information sheets distribution. These educative actions seem to have a positive impact on knowledge of the recommendations and their implementation. Copyright © 2018. Published by Elsevier Masson SAS.

Guidelines for education and training at the doctoral and postdoctoral levels in consulting psychology/organizational consulting psychology.

PubMed

2007-12-01

The purpose of these "Guidelines for Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychology/Organizational Consulting Psychology" is to provide a common framework for use in the development, evaluation, and review of education and training in consulting psychology/organizational consulting psychology (CP/OCP). The intent of these guidelines is to improve the quality of teaching and learning in the area of the practice of CP, especially OCP, within the scientific discipline and profession of psychology. Towards these ends, this document is intended as guidance for psychologists who teach or plan curricula for teaching CP/OCP at doctoral or postdoctoral levels of professional education and training in psychology. The guidelines are structured in the form of overarching principles, general competencies, and domain-specific competencies that are ideally obtained by persons receiving training at the doctoral or postdoctoral level in CP/OCP. (Copyright) 2007 APA.

Academic Information System Support in the Era of Education 3.0

NASA Astrophysics Data System (ADS)

Utomo, HP; Bon, AT; Hendayun, M.

2017-08-01

The emergence of Education 3.0 as a new paradigm in education has been spread widely in many educational institutions, especially in higher education institutions (HEIs). Many of them have been implementing the new paradigm and get benefit from it. But somehow, the implementation caused some problems. The new policy and procedures are causing administrative problems, especially in the academic affair. The implementation also needs to provide external involvement. To overcome the problems, the academic information system (AIS) can be used to support the characteristics of Education 3.0. The purpose of the research is to find the possibility support from the AIS to the characteristics of Education 3.0. The research used Education 3.0 concept and information system (IS) concept to find the possibility. The research used a case study as the method and conducted a qualitative research with an unstructured interview. After comparing the Education 3.0 concept and IS concept with the interview analysis, the research found that all the characteristics of Education 3.0 can possibly support by the AIS. The result can be used as a guideline to develop the new AIS with the capability to support the characteristics of Education 3.0.

Scientific Reporting: Raising the Standards.

PubMed

McLeroy, Kenneth R; Garney, Whitney; Mayo-Wilson, Evan; Grant, Sean

2016-10-01

This article is based on a presentation that was made at the 2014 annual meeting of the editorial board of Health Education & Behavior. The article addresses critical issues related to standards of scientific reporting in journals, including concerns about external and internal validity and reporting bias. It reviews current reporting guidelines, effects of adopting guidelines, and offers suggestions for improving reporting. The evidence about the effects of guideline adoption and implementation is briefly reviewed. Recommendations for adoption and implementation of appropriate guidelines, including considerations for journals, are provided. © 2016 Society for Public Health Education.

[Ethical guidelines on genetic testing and gene therapy].

PubMed

Fukushima, Yoshimitsu

2005-03-01

According to the recent and rapid advances in molecular genetics research, genetic testing and gene therapy have a potential of giving unexpected influence to the human beings. To prevent and to solve various ethical, legal and social implementations (ELSI) of genetic testing and gene therapy, several guidelines have been established. In Japan, all researchers and all clinicians have to know and keep the following three guidelines on genetic testing and a guideline on gene therapy: 1) "Guidelines for Researches on Human Genome and Gene (2001)" by the three Ministries (Education, Health and Economy), 2) "Guidelines for Genetic Testing (2001)" by the Genetic--medicine--related 10 societies, 3) "Ethical Principles on Entrusted Genetic Testing (2001)" by the Japan Registered Clinical Laboratories Association, and 4) "Guidelines for Clinical Research on Gene Therapy (2002)" by the two Ministries (Health and Education).

Adapting clinical practice guidelines for diabetic retinopathy in Kenya: process and outputs.

PubMed

Mwangi, Nyawira; Gachago, Muchai; Gichangi, Michael; Gichuhi, Stephen; Githeko, Kibata; Jalango, Atieno; Karimurio, Jefitha; Kibachio, Joseph; Muthami, Lawrence; Ngugi, Nancy; Nduri, Carmichael; Nyaga, Patrick; Nyamori, Joseph; Zindamoyen, Alain Nazaire Mbongo; Bascaran, Covadonga; Foster, Allen

2018-06-15

The use of clinical practice guidelines envisages augmenting quality and best practice in clinical outcomes. Generic guidelines that are not adapted for local use often fail to produce these outcomes. Adaptation is a systematic and rigorous process that should maintain the quality and validity of the guideline, while making it more usable by the targeted users. Diverse skills are required for the task of adaptation. Although adapting a guideline is not a guarantee that it will be implemented, adaptation may improve acceptance and adherence to its recommendations. We describe the process used to adapt clinical guidelines for diabetic retinopathy in Kenya, using validated tools and manuals. A technical working group consisting of volunteers provided leadership. The process was intensive and required more time than anticipated. Flexibility in the process and concurrent health system activities contributed to the success of the adaptation. The outputs from the adaptation include the guidelines in different formats, point of care instruments, as well as tools for training, monitoring, quality assurance and patient education. Guideline adaptation is applicable and feasible at the national level in Kenya. However, it is labor- and time -intensive. It presents a valuable opportunity to develop several additional outputs that are useful at the point of care.

Application of SAE ARP4754A to Flight Critical Systems

NASA Technical Reports Server (NTRS)

Peterson, Eric M.

2015-01-01

This report documents applications of ARP4754A to the development of modern computer-based (i.e., digital electronics, software and network-based) aircraft systems. This study is to offer insight and provide educational value relative to the guidelines in ARP4754A and provide an assessment of the current state-of-the- practice within industry and regulatory bodies relative to development assurance for complex and safety-critical computer-based aircraft systems.

Linking Assessment and School Success.

ERIC Educational Resources Information Center

Raham, Helen

1999-01-01

School systems have recently experienced a dramatic shift toward the use of large-scale assessment to improve school performance. Discusses the ways in which external assessment may benefit education, the need for multiple measures of various dimensions of school success, and guidelines for using assessment to create a dynamic cycle of continuous…

Robots: A High Tech Tool for the Learner.

ERIC Educational Resources Information Center

Gray, Robert A.

1988-01-01

Discussion of the development of robots and their use in industry and education emphasizes their potential as instructional tools. Current use in elementary and secondary schools and with gifted students is described; hardware systems are explained; teaching strategies are discussed; and guidelines are presented to improve robotic literacy…

Foods advertised in US weekly supermarket sales circulars over one year: a content analysis

USDA-ARS?s Scientific Manuscript database

Objectives: The MyPyramid food guidance system is an educational tool to assist Americans in following the Dietary Guidelines for Americans (DGA). Consumers mention print advertising—such as sales circulars—most frequently as influencing their grocery shopping decisions. The purpose of this study wa...

Conceptualizing Teaching to the Test under Standards-Based Reform

ERIC Educational Resources Information Center

Welsh, Megan E.; Eastwood, Melissa; D'Agostino, Jerome V.

2014-01-01

Teacher and school accountability systems based on high-stakes tests are ubiquitous throughout the United States and appear to be growing as a catalyst for reform. As a result, educators have increased the proportion of instructional time devoted to test preparation. Although guidelines for what constitutes appropriate and inappropriate test…

A Working Model for Complying with Accessibility Guidelines for Online Learning

ERIC Educational Resources Information Center

Cifuentes, Lauren; Janney, Alexandra; Guerra, Lauran; Weir, Jennifer

2016-01-01

We describe our activities that emerged in the context of an Office of Distance Education and Learning Technologies' efforts to systematically and systemically address accessibility for online learning in order to comply with ethical principles, best practices, and laws. The activities include three overarching continuous tasks: strategically…

Implementing an excellence in teaching recognition system: needs analysis and recommendations.

PubMed

Schindler, Nancy; Corcoran, Julia C; Miller, Megan; Wang, Chih-Hsiung; Roggin, Kevin; Posner, Mitchell; Fryer, Jonathan; DaRosa, Debra A

2013-01-01

Teaching awards have been suggested to serve a variety of purposes. The specific characteristics of teaching awards and the associated effectiveness at achieving planned purposes are poorly understood. A needs analysis was performed to inform recommendations for an Excellence in Teaching Recognition System to meet the needs of surgical education leadership. We performed a 2-part needs analysis beginning with a review of the literature. We then, developed, piloted, and administered a survey instrument to General Surgery program leaders. The survey examined the features and perceived effectiveness of existing teaching awards systems. A multi-institution committee of program directors, clerkship directors, and Vice-Chairs of education then met to identify goals and develop recommendations for implementation of an "Excellence in Teaching Recognition System." There is limited evidence demonstrating effectiveness of existing teaching awards in medical education. Evidence supports the ability of such awards to demonstrate value placed on teaching, to inspire faculty to teach, and to contribute to promotion. Survey findings indicate that existing awards strive to achieve these purposes and that educational leaders believe awards have the potential to do this and more. Leaders are moderately satisfied with existing awards for providing recognition and demonstrating value placed on teaching, but they are less satisfied with awards for motivating faculty to participate in teaching or for contributing to promotion. Most departments and institutions honor only a few recipients annually. There is a paucity of literature addressing teaching recognition systems in medical education and little evidence to support the success of such systems in achieving their intended purposes. The ability of awards to affect outcomes such as participation in teaching and promotion may be limited by the small number of recipients for most existing awards. We propose goals for a Teaching Recognition System and provide guidelines for implementation and evaluation of such systems. Future analysis should study the effectiveness of systems designed using these guidelines in achieving the outlined goals. Copyright © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Guidelines for Cost-Effectiveness Analysis for Navy Training and Education.

DTIC Science & Technology

1976-07-01

System (PPBS) approach is to provide the basic and essential information needed by all decision makers so that they can analyze feasible alternatives...is essential to properly interpret any training system effectiveness. If these com- ponents can be identified, then instructional process comparisons...or tape recordings are alternative presentation methods. Although support is not essential , visuals and other minor aids such as chalkboards are

[General treatment principles, coordination of care and patient education in fibromyalgia syndrome : Updated guidelines 2017 and overview of systematic review articles].

PubMed

Petzke, F; Brückle, W; Eidmann, U; Heldmann, P; Köllner, V; Kühn, T; Kühn-Becker, H; Strunk-Richter, M; Schiltenwolf, M; Settan, M; von Wachter, M; Weigl, M; Häuser, W

2017-06-01

The regular update of the guidelines on fibromyalgia syndrome, AWMF number 145/004, was scheduled for April 2017. The guidelines were developed by 13 scientific societies and 2 patient self-help organizations coordinated by the German Pain Society. Working groups (n =8) with a total of 42 members were formed balanced with respect to gender, medical expertise, position in the medical or scientific hierarchy and potential conflicts of interest. A search of the literature for systematic reviews on randomized, controlled trials on patient education and shared decision-making from December 2010 to May 2016 was performed in the Cochrane library, MEDLINE, PsycINFO and Scopus databases. Levels of evidence were assigned according to the classification system of the Oxford Centre for Evidence-Based Medicine version 2009. The strength of recommendations was achieved by multiple step formalized procedures to reach a consensus. Efficacy, risks, patient preferences, clinical and practical applicability of available therapies were weighed up against each other. The guidelines were reviewed and approved by the board of directors of the societies engaged in the development of the guidelines. The diagnosis of fibromyalgia syndrome should be explicitly communicated to the affected individual. Shared decision-making with the patient on the therapeutic options based on individual preferences of the patient, comorbidities and the success of previous treatment is recommended. A step-wise treatment approach depending on the severity of fibromyalgia syndrome and the response to therapeutic measures is recommended.

Survey of national guidelines, education and training on phlebotomy in 28 European countries: an original report by the European Federation of Clinical Chemistry and Laboratory Medicine (EFLM) working group for the preanalytical phase (WG-PA).

PubMed

Simundic, Ana-Maria; Cornes, Michael; Grankvist, Kjell; Lippi, Giuseppe; Nybo, Mads; Kovalevskaya, Svjetlana; Sprongl, Ludek; Sumarac, Zorica; Church, Stephen

2013-08-01

European questionnaire survey was conducted by the European Federation of Clinical Chemistry and Laboratory Medicine Working Group for the Preanalytical Phase (EFLM WG-PA) to assess how phlebotomy is performed in EFLM countries, including differences in personnel, level of education and skills, and to investigate the presence and compliance of national phlebotomy guidelines on this matter. A questionnaire was constructed containing questions elucidating different aspects of the organization behind the phlebotomy praxis on a national basis, including questions on the staff performing phlebotomy, the education of these staff members, and the existence of and adherence to national guidelines. All 39 EFLM member countries were invited to participate. In total 28/39 (72%) EFLM member countries responded. Seven out of the 28 (25%) have national phlebotomy guidelines and five have implemented other guidelines. The estimated compliance with phlebotomy guidance for the laboratories in the countries that have national guidelines available is poor, regardless to whether the phlebotomy was under the laboratory control or not. Most countries were interested in EFLM guidelines and to participate in a pilot EFLM preanalytical phase external quality assessment (EQA) scheme. In the responding EFLM member countries, the majority of phlebotomy is performed by nurses and laboratory technicians. Their basic education is generally 4-5 years of high school, followed by 2-5 years of colleague or university studies. Only a third (10/28; 36%) of the participating member countries has any specific training available as a continuous educational resource. A specific training for phlebotomy is not part of the education required to become qualified in 6/28 (21%) and 9/28 (32%) of countries for nurses and laboratory technicians, respectively. In countries and professions where training is required, most require more than 5 h of training. Based on the results of this survey we conclude the following: 1) There is a need to assess the quality of current practices, compliance to the CLSI H3-A6 guidelines and to identify some most critical steps which occur during phlebotomy, in different healthcare settings, across Europe; 2) Existing CLSI H3-A6 phlebotomy guidelines should be adapted and used locally in all European countries which do not have their own guidelines; 3) National EFLM societies need to be engaged in basic training program development and continuous education of healthcare phlebotomy staff (implementing the certification of competence).

Lung Cancer Screening With Low-Dose CT: Implementation Amid Changing Public Policy at One Health Care System.

PubMed

Begnaud, Abbie; Hall, Thomas; Allen, Tadashi

2016-01-01

Screening for lung cancer with low-dose CT has evolved rapidly in recent years since the National Lung Screening Trial (NLST) results. Subsequent professional and governmental organization guidelines have shaped policy and reimbursement for the service. Increasingly available guidance describes eligible patients and components necessary for a high-quality lung cancer screening program; however, practical instruction and implementation experience is not widely reported. We launched a lung cancer screening program in the face of reimbursement and guideline uncertainties at a large academic health center. We report our experience with implementation, including challenges and proposed solutions. Initially, we saw less referrals than expected for screening, and many patients referred for screening did not clearly meet eligibility guidelines. We educated primary care providers and implemented system tools to encourage referral of eligible patients. Moreover, in response to the Centers for Medicare & Medicaid Services (CMS) final coverage determination, we report our programmatic adaptation to meet these requirements. In addition to the components common to all quality programs, individual health delivery systems will face unique barriers related to patient population, available resources, and referral patterns.

More than Just a Good Book: Employing U.S. Department of Education Guidelines to Teach Character Education Using Literature

ERIC Educational Resources Information Center

Besson-Martilotta, Suzy F.

2013-01-01

The purpose of this research study, which was conducted as a qualitative content analysis, was to discover to what extent children's literature from a popular anthology could be used to teach the tenets of character education according to U.S. Department of Education (2005) guidelines in a pre-Kindergarten through second grade setting. A team…

In the Space between the Rock and the Hard Place: State Teacher Certification Guidelines and Music Education for Social Justice

ERIC Educational Resources Information Center

Bradley, Deborah

2011-01-01

This paper looks at the State of Wisconsin Department of Public Instruction (DPI) Guidelines for Music Teacher Education, a governmentally defined technology of accountability for preservice teacher education. In this investigation, the author draws upon Jean-Francois Lyotard's analysis of "differends" to frame the conflict between the…

Guidelines for Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychology/Organizational Consulting Psychology

ERIC Educational Resources Information Center

American Psychologist, 2007

2007-01-01

The purpose of these "Guidelines for Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychology/Organizational Consulting Psychology" is to provide a common framework for use in the development, evaluation, and review of education and training in consulting psychology/organizational consulting psychology (CP/OCP). The…

Dietary Guidelines and Your Health: Health Educator's Guide to Nutrition and Fitness.

ERIC Educational Resources Information Center

Human Nutrition Information Service (USDA), Hyattsville, MD.

This manual was designed to help incorporate the seven Dietary Guidelines for Americans, published by the U.S. Departments of Agriculture and Health and Human Services, into a health or physical education curriculum and to make nutrition education contemporary, interesting, and relevant at either the junior or senior high school level. The…

Tapping the Educational Potential of Facebook: Guidelines for Use in Higher Education

ERIC Educational Resources Information Center

Wang, Rex; Scown, Phil; Urquhart, Cathy; Hardman, Julie

2014-01-01

Facebook is a frequently used Computer Mediated Environment (CME) for students and others to build social connections, with identities and deposited self-expression. Its widespread use makes it appropriate for consideration as an educational tool; though one that does not yet have clear guidelines for use. Whether a social networking site can be…

Meeting the needs of tomorrow's public service: Guidelines for professional education in public administration

NASA Technical Reports Server (NTRS)

Chapman, R. L.; Cleaveland, F. N.

1973-01-01

The educational programs for public administration were studied to develop guidelines for meeting the requirements of public service in the 1980's. The current state of education for public service is discussed along with a prospective view of the service over the next decade. Criteria for evaluating graduate programs are presented.

English Education Program Assessment: Creating Standards and Guidelines to Advance English Teacher Preparation

ERIC Educational Resources Information Center

Zancanella, Don; Alsup, Janet

2010-01-01

When someone uses the term "standards," one tends to assume the topic under discussion is K-12 education, but standards for teacher preparation have their own parallel history. In English teacher education, that history has two strands: the NCTE Guidelines for the Preparation of Teachers of English Language Arts, which predate the "standards…

A writer's guide to education scholarship: Quantitative methodologies for medical education research (part 1).

PubMed

Thoma, Brent; Camorlinga, Paola; Chan, Teresa M; Hall, Andrew Koch; Murnaghan, Aleisha; Sherbino, Jonathan

2018-01-01

Quantitative research is one of the many research methods used to help educators advance their understanding of questions in medical education. However, little research has been done on how to succeed in publishing in this area. We conducted a scoping review to identify key recommendations and reporting guidelines for quantitative educational research and scholarship. Medline, ERIC, and Google Scholar were searched for English-language articles published between 2006 and January 2016 using the search terms, "research design," "quantitative," "quantitative methods," and "medical education." A hand search was completed for additional references during the full-text review. Titles/abstracts were reviewed by two authors (BT, PC) and included if they focused on quantitative research in medical education and outlined reporting guidelines, or provided recommendations on conducting quantitative research. One hundred articles were reviewed in parallel with the first 30 used for calibration and the subsequent 70 to calculate Cohen's kappa coefficient. Two reviewers (BT, PC) conducted a full text review and extracted recommendations and reporting guidelines. A simple thematic analysis summarized the extracted recommendations. Sixty-one articles were reviewed in full, and 157 recommendations were extracted. The thematic analysis identified 86 items, 14 categories, and 3 themes. Fourteen quality evaluation tools and reporting guidelines were found. Discussion This paper provides guidance for junior researchers in the form of key quality markers and reporting guidelines. We hope that quantitative researchers in medical education will be informed by the results and that further work will be done to refine the list of recommendations.

Barriers and Enablers to Implementation of Dietary Guidelines in Early Childhood Education Centers in Australia: Application of the Theoretical Domains Framework.

PubMed

Grady, Alice; Seward, Kirsty; Finch, Meghan; Fielding, Alison; Stacey, Fiona; Jones, Jannah; Wolfenden, Luke; Yoong, Sze Lin

2018-03-01

To identify perceived barriers and enablers to implementation of dietary guidelines reported by early childhood education center cooks, and barriers and enablers associated with greater implementation based on assessment of center menu compliance. Cross-sectional telephone interview. Early childhood education centers, New South Wales, Australia. A total of 202 cooks responsible for menu planning; 70 centers provided a menu for review of compliance with dietary guidelines. Barriers and enablers to dietary guideline implementation were determined using a tool assessing constructs of the Theoretical Domains Framework (TDF). Higher scores (≥6) for each construct indicated enablers to guideline implementation; lower scores (<6) suggested barriers. Multivariable linear regression identified TDF constructs associated with greater guideline implementation. Scores were lowest for reinforcement (mean, 5.85) and goals (mean, 5.89) domains, and highest for beliefs about consequences (mean, 6.51) and social/professional role and identity (mean, 6.50). The skills domain was positively associated with greater implementation of guidelines based on menu review (P = .01). Cooks perceived social/professional role and identity, and beliefs about consequences to be enablers to dietary guideline implementation; however, only the skills domain was associated with greater implementation. There are opportunities to target the incongruence in perceptions vs reality of the barriers and enablers to implementation. Future research could examine the utility of the TDF to identify barriers and enablers to implementation to inform intervention development and for evaluating interventions to examine intervention mechanisms. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Guidelines for fellowship training in Regional Anesthesiology and Acute Pain Medicine: Second Edition, 2010.

PubMed

2011-01-01

The Regional Anesthesiology and Acute Pain Medicine Fellowship Directors Group develops and maintains guidelines for fellowship training in the subspecialty. These guidelines update the original guidelines that were published in 2005. The guidelines address 3 major topic areas: organization and resources, the educational program, and the evaluation process.

Curricular Guidelines for Neuroanatomy.

ERIC Educational Resources Information Center

Journal of Dental Education, 1981

1981-01-01

Presented are the curricular guidelines for Neuroanatomy developed by the Section on Anatomical Sciences of the American Association of Dental Schools for use by individual educational institutions as curriculum development aids. Included are recommendations for primary educational goals, prerequisites, scope, content, behavioral objectives,…

Dietary Guidelines for Americans, 2005.

ERIC Educational Resources Information Center

US Department of Health and Human Services, 2005

2005-01-01

This document is intended primarily for use by policymakers, healthcare providers, nutritionists, and nutrition educators. The information in the Dietary Guidelines is useful for the development of educational materials and aids policymakers in designing and implementing nutrition-related programs, including federal food, nutrition…

Rules and Regulations: Minimum Schoolhouse Construction Standards.

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock.

Regulatory guidelines governing the minimum schoolhouse construction standards as well as rules for new construction applications, school site selection, and approval procedures are presented. Appendices (comprising 95 percent of the publication) document the following: educational space guidelines; planning for modern education; school…

Evaluation of sex education curricula: measuring up to the SIECUS guidelines. Sex Information and Education Council of the U.S.

PubMed

Klein, N A; Goodson, P; Serrins, D S; Edmundson, E; Evans, A

1994-10-01

Most sexuality education curricula developed the past 20 years were not thoroughly evaluated. This study provides results from a content analysis of 10 sexuality education curricula for junior and senior high school students. Nine nationally available sexuality education curricula and one curriculum guide comprised the sample. The basis for analysis was the Guidelines for Comprehensive Sexuality Education, developed by the Sex Information and Education Council of the U.S. (SIECUS) and an instrument developed to measure bias in the curricula. Trained coders found that Sex Respect and Teen Aid addressed less than half the topics suggested by the SIECUS guidelines. Several of the curricula contained gender and sexual orientation bias. Certain key concepts such as "Sexual Behavior" and "Society and Culture" were not adequately addressed by most of the curricula. Findings indicate that of 10 curricula, only six are considered acceptable for educating junior and senior high school students.

Lack of knowledge of physical activity guidelines: can physical activity promotion campaigns do better?

PubMed

Knox, Emily C L; Esliger, Dale W; Biddle, Stuart J H; Sherar, Lauren B

2013-12-05

To identify the prevalence of knowledge of the current UK physical activity guidelines which were introduced in 2011 and prior physical activity guidelines (30 min on 5 days each week) within two large samples of UK adult's. To investigate whether knowledge of physical activity guidelines differs according to demographics such as ethnicity, age, education and employment status. Descriptive cross-sectional study comparing two distinctive adult samples. National survey and online-administered survey conducted in England. The 2007 Health Survey for England provides data on knowledge of physical activity guidelines from 2860 UK adults (56% women, 89% white, 63% under 45 years old). In 2013, an online survey was disseminated and data were collected from 1797 UK adults on knowledge of the most recent physical activity guidelines. The 2013 sample was 70% women, 92% white and 57% under 45 years old. All adults in both samples were >18 years old and without illnesses/disorders likely to restrict physical activity. Knowledge of physical activity guidelines in 2007 and 2013. Demographic correlates of knowledge of moderate-to-vigorous physical activity guidelines. 18% of the 2013 sample accurately recalled the current physical activity guidelines compared with 11% of the 2007 sample who accurately recalled the previous guidelines. The differences in knowledge of physical activity guidelines existed for marital status, gender, age, education and employment status within both 2007 and 2013 samples (p<0.05). Men with lower education and employment status (unemployed including student and retired) and older adults were less likely to know physical activity guidelines (p<0.05). Knowledge of physical activity guidelines remained higher in the 2013 sample after controlling for demographic differences (p<0.05). Disadvantaged population groups are less knowledgeable about physical activity guidelines. Although knowledge of physical activity guidelines appears to have increased in recent years demographic disparities are still evident. Efforts are needed to promote health information among these groups.

Fundamentos, Orientaciones, Areas Basicas y Procedimientos para la Investigacion Educativa (Bases, Guidelines, Basic Areas, and Procedures for Educational Research).

ERIC Educational Resources Information Center

Ministerio de Educacion Nacional, Bogota (Colombia). Instituto Colombiano de Pedagogia.

This document establishes the bases, general guidelines, basic areas, and procedures for educational research conducted in Colombia. The philosophy underlying research objectives is explained. There is special interest in social research concerning the condition of man and of the social groups that will be the targets of education, and in research…

Translation of the UNESCO/OECD Guidelines for Quality Provision in Cross-Border Higher Education into Local Policy Contexts: A Comparative Study of Finland and Russia

ERIC Educational Resources Information Center

Kallo, Johanna; Semchenko, Anzhelika

2016-01-01

This article analyses the localisation of the United Nations Educational Scientific and Cultural Organisation (UNESCO)/Organisation for Economic Co-operation and Development (OECD) "Guidelines for Quality Provision in Cross-Border Higher Education" (2005) at the national and university levels in Finland and Russia. The article engages…

Guidelines for External Reviews of Quality Assurance Agencies in the European Higher Education Area. ENQA Occasional Papers 19

ERIC Educational Resources Information Center

ENQA (European Association for Quality Assurance in Higher Education), 2012

2012-01-01

In accordance with the ENQA (European Association for Quality Assurance in Higher Education) membership criteria laid down in the Statutes of ENQA, member agencies are required to undergo external reviews against the membership criteria, and thereby the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) as…

Transporting Handicapped Students: A Resource Manual and Recommended Guidelines for School Transportation and Special Education Personnel.

ERIC Educational Resources Information Center

Bluth, Linda Fran

The manual is intended to recommend policy guidelines for special educators and transporters of handicapped students. Beginning with a review of the requirements of P.L. 94-142 (The Education for All Handicapped Children Act) and a discussion of transportation as a related service provided to handicapped students, the manual proceeds to…

Guidelines for the Statement and Assessment of Student Competencies. Teacher Education Forum Series. Vol. 1, No. 10.

ERIC Educational Resources Information Center

Bullock, Terry; And Others

This paper, prepared by the Division of Teacher Education Evaluation Team at Indiana University, presents a set of proposed student competencies and ways to assess them. It also contains the guidelines developed by the evaluation team to help teacher education projects and programs in developing competencies and measurement procedures, as well as…

ACC/AHA Special Report: Clinical Practice Guideline Implementation Strategies: A Summary of Systematic Reviews by the NHLBI Implementation Science Work Group: A Report of the American College of Cardiology/American Heart Association Task Force on Clinical Practice Guidelines.

PubMed

Chan, Wiley V; Pearson, Thomas A; Bennett, Glen C; Cushman, William C; Gaziano, Thomas A; Gorman, Paul N; Handler, Joel; Krumholz, Harlan M; Kushner, Robert F; MacKenzie, Thomas D; Sacco, Ralph L; Smith, Sidney C; Stevens, Victor J; Wells, Barbara L

2017-02-28

In 2008, the National Heart, Lung, and Blood Institute convened an Implementation Science Work Group to assess evidence-based strategies for effectively implementing clinical practice guidelines. This was part of a larger effort to update existing clinical practice guidelines on cholesterol, blood pressure, and overweight/obesity. Review evidence from the published implementation science literature and identify effective or promising strategies to enhance the adoption and implementation of clinical practice guidelines. This systematic review was conducted on 4 critical questions, each focusing on the adoption and effectiveness of 4 intervention strategies: (1) reminders, (2) educational outreach visits, (3) audit and feedback, and (4) provider incentives. A scoping review of the Rx for Change database of systematic reviews was used to identify promising guideline implementation interventions aimed at providers. Inclusion and exclusion criteria were developed a priori for each question, and the published literature was initially searched up to 2012, and then updated with a supplemental search to 2015. Two independent reviewers screened the returned citations to identify relevant reviews and rated the quality of each included review. Audit and feedback and educational outreach visits were generally effective in improving both process of care (15 of 21 reviews and 12 of 13 reviews, respectively) and clinical outcomes (7 of 12 reviews and 3 of 5 reviews, respectively). Provider incentives showed mixed effectiveness for improving both process of care (3 of 4 reviews) and clinical outcomes (3 reviews equally distributed between generally effective, mixed, and generally ineffective). Reminders showed mixed effectiveness for improving process of care outcomes (27 reviews with 11 mixed and 3 generally ineffective results) and were generally ineffective for clinical outcomes (18 reviews with 6 mixed and 9 generally ineffective results). Educational outreach visits (2 of 2 reviews), reminders (3 of 4 reviews), and provider incentives (1 of 1 review) were generally effective for cost reduction. Educational outreach visits (1 of 1 review) and provider incentives (1 of 1 review) were also generally effective for cost-effectiveness outcomes. Barriers to clinician adoption or adherence to guidelines included time constraints (8 reviews/overviews); limited staffing resources (2 overviews); timing (5 reviews/overviews); clinician skepticism (5 reviews/overviews); clinician knowledge of guidelines (4 reviews/overviews); and higher age of the clinician (1 overview). Facilitating factors included guideline characteristics such as format, resources, and end-user involvement (6 reviews/overviews); involving stakeholders (5 reviews/overviews); leadership support (5 reviews/overviews); scope of implementation (5 reviews/overviews); organizational culture such as multidisciplinary teams and low-baseline adherence (9 reviews/overviews); and electronic guidelines systems (3 reviews). The strategies of audit and feedback and educational outreach visits were generally effective in improving both process of care and clinical outcomes. Reminders and provider incentives showed mixed effectiveness, or were generally ineffective. No general conclusion could be reached about cost effectiveness, because of limitations in the evidence. Important gaps exist in the evidence on effectiveness of implementation interventions, especially regarding clinical outcomes, cost effectiveness and contextual issues affecting successful implementation. Copyright © 2017 American College of Cardiology Foundation and American Heart Association, Inc. Published by Elsevier Inc. All rights reserved.

ACC/AHA Special Report: Clinical Practice Guideline Implementation Strategies: A Summary of Systematic Reviews by the NHLBI Implementation Science Work Group: A Report of the American College of Cardiology/American Heart Association Task Force on Clinical Practice Guidelines.

PubMed

Chan, Wiley V; Pearson, Thomas A; Bennett, Glen C; Cushman, William C; Gaziano, Thomas A; Gorman, Paul N; Handler, Joel; Krumholz, Harlan M; Kushner, Robert F; MacKenzie, Thomas D; Sacco, Ralph L; Smith, Sidney C; Stevens, Victor J; Wells, Barbara L; Castillo, Graciela; Heil, Susan K R; Stephens, Jennifer; Vann, Julie C Jacobson

2017-02-28

In 2008, the National Heart, Lung, and Blood Institute convened an Implementation Science Work Group to assess evidence-based strategies for effectively implementing clinical practice guidelines. This was part of a larger effort to update existing clinical practice guidelines on cholesterol, blood pressure, and overweight/obesity. Review evidence from the published implementation science literature and identify effective or promising strategies to enhance the adoption and implementation of clinical practice guidelines. This systematic review was conducted on 4 critical questions, each focusing on the adoption and effectiveness of 4 intervention strategies: (1) reminders, (2) educational outreach visits, (3) audit and feedback, and (4) provider incentives. A scoping review of the Rx for Change database of systematic reviews was used to identify promising guideline implementation interventions aimed at providers. Inclusion and exclusion criteria were developed a priori for each question, and the published literature was initially searched up to 2012, and then updated with a supplemental search to 2015. Two independent reviewers screened the returned citations to identify relevant reviews and rated the quality of each included review. Audit and feedback and educational outreach visits were generally effective in improving both process of care (15 of 21 reviews and 12 of 13 reviews, respectively) and clinical outcomes (7 of 12 reviews and 3 of 5 reviews, respectively). Provider incentives showed mixed effectiveness for improving both process of care (3 of 4 reviews) and clinical outcomes (3 reviews equally distributed between generally effective, mixed, and generally ineffective). Reminders showed mixed effectiveness for improving process of care outcomes (27 reviews with 11 mixed and 3 generally ineffective results) and were generally ineffective for clinical outcomes (18 reviews with 6 mixed and 9 generally ineffective results). Educational outreach visits (2 of 2 reviews), reminders (3 of 4 reviews), and provider incentives (1 of 1 review) were generally effective for cost reduction. Educational outreach visits (1 of 1 review) and provider incentives (1 of 1 review) were also generally effective for cost-effectiveness outcomes. Barriers to clinician adoption or adherence to guidelines included time constraints (8 reviews/overviews); limited staffing resources (2 overviews); timing (5 reviews/overviews); clinician skepticism (5 reviews/overviews); clinician knowledge of guidelines (4 reviews/overviews); and higher age of the clinician (1 overview). Facilitating factors included guideline characteristics such as format, resources, and end-user involvement (6 reviews/overviews); involving stakeholders (5 reviews/overviews); leadership support (5 reviews/overviews); scope of implementation (5 reviews/overviews); organizational culture such as multidisciplinary teams and low-baseline adherence (9 reviews/overviews); and electronic guidelines systems (3 reviews). The strategies of audit and feedback and educational outreach visits were generally effective in improving both process of care and clinical outcomes. Reminders and provider incentives showed mixed effectiveness, or were generally ineffective. No general conclusion could be reached about cost effectiveness, because of limitations in the evidence. Important gaps exist in the evidence on effectiveness of implementation interventions, especially regarding clinical outcomes, cost effectiveness and contextual issues affecting successful implementation. © 2017 by the American College of Cardiology Foundation and the American Heart Association, Inc.

Group-based education for patients with type 2 diabetes: a survey of Australian dietitians.

PubMed

Odgers-Jewell, Kate; Isenring, Elisabeth A; Thomas, Rae; Reidlinger, Dianne P

2017-09-01

Group-based education has the potential to substantially improve the outcomes of individuals with type 2 diabetes mellitus (T2DM) and reduce the enormous burden that chronic diseases place on healthcare systems worldwide. Despite this proven effectiveness, the utilisation of group services for the management of T2DM by Australian dietitians is surprisingly low. This study surveyed a sample of 263 Australian dietitians to explore the utilisation of group-based education for T2DM, as well as dietitians' preferences for practice and training. The results of this study indicate that Australian dietitians are currently under-utilising group-based education programs for the management of T2DM, with the primary reasons identified as a lack of training provided to dietitians in the area, limited access to facilities suitable for conducting group education, the perceived poor cost-effectiveness of these programs, and the lack of evidence-based practice guidelines for the group-based management of persons with T2DM. Additionally, the majority of preferences for further training were for either face-to-face or web-based formal training conducted over 3-6h. Clear, evidence-based practice guidelines and training resources for group education for the management of T2DM are needed in order to encourage better utilisation of group-based education by Australian dietitians.

AthenaTV: an authoring tool of educational applications for TV using android-based interface design patterns

NASA Astrophysics Data System (ADS)

Vásquez-Ramírez, Raquel; Alor-Hernández, Giner; Sánchez-Ramírez, Cuauhtémoc; Guzmán-Luna, Jaime; Zatarain-Cabada, Ramón; Barrón-Estrada, María-Lucía

2014-07-01

Education has become a key component of any society since it is the means by which humanity functions and governs itself. It allows individuals to appropriately integrate into a given community. For this reason, new ways of interaction between students and educational contents are emerging in order to improve the quality of education. In this context, devices such as computers, smartphones, or electronic tablets represent new ways of accessing educational resources which do not limit students to their usage merely inside the classroom since these devices are available anywhere. Nowadays, television has become one of these technological tools able to support the teaching-learning process through documentary films or movies, among others. However, two main issues appear. First, some of these educational contents are not those needed by a professor since information is restricted, and second, the development of TV-based applications requires an integrative approach involving the support of several specialists in education who provide the guidelines needed to build high-quality contents, as well as application designers and developers who are able to deliver the educational applications demanded by students. This work presents a system called AthenaTV to generate android-based educational applications for TV. AthenaTV takes into account the 10-foot design scheme used by Google to develop interfaces based on interface design patterns established in Google TV, and it is based on the android development guidelines and HTML5 standard.

Curriculum guidelines and standards for dental laser education

NASA Astrophysics Data System (ADS)

White, Joel M.; et al.

1993-07-01

The curriculum guidelines for dental laser education were developed through a consensus process with members from dental academia, industry and private practice. This document was developed at a workshop on the development of standards for dental laser education and laser instructor certification held at the University of California, San Francisco on July 25 and 26, 1992. A working draft is currently being circulated among dental laser educators, researchers, practitioners, organized dentistry and members of industry. After further discussion, modification and review, the final document will be widely distributed and updated annually. Any questions concerning the guidelines may be addressed to the authors of this document in care of the organizer. Suggestions for the improvement of this standard and endorsement of this document are invited.

Attitudes Toward Practice Guidelines Among ICU Personnel: A Cross-Sectional Anonymous Survey

PubMed Central

Quiros, Dave; Lin, Susan; Larson, Elaine L

2007-01-01

Objectives To assess attitudes of ICU staff members toward practice guidelines in general and toward a specific guideline, CDC's Guideline for Hand Hygiene in Healthcare Settings; to correlate these attitudes with staff and hospital characteristics; and to examine the impact of staff attitudes toward the Hand Hygiene Guideline on self reported implementation of the Guideline. Methods A cross-sectional survey of staff in 70 ICUs in 39 U.S. hospitals, members of The National Nosocomial Infection Surveillance (NNIS) System. A survey, “Attitudes Regarding Practice Guidelines”, was administered anonymously to all willing staff during a site visit at each hospital; 1,359 ICU personnel: 1,003 nurses (74%), 228 physicians (17%), and 128 others (10%) responded. Results Significantly more positive attitudes toward practice guidelines were found among staff in pediatric as compared with adult ICUs (p<0.001). Nurses and other staff when compared with physicians had more positive attitudes toward guidelines in general but not toward the specific Hand Hygiene Guideline. Those with more positive attitudes were significantly more likely to report that they had implemented recommendations of the Guideline (p<0.001) and used an alcohol product for hand hygiene (p=0.002). Conclusions The majority of staff members were familiar with the CDC Hand Hygiene Guideline. Staff attitudes toward practice guidelines varied by type of ICU and by profession, and more positive attitudes were associated with significantly better self-reported guideline implementation. Because differences in staff attitudes might hinder or facilitate their acceptance and adoption of evidence-based practice guidelines, these results may have important implications for the education and/or socialization of ICU staff. PMID:17628198

IEP (Individualized Educational Program) Co-operation between Optimal Support of Students with Special Needs

NASA Astrophysics Data System (ADS)

Ogoshi, Yasuhiro; Nakai, Akio; Ogoshi, Sakiko; Mitsuhashi, Yoshinori; Araki, Chikahiro

A key aspect of the optimal support of students with special needs is co-ordination and co-operation between school, home and specialized agencies. Communication between these entities is of prime importance and can be facilitated through the use of a support system implementing ICF guidelines as outlined. This communication system can be considered to be a preventative rather than allopathic support.

Building competencies for nurse administrators in the Republic of Georgia.

PubMed

Nishiyama, M; Wold, J L; Partskhladze, N

2008-06-01

To assess the level of competency among nurse administrators in the Republic of Georgia (Georgia) and to recommend interventions to implement effective nursing management practices in a resource constrained setting. The collapse of the Soviet Union in 1991 resulted in deterioration of the healthcare system in Georgia. Even though the 1995 healthcare reformers recognized that baccalaureate educated nurses were essential resources for quality health care, limited resources delayed further steps. Hence, Georgia has struggled to raise nursing education levels and to establish nursing as a professional occupation. Using an exploratory descriptive research technique, surveys of nurse managers were conducted in 2004 and in 2005. This study assessed the level of practice among Georgian nurse administrators compared with the international competencies of the International Council of Nurses. There were no organized procedures to evaluate competencies of nurses on a regular basis. While minimal clinical nursing practice guidelines exist, nurse managers did not fully utilize them for either mentoring the staff nurses or assuring an adequate quality of nursing care. Many nurse managers viewed financial constraints as an obstacle to delivering better nursing care. Recommendations include: (1) establishing effective protocols to evaluate the competencies of nurses, (2) mandating the use of existing nursing guidelines, (3) establishing effective resource inventory systems, and (4) mandating safety education and ensuring a safe work environment.

Guidelines for Multicultural School Library Services.

ERIC Educational Resources Information Center

Manitoba Dept. of Education, Winnipeg. Instructional Resources Branch.

A major characteristic of Canadian society has been an increasingly multi-racial, multi-ethnic and multi-linguistic population. It has become evident that there is a critical need for the educational system to respond more effectively and more creatively to the needs of a diverse society. In order to address this issue, the Manitoba government has…

An Investigation of Behaviorist and Cognitive Approaches to Instructional Multimedia Design

ERIC Educational Resources Information Center

Deubel, Patricia

2003-01-01

Typically, guidelines for design of interactive multimedia systems have been based on intuitive beliefs of designers rather than being founded on relevant research and theory. As advances in technology create new opportunities for education, it is important to use a range of theoretical perspectives to optimize use of new technology in teaching…

Preschool Teaching in Sweden--A Profession in Change

ERIC Educational Resources Information Center

Sheridan, Sonja; Williams, Pia; Sandberg, Anette; Vuorinen, Tuula

2011-01-01

Background: Historically, the meaning of teacher competence has changed and is continuously being re-constructed along with changes in society as well as with shifting values and intentions in preschool guidelines and curricula. Over the past decade, Swedish preschool has been incorporated as a part of the educational system, and has received its…

European Bilingual Models beyond "Lingua Franca": Key Findings from CLIL French Programs

ERIC Educational Resources Information Center

Pérez, América; Lorenzo, Francisco; Pavón, Víctor

2016-01-01

Content and Language Integrated Learning (CLIL) has expanded all around the continent following European Council guidelines, favored by competence studies that identified educational systems as a strong determinant for second language gains and deficits. Over the years since the turn of the century, CLIL has gained the support of language policy…

The Place of Story in Affective Development: Implications for Educators and Clinicians.

ERIC Educational Resources Information Center

Crago, Hugh

1985-01-01

Traditional literary criticism, reader-response research, and the techniques of systemic therapy are brought together to provide guidelines for teachers and counselors concerned with using stories to further the emotional development of children. A theory of reader-story interaction is proposed, and a case is made for individually composed…

STARS: A Campus-Wide Integrated Continuous Planning Opportunity

ERIC Educational Resources Information Center

Martin, Richard J.

2011-01-01

In this article, the author talks about Sustainability Tracking, Assessment and Rating System or "STARS," a tool currently available that aims to help a campus answer the "how" and "how hard" questions. Created by AASHE (the Association for the Advancement of Sustainability in Higher Education), STARS presents guidelines and suggestions (based on…

Connecting Children to the Future: A Telecommunications Policy Guide for Child Advocates.

ERIC Educational Resources Information Center

Center for Media Education, Washington, DC.

New digital technologies and the rapid growth of the Internet are restructuring communications systems and transforming education and the economy. Noting that many of the resulting telecommunications policies will be made at the state level, this publication provides guidelines for child advocates to influence state policy regarding children's use…

American Council on Consumer Interests Annual Conference (37th, Cincinnati, Ohio, April 3-6, 1991). The Proceedings.

ERIC Educational Resources Information Center

Haldeman, Virginia, Ed.

These conference proceedings include 88 presentations, workshops, and poster sessions. Topics include child support guidelines, food quality and safety, family resource management expert systems, airline deregulation, home-based employment, consumer education, Europe in the 1990s, low-reading level consumers, children as consumers, promotional…

Why Montessori Works

ERIC Educational Resources Information Center

Blount, Beverley

2007-01-01

As Montessorians come to the beginning of the second century of the Montessori system of education, they are in agreement that following the principles and guidelines set out by Maria Montessori a century ago empowers them to present to children an environment that truly "works." As the child is very different and the changes very evident between…

Transfusion audit of fresh-frozen plasma in southern Taiwan.

PubMed

Yeh, C-J; Wu, C-F; Hsu, W-T; Hsieh, L-L; Lin, S-F; Liu, T-C

2006-10-01

The demand for transfusions has increased rapidly in southern Taiwan. Between 1993 and 2003, requests for fresh-frozen plasma (FFP) in particular rose dramatically at Kaohsiung Medical University Hospital (KMUH). Transfusion orders were not tightly regulated, and inappropriate use of blood products was common. We carried out a prospective analysis of transfusion requests from October 2003 to January 2004 at KMUH, and then repeated the audit for another 3-month period after the clinical faculty had undergone five sessions of education on transfusion guidelines. Later, our consultant haematologist applied computerized guidelines to periodic audits. A 5.2% decrease in inappropriate FFP usage followed the educational programme and a further 30% reduction took place after the application of computerized transfusion guidelines. With the guidelines and periodic audits, FFP transfusions decreased by 74.6% and inappropriate requests from 65.2% to 30%. Hospital policy, computerized transfusion guidelines and periodic audits greatly reduced inappropriate FFP transfusions. An educational campaign had a more limited effect.

Behavioral medicine perspectives on the design of health information technology to improve decision-making, guideline adherence, and care coordination in chronic pain management.

PubMed

Midboe, Amanda M; Lewis, Eleanor T; Cronkite, Ruth C; Chambers, Dallas; Goldstein, Mary K; Kerns, Robert D; Trafton, Jodie A

2011-03-01

Development of clinical decision support systems (CDSs) has tended to focus on facilitating medication management. An understanding of behavioral medicine perspectives on the usefulness of a CDS for patient care can expand CDSs to improve management of chronic disease. The purpose of this study is to explore feedback from behavioral medicine providers regarding the potential for CDSs to improve decision-making, care coordination, and guideline adherence in pain management. Qualitative methods were used to analyze semi-structured interview responses from behavioral medicine stakeholders following demonstration of an existing CDS for opioid prescribing, ATHENA-OT. Participants suggested that a CDS could assist with decision-making by educating providers, providing recommendations about behavioral therapy, facilitating risk assessment, and improving referral decisions. They suggested that a CDS could improve care coordination by facilitating division of workload, improving patient education, and increasing consideration and knowledge of options in other disciplines. Clinical decision support systems are promising tools for improving behavioral medicine care for chronic pain.

[Online continuing medical education based on national disease management guidelines. The e-learning platform leitlinien-wissen.de].

PubMed

Vollmar, H C; Schürer-Maly, C-C; Lelgemann, M; Koneczny, N; Koch, M; Butzlaff, M

2006-05-01

Effective translation of relevant knowledge into clinical practice is essential for modern health care systems. National Disease Management Guidelines (NDMG) are considered relevant instruments to support this transfer. To implement NDMG Internet-based continuing medical education (CME), modules and online case-based learning objects were designed and published. To ensure high quality the contents are based on NDMG and subjected to multi-step review processes. Presentation on the web was realized through a modified content management system. To obtain a CME certificate, completing an online questionnaire using a four-point Likert scale was mandatory. Between June 2003 and April 2005, 3,105 physicians were registered and used the platform: 95% of the physicians expressed positive feedback in the evaluation questionnaire, and 35% actually used the corresponding NDMG in practice. This prompted the development of interactive medical case-based learning objects as a second learning pathway. An Internet platform for CME including case-based learning objects can be a helpful tool to assure the provision of scientific knowledge for patient care.

Misperception of self-reported adherence to the fruit, vegetable and fish guidelines in older Dutch adults.

PubMed

Dijkstra, S C; Neter, J E; Brouwer, I A; Huisman, M; Visser, M

2014-11-01

In this study we investigated (the degree of) misperception of adherence to the fruit, vegetable and fish guidelines in older Dutch adults and examined to what extent misperception is associated with socio-economic position (SEP) and other demographic, lifestyle and nutrition-related characteristics. The sample included 1057 community dwelling adults, aged 55-85 years, who participated in the Longitudinal Aging Study Amsterdam. Respondents completed a lifestyle questionnaire which included a food frequency questionnaire to calculate fruit, vegetable and fish intake. After current dietary guidelines were explained, respondents were asked to indicate whether they believed they adhered to the fruit, vegetable and fish guidelines. Characteristics potentially associated with misperception included level of income and education, lifestyle factors, nutritional knowledge, as well as attitude, social support and self-efficacy toward healthy eating. In the total sample, 69.1% of the older adults reported to adhere to the fruit guideline, 77.5% to the vegetable guideline, and 36.4% to the fish guideline. Based on the calculated intake data, 82.6% adhered to the fruit guideline, 65.5% to the vegetable guideline and 33.8% to the fish guideline. Overestimation of adherence was most common for the vegetable guideline (18.7%). Multivariate analysis, adjusted for level of income as well as for attitude and self-efficacy toward healthy eating, showed that lower educated respondents were more likely to overestimate their adherence to the vegetable guideline (relative index of inequality (RII): 2.97 (95% CI: 1.47-6.01)). Overestimation rates for fish (3.4%) and fruit (2.3%) were lower and not associated with any of the characteristics. This study showed that overestimation in older adults was common for adherence to the vegetable guideline and especially in those with a lower education level, but not for adherence to the fruit and fish guideline. Copyright © 2014 Elsevier Ltd. All rights reserved.

American Association of Dental Schools Curricular Guidelines for Orthodontics.

ERIC Educational Resources Information Center

Journal of Dental Education, 1980

1980-01-01

Guidelines reviewed and approved by the American Association of Dental Schools and sent to the Council on Dental Education in June 1979 are outlined. Educational goals and objectives and sequence of instruction (including growth and development, preclinical orthodontics, and clinical experience) are discussed. (MLW)

Analyzing international clinical education practices for Canadian rehabilitation students.

PubMed

Ahluwalia, Puja; Cameron, Debra; Cockburn, Lynn; Ellwood, Lynn; Mori, Brenda; Nixon, Stephanie A

2014-09-09

Clinical training in low-income countries has become increasingly popular among pre-licensure trainees from high-income countries. The Working Group on Ethics Guidelines for Global Health Training ("WEIGHT Guidelines") were designed to identify and inform the complex and contentious field of international clinical education. The purpose of this study was to use the WEIGHT Guidelines to evaluate an international clinical internship programme for Master's-level rehabilitation students at a Canadian university. In-depth, semi-structured interviews were conducted with eight Canadian rehabilitation researchers, educations and/or clinicians responsible for administering international internships across three clinical training programmes. Interview questions were informed by the WEIGHT Guidelines. Directed content analysis was used to identify priorities for policy, practice and research. Five themes relating to strengthening international clinical education were identified: (1) from one-time internships to long-term partnerships, (2) starting a discussion about "costs", (3) a more informed approach to student selection, (4) expanding and harmonizing pre-departure training across disciplines, and (5) investing in post-internship debriefing. International clinical education is fraught with ethical, pedagogical and logistical issues that require recognition and ongoing management. This is the first study to use the WEIGHT Guidelines as a qualitative research tool for assessing an existing global health education programme. Results highlight new priorities for action at the Canadian "sending institution", including more explicit attention to the costs (broadly defined) borne by all parties. A crucial next step is deepened engagement with educational partners at the "receiving organizations" based in low-income countries to nurture dialogue regarding reciprocity, trust and sustainability of the partnership. Education research is also needed that evaluates models of pre-departure training and post-internship debriefing for trainees.

[Physiotherapy Education in Germany: Ready for Direct Access?

PubMed

Konrad, R; Konrad, A; Geraedts, M

2017-07-01

Objective: The aim of this study is to investigate whether the curricula for physiotherapy education in Germany conform to standards recommended in the World Confederation for Physical Therapy (WCPT) guideline for physical therapist professional entry-level education, published by the WCPT. This Guideline specifies education standards for physical therapists that are able to act as independent practitioners, without referral from another health care professional. Methods: To assess the German curricula of physical therapist education, a list of assessment dimensions was derived from the WCPT-Guideline by means of content analysis. The content validity of this list was estimated by nine experts using Lawshe's method. The German Training and Examination Regulations for Physiotherapists (PhysTh-AprV) and all available regional curricula were studied. All documents were evaluated by 2 independent coders who rated the conformity of the documents with the assessment dimensions. Results: Based on the Lawshe procedure, the whole test content validity index of the 61 out of 67 examined assessment dimensions was 0,84. Cohen's kappa coefficient for intercoder reliability was 0,71-0,97. The German curricula showed high correlation with the WCPT Guideline on many theoretical basic subjects. Fulfillment of some of the requirements showed heterogeneous results. Autonomous practitioners largely lacked special competencies. Conclusions: None of the German educational standards meets the expectations of the WCPT Guideline in terms of direct access. Considering the deficits of the German educational standards and the release date of some of them, a continuous development of the German education does not appear to be adequate. This issue needs to be addressed in the current debate on health policy. © Georg Thieme Verlag KG Stuttgart · New York.

Changing physician behavior: what works?

PubMed

Mostofian, Fargoi; Ruban, Cynthiya; Simunovic, Nicole; Bhandari, Mohit

2015-01-01

There are various interventions for guideline implementation in clinical practice, but the effects of these interventions are generally unclear. We conducted a systematic review to identify effective methods of implementing clinical research findings and clinical guidelines to change physician practice patterns, in surgical and general practice. Systematic review of reviews. We searched electronic databases (MEDLINE, EMBASE, and PubMed) for systematic reviews published in English that evaluated the effectiveness of different implementation methods. Two reviewers independently assessed eligibility for inclusion and methodological quality, and extracted relevant data. Fourteen reviews covering a wide range of interventions were identified. The intervention methods used include: audit and feedback, computerized decision support systems, continuing medical education, financial incentives, local opinion leaders, marketing, passive dissemination of information, patient-mediated interventions, reminders, and multifaceted interventions. Active approaches, such as academic detailing, led to greater effects than traditional passive approaches. According to the findings of 3 reviews, 71% of studies included in these reviews showed positive change in physician behavior when exposed to active educational methods and multifaceted interventions. Active forms of continuing medical education and multifaceted interventions were found to be the most effective methods for implementing guidelines into general practice. Additionally, active approaches to changing physician performance were shown to improve practice to a greater extent than traditional passive methods. Further primary research is necessary to evaluate the effectiveness of these methods in a surgical setting.

Awareness and knowledge of the youth 2008 Physical Activity Guidelines for Americans.

PubMed

DeBastiani, Summer Dawn; Carroll, Dianna D; Cunningham, Melissa; Lee, Sarah; Fulton, Janet

2014-03-01

To measure parental awareness of government physical activity guidelines and knowledge of the amount of physical activity recommended for youth (ie, 60 minutes per day, 7 days per week) as specified in the 2008 Physical Activity Guidelines for Americans. A cross-sectional national sample of adults responded to physical activity guideline questions added to the HealthStyles survey in 2009 (n = 1552). The prevalence of parents aware of government physical activity guidelines and knowledgeable of the youth physical activity guideline, specifically, was estimated overall and by parental demographic characteristics (sex, education, income level, race/ethnicity, age group, marital status) and body mass index. In 2009, 34.8% of parents reported being aware of physical activity guidelines, and 9.7% were knowledgeable of the amount of physical activity recommended for youth. Many parents lack awareness and knowledge of the youth physical activity guidelines. The low prevalence estimates suggest the 2008 Physical Activity Guidelines for Americans has not been effectively disseminated. These results may also indicate a need for effective communication strategies to educate and inform parents, an important influencer of children's health behaviors.

Effectiveness of implementation interventions in improving physician adherence to guideline recommendations in heart failure: a systematic review

PubMed Central

Shanbhag, Deepti; Graham, Ian D; Harlos, Karen; Haynes, R. Brian; Gabizon, Itzhak; Connolly, Stuart J; Van Spall, Harriette Gillian Christine

2018-01-01

Background The uptake of guideline recommendations that improve heart failure (HF) outcomes remains suboptimal. We reviewed implementation interventions that improve physician adherence to these recommendations, and identified contextual factors associated with implementation success. Methods We searched databases from January 1990 to November 2017 for studies testing interventions to improve uptake of class I HF guidelines. We used the Cochrane Effective Practice and Organisation of Care and Process Redesign frameworks for data extraction. Primary outcomes included: proportion of eligible patients offered guideline-recommended pharmacotherapy, self-care education, left ventricular function assessment and/or intracardiac devices. We reported clinical outcomes when available. Results We included 38 studies. Provider-level interventions (n=13 studies) included audit and feedback, reminders and education. Organisation-level interventions (n=18) included medical records system changes, multidisciplinary teams, clinical pathways and continuity of care. System-level interventions (n=3) included provider/institutional incentives. Four studies assessed multi-level interventions. We could not perform meta-analyses due to statistical/conceptual heterogeneity. Thirty-two studies reported significant improvements in at least one primary outcome. Clinical pathways, multidisciplinary teams and multifaceted interventions were most consistently successful in increasing physician uptake of guidelines. Among randomised controlled trials (RCT) (n=10), pharmacist and nurse-led interventions improved target dose prescriptions. Eleven studies reported clinical outcomes; significant improvements were reported in three, including a clinical pathway, a multidisciplinary team and a multifaceted intervention. Baseline assessment of barriers, staff training, iterative intervention development, leadership commitment and policy/financial incentives were associated with intervention effectiveness. Most studies (n=20) had medium risk of bias; nine RCTs had low risk of bias. Conclusion Our study is limited by the quality and heterogeneity of the primary studies. Clinical pathways, multidisciplinary teams and multifaceted interventions appear to be most consistent in increasing guideline uptake. However, improvements in process outcomes were rarely accompanied by improvements in clinical outcomes. Our work highlights the need for improved research methodology to reliably assess the effectiveness of implementation interventions. PMID:29511005

Effectiveness of implementation interventions in improving physician adherence to guideline recommendations in heart failure: a systematic review.

PubMed

Shanbhag, Deepti; Graham, Ian D; Harlos, Karen; Haynes, R Brian; Gabizon, Itzhak; Connolly, Stuart J; Van Spall, Harriette Gillian Christine

2018-03-06

The uptake of guideline recommendations that improve heart failure (HF) outcomes remains suboptimal. We reviewed implementation interventions that improve physician adherence to these recommendations, and identified contextual factors associated with implementation success. We searched databases from January 1990 to November 2017 for studies testing interventions to improve uptake of class I HF guidelines. We used the Cochrane Effective Practice and Organisation of Care and Process Redesign frameworks for data extraction. Primary outcomes included: proportion of eligible patients offered guideline-recommended pharmacotherapy, self-care education, left ventricular function assessment and/or intracardiac devices. We reported clinical outcomes when available. We included 38 studies. Provider-level interventions (n=13 studies) included audit and feedback, reminders and education. Organisation-level interventions (n=18) included medical records system changes, multidisciplinary teams, clinical pathways and continuity of care. System-level interventions (n=3) included provider/institutional incentives. Four studies assessed multi-level interventions. We could not perform meta-analyses due to statistical/conceptual heterogeneity. Thirty-two studies reported significant improvements in at least one primary outcome. Clinical pathways, multidisciplinary teams and multifaceted interventions were most consistently successful in increasing physician uptake of guidelines. Among randomised controlled trials (RCT) (n=10), pharmacist and nurse-led interventions improved target dose prescriptions. Eleven studies reported clinical outcomes; significant improvements were reported in three, including a clinical pathway, a multidisciplinary team and a multifaceted intervention. Baseline assessment of barriers, staff training, iterative intervention development, leadership commitment and policy/financial incentives were associated with intervention effectiveness. Most studies (n=20) had medium risk of bias; nine RCTs had low risk of bias. Our study is limited by the quality and heterogeneity of the primary studies. Clinical pathways, multidisciplinary teams and multifaceted interventions appear to be most consistent in increasing guideline uptake. However, improvements in process outcomes were rarely accompanied by improvements in clinical outcomes. Our work highlights the need for improved research methodology to reliably assess the effectiveness of implementation interventions. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Impact of feedback and didactic sessions on the reporting behavior of upper endoscopic findings by physicians and nurses.

PubMed

Abdalla, Adil A; Petersen, Bret T; Ott, Beverly J; Fredericksen, Mary; Schleck, Cathy D; Zinsmeister, Alan R; Grunewald, Kassandra M J; Zais, Teresa; Romero, Yvonne

2007-03-01

Guidelines for reporting Barrett's esophagus and hiatal hernia measurements and reflux esophagitis grades have been developed to improve consistency, communication, and, ultimately, patient care. Our aims were to assess the percentage of cases in which findings were reported in accordance with guidelines and to assess the impact of education and feedback on reporting behavior. Prospective cross-sectional study design was used. Chart reviews were performed for all adult patients who underwent esophagogastroduodenoscopy at a tertiary care center during three 2-month time periods during a 12-month interval: Time 1 (March 1, 2004-April 30, 2004), Time 2 (July 1, 2004-August 31, 2004), and Time 3 (March 1, 2005-April 30, 2005). Standardized educational sessions began 2 years before Time 1. No intervention took place between Time 1 and Time 2; data were collected to examine secular change. Between Time 2 and Time 3, individual and group feedback and refresher sessions were given. Five thousand six hundred nine eligible esophagogastroduodenoscopies were performed, of which 2675 demonstrated Barrett's esophagus, hiatal hernia, and/or reflux esophagitis. At baseline, Barrett's esophagus and hiatal hernia measurements were dictated correctly in a median of 67% and 86% of cases, respectively, improving to 100% (P < .05) and 98% (P < .01) of cases, respectively. The Los Angeles Classification system was used in a median of 100% of cases at baseline and at follow-up. Anonymous individual and group feedback, in combination with brief, structured didactic educational sessions, significantly improves compliance with established guidelines for the reporting of Barrett's esophagus and hiatal hernia. Once successfully incorporated into clinical practice, adherence to the esophagitis Los Angeles Classification System is easy to maintain.

Current trends in guideline development: a cause for concern.

PubMed

Stephens, R G; Kogon, S L; Bohay, R N

1996-02-01

Although the development and use of practice-related guidelines as educational aids has a long history in the health professions, scientific assessment indicates that they have had limited success in changing practice patterns. This is principally due to the exclusion of practitioners from the development process, and the lack of a credible scientific basis for many guidelines. Past failures have led to new methods of guideline development based on a critical analysis of scientific data. These methods, which involve legitimate professional organizations at all stages of the development process, are clearly a step in the right direction. Unfortunately, there are signs that current guideline developers still fail to recognize the critical nature of the new methods or the need for an open and inclusive development process. It is even more disquieting that the objective of some guideline developers, such as licensing bodies, is the formulation of standards or review criteria, particularly when there are very few therapeutic practices with a sufficient scientific basis to justify such a designation. National and provincial societies, as well as dental educators, need to assume a leadership role to ensure that if guidelines are required, they will be developed as credible aids for the improvement of patient care. In this paper, the authors recount why the "traditional process" of guideline development resulted in guidelines that were mistrusted by the profession and, as a result, ineffective. They also outline the widely-documented current methodology, which should be followed if guidelines are to be accepted by the profession. Finally, they discuss the critical issue of who should develop guidelines, and examine their role in dental practice and education.

Society for Academic Continuing Medical Education Intervention Guideline Series: Guideline 2, Practice Facilitation.

PubMed

Van Hoof, Thomas J; Grant, Rachel E; Campbell, Craig; Colburn, Lois; Davis, David; Dorman, Todd; Fischer, Michael; Horsley, Tanya; Jacobs-Halsey, Virginia; Kane, Gabrielle; LeBlanc, Constance; Moore, Donald E; Morrow, Robert; Olson, Curtis A; Silver, Ivan; Thomas, David C; Turco, Mary; Kitto, Simon

2015-01-01

The Society for Academic Continuing Medical Education commissioned a study to clarify and, if possible, standardize the terminology for a set of important educational interventions. In the form of a guideline, this article describes one such intervention, practice facilitation, which is a common strategy in primary care to help practices develop capacity and infrastructure to support their ability to improve patient care. Based on a review of recent evidence and a facilitated discussion with US and Canadian experts, we describe practice facilitation, its terminology, and other important information about the intervention. We encourage leaders and researchers to consider and build on this guideline as they plan, implement, evaluate, and report practice facilitation efforts. Clear and consistent use of terminology is imperative, along with complete and accurate descriptions of interventions, to improve the use and study of practice facilitation.

Joint Military Education: Actions Needed to Implement DOD Recommendations for Enhancing Leadership Development

DTIC Science & Technology

2013-10-01

Joint Chiefs of Staff. The university conducts JPME seminars, symposia, and professional development and conferencing for DOD and Congressional...all enlisted personnel. Basic Enlisted JPME addresses educational guidelines that should be completed by pay grade E -6,20 while Career Enlisted JPME...addresses educational guidelines for senior enlisted personnel in grades E -6 or E -7 and above. Beyond these

[Overview of Nursing Graduation courses in Brazil in the National Curriculum Guidelines decade].

PubMed

Teixeira, Elizabeth; Fernandes, Josicelia Dumêt; Andrade, Andréia de Carvalho; Silva, Kênia Lara; da Rocha, Maria Eliane Martins Oliveira; Lima, Raquel Josefina de Oliveira

2013-09-01

The study aims to build a general overview of the Nursing Graduation Programs in Brazil, in the decade of the National Curriculum Guidelines for Nursing Graduation, period 2001-2011. This is an exploratory, descriptive study, based on data from the e-MEC, Higher Education Census, ENADE. The results evidenced: the privatization of the Nursing Graduation Programs, the oversupply of courses and places day and night; sharp expansion of the number of vacancies for distance learning, not meeting the minimum quality criteria evaluated by ENADE, among other respects. It is recommended that strategies for the regulation of the expansion already installed must be defined, in addition to the revision of indicators drawn from the INEP Single Form, to meet the necessities of nursing, as an specific area, particularly with regard to: the number of vacancies, integration with the local and regional health system and the SUS, education in health care, teaching practical activities, working arrangements and experience of the faculty of the course. It is recommended, though, the immediate intervention of the MEC in the poles of Distance Education, suspending the training of nurses in that modality of education.

Development of user guidelines for ECAS display design. Volume 2: Tasks 9 and 10. [educating the public to the benefits of spacelab and the space transportation system

NASA Technical Reports Server (NTRS)

Bathurst, D. B.

1979-01-01

Lay-oriented speakers aids, articles, a booklet, and a press kit were developed to inform the press and the general public with background information on the space transportation system, Spacelab, and Spacelab 1 experiments. Educational materials relating to solar-terrestrial physics and its potential benefits to mankind were also written. A basic network for distributing audiovisual and printed materials to regional secondary schools and universities was developed. Suggested scripts to be used with visual aids describing materials science and technology and astronomy and solar physics are presented.

Guidelines for School Staffing Ratios. ERS Report.

ERIC Educational Resources Information Center

Stemnock, Suzanne K.

Since early in this century educators have been proposing staffing formulas they believe will facilitate educational quality. The resulting guidelines represent a wide range of recommendations--from the possible to the utopian. School boards, teachers' groups, administrators, consultants, and taxpayers thus have a range of choices among the…

Maintenance Staffing Guidelines For Educational Facilities.

ERIC Educational Resources Information Center

APPA: Association of Higher Education Facilities Officers, Alexandria, VA.

The purpose of this publication is to provide a resource or guide for educational facilities in establishing or developing a maintenance trades organization that is sufficient to accomplish basic facilities maintenance functions. The guidelines are intended to suggest staffing levels for those routine facilities maintenance activities that are…

Human Requirements of Flight. Aerospace Education III. Instructional Unit IV.

ERIC Educational Resources Information Center

Hall, Arthur D.

This curriculum guide is prepared for the Aerospace Education III series publication entitled "Human Requirements of Flight." It provides specific guidelines for teachers using the textbook. The guidelines for each chapter are organized according to objectives (traditional and behavioral), suggested outline, orientation, suggested key…

From Discrepancy to Consistency: Improving SLD Eligibility Guidelines

ERIC Educational Resources Information Center

Watson, Kristin

2017-01-01

This article explains a process for improving specific learning disabilities (SLD) eligibility guidelines in a special education cooperative in Nebraska. The Central Nebraska Support Services Program (CNSSP) is a special education cooperative that serves four public school districts and seven parochial schools in central Nebraska. Children birth…

Information and Communication Technologies for the Dissemination of Clinical Practice Guidelines to Health Professionals: A Systematic Review.

PubMed

De Angelis, Gino; Davies, Barbara; King, Judy; McEwan, Jessica; Cavallo, Sabrina; Loew, Laurianne; Wells, George A; Brosseau, Lucie

2016-11-30

The transfer of research knowledge into clinical practice can be a continuous challenge for researchers. Information and communication technologies, such as websites and email, have emerged as popular tools for the dissemination of evidence to health professionals. The objective of this systematic review was to identify research on health professionals' perceived usability and practice behavior change of information and communication technologies for the dissemination of clinical practice guidelines. We used a systematic approach to retrieve and extract data about relevant studies. We identified 2248 citations, of which 21 studies met criteria for inclusion; 20 studies were randomized controlled trials, and 1 was a controlled clinical trial. The following information and communication technologies were evaluated: websites (5 studies), computer software (3 studies), Web-based workshops (2 studies), computerized decision support systems (2 studies), electronic educational game (1 study), email (2 studies), and multifaceted interventions that consisted of at least one information and communication technology component (6 studies). Website studies demonstrated significant improvements in perceived usefulness and perceived ease of use, but not for knowledge, reducing barriers, and intention to use clinical practice guidelines. Computer software studies demonstrated significant improvements in perceived usefulness, but not for knowledge and skills. Web-based workshop and email studies demonstrated significant improvements in knowledge, perceived usefulness, and skills. An electronic educational game intervention demonstrated a significant improvement from baseline in knowledge after 12 and 24 weeks. Computerized decision support system studies demonstrated variable findings for improvement in skills. Multifaceted interventions demonstrated significant improvements in beliefs about capabilities, perceived usefulness, and intention to use clinical practice guidelines, but variable findings for improvements in skills. Most multifaceted studies demonstrated significant improvements in knowledge. The findings suggest that health professionals' perceived usability and practice behavior change vary by type of information and communication technology. Heterogeneity and the paucity of properly conducted studies did not allow for a clear comparison between studies and a conclusion on the effectiveness of information and communication technologies as a knowledge translation strategy for the dissemination of clinical practice guidelines. ©Gino De Angelis, Barbara Davies, Judy King, Jessica McEwan, Sabrina Cavallo, Laurianne Loew, George A Wells, Lucie Brosseau. Originally published in JMIR Medical Education (http://mededu.jmir.org), 30.11.2016.

Guideline for the management of wounds in patients with lower-extremity neuropathic disease: an executive summary.

PubMed

Crawford, Penny Ellen; Fields-Varnado, Myra

2013-01-01

This article summarizes the WOCN Evidence-Based Clinical Practice Guideline for Management of Wounds in Patients with Lower Extremity Neuropathic Disease. It is intended for use by physicians, nurses, therapists, and other health care professionals who work with adults who have or are at risk for, lower-extremity neuropathic disease (LEND), and includes updated scientific literature available from January 2003 through February 2012. The full guideline contains definitions of lower extremity neuropathic disorders and disease, prevalence of the problem, relevance and significance of the disorders, as well as comprehensive information about etiology, the nervous system, pathogenesis, and the overall management goals for patients at risk for developing neuropathic foot ulcers. A detailed assessment section describes how to conduct a full clinical history and physical examination. The guideline also provides two approaches to interventions. The first focuses on prevention strategies to reduce the risk of developing LEND wounds or recurrence, including life-long foot offloading, routine dermal temperature surveillance, use of adjunctive therapies, medication management, and implementing lower extremity amputation prevention measures and patient self-care education. The second approach summarized LEND wound management strategies including wound cleansing, debridement, infection management, maintenance of intact peri-wound skin, nutrition considerations, pain and paresthesia management, edema management, offloading and management of gait and foot deformity, medication management, surgical options, adjunctive therapies, patient education, and health care provider follow-up. A comprehensive reference list, glossary of terms, and several appendices regarding an algorithm to determine wound etiology, pharmacology, Lower Extremity Amputation (LEAP) Program, diabetes foot screening and other information is available at the end of the guideline.

Consensus Guidelines for the Treatment of Atopic Dermatitis in Korea (Part I): General Management and Topical Treatment

PubMed Central

Kim, Jung Eun; Kim, Hyun Jeong; Lew, Bark-Lynn; Lee, Kyung Ho; Hong, Seung Phil; Jang, Yong Hyun; Park, Kui Young; Seo, Seong Jun; Bae, Jung Min; Choi, Eung Ho; Suhr, Ki Beom; Lee, Seung Chul; Ko, Hyun Chang; Park, Young Lip; Son, Sang Wook; Seo, Young Jun; Lee, Yang Won; Cho, Sang Hyun; Park, Chun Wook

2015-01-01

Background Since the treatment guidelines for atopic dermatitis (AD) were released by the Korean Atopic Dermatitis Association (KADA) work group in 2006, there have been several advances in AD management. Objective We aimed to establish updated evidence- and experience-based treatment guidelines for Korean AD. Methods We collected a database of references from relevant systematic AD reviews and guidelines regarding general AD management such as bathing and skin care, avoidance of exacerbating factors, education and psychosocial support, and the use of moisturizers and topical anti-inflammatory and antipruritic drugs. Evidence for each statement was graded and the strength of the recommendation for each statement classified. Thirty-nine KADA council members participated in three rounds of voting to establish an expert consensus of recommendations. Results Basic AD treatment includes proper bathing and skin care, avoidance of exacerbating factors, proper education and psychosocial support, and use of moisturizers. The regular use of moisturizer has a steroid-sparing effect and reduces relapse episodes. The short- and long-term use of topical corticosteroids and calcineurin inhibitors improves AD symptoms and should be encouraged to use in an active and proactive treatment. Wet-wrap therapy can be used for rapid recovery of acute exacerbation. Topical antipruritic drugs cannot be recommended for the treatment of AD. Conclusion This report provides up-to-date evidence- and experience-based treatment guidelines for AD regarding general management and topical treatment. In addition, the average agreement scores obtained by a panel of experts based on the Korean healthcare system and patient adherence are presented. PMID:26512171

Effectiveness of implementation strategies for clinical guidelines to community pharmacy: a systematic review.

PubMed

Watkins, Kim; Wood, Helen; Schneider, Carl R; Clifford, Rhonda

2015-10-29

The clinical role of community pharmacists is expanding, as is the use of clinical guidelines in this setting. However, it is unclear which strategies are successful in implementing clinical guidelines and what outcomes can be achieved. The aim of this systematic review is to synthesise the literature on the implementation of clinical guidelines to community pharmacy. The objectives are to describe the implementation strategies used, describe the resulting outcomes and to assess the effectiveness of the strategies. A systematic search was performed in six electronic databases (Medline, EMBASE, CINAHL, Web of Science, Informit, Cochrane Library) for relevant articles. Studies were included if they reported on clinical guidelines implementation strategies in the community pharmacy setting. Two researchers completed the full-search strategy, data abstraction and quality assessments, independently. A third researcher acted as a moderator. Quality assessments were completed with three validated tools. A narrative synthesis was performed to analyse results. A total of 1937 articles were retrieved and the titles and abstracts were screened. Full-text screening was completed for 36 articles resulting in 19 articles (reporting on 22 studies) included for review. Implementation strategies were categorised according to a modified version of the EPOC taxonomy. Educational interventions were the most commonly utilised strategy (n = 20), and computerised decision support systems demonstrated the greatest effect (n = 4). Most studies were multifaceted and used more than one implementation strategy (n = 18). Overall outcomes were moderately positive (n = 17) but focused on process (n = 22) rather than patient (n = 3) or economic outcomes (n = 3). Most studies (n = 20) were rated as being of low methodological quality and having low or very low quality of evidence for outcomes. Studies in this review did not generally have a well thought-out rationale for the choice of implementation strategy. Most utilised educational strategies, but the greatest effect on outcomes was demonstrated using computerised clinical decision support systems. Poor methodology, in the majority of the research, provided insufficient evidence to be conclusive about the best implementation strategies or the benefit of clinical guidelines in this setting. However, the generally positive outcomes across studies and strategies indicate that implementing clinical guidelines to community pharmacy might be beneficial. Improved methodological rigour in future research is required to strengthen the evidence for this hypothesis. PROSPERO 2012: CRD42012003019 .

Improving Practice Guideline Adherence Through Peer Feedback: Impact of an Ambulatory Cardiology Curriculum.

PubMed

Richardson, Karl M; Singh, Jai; Muñoz, Dan; Damp, Julie B; Mendes, Lisa A

2018-01-01

Graduate medical trainees must be prepared to practice in a quality-driven system that values adherence to and documentation of evidence-based care. Few validated approaches exist to teach these skills. Our objective was to develop, implement, and evaluate an ambulatory practice improvement curriculum capitalizing on peer feedback aimed at improving cardiology fellow guideline knowledge, adherence, and chart documentation. Four outpatient topics were reviewed in dedicated 1-hour sessions: stable ischemic heart disease, heart failure, atrial fibrillation, and aortic valvular disease. Each session began with peer review, critique, and guideline adherence discussion of deidentified outpatient fellow clinic charts, followed by discussion of clinical guidelines. The open discussion of real clinic notes provided a forum for peer feedback exchange. Before each session and after the final session, participants completed a multiple-choice knowledge assessment and self-assessment of comfort with the guidelines. To evaluate the potential effect on patient care, random clinic chart audits were conducted before and after the curriculum using a chart scoring system. Although the format is broadly applicable, the specific curriculum content was designed for a cardiology fellowship cohort in a large academic medical center. It was organized and implemented by 2 cardiology fellows under the direction and supervision of program directors. The curriculum was implemented during prescheduled noon conference hours. The intention was to carry forward this ambulatory curriculum in subsequent years and to use the first 4 sessions to study its potential successes and opportunities for improvement. All 22 general cardiology fellows attended at least two sessions (M = 3.1). Knowledge test scores rose from 52.6% to 73.0% (20.4% increase, p < .001), 95% confidence interval (CI) [13.6%, 27.2%]. Self-reported guidelines knowledge improved by 15.1% (p = .002), 95% CI [6.2%, 24.0%], and self-reported documentation improved by 12.5% (p = .008), 95% CI [3.8%, 21.7%]. Chart audit scores improved by 17.8% (p < .001), 95% CI [10.6%, 25.0%], driven in part by 16.4% improvement in adherence to Class I therapies (p = .001). A targeted curriculum combining peer chart review, feedback, and guideline discussion was associated with significant improvement in fellows' knowledge and adherence to evidence-based therapies. Peer assessment and group-based education and feedback can be leveraged to improve trainee education and impact patient care.

The New School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module: A Practical Implementation in the Technical and Vocational Education (TVE) System in Bahrain

NASA Astrophysics Data System (ADS)

Alseddiqi, M.; Mishra, R.; Pislaru, C.

2012-05-01

This paper diagnoses the implementation of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Bahrain Technical and Vocational Education (TVE) learning environment. The module was designed to incorporate an innovative education and training approach with a variety of learning activities that are included in various learning case studies. Each case study was based on with learning objectives coupled with desired learning outcomes. The TVE students should meet the desired outcomes after the completion of the learning activities and assessments. To help with the implementation phase of the new module, the authors developed guidelines for each case study. The guidelines incorporated learning activities to be delivered in an integrated learning environment. The skills to be transferred were related to cognitive, affective, and technical proficiencies. The guidelines included structured instructions to help students during the learning process. In addition, technology was introduced to improve learning effectiveness and flexibility. The guidelines include learning indicators for each learning activity and were based on their interrelation with competencies to be achieved with respect to modern industrial requirements. Each learning indicator was then correlated against the type of learning environment, teaching and learning styles, examples of mode of delivery, and assessment strategy. Also, the learning activities were supported by technological features such as discussion forums for social perception and engagement and immediate feedback exercises for self-motivation. Through the developed module, TVE teachers can effectively manage the teaching and learning process as well as the assessment strategy to satisfy students' individual requirements and enable them to meet workplace requirements.

Does perceived neighborhood walkability and safety mediate the association between education and meeting physical activity guidelines?

PubMed

Pratt, Michael; Yin, Shaoman; Soler, Robin; Njai, Rashid; Siegel, Paul Z; Liao, Youlian

2015-04-09

The role of neighborhood walkability and safety in mediating the association between education and physical activity has not been quantified. We used data from the 2010 and 2012 Communities Putting Prevention to Work Behavioral Risk Factor Surveillance System and structural equation modeling to estimate how much of the effect of education level on physical activity was mediated by perceived neighborhood walkability and safety. Neighborhood walkability accounts for 11.3% and neighborhood safety accounts for 6.8% of the effect. A modest proportion of the important association between education and physical activity is mediated by perceived neighborhood walkability and safety, suggesting that interventions focused on enhancing walkability and safety could reduce the disparity in physical activity associated with education level.

[Formula: see text]Official Position of the American Academy of Clinical Neuropsychology (AACN): Guidelines for Practicum Training in Clinical Neuropsychology.

PubMed

Nelson, Aaron P; Roper, Brad L; Slomine, Beth S; Morrison, Chris; Greher, Michael R; Janusz, Jennifer; Larson, Jennifer C; Meadows, Mary-Ellen; Ready, Rebecca E; Rivera Mindt, Monica; Whiteside, Doug M; Willment, Kim; Wodushek, Thomas R

2015-01-01

Practical experience is central to the education and training of neuropsychologists, beginning in graduate school and extending through postdoctoral fellowship. However, historically, little attention has been given to the structure and requirements of practicum training in clinical neuropsychology. A working group of senior-level neuropsychologists, as well as a current postdoctoral fellow, all from a diverse range of settings (The AACN Practicum Guidelines Workgroup), was formed to propose guidelines for practicum training in clinical neuropsychology. The Workgroup reviewed relevant literature and sought input from professional organizations involved in education and training in neuropsychology. The proposed guidelines provide a definition of practicum training in clinical neuropsychology, detail entry and exit criteria across competencies relevant to practicum training in clinical neuropsychology, and discuss the relationship between doctoral training programs and practicum training sites. The proposed guidelines also provide a methodology for competency-based evaluation of clinical neuropsychology practicum trainees and outline characteristics and features that are integral to an effective training environment. Although the guidelines discussed below may not be implemented in their entirety across all clinical neuropsychology practicum training sites, they are consistent with the latest developments in competency-based education.

Guidelines for Establishing and Evaluating High School Technical Electromechanics Programs.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Vocational, Technical and Adult Education.

Educators and industrial representatives developed these guidelines for school officials, instructors in technical education, and program and facility planners to use in planning a high school program in technical electromechanics. Designed to train students for entry into industry in applied electromechanics, the program includes electricity,…

Gift Reporting Standards and Management Reports for Educational Institutions.

ERIC Educational Resources Information Center

National Association of College and University Business Officers, Washington, DC.

In reponse to a need for better management of administrative recordkeeping and reporting, the Council for Advancement and Support of Education and the National Association of College and University Business Officers developed a set of definitions and guidelines for reporting gifts and other management information. Guidelines for gift valuation…

Expanding Options for Handicapped Persons Receiving Vocational Education.

ERIC Educational Resources Information Center

West Virginia Coll. of Graduate Studies, Institute.

Resulting from a West Virginia training institute, the document provides guidelines (in outline form) for stimulating change in vocational education for handicapped students at the secondary level. Section I on the operational world provides a basis for developing sound organization needed for proper implementation of the guidelines. Steps geared…

Guidelines for Protection in Evaluation.

ERIC Educational Resources Information Center

Mainzer, Richard W.; And Others

The report examines due process protections and requirements in evaluation as mandated by P.O. 94-142 (The Education for All Handicapped Children Act) and Maryland special education Bylaw. A checklist guide for Admission, Review, and Dismissal (ARD) personnel to ensure protection in evaluation is provided. Self check guidelines touch on 16…

The effect of nanotechnology on education

NASA Astrophysics Data System (ADS)

Viriyavejakul, Chantana

2008-04-01

The research objective was to study 1) the situation and readiness of the Thai education for the integration of nanotechnology and 2) to propose the plans, the strategies and guidelines for educational reform to adapt nanotechnology to the system. The data collection was done by 4 methods: 1) documentary study, 2) observation, 3) informal interviews, and 4) group discussion. The findings revealed that: 1. William Wresch's Theory (1997) was used in this research to study of the situation and readiness of the Thai education for the integration of nanotechnology. 1) Getting connected to nanotechnology by search engine websites, libraries, magazines, books, and discussions with experts. 2) Curriculum integration: nanotechnology should be integrated in many branches of engineering, such as industrial, computer, civil, chemical, electrical, mechanical, etc. 3) Resources for educators: nanotechnology knowledge should be spread in academic circles by publications and the Internet websites. 4) Training and professional resources for teachers: Teachers should be trained by experts in nanotechnology and researchers from the National Nanotechnology Center. This will help trainees get correct knowledge, comprehension, and awareness in order to apply to their professions and businesses in the future. 2. As for the plans, the strategies, and guidelines for educational reform to adapt nanotechnology to the present system, I analyzed the world nanotechnology situation that might have an effect on Thai society. The study is based on the National Plan to Develop Nanotechnology. The goal of this plan is to develop nanotechnology to be the national strategy within 10 years (2004-2013) and have it integrated into the Thai system. There are 4 parts in this plan: 1) nanomaterials, 2) nanoelectronics, 3) nanobiotechnology, and 4) human resources development. Data for human resource development should be worked with the present technology and use the country's resources to produce many products of nanotechnology, such as 1) handicrafts, decorations, and gifts, 2) agricultural products and food, 3) beverages, such as alcoholic and non- alcoholic drinks, and 5) textiles.

Implementing New Reform Guidelines in Teaching Introductory College Statistics Courses

ERIC Educational Resources Information Center

Everson, Michelle; Zieffler, Andrew; Garfield, Joan

2008-01-01

This article introduces the recently adopted Guidelines for the Assessment and Instruction in Statistics Education (GAISE) and provides two examples of introductory statistics courses that have been redesigned to better align with these guidelines.

The mammography screening employee inreach program.

PubMed

Robinson, Joanne; Seltzer, Vicki; Lawrence, Loretta; Autz, George; Kostroff, Karen; Weiselberg, Lora; Colagiacomo, Maria

2007-02-01

To determine whether our health care employees were undergoing mammography screening according to American Cancer Society guidelines and to determine whether aggressive outreach, education and streamlining of mammography scheduling could improve compliance. All female employees at North Shore University Hospital (NSUH) and several other health system facilities (SF) were sent mailings to their homes that included breast health education and mammography screening guidelines, a questionnaire regarding their own mammography screening history and the opportunity to have their mammography screening scheduled by the Mammography Screening Employee Inreach Program (MSEIP) coordinator. Of the approximately 2,700 female employees aged 40 and over at NSUH and SF, 2,235 (82.7%) responded to the questionnaire, and 1,455 had a mammogram done via the MSEIP. Of the 1,455, 43% either were overdue for a mammogram or had never had one. During a second year of the MSEIP at NSUH and SF, an additional 1,706 mammograms were done. People employed in health care jobs do not necessarily avail themselves of appropriate health care screening. An aggressive program that utilized education, outreach and assistance with scheduling was effective in increasing compliance with mammography screening.

Education for the unified health system: what do good professors do from the perspective of students?

PubMed

Carmo Menegaz, Jouhanna do; Schubert Backes, Vânia Marli

2015-12-01

to analyze the educational practices for the Unified Health System performed by good professors, from the perspective of nursing, medical and odontology students, based on the Shulman's concepts of knowledge of educational ends, purposes, values ​​and their historical and philosophical grounds, at a university in southern Brazil. A qualitative study with an exploratory and analytical approach in which the participants were graduating students, interviewed with the aid of vignettes, between October of 2011 and January of 2012. Data were analyzed based on thematic analysis. it was observed that good professors educate for the Unified Health System through the promotion of teamwork, interdisciplinary practices, good communication, leadership exercises, and promotion of a student's desire to be an agent of change for the sake of improvement and guaranteeing the right to health. the students attribute to professors the responsibility for the performance of these practices. Despite their consistency with the Brazilian curriculum guidelines, the professors that perform them are seen as a minority.

A critical appraisal of guidelines for the management of knee osteoarthritis using Appraisal of Guidelines Research and Evaluation criteria

PubMed Central

Poitras, Stéphane; Avouac, Jérôme; Rossignol, Michel; Avouac, Bernard; Cedraschi, Christine; Nordin, Margareta; Rousseaux, Chantal; Rozenberg, Sylvie; Savarieau, Bernard; Thoumie, Philippe; Valat, Jean-Pierre; Vignon, Éric; Hilliquin, Pascal

2007-01-01

Clinical practice guidelines have been elaborated to summarize evidence related to the management of knee osteoarthritis and to facilitate uptake of evidence-based knowledge by clinicians. The objectives of the present review were summarizing the recommendations of existing guidelines on knee osteoarthritis, and assessing the quality of the guidelines using a standardized and validated instrument – the Appraisal of Guidelines Research and Evaluation (AGREE) tool. Internet medical literature databases from 2001 to 2006 were searched for guidelines, with six guidelines being identified. Thirteen clinician researchers participated in the review. Each reviewer was trained in the AGREE instrument. The guidelines were distributed to four groups of three or four reviewers, each group reviewing one guideline with the exception of one group that reviewed two guidelines. One independent evaluator reviewed all guidelines. All guidelines effectively addressed only a minority of AGREE domains. Clarity/presentation was effectively addressed in three out of six guidelines, scope/purpose and rigour of development in two guidelines, editorial independence in one guideline, and stakeholder involvement and applicability in none. The clinical management recommendation tended to be similar among guidelines, although interventions addressed varied. Acetaminophen was recommended for initial pain treatment, combined with exercise and education. Nonsteroidal anti-inflammatory drugs were recommended if acetaminophen failed to control pain, but cautiously because of gastrointestinal risks. Surgery was recommended in the presence of persistent pain and disability. Education and activity management interventions were superficially addressed in most guidelines. Guideline creators should use the AGREE criteria when developing guidelines. Innovative and effective methods of knowledge translation to health professionals are needed. PMID:18062805

Effect of a drug allergy educational program and antibiotic prescribing guideline on inpatient clinical providers' antibiotic prescribing knowledge.

PubMed

Blumenthal, Kimberly G; Shenoy, Erica S; Hurwitz, Shelley; Varughese, Christy A; Hooper, David C; Banerji, Aleena

2014-01-01

Inpatient providers have varying levels of knowledge in managing patients with drug and/or penicillin (PCN) allergy. Our objectives were (1) to survey inpatient providers to ascertain their baseline drug allergy knowledge and preparedness in caring for patients with PCN allergy, and (2) to assess the impact of an educational program paired with the implementation of a hospital-based clinical guideline. We electronically surveyed 521 inpatient providers at a tertiary care medical center at baseline and again 6 weeks after an educational initiative paired with clinical guideline implementation. The guideline informed providers on drug allergy history taking and antibiotic prescribing for inpatients with PCN or cephalosporin allergy. Of 323 unique responders, 42% (95% CI, 37-48%) reported no prior education in drug allergy. When considering those who responded to both surveys (n = 213), we observed a significant increase in knowledge about PCN skin testing (35% vs 54%; P < .001) and loss of PCN allergy over time (54% vs 80%; P < .0001). Among those who reported attending an educational session (n = 62), preparedness to determine if an allergy was severe significantly improved (77% vs 92%; P = .03). Other areas, including understanding absolute contraindications to receiving a drug again and PCN cross-reactivity with other antimicrobials, did not improve significantly. Inpatient providers have drug allergy knowledge deficits but are interested in tools to help them care for inpatients with drug allergies. Our educational initiative and hospital guideline implementation were associated with increased PCN allergy knowledge in several crucial areas. To improve care of inpatients with drug allergy, more research is needed to evaluate hospital policies and sustainable educational tools. Copyright © 2014 American Academy of Allergy, Asthma & Immunology. Published by Elsevier Inc. All rights reserved.

Canadian 24-hour movement guidelines for the early years (0-4 years): exploring the perceptions of stakeholders and end users regarding their acceptability, barriers to uptake, and dissemination.

PubMed

Riazi, Negin; Ramanathan, Subha; O'Neill, Meghan; Tremblay, Mark S; Faulkner, Guy

2017-11-20

It is important to engage stakeholders and end users in the development of guidelines for knowledge translation purposes. The aim of this study was to examine stakeholders' (experts in pediatric and family medicine, physical activity knowledge translation, and research) and end users' (parents and early childhood educators) perceptions of the Canadian 24-Hour Movement Guidelines for the Early Years (0-4 years). Stakeholders (n = 10) engaged in telephone interviews and end users (n = 92) participated in focus groups (n = 14) to discuss perceived clarity and need for the guidelines, potential barriers to implementation, identification of credible messengers, and methods for dissemination of the guidelines. A thematic analysis was conducted. The proposed guidelines were very well received by both stakeholders and end users. A clear need for such guidelines was identified, and most believed the guidelines were achievable. Stakeholders and end users identified several potential barriers to uptake, including low awareness of current guidelines; 'daily challenges' such as allure of screen time, lack of time, and competing priorities; and challenges in the context of shifting social norms. A range of methods and messengers of dissemination were identified. Medical and child care settings were the most frequently cited places for dissemination, and physicians and early childhood educators were the most common suggestions for messengers. There was consistent support for the Canadian 24-Hour Movement Guidelines for the Early Years (0-4 years) from both stakeholders and end users. Moving forward, it is important to dedicate appropriate support and funding toward dissemination efforts in order to reach end users, particularly parents and early childhood educators.

Guidelines for School Property Accounting in Colorado, Part II--General Fixed Asset Accounts.

ERIC Educational Resources Information Center

Stiverson, Clare L.

The second publication of a series of three issued by the Colorado Department of Education is designed as a guide for local school districts in the development of a property accounting system. It defines and classifies groups of accounts whereby financial information, taken from inventory records, may be transcribed into debit and credit entries…

Guidelines for Producing Instructional and Other Printed Materials in Alternate Media for Persons with Disabilities.

ERIC Educational Resources Information Center

California Community Colleges, Sacramento. Office of the Chancellor.

Title II, Section 504 of the U.S. Department of Education's Office for Civil Rights (OCR) requires community colleges to provide access to print and computer-based information for students with visual impairments. In response, the Chancellor's Office of the California Community College system prepared a budget change proposal (BCP) for the…

Significant Developments in the Use of Computers in School Mathematics: A Sourcebook for Administrators, Teachers, and Teacher Educators.

ERIC Educational Resources Information Center

Moran, Thomas Patrick

This study provides a critical review of developments in the use of computer extended instruction (CEI), and practical guidelines for implementing a computer system in a school. The study examined special projects, proposals, recommendations, and position papers. Literature reviewed was synthesized under three broad headings: (1) computer hardware…

Adequacy, Accountability, Autonomy and Equity in a Middle Eastern School Reform: The Case of Qatar

ERIC Educational Resources Information Center

Guarino, Cassandra M.; Tanner, Jeffery C.

2012-01-01

This study examines Qatar's recent and ambitious school reform in the early stages of its implementation against a set of four criteria for successful education systems drawn from guidelines developed by the international community: adequacy, accountability, autonomy and gender equity. We investigate both the initial structure of the reform and…

A Proposal for Measuring Sustainability in Universities: A Case Study of Spain

ERIC Educational Resources Information Center

Larrán Jorge, Manuel; Herrera Madueño, Jesús; Calzado, Yolanda; Andrades, Javier

2016-01-01

Purpose: Numerous sustainability assessment tools are being created and applied in the higher education sector. In light of such diversity, there is a need to provide a common guideline for sustainability assessment which makes easier the comparison among universities. Using as a reference the Spanish university system, the main aim of this paper…

Developing a Web 2.0-Based System with User-Authored Content for Community Use and Teacher Education

ERIC Educational Resources Information Center

Cifuentes, Lauren; Sharp, Amy; Bulu, Sanser; Benz, Mike; Stough, Laura M.

2010-01-01

We report on an investigation into the design, development, implementation, and evaluation of an informational and instructional Website in order to generate guidelines for instructional designers of read/write Web environments. We describe the process of design and development research, the problem addressed, the theory-based solution, and the…

Factors affecting adherence to national malaria treatment guidelines in management of malaria among public healthcare workers in Kamuli District, Uganda.

PubMed

Bawate, Charles; Callender-Carter, Sylvia T; Nsajju, Ben; Bwayo, Denis

2016-02-24

Malaria remains a major public health threat accounting for 30.4 % of disease morbidity in outpatient clinic visits across all age groups in Uganda. Consequently, malaria control remains a major public health priority in endemic countries such as Uganda. Experiences from other countries in Africa that revised their malaria case management suggest that health workers adherence may be problematic. A descriptive, cross-sectional design was used and collected information on health system, health workers and patients. Using log-binomial regression model, adjusted prevalence risk ratios (PRRs) and their associated 95 % confidence intervals were determined in line with adherence to new treatment guidelines of parasitological diagnosis and prompt treatment with artemisinin combination therapy (ACT). Nine health centres, 24 health workers and 240 patient consultations were evaluated. Overall adherence to national malaria treatment guidelines (NMTG) was 50.6 % (122/241). It was significantly high at HC III [115 (53 %)] than at HC IV (29 %) [PRR = 0.28 (95 % CI 0.148 0.52), p = 0.000]. Compared to the nursing aide, the adherence level was 1.57 times higher among enrolled nurses (p = 0.004) and 1.68 times higher among nursing officers, p = 0.238, with statistical significance among the former. No attendance of facility malaria-specific continuing medical education (CME) sessions [PRR = 1.9 (95 % CI 1.29 2.78), p = 0.001] and no display of malaria treatment job aides in consultation rooms [PRR = 0.64 (95 % CI 0.4 1.03), p = 0.07] was associated with increased adherence to guidelines with the former showing a statistical significance and the association of the latter borderline statistical significance. The adherence was higher when the laboratory was functional [PRR = 0.47 (95 % CI 0.35 0.63)] when the laboratory was functional in previous 6 months. Age of health worker, duration of employment, supervision, educational level, and age of patient were found not associated with adherence to new treatment guidelines. Adherence to malaria treatment guidelines in Uganda is sub-optimal. There is an urgent need for deliberate interventions to improve adherence to these guidelines. Possible interventions to be explored should include: provision of job aides and improved access to laboratory services. There is also a need for continuous medical educational sessions for health workers, especially those at higher-level facilities and higher cadres, on adherence to guidelines in management of fever, including management of other causes of fever.

Systematic analysis underlying the quality of the scientific evidence and conflicts of interest in interventional medicine subspecialty guidelines.

PubMed

Feuerstein, Joseph D; Akbari, Mona; Gifford, Anne E; Hurley, Christine M; Leffler, Daniel A; Sheth, Sunil G; Cheifetz, Adam S

2014-01-01

To determine the validity of guidelines published by interventional medical societies. We reviewed the interventional medicine subspecialty society websites of the American Association for Bronchology and Interventional Pulmonology (AABIP), American Society of Diagnostic and Interventional Nephrology (ASDIN), American Society for Gastrointestinal Endoscopy (ASGE), and Society for Cardiovascular Angiography and Interventions (SCAI) as of November 15, 2012, for published interventional guidelines. The study was performed between November 15, 2012, and January 1, 2013. The AABIP did not publish guidelines, so American Thoracic Society and American College of Chest Physicians guidelines were reviewed. All the guidelines were reviewed for graded levels of evidence, methods used to grade the evidence, and disclosures of conflicts of interest (COIs). Of 153 interventional guidelines evaluated, 4 were duplicates. Forty-six percent of guidelines (69 of 149) graded the quality of evidence using 7 different methods. The ASGE graded 71% of guidelines (46 of 65) compared with 29% (23 of 78) by the SCAI and 0 by the ASDIN (n=4) and the pulmonary societies (n=2). Of the 3425 recommendations reviewed, 11% (n=364) were supported by level A, 42% (n=1432) by level B, and 48% (n=1629) by level C. The mean age of the guidelines was 5.2 years. Additionally, 62% of the guidelines (92 of 149) failed to comment on COIs; when disclosed, 91% of guidelines (52 of 57) reported COIs. In total, 1827 COIs were reported by 45% of the authors (317 of 697), averaging 5.8 COIs per author. Most of the interventional guidelines failed to grade the evidence. When present, most guidelines used lower-quality evidence. Furthermore, most guidelines failed to disclose COIs. When commented on, numerous COIs were present. Future guidelines should clearly state the quality of evidence, use a standard grading system, be transparent regarding potential biases, and provide frequent updates. Copyright © 2014 Mayo Foundation for Medical Education and Research. Published by Elsevier Inc. All rights reserved.

Are medical educators following General Medical Council guidelines on obesity education: if not why not?

PubMed Central

2013-01-01

Background Although the United Kingdom’s (UK’s) General Medical Council (GMC) recommends that graduating medical students are competent to discuss obesity and behaviour change with patients, it is difficult to integrate this education into existing curricula, and clinicians report being unprepared to support patients needing obesity management in practice. We therefore aimed to identify factors influencing the integration of obesity management education within medical schools. Methods Twenty-seven UK and Irish medical school educators participated in semi-structured interviews. Grounded theory principles informed data collection and analysis. Themes emerging directly from the dataset illustrated key challenges for educators and informed several suggested solutions. Results Factors influencing obesity management education included: 1) Diverse and opportunistic learning and teaching, 2) Variable support for including obesity education within undergraduate medical programmes, and 3) Student engagement in obesity management education. Findings suggest several practical solutions to identified challenges including clarifying recommended educational agendas; improving access to content-specific guidelines; and implementing student engagement strategies. Conclusions Students’ educational experiences differ due to diverse interpretations of GMC guidelines, educators’ perceptions of available support for, and student interest in obesity management education. Findings inform the development of potential solutions to these challenges which may be tested further empirically. PMID:23578257

Competencies of Thai expertise teacher and PCK

NASA Astrophysics Data System (ADS)

Chantaranima, Tarntip; Yuenyong, Chokchai

2018-01-01

Pedagogical Content Knowledge (PCK) was accepted by worldwide Educators that it is a ubiquitous word in the preparation of teachers in the past decade. This study uses Pedagogical Content Knowledge (PCK) framework as a lens for classifying the guidelines and expectations for categorizing expertise teachers. Therefore, the paper tries to clarify the relationship between competencies of Thai expertise teacher and PCK elements. To promote skillful Thai teachers by offering them academic titles, the Office of the Teacher Civil Service and Education Personal Commission were developed to provide guidelines and expectations for categorizing expertise teachers (OTEPC, 2009). This article focuses on the guideline criteria which are three areas of consideration. The first area of consideration is teacher's disciplines including virtues and professional conducts. The second area of consideration is teacher's knowledge and teaching ability. The last area of consider is teacher's performance. It seemed that the OTEPC guideline pay too much attention on the first area. However, there are some issues of PCK appearing on the OTEPC teacher competency. The paper will discuss some suggestions of fill up PCK in the OTEPC guideline. The paper may have implication for Thailand teacher education.

Towards a Canadian Educational Research Policy. (Vers une Politique Canadienne de la Recherche Pedagogique.)

ERIC Educational Resources Information Center

Canadian Council for Research in Education, Ottawa (Ontario).

Based on workshop discussions, this report attempts to lay down broad guidelines for Canadian educational research and development. The guidelines postulate that a comprehensive policy should include a pattern of priorities that (1) encourage the development of high quality scholarly institutions, (2) provide for risk capital for exploratory basic…

Suggested Guidelines for the Administrative Review Offices of Medical Education.

ERIC Educational Resources Information Center

Meleca, C. Benjamin

1987-01-01

A general description and guidelines are presented for a program review process for departments of medical education of the administrative units within colleges of medicine. After a discussion of the purposes of reviews, a suggested review process is described. The process to be utilized should be negotiated by the principle units, the…

Gerontology Education: The Needs of Local Agencies.

ERIC Educational Resources Information Center

Cox, Carole

Given the aging of the population, the need for an increased number of persons trained and educated in gerontology is evident. To date, gerontology curricula have been based upon institutional requirements and interests, such as the guidelines provided by the Foundations Project (1980). To expand these guidelines, the needs and interests of the…

School Safety Policies With Emphasis on Physical Education, Athletics and Recreation.

ERIC Educational Resources Information Center

American Association for Health, Physical Education, and Recreation, Washington, DC.

This booklet outlines principles of hazard control, school accident problems, and the need for guidelines and policies. Suggested general school safety policies, guidelines for courses in safety education and for the provision of facilities and supplies, policies for the administration of first aid and emergency care, and procedures for reporting…

Technical Guidelines for Digital Learning Content: Development, Evaluation, Selection, Acquisition and Use

ERIC Educational Resources Information Center

Southern Regional Education Board (SREB), 2005

2005-01-01

The Educational Technology Cooperative of the Southern Regional Education Board (SREB) established the Digital Learning Content initiative to identify guidelines and develop recommendations to assist those who develop, evaluate, select, acquire and use digital learning content to create products that are easy to access and use in order to ensure…

The Marfan Syndrome: Physical Activity Guidelines for Physical Educators, Coaches and Physicians.

ERIC Educational Resources Information Center

Romeo, Thomas J.

Intended for physical educators, this manual provides guidelines for providing safe and effective physical activity programs for children with Marfan syndrome, a congenital condition involving the connective tissues and the probable cause of sudden death by heart failure of some young competitive athletes in recent cases. The manual includes…

Guidelines for Fire Service Education Programs in Community and Junior Colleges.

ERIC Educational Resources Information Center

Favreau, Donald F.

This report serves as a guideline for fire service education. For men filling the estimated 10,000 opportunities in career fire department organizations each year in the 1970s, it is necessary that they receive a supplement to department-level training in drills and skills. Knowledge of hydraulics, chemistry, mechanical engineering, law…

Using the APA Guidelines for Psychotherapy with Lesbian, Gay, and Bisexual Clients in Education and Training.

ERIC Educational Resources Information Center

Browning, Christine

The American Psychological Association's adoption of the Guidelines for Psychotherapy with Lesbian, Gay, and Bisexual Clients has the potential to change the education and training approaches in psychology graduate programs and internship settings. Current research suggests that many graduate students do not receive adequate information about…

Guidelines for Online Assessment for Educators

ERIC Educational Resources Information Center

Westhuizen, Duan vd

2016-01-01

This work starts with a brief overview of education in developing countries, to contextualise the use of the guidelines. Although this document is intended to be a practical tool, it is necessary to include some theoretical analysis of the concept of online assessment. This is given in Sections 3 and 4, together with the identification and…

A Case Study of the Implementation of Chinese Kindergarten Mathematics Curriculum

ERIC Educational Resources Information Center

Hu, Bi Ying; Fuentes, Sarah Quebec; Wang, Chun Yan; Ye, Feiwei

2014-01-01

In 2001, the Chinese Ministry of Education issued Guidelines for Preschool Education (GPE) (trial version) to call on early childhood practitioners to use a child-centered and play-based approach to teaching and learning. The guidelines also include mathematics within the science domain and described its standards in a way that significantly…

Society for Academic Continuing Medical Education Intervention Guideline Series: Guideline 1, Performance Measurement and Feedback.

PubMed

Van Hoof, Thomas J; Grant, Rachel E; Miller, Nicole E; Bell, Mary; Campbell, Craig; Colburn, Lois; Davis, David; Dorman, Todd; Horsley, Tanya; Jacobs-Halsey, Virginia; Kane, Gabrielle; LeBlanc, Constance; Lockyer, Jocelyn; Moore, Donald E; Morrow, Robert; Olson, Curtis A; Silver, Ivan; Thomas, David C; Kitto, Simon

2015-01-01

The Society for Academic Continuing Medical Education commissioned a study to clarify and, if possible, to standardize the terminology for a set of important educational interventions. In the form of a guideline, this article describes one such intervention, performance measurement and feedback, which is a common intervention in health professions education. In the form of a summary report, performance measurement and feedback is an opportunity for clinicians to view data about the care they provide compared with some standard and often with peer and benchmark comparisons. Based on a review of recent evidence and a facilitated discussion with the US and Canadian experts, we describe proper terminology for performance measurement and feedback and other important information about the intervention. We encourage leaders and researchers to consider and build on this guideline as they plan, implement, evaluate, and report efforts with performance measurement and feedback. Clear and consistent use of terminology is imperative, along with complete and accurate descriptions of interventions, to improve the use and study of performance measurement and feedback.

New NSLP guidelines: challenges and opportunities for nutrition education practitioners and researchers.

PubMed

Byker, Carmen J; Pinard, Courtney A; Yaroch, Amy L; Serrano, Elena L

2013-01-01

The recent revisions of the National School Lunch Program (NSLP) requirements are designed to align with the 2010 Dietary Guidelines for Americans. The introduction and implementation of the new NSLP has been received with positive and negative reactions from school food professionals, students, parents, and teachers. To promote student health, this is an important time for policy makers, practitioners, and researchers to implement and evaluate strategies to support the new NSLP guidelines. The purpose of this viewpoint was to outline the new NSLP guidelines and discuss challenges and opportunities for implementation, strategies for practice, and future research questions. Copyright © 2013 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Physical Activity in Cancer Survivors During "Re-Entry" Following Cancer Treatment.

PubMed

Troeschel, Alyssa N; Leach, Corinne R; Shuval, Kerem; Stein, Kevin D; Patel, Alpa V

2018-05-24

The transition from active cancer treatment into survivorship, known as re-entry, remains understudied. During re-entry, clinicians can educate survivors on the benefits of healthy behaviors, including physical activity, as survivors adjust to life after cancer. We examine the prevalence of adherence to established aerobic physical activity guidelines (≥150 minutes of moderate-intensity physical activity per week) in addition to related medico-demographic factors among cancer survivors during re-entry. Data from 1,160 breast, colorectal, and prostate cancer survivors participating in the American Cancer Society's National Cancer Survivor Transition Study were examined. Multinomial logistic regression was used to calculate adjusted odds ratios (AOR) for various medico-demographic variables in relation to 4 established levels of physical activity (inactive, insufficiently active, 1-<2 times the guideline level, and ≥2 times the guideline level [referent group]). Overall, 8.1% were inactive, 34.1% were insufficiently active, 24.3% were within 1 to less than 2 times the guidelines, and 33.4% exceeded guidelines by 2 or more times. Inactive people had significantly higher odds of being women (AOR, 1.88; 95% confidence interval [CI], 1.10-3.23) and having lower education levels (AOR, 2.02; 95% CI, 1.21-3.38) compared with those who exceeded guidelines by 2 or more times. Each additional comorbidity was associated with a 26% increase in odds of inactivity (AOR, 1.26; 95% CI, 1.08-1.47). Patient education on the benefits of regular physical activity is important for all cancer survivors and may be especially important to review after treatment completion to promote healthy habits during this transition period. Survivors who are women, are less educated, and have comorbid conditions may be less likely to be compliant with physical activity guidelines.

Appraising Qualitative Research in Health Education: Guidelines for Public Health Educators

PubMed Central

Jeanfreau, Scharalda G.; Jack, Leonard

2010-01-01

Research studies, including qualitative studies, form the basis for evidence-based practice among health professionals. However, many practicing health educators do not feel fully confident in their ability to critically appraise qualitative research studies. This publication presents an overview of qualitative research approaches, defines key terminology used in qualitative research, and provides guidelines for appraising the strengths and weaknesses of published qualitative research. On reading, health educators will be better equipped to evaluate the quality of the evidence through critical appraisals of qualitative research publications. PMID:20817630

Instructional television utilization in the United States

NASA Technical Reports Server (NTRS)

Dumolin, J. R.

1971-01-01

Various aspects of utilizing instructional television (ITV) are summarized and evaluated and basic guidelines for future utilization of television as an instructional medium in education are considered. The role of technology in education, capabilities and limitations of television as an instructional media system and the state of ITV research efforts are discussed. Examples of various ongoing ITV programs are given and summarized. The problems involved in the three stages of the ITV process (production, distribution, and classroom utilization) are presented. A summary analysis outlines probable trends in future utilization.

[Nurse-teacher: a dialogue with pedagogical education].

PubMed

Rodrigues, Malvina Thaís Pacheco; Sobrinho, José Augusto de Carvalho Mendes

2007-01-01

College faculty presents itself as an important subject matter in a moment of transformation on nursing education characterized by syllabus and methodological changes. This assignment aimed to reflect upon the pedagogical education of the nurse-teacher in order to make this education appropriate to assist the new educational demands of society which are considered by the Syllabus Guidelines of Nursing Graduation. It is about a bibliographical study. The literature review permits to state that pedagogical education is necessary for the nurse-teacher to educate a nurse capable of acting in all care dimensions as a promoter for the health of the citizen, the family and the community. In this context, the reflecting practice is pointed out as guideline to the development of faculty education.

Intervening in the local health system to improve diabetes care: lessons from a health service experiment in a poor urban neighborhood in India.

PubMed

Bhojani, Upendra; Kolsteren, Patrick; Criel, Bart; De Henauw, Stefaan; Beerenahally, Thriveni S; Verstraeten, Roos; Devadasan, Narayanan

2015-01-01

Many efficacious health service interventions to improve diabetes care are known. However, there is little evidence on whether such interventions are effective while delivered in real-world resource-constrained settings. To evaluate an intervention aimed at improving diabetes care using the RE-AIM (reach, efficacy/effectiveness, adoption, implementation, and maintenance) framework. A quasi-experimental study was conducted in a poor urban neighborhood in South India. Four health facilities delivered the intervention (n=163 diabetes patients) and the four matched facilities served as control (n=154). The intervention included provision of culturally appropriate education to diabetes patients, use of generic medications, and standard treatment guidelines for diabetes management. Patients were surveyed before and after the 6-month intervention period. We did field observations and interviews with the doctors at the intervention facilities. Quantitative data were used to assess the reach of the intervention and its effectiveness on patients' knowledge, practice, healthcare expenditure, and glycemic control through a difference-in-differences analysis. Qualitative data were analyzed thematically to understand adoption, implementation, and maintenance of the intervention. Reach: Of those who visited intervention facilities, 52.3% were exposed to the education component and only 7.2% were prescribed generic medications. The doctors rarely used the standard treatment guidelines for diabetes management. The intervention did not have a statistically and clinically significant impact on the knowledge, healthcare expenditure, or glycemic control of the patients, with marginal reduction in their practice score. Adoption: All the facilities adopted the education component, while all but one facility adopted the prescription of generic medications. There was poor implementation of the intervention, particularly with regard to the use of generic medications and the standard treatment guidelines. Doctors' concerns about the efficacy, quality, availability, and acceptability by patients of generic medications explained limited prescriptions of generic medications. The patients' perception that ailments should be treated through medications limited the use of non-medical management by the doctors in early stages of diabetes. The other reason for the limited use of the standard treatment guidelines was that these doctors mainly provided follow-up care to patients who were previously put on a given treatment plan by specialists. Maintenance: The intervention facilities continued using posters and television monitors for health education after the intervention period. The use of generic medications and standard treatment guidelines for diabetes management remained very limited. Implementing efficacious health service intervention in a real-world resource-constrained setting is challenging and may not prove effective in improving patient outcomes. Interventions need to consider patients' and healthcare providers' experiences and perceptions and how macro-level policies translate into practice within local health systems.

Does Perceived Neighborhood Walkability and Safety Mediate the Association Between Education and Meeting Physical Activity Guidelines?

PubMed Central

Yin, Shaoman; Soler, Robin; Njai, Rashid; Siegel, Paul Z.; Liao, Youlian

2015-01-01

The role of neighborhood walkability and safety in mediating the association between education and physical activity has not been quantified. We used data from the 2010 and 2012 Communities Putting Prevention to Work Behavioral Risk Factor Surveillance System and structural equation modeling to estimate how much of the effect of education level on physical activity was mediated by perceived neighborhood walkability and safety. Neighborhood walkability accounts for 11.3% and neighborhood safety accounts for 6.8% of the effect. A modest proportion of the important association between education and physical activity is mediated by perceived neighborhood walkability and safety, suggesting that interventions focused on enhancing walkability and safety could reduce the disparity in physical activity associated with education level. PMID:25855989

Canadian National Guidelines and Recommendations for Integrating Career Advising Into Medical School Curricula.

PubMed

Howse, Kelly; Harris, June; Dalgarno, Nancy

2017-11-01

Career planning, decision making about specialty choice, and preparation for residency matching are significant sources of stress for medical students. Attempts have been made to structure and formalize career advising by including it in accreditation standards. There is an expressed need for national guidelines on career advising for medical students. The Future of Medical Education in Canada Postgraduate (FMEC PG) Implementation Project was created to ensure Canadian medical trainees receive the best education possible. From this, a diverse sub-working group (SWG), representing different Canadian regions, was formed to review career advising processes across the country. The SWG developed, through a modified formal consensus methodology, a strategy for medical student career advising that is adaptable to all schools in alignment with existing accreditation standards. The SWG outlined five guiding principles and five essential elements for Canadian universities offering an MD degree with recommendations on how to integrate the elements into each school's career advising system. The five essential elements are a structured approach to career advising, information about available career options, elective guidance, preparation for residency applications, and social accountability. This Perspective endorses the view of the FMEC PG Implementation Project that national guidelines are important to ensure Canadian medical schools are consistently meeting accreditation standards by providing reliable and quality career advising to all medical students. The SWG's position, based on national and provincial feedback, is that these guidelines will stimulate discourse and action regarding the requirements and processes to carry out these recommendations nationwide and share across borders.

Portfolio assessment and evaluation: implications and guidelines for clinical nursing education.

PubMed

Chabeli, M M

2002-08-01

With the advent of Outcomes-Based Education in South Africa, the quality of nursing education is debatable, especially with regard to the assessment and evaluation of clinical nursing education, which is complex and renders the validity and reliability of the methods used questionable. This paper seeks to explore and describe the use of portfolio assessment and evaluation, its implications and guidelines for its effective use in nursing education. Firstly, the concepts of assessment, evaluation, portfolio and alternative methods of evaluation are defined. Secondly, a comparison of the characteristics of the old (traditional) methods and the new alternative methods of evaluation is made. Thirdly, through deductive analysis, synthesis and inference, implications and guidelines for the effective use of portfolio assessment and evaluation are described. In view of the qualitative, descriptive and exploratory nature of the study, a focus group interview with twenty students following a post-basic degree at a university in Gauteng regarding their perceptions on the use of portfolio assessment and evaluation method in clinical nursing education was used. A descriptive method of qualitative data analysis of open coding in accordance with Tesch's protocol (in Creswell 1994:155) was used. Resultant implications and guidelines were conceptualised and described within the existing theoretical framework. Principles of trustworthiness were maintained as described by (Lincoln & Guba 1985:290-327). Ethical considerations were in accordance with DENOSA's standards of research (1998:7).

Educational Software--New Guidelines for Development.

ERIC Educational Resources Information Center

Gold, Patricia Cohen

1984-01-01

Discusses standards developed by the Educational Computer Service of the National Education Association that incorporate technical, educational, and documentation components to guide authors in the development of quality educational software. (Author/MBR)

A qualitative study of the determinants of HIV guidelines implementation in two south-eastern districts of Tanzania

PubMed Central

Geubbels, Eveline; Wringe, Alison; Todd, Jim; Klatser, Paul; Dieleman, Marjolein

2017-01-01

Abstract Current HIV policies in Tanzania have adopted the three long-term impact results of zero new infections, zero HIV deaths and zero stigma and discrimination. Strategies to reach these results include scaling-up HIV Testing and Counselling (HTC); Preventing Mother-To-Child Transmission (PMTCT); and strengthening Care and Treatment Clinic (CTC) services. Previous studies showed that HIV policy and guideline recommendations were not always implemented in rural South Tanzania. This study aims to identify the determinants of HIV guideline implementation. A qualitative study of 23 semi-structured interviews with facility in-charges; healthcare workers; district, regional and national HIV coordinators was conducted. Five health facilities were purposively selected by level, ownership and proximity to district headquarters. Interviews were analysed according to Fleuren’s five determinants of innovation uptake related to: strategies used in guideline development and dissemination; guideline characteristics; the guideline implementing organization; guideline users; and the socio-cultural and regulatory context. None of the facilities had the HTC national guideline document. Non-involvement of providers in revisions and weak planning for guideline dissemination impeded their implementation. Lengthy guidelines and those written in English were under-used, and activities perceived to be complicated, like WHO-staging, were avoided. Availability of staff and lack of supplies like test kits and medication impeded implementation. Collaboration between facilities enhanced implementation, as did peer-support among providers. Provider characteristics including education level, knowledge of, and commitment to the guideline influenced implementation. According to providers, determinants of clients’ service use included gender norms, stigma, trust and perceived benefits. The regulatory context prohibited private hospitals from buying HIV supplies. Being tools for bringing policies to practice, national guidelines are crucial in the efforts towards the three zeros. Strategies to improve providers’ adherence to guidelines should include development of clearer guideline dissemination plans, strengthening of the health system, and possibly addressing of provider-perceived patient-level barriers to utilizing HIV services. PMID:28369374

Identifying Evidence-Based Educational Practices: Which Research Designs Provide Findings That Can Influence Social Change?

ERIC Educational Resources Information Center

Schirmer, Barbara R.; Lockman, Alison S.; Schirmer, Todd N.

2016-01-01

We conducted this conceptual study to determine if the Institute of Education Sciences/National Science Foundation pipeline of evidence guidelines could be applied as a protocol that researchers could follow in establishing evidence of effective instructional practices. To do this, we compared these guidelines, new drug development process, and…

Curriculum Guidelines for a Distance Education Course in Urban Agriculture Based on an Eclectic Model.

ERIC Educational Resources Information Center

Gaum, Wilma G.; van Rooyen, Hugo G.

1997-01-01

Describes research to develop curriculum guidelines for a distance education course in urban agriculture. The course, designed to train the teacher, is based on an eclectic curriculum design model. The course is aimed at the socioeconomic empowerment of urban farmers and is based on sustainable ecological-agricultural principles, an…

Limiting Student Speech: A Narrow Path toward Success. A Response to "Challenging the Common Guidelines in Social Justice Education"

ERIC Educational Resources Information Center

Minnick, Marissa C. A.

2015-01-01

In this response, Minnick asserts that unequal representation of students' voices, an idea presented in Sensoy and DiAngelo's "Challenging the Common Guidelines in Social Justice Education," presents multiple negative classroom implications. Foremost, Minnick argues that Sensoy and DiAngelo's lack of clarity regarding when a teacher…

Ottawa Panel Evidence-Based Clinical Practice Guidelines for Patient Education Programmes in the Management of Osteoarthritis

ERIC Educational Resources Information Center

Health Education Journal, 2011

2011-01-01

Objective: The purpose of this study was to develop guidelines and recommendations on patient education programmes of any type, targeted specially to individuals with OA and which were designed to improve the clinical effectiveness of managing OA. Methods: The Ottawa Methods Group contacted specialized organizations that focus on management for…

Revised Guidelines for Comprehensive Health Education, Grades 3 and 4.

ERIC Educational Resources Information Center

Nebraska State Dept. of Education, Lincoln. Div. of Instructional Services.

These health curriculum guidelines were designed for teachers of students in grades 3 and 4. Seven major topic areas are covered: 1) anatomy and physiology, 2) physical fitness, 3) the family as a basic social unit, 4) mental health, 5) drug education, 6) safety, and 7) community health. The format provides the teacher with health concepts which…

From Principle to Practice: Using the Global Guidelines to Assess Quality Education and Care

ERIC Educational Resources Information Center

Barbour, Ann; Boyer, Wanda; Hardin, Belinda; Wortham, Sue

2004-01-01

Antarctica gathered in Ruschlikon, Switzerland, at the International Symposium on Early Childhood Education and Care for the 21st Century. The symposium's mission was to craft guidelines for programs that serve children under the age of formal schooling in countries throughout the world. After extensive discussions about what constitutes universal…

Integration of Educational Methods and Physical Settings: Design Guidelines for High/Scope Methodology in Pre-Schools

ERIC Educational Resources Information Center

Izadpanah, Shirin; Günçe, Kaðan

2014-01-01

Quality design and appropriate space organization in preschool settings can support preschool children's educational activities. Although the relationship between the well-being and development of children and physical settings has been emphasized by many early childhood researchers, there is still a need for theoretical design guidelines that are…

Occupational Safety and Health in Vocational Education: A Guide for Administrators, Faculty, and Staff.

ERIC Educational Resources Information Center

Godbey, Frank W.

This guide is intended to help administrators at schools having vocational education programs assess their occupational safety and health needs and establish a program to ensure a safer and more healthful work environment. It consists of three sections: (1) administrative guidelines, (2) technical-regulatory guidelines, and (3) a self-evaluation…

Making Language Work Better for Handicapped People and Everyone Else. A Guide for Writers, Editors, and Publishers.

ERIC Educational Resources Information Center

Mullins, June

Intended for producers of educational materials, the document offers guidelines to assure that print and nonprint educational materials reflect a positive, fair, and balanced representation of persons with exceptionalities. Nine guidelines are discussed: (1) 10% of the contents should include or represent children or adults with an exceptionality;…

A Model Policy Statement and Guidelines for Implementation: Equal Treatment of Students.

ERIC Educational Resources Information Center

Education Commission of the States, Denver, CO.

This booklet offers a model policy statement that schools shall provide equal educational opportunities to all students regardless of sex. It includes stipulations and guidelines to achieve equal access in all areas of education. The following areas are considered: (1) Course offerings: every course shall be open to all students and schools should…

Ottawa Panel Evidence-Based Clinical Practice Guidelines for Patient Education in the Management of Rheumatoid Arthritis (RA)

ERIC Educational Resources Information Center

Brosseau, Lucie; Wells, George A.; Tugwell, Peter; Egan, Mary; Dubouloz, Claire-Jehanne; Welch, Vivian A.; Trafford, Laura; Sredic, Danjiel; Pohran, Kathryn; Smoljanic, Jovana; Vukosavljevic, Ivan; De Angelis, Gino; Loew, Laurianne; McEwan, Jessica; Bell, Mary; Finestone, Hillel M.; Lineker, Sydney; King, Judy; Jelly, Wilma; Casimiro, Lynn; Haines-Wangda, Angela; Russell-Doreleyers, Marion; Laferriere, Lucie; Lambert, Kim

2012-01-01

Background and purpose: The objective of this article is to create guidelines for education interventions in the management of patients ([greater than] 18 years old) with rheumatoid arthritis (RA). Methods: The Ottawa Methods Group identified and synthesized evidence from comparative controlled trials using Cochrane Collaboration methods. The…

Children and Youth Assisted by Medical Technology in Educational Settings: Guidelines for Care. Second Edition.

ERIC Educational Resources Information Center

Porter, Stephanie, Ed.; Haynie, Marilynn, Ed.; Bierle, Timaree, Ed.; Caldwell, Terry Heintz, Ed.; Palfrey, Judith S., Ed.

This manual is intended to provide specific guidelines for meeting the needs of students who are assisted by medical technology in the educational setting. The manual is divided into two sections: Section 1 discusses principles and issues concerned with applying medical technology in schools, and Section 2 details the various procedures and…

Essentials and guidelines of an accredited educational program for the radiographer.

PubMed

1980-01-01

The Essentials were initially adopted in 1944, and revised in 1955, 1969, and 1978. They were adopted by the American College of Radiology, the American Medical Association, The American Society of Radiologic Technologists, and the Program Review Committee of the Joint Review Committee on Education in Radiologic Technology. The Essentials, which represent the minimum accreditation standards for an educational program, are printed here in regular type face. The extent to which a program complies with these standards determines its accreditation status; the Essentials, therefore, include all requirements for which an accredited program is held accountable. The Guidelines, explanatory documents that clarify the Essentials, are printed in italic. Guidelines provide examples, etc., to assist in interpreting the Essentials.

Implementation of American Academy of Pediatrics guidelines for palivizumab prophylaxis in a pediatric hospital.

PubMed

Zembles, Tracy N; Gaertner, Katherine M; Gutzeit, Michael F; Willoughby, Rodney E

2016-03-15

One hospital's implementation of revised American Academy of Pediatrics (AAP) guidelines for palivizumab prophylaxis of respiratory syncytial virus (RSV) infection is described. Revised AAP guidelines for RSV prophylaxis in infants and young children at increased risk for RSV infection recommend that up to five doses of palivizumab be administered during the RSV season. The guidelines also recommend that inpatients not receive monthly palivizumab prophylaxis and that infants and young children eligible for prophylaxis during the RSV season receive a dose of palivizumab two or three days before discharge or promptly after discharge. To ensure compliance with the revised AAP guidelines, a 296-bed hospital implemented a quality-improvement project including (1) efforts by the antimicrobial stewardship pharmacist and the chief medical officer to notify and educate healthcare providers regarding institutional adoption of the guidelines, (2) reinforcement of guideline adherence by clinical pharmacists during daily bedside rounds and via prospective review of all palivizumab orders, and (3) a medication-use evaluation (MUE) to assess adherence to the guidelines. The MUE results showed that during the 2014-15 RSV season (after implementation of the practice changes), the number of palivizumab doses administered at the hospital declined by 56% from the previous RSV season, with 97% of doses administered for appropriate indications. Standardized, comprehensive guidelines with defined criteria for palivizumab prophylaxis of RSV infection resulted in $303,227 of cost savings without a discernible change in nosocomial transmission, or morbidity, or mortality. Hospital infection-control practices controlled nosocomial RSV transmission. Copyright © 2016 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

Strategic Financial Management for Conferences, Workshops, and Meetings. Jossey-Bass Higher and Adult Education Series and Jossey-Bass Management Series.

ERIC Educational Resources Information Center

Simerly, Robert G.

This book shows how to design and implement a strategic financial management system for any organization that plans conferences, workshops, and meetings. It guides the reader through steps in the budgeting and strategic financial management process. Case studies, hints, and guidelines for avoiding the most common mistakes are given, and…

Kindle the Spark: An Action Guide for Schools Committed to the Success of Every Child.

ERIC Educational Resources Information Center

Hergert, Leslie F.; And Others

Guidelines for transforming and improving the nation's public schools are presented in this book, with a focus on the regional laboratory's program for educational change. The program is organized around "designing schools for enhanced learning" and is based on three principles--a focus on learning, a systemic approach to change, and building a…

Land Application of Wastes: An Educational Program. Societal and Legal Constraints - Module 1.

ERIC Educational Resources Information Center

Clarkson, W. W.; And Others

This module is an introduction to the legal and societal considerations which must be appraised when land application systems are being designed. It serves as an introduction to the federal legislation and state guidelines pertaining to land treatment. The main thrust of this module is to point out some of the concerns which a community is likely…

Developing guidelines for postgraduate dental educators in the UK.

PubMed

Bullock, A D; Firmstone, V R; Falcon, H C

2010-01-09

Commissioned by the UK Committee of Postgraduate Dental Deans and Directors (COPDEND), the purpose of this work was to establish UK guidelines for dental educators. The final document comprises 79 statements, in eight domains. Each domain has four zones related to what dental educators (1) know, (2) do with members of the dental team as learners, (3) do with other dental educators as learners and (4) lead on. Launched in November 2008, the document provides a framework of good practice for use in the employment, development and management of dental educators in the UK. The guidelines are readily available from the COPDEND website. A key purpose of this paper is to report on the process of development and a central part of that was the integration of feedback and consultation on early drafts. These processes elicited a total of 102 responses. Issues raised in consultation included: (1) how the zones interrelate; (2) differentiation between domains; (3) measurability; and (4) implementation challenges. This paper includes our responses to these issues.

Facilities Guidelines for Fine Arts Programs.

ERIC Educational Resources Information Center

Maryland State Dept. of Education, Baltimore.

This manual of facility guidelines examines the planning process and design features and considerations for public school fine arts programs in Maryland. Planning concepts and trends are highlighted followed by planning guidelines for dance, music, theater, visual arts, general education, and performance spaces. General design considerations…

American Association of Dental Schools Curricular Guidelines for Oral Radiology.

ERIC Educational Resources Information Center

Journal of Dental Education, 1980

1980-01-01

Oral radiology curricular guidelines developed by the American Association of Dental Schools are provided. The guidelines describe minimal conditions under which a satisfactory educational experience can be offered. Principles of x-radiation, radiobiological concepts, radiological health, radiographic technique, radiographic quality, and darkroom…

[Odontology in Spain: towards the integration to the European high education space].

PubMed

Machuca Portillo, María del Carmen; Suárez Marchena, Cira; López del Valle, Lydia; Machuca Portillo, Guillermo; Bullón Fernández, Pedro

2005-03-01

The European Higher Education Space (EHES) is a project to harmonize all the European University systems in order that all of them will posses a homogeneous structure of undergraduate, graduate and post graduate studies. The time period established to implement this project is year 2010. The present paper describes the establishment of a new career degree model in Spain, the degree in Dentistry that started twenty years ago. Also it has been stated the number of the present Departments and Schools, the access system to Public University Schools of Spain, the evaluation system, and which are the new mechanisms incorporated in the Spanish University system to implement this integration to the EHEE. This is the moment to design the new master guidelines to obtain homogeneous career degrees that may imply more accessibility and mobility of students and professionals.

Use of clinical practice guidelines by dentists: findings from the Japanese dental practice-based research network.

PubMed

Kakudate, Naoki; Yokoyama, Yoko; Sumida, Futoshi; Matsumoto, Yuki; Gordan, Valeria V; Gilbert, Gregg H

2017-02-01

The objectives of this study were to: (1) examine differences in the use of dental clinical practice guidelines among Japanese dentists, and (2) identify characteristics associated with the number of guidelines used by participating dentists. We conducted a cross-sectional study consisting of a questionnaire survey in Japan between July 2014 and May 2015. The study queried dentists working in outpatient dental practices who are affiliated with the Dental Practice-Based Research Network Japan (n = 148). They were asked whether they have used each of 15 Japanese dental clinical guidelines. Associations between the number of guidelines used by participants and specific characteristics were analysed via negative binomial regression analysis. The mean number of guidelines used by participating dentists was 2.5 ± 2.9 [standard deviation (SD)]. Rate of use of guidelines showed substantial variation, from 5% to 34% among dentists. The proportion of dentists that used guidelines was the highest among oral medicine specialists, who had the highest proportion for 10 of 15 guidelines. Negative binomial regression analysis identified three factors significantly associated with the number of guidelines used: 'years since graduation from dental school', 'specialty practice' and 'practice busyness'. These results suggest that the use of clinical practice guidelines by Japanese dentists may still be inadequate. Training in the use of the guidelines could be given to dental students as undergraduate education and to young clinicians as continuing education. © 2016 John Wiley & Sons, Ltd.

[Essential competencies in training in obstetrics].

PubMed

Duarte, Sebastião Junior Henrique; Machado, Richardson Miranda

2016-11-01

Analyze international reports related to training in obstetrics and present guidelines to help leading educational institutions to develop curriculum guidelines for the teaching of obstetrics and advanced nursing practice in this specialty. A narrative review was conducted of documents from the World Health Organization and the International Confederation of Midwives. The search used the descriptors midwifery and education. All official reports that guide midwife education policies, published from 2009 to 2015 in English and Spanish, and available online, were included. Reports that did not specifically refer to training were excluded. Five reports were selected. Analysis and synthesis of their respective objectives and contents were based on three themes: requirements for professional qualification, continuing education, and guidelines for skilled training in obstetrics, taking into account accepted core competencies for this specialty. Analysis of reports related to training in obstetrics identified that key tasks are being implemented for both educators and midwives. The reports represent a solid basis to develop educational policies that can contribute to universal access and coverage in health and to reducing maternal and neonatal mortality, and potentially can be used to guide international policies.

Developing an Ethical Framework for All Geoscientists: AGI Guidelines for Ethical Professional Conduct

NASA Astrophysics Data System (ADS)

Boland, Maeve A.; Leahy, P. Patrick; Keane, Christopher M.

2016-04-01

In 1997, a group of geoscientists and others recognized the need for a broad-based set of ethical standards for the geosciences that would be an expression of the highest common denominator of values for the profession. The American Geosciences Institute (AGI) coordinated the development of the 1999 AGI Guidelines for Ethical Professional Conduct and their subsequent revision in 2015. AGI is a nonprofit federation of 51 geoscientific and professional organizations that span the geosciences and have approximately 250,000 members. AGI serves as a voice for shared interests in the geoscience community and one of its roles is to facilitate collaboration and discussion among its member societies on matters of common or overarching concern. In this capacity, AGI convened a working group to create the 1999 Guidelines for Ethical Professional Conduct and a further working group to revise the Guidelines in 2015 through a consensus process involving all member societies. The Guidelines are an aspirational document, setting out ideals and high levels of achievement for the profession. They have no provision for disciplinary of enforcement action and they do not supersede the ethics statements or codes of any member society. The 1999 Guidelines pay considerable attention to the professional behavior of geoscientists. The 2015 Guidelines place greater emphasis on the societal context of the geosciences and the responsibilities of geoscientists in areas such as communication, education, and the challenges of understanding complex natural systems. The 2015 Guidelines have been endorsed by 29 member societies to date. To translate the aspirations in the Guidelines into specific actions, AGI has facilitated discussions on the practical implications of aspects of the Guidelines. One outcome of these discussions has been a Consensus Statement Regarding Access and Inclusion of Individuals Living with Disabilities in the Geosciences.

Vermont Guidelines for Teacher & Leader Effectiveness

ERIC Educational Resources Information Center

Vermont Department of Education, 2012

2012-01-01

In March 2011, the State of Vermont Department of Education charged the Vermont Task Force on Teacher & Leader Effectiveness to develop guidelines for teacher and leader evaluation. Knowing and respecting the fiercely independent nature of Vermonters, Task Force members were committed to developing these guidelines for creating and assessing…

Facilities Guidelines. North Carolina Public Schools.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh.

The 1986 North Carolina Public School Facilities Standards were legislated in 1996 to become Facility Guidelines. A Public School Facilities Task Force was appointed to review and make revisions. These 1997 guidelines define and describe minimum facilities to ensure educational program appropriateness and long-term cost efficiency. They were…

Child Development Guidelines. (Revised Edition).

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento.

This publication represents the compilation of various statutes, regulations, state plan materials, and guidelines developed by the Office of Child Development of the California State Department of Education, which are applicable to subsidized child care service programs. It is the intent of these guidelines to assist eligible agencies in the…

Review shows that parental reassurance and nutritional advice help to optimise the management of functional gastrointestinal disorders in infants.

PubMed

Salvatore, Silvia; Abkari, Abdelhak; Cai, Wei; Catto-Smith, Anthony; Cruchet, Sylvia; Gottrand, Frederic; Hegar, Badriul; Lifschitz, Carlos; Ludwig, Thomas; Shah, Neil; Staiano, Annamaria; Szajewska, Hania; Treepongkaruna, Suporn; Vandenplas, Yvan

2018-04-30

Regurgitation, infantile colic and functional constipation are common functional gastrointestinal disorders (FGIDs) during infancy. Our aim was to carry out a concise review of the literature, evaluate the impact of these common FGIDs on infants and their families, and provide an overview of national and international guidelines and peer-reviewed expert recommendations on their management. National and international guidelines and peer-reviewed expert recommendations on the management of regurgitation, infantile colic and functional constipation were examined and summarised. Regurgitation, infantile colic and functional constipation cause frequent parental concerns, lead to heavy personal and economic costs for families and impose a financial burden on public healthcare systems. Guidelines emphasise that the first-line management of these common FGIDs should focus on parental education, reassurance and nutritional advice. Nutritional advice should stress the benefits of continuing breastfeeding, while special infant formulas may be considered for non-breastfed infants with common FGIDs. Drug treatment is seldom required, with the exception of functional constipation. By providing complete and updated parental education, reassurance and nutritional advice, healthcare professionals can optimise the management of FGIDs and related symptoms and reduce the inappropriate use of medication or dietary interventions. ©2018 The Authors. Acta Paediatrica published by John Wiley & Sons Ltd on behalf of Foundation Acta Paediatrica.

Trastuzumab-induced cardiotoxicity.

PubMed

Moss, Lisa Stegall; Starbuck, Mandy Fields; Mayer, Deborah K; Harwood, Elaine Brooks; Glotzer, Jana

2009-11-01

To review trastuzumab-related cardiotoxic effects in the breast cancer adjuvant setting, present a system for pretreatment screening for cardiovascular risk factors, describe monitoring recommendations, provide a tool to facilitate adherence to monitoring guidelines, and discuss implications for patient education. Literature regarding cardiotoxicity and trastuzumab in breast cancer. Trastuzumab was approved in 2006 for use in the adjuvant setting. A small percentage of women (approximately 4%) developed heart failure during or after treatment. However, the trials excluded women with cardiac disease. Current screening for cardiotoxicity relies on sequential left ventricular function measurements with either echocardiography or multigated acquisition scanning at baseline and every three months. Treatment modifications are recommended if changes from baseline are detected. Long-term and late effects have yet to be determined. Although a small number of women experienced cardiotoxicity in the adjuvant setting, an increase may be seen because women with preexisting heart disease receive this treatment. Guidelines and tools will be helpful for appropriate and consistent screening of cardiac risk factors and disease prior to initiation of trastuzumab and for monitoring during and after administration. Nurses are instrumental in assessing, monitoring, and treating women receiving trastuzumab. Implementing guidelines to promote adherence to recommended monitoring is important in the early detection of cardiotoxicity in this population. Educating women about their treatment and side effects is an important aspect of care.

An education and motivation intervention to change clinical management of the third stage of labor - the GIRMMAHP Initiative.

PubMed

Figueras, Albert; Narváez, Edgar; Valsecia, Mabel; Vásquez, Susana; Rojas, Germán; Camilo, Angiolina; del Valle, José-María; Aguilera, Cristina

2008-12-01

Hemorrhage and hypertensive disorders are major contributors to death after delivery in developing countries. The GIRMMAHP Initiative was designed to describe the actual delivery care in five Latin American countries and to educate and motivate clinical staff at 17 hospitals with the purpose of implementing their own clinical practice guidelines to prevent postpartum hemorrhage. A multicountry education intervention was developed in four consecutive stages, using two analyses: (a) an observational study of the clinical records in eight teaching and nine nonteaching hospitals and (b) a study of the long-term changes measured 12 months after completion of an education intervention and writing a local clinical guideline. Data from 2,247 pregnant women showed that only 23.3 percent had an active management of the third stage of labor and that 22.7 percent received no prenatal care visit. These data were used to prepare local clinical practice guidelines in each participant hospital. The proportion of active management increased to 72.6 percent of deliveries at 3 months and 58.7 percent 1 year later. Use of oxytocin during the third stage of labor increased to 85.9 percent of included deliveries. The proportion of women who had postpartum hemorrhage decreased from 12.7 percent at baseline to 5 percent at 1 year after the intervention. An education intervention and discussion of actual clinical practice problems with health professionals and their involvement in drafting clinical guidelines helped improve health care quality and practitioners' adherence to these guidelines.

School health guidelines to promote healthy eating and physical activity.

PubMed

2011-09-16

During the last 3 decades, the prevalence of obesity has tripled among persons aged 6--19 years. Multiple chronic disease risk factors, such as high blood pressure, high cholesterol levels, and high blood glucose levels are related to obesity. Schools have a responsibility to help prevent obesity and promote physical activity and healthy eating through policies, practices, and supportive environments. This report describes school health guidelines for promoting healthy eating and physical activity, including coordination of school policies and practices; supportive environments; school nutrition services; physical education and physical activity programs; health education; health, mental health, and social services; family and community involvement; school employee wellness; and professional development for school staff members. These guidelines, developed in collaboration with specialists from universities and from national, federal, state, local, and voluntary agencies and organizations, are based on an in-depth review of research, theory, and best practices in healthy eating and physical activity promotion in school health, public health, and education. Because every guideline might not be appropriate or feasible for every school to implement, individual schools should determine which guidelines have the highest priority based on the needs of the school and available resources.

Software requirements elicitation to support internal monitoring of quality assurance system for higher education in Indonesia

NASA Astrophysics Data System (ADS)

Amalia, A.; Gunawan, D.; Hardi, S. M.; Rachmawati, D.

2018-02-01

The Internal Quality Assurance System (in Indonesian: SPMI (Sistem Penjaminan Mutu Internal) is a systemic activity of quality assurance of higher education in Indonesia. SPMI should be done by all higher education or universities in Indonesia based on the Regulation of the Minister of Research, Technology and Higher Education of the Republic of Indonesia Number 62 of 2016. Implementation of SPMI must refer to the principle of SPMI that is independent, standardize, accurate, well planned and sustainable, documented and systematic. To assist the SPMI cycle properly, universities need a supporting software to monitor all the activities of SPMI. But in reality, many universities are not optimal in building this SPMI monitoring system. One of the obstacles is the determination of system requirements in support of SPMI principles is difficult to achieve. In this paper, we observe the initial phase of the engineering requirements elicitation. Unlike other methods that collect system requirements from users and stakeholders, we find the system requirements of the SPMI principles from SPMI guideline book. The result of this paper can be used as a choice in determining SPMI software requirements. This paper can also be used by developers and users to understand the scenario of SPMI so that could overcome the problems of understanding between this two parties.

Acupressure for Educators: An Illustrated Workbook for the Practice of Simple Acupressure Techniques. Experiencing Energy. Third Edition.

ERIC Educational Resources Information Center

St. John, Jeanne

The guidelines are intended to familiarize educators with the basics of acupressure and to suggest ways in which the principles may help relieve anxiety and stress in school students. Eight energy exercises are introduced, followed by a review of the basic principles of energy and guidelines for giving and receiving acupressure. Illustrations of…

Adapted Physical Education, Occupational Therapy, and Physical Therapy in the Public School. Procedures and Recommended Guidelines (Revised 1997).

ERIC Educational Resources Information Center

Colorado State Dept. of Education, Denver.

This manual is designed to assist Colorado personnel in developing and providing adapted physical education, occupational therapy, and physical therapy to Colorado public school students who have needs in the motor area. Guidelines are presented that have been developed to focus on the problems encountered by students with needs in the physical…

How are the Experiences and Needs of Families of Individuals with Mental Illness Reflected in Medical Education Guidelines?

ERIC Educational Resources Information Center

Riebschleger, Joanne; Scheid, Jeanette; Luz, Clare; Mickus, Maureen; Liszewski, Christine; Eaton, Monaca

2008-01-01

Objective: This descriptive study explored the extent that medical education curriculum guidelines contained content about the experiences and needs of family members of people with serious mental illness. Methods: Key family-focused-literature themes about the experiences and needs of families of individuals with mental illness were drawn from a…

Texas Medication Algorithm Project: development and feasibility testing of a treatment algorithm for patients with bipolar disorder.

PubMed

Suppes, T; Swann, A C; Dennehy, E B; Habermacher, E D; Mason, M; Crismon, M L; Toprac, M G; Rush, A J; Shon, S P; Altshuler, K Z

2001-06-01

Use of treatment guidelines for treatment of major psychiatric illnesses has increased in recent years. The Texas Medication Algorithm Project (TMAP) was developed to study the feasibility and process of developing and implementing guidelines for bipolar disorder, major depressive disorder, and schizophrenia in the public mental health system of Texas. This article describes the consensus process used to develop the first set of TMAP algorithms for the Bipolar Disorder Module (Phase 1) and the trial testing the feasibility of their implementation in inpatient and outpatient psychiatric settings across Texas (Phase 2). The feasibility trial answered core questions regarding implementation of treatment guidelines for bipolar disorder. A total of 69 patients were treated with the original algorithms for bipolar disorder developed in Phase 1 of TMAP. Results support that physicians accepted the guidelines, followed recommendations to see patients at certain intervals, and utilized sequenced treatment steps differentially over the course of treatment. While improvements in clinical symptoms (24-item Brief Psychiatric Rating Scale) were observed over the course of enrollment in the trial, these conclusions are limited by the fact that physician volunteers were utilized for both treatment and ratings. and there was no control group. Results from Phases 1 and 2 indicate that it is possible to develop and implement a treatment guideline for patients with a history of mania in public mental health clinics in Texas. TMAP Phase 3, a recently completed larger and controlled trial assessing the clinical and economic impact of treatment guidelines and patient and family education in the public mental health system of Texas, improves upon this methodology.

Surfing the best practice guidelines: national clinical guideline clearinghouse in development.

PubMed

1997-08-01

The growth in development and usage of clinical guidelines during the last five years has been remarkable. Not only are health care practitioners reaching for what's deemed to be the best in protocols and practice, consumers, too, are looking toward standards and guidelines as they become more educated about the quality and quantity of health care services they should be receiving.

Relationship between attainment of recommended physical activity guidelines and academic achievement: undergraduate students in Egypt.

PubMed

El Ansari, Walid; Stock, Christiane

2014-07-14

We assessed and compared by gender, students' achievement of recommended guidelines of four PA forms, and the association between guideline achievement of each of the four PA forms and students' academic performance. Data (2009-2010) comprised 3,271 students (11 faculties) at Assiut University, Egypt. A self-administered questionnaire measured: moderate PA (MPA), vigorous PA (VPA), moderate to vigorous PA (MVPA), muscle-strengthening PA; five socio-demographic variables (gender, age, year of study, father's education, living arrangements during semester); self-rated health; and, academic performance. We compared the levels of four PA forms, socio-demographic variables, and academic performance by gender. Binary logistic regression examined the factors associated with achieving the guidelines of the four PA forms. Linear regression examined the association between frequency of four PA forms and level of academic performance. Nearly equal proportions of males and females (37%, 36%) achieved the MPA guidelines. Significantly more males achieved the VPA, MVPA, and muscle strengthening PA guidelines. Father's education was positively associated with achieving all four PA guidelines (with each increasing educational achievement of the father, student's odds of achieving PA guidelines increased by 7-9%). Students living with their parents or room mates off campus were more likely to achieve the VPA and MVPA guidelines. Students who achieved VPA and MVPA guidelines were more likely to report better academic performance. For all PA forms (except MPA), increasing academic achievement was positively associated with increasing frequency of PA, but standardised Beta (0.05-0.07) suggested a modest correlation between academic achievement and PA frequency. The linear association between frequency of PA and academic achievement, and the finding that the proportions of students who achieved the recommended levels of several forms of PA were below half of the sample call for higher engagement of universities in fostering PA and active lifestyle among students.

Relationship Between Attainment of Recommended Physical Activity Guidelines and Academic Achievement: Undergraduate Students in Egypt

PubMed Central

Ansari, Walid El; Stock, Christiane

2014-01-01

Introduction: We assessed and compared by gender, students’ achievement of recommended guidelines of four PA forms, and the association between guideline achievement of each of the four PA forms and students’ academic performance. Methods: Data (2009-2010) comprised 3,271 students (11 faculties) at Assiut University, Egypt. A self-administered questionnaire measured: moderate PA (MPA), vigorous PA (VPA), moderate to vigorous PA (MVPA), muscle-strengthening PA; five socio-demographic variables (gender, age, year of study, father’s education, living arrangements during semester); self-rated health; and, academic performance. We compared the levels of four PA forms, socio-demographic variables, and academic performance by gender. Binary logistic regression examined the factors associated with achieving the guidelines of the four PA forms. Linear regression examined the association between frequency of four PA forms and level of academic performance. Results: Nearly equal proportions of males and females (37%, 36%) achieved the MPA guidelines. Significantly more males achieved the VPA, MVPA, and muscle strengthening PA guidelines. Father’s education was positively associated with achieving all four PA guidelines (with each increasing educational achievement of the father, student’s odds of achieving PA guidelines increased by 7-9%). Students living with their parents or room mates off campus were more likely to achieve the VPA and MVPA guidelines. Students who achieved VPA and MVPA guidelines were more likely to report better academic performance. For all PA forms (except MPA), increasing academic achievement was positively associated with increasing frequency of PA, but standardised Beta (0.05-0.07) suggested a modest correlation between academic achievement and PA frequency. Conclusion: The linear association between frequency of PA and academic achievement, and the finding that the proportions of students who achieved the recommended levels of several forms of PA were below half of the sample call for higher engagement of universities in fostering PA and active lifestyle among students. PMID:25169005

Awareness of the 2010 guidelines implemented by the New York State Education Department for respiratory therapists in their role as clinical preceptors.

PubMed

Smith, Stephen G; Brittelli, John; Scott, Lisa Benz

2014-12-01

In 1993, the New York State (NYS) legislature and governor signed into law the Respiratory Therapy Guide to Practice Education Law to guide and regulate the profession of respiratory care under the auspices of the New York State Education Department. New guidelines were implemented by the New York State Education Department for respiratory therapists (RTs) in 2010 to provide the opportunity for RTs to receive continuing education units (CEUs) when participating as clinical preceptors. This study was conducted in June 2012 to determine the extent to which the NYS RTs are aware of the new licensing guidelines and amendments. In June 2012, a web-based survey was e-mailed to 2,503 NYS members of the New York State Society for Respiratory Care, 14% of which (n= 360) completed the survey. The survey included 21 items to assess RTs' awareness of the licensing guidelines that were implemented in 2010, and these respondents were analyzed using basic descriptive statistics. The study showed that 50% of the respondents were not aware of eligibility to earn CEUs as a clinical preceptor in NYS. Twenty-eight percent responded correctly that licensed RTs were eligible to earn CEUs as a clinical preceptor in NYS. In addition, 67% of those who responded were unaware of how many CEUs could be earned for each renewal period for clinical precepting. Finally, 70% of the respondents indicated that they would be inclined to seek employment at a facility that has a clinical affiliation with a university or college respiratory care program. The findings indicate that more education is needed in NYS to make licensed RTs aware of the 2010 guidelines. Practitioners may require incentives to become actively involved in the clinical education of respiratory care students as their clinical preceptors. Copyright © 2014 by Daedalus Enterprises.

Guidelines for Professional Training of Junior Medical Staff in the Context of European Experience

ERIC Educational Resources Information Center

Sosnova, Myroslava

2016-01-01

The article deals with outlining guidelines for improving professional training of junior medical staff based on European experience. Consequently, guidelines and recommendations on enhancing the efficiency of medical education in general and junior medical specialists' professional training, in particular, published by European Union of Medical…

Guidelines and Procedures for Meeting the Specialized Physical Health Care Needs of Pupils.

ERIC Educational Resources Information Center

Lunden, Janet, Ed.

This monograph presents the California State guidelines for providing physical health care services within the public school setting. Part I addresses administrative concerns. Included are sections on: education and chronic illness; professional roles; referral and evaluation; guidelines and procedures for transporting chronically ill pupils;…

Guidelines for Fitness for Health Programs in Texas.

ERIC Educational Resources Information Center

Texas Higher Education Coordinating Board, Austin.

This publication presents approved guidelines for Texas institutions of higher and postsecondary education in the academic preparation of practitioners in the field of fitness for health. Developed in response to the rapid growth of this field, the guidelines identify and recommend the knowledge and expertise required in career preparation, and…

15 CFR 917.11 - Guidelines for Sea Grant Fellowships.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 15 Commerce and Foreign Trade 3 2014-01-01 2014-01-01 false Guidelines for Sea Grant Fellowships... NATIONAL SEA GRANT PROGRAM FUNDING REGULATIONS Sea Grant Matched Funding Program § 917.11 Guidelines for Sea Grant Fellowships. (a) Sea Grant Fellowships are designed to provide educational and training...

15 CFR 917.11 - Guidelines for Sea Grant Fellowships.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 15 Commerce and Foreign Trade 3 2013-01-01 2013-01-01 false Guidelines for Sea Grant Fellowships... NATIONAL SEA GRANT PROGRAM FUNDING REGULATIONS Sea Grant Matched Funding Program § 917.11 Guidelines for Sea Grant Fellowships. (a) Sea Grant Fellowships are designed to provide educational and training...

15 CFR 917.11 - Guidelines for Sea Grant Fellowships.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 15 Commerce and Foreign Trade 3 2010-01-01 2010-01-01 false Guidelines for Sea Grant Fellowships... NATIONAL SEA GRANT PROGRAM FUNDING REGULATIONS Sea Grant Matched Funding Program § 917.11 Guidelines for Sea Grant Fellowships. (a) Sea Grant Fellowships are designed to provide educational and training...

15 CFR 917.11 - Guidelines for Sea Grant Fellowships.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 15 Commerce and Foreign Trade 3 2011-01-01 2011-01-01 false Guidelines for Sea Grant Fellowships... NATIONAL SEA GRANT PROGRAM FUNDING REGULATIONS Sea Grant Matched Funding Program § 917.11 Guidelines for Sea Grant Fellowships. (a) Sea Grant Fellowships are designed to provide educational and training...

15 CFR 917.11 - Guidelines for Sea Grant Fellowships.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 15 Commerce and Foreign Trade 3 2012-01-01 2012-01-01 false Guidelines for Sea Grant Fellowships... NATIONAL SEA GRANT PROGRAM FUNDING REGULATIONS Sea Grant Matched Funding Program § 917.11 Guidelines for Sea Grant Fellowships. (a) Sea Grant Fellowships are designed to provide educational and training...

77 FR 37093 - Amendments to Highway Safety Program Guidelines

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-20

...: Make. Model year. Vehicle Identification Number. Type of body. License plate number. Name of current.... Privacy Act: Anyone is able to search the electronic form of all comments received into any of our dockets... Driver Education, Guideline No. 5 Non-Commercial Driver Licenses, Guideline No. 7, Judicial and Court...

Acceptable Reimbursable Costs Guidelines in Determining Community Services Fees.

ERIC Educational Resources Information Center

Petersen, Allan; And Others

Guidelines for California's community colleges are proposed with respect to acceptable reimbursable costs in determining community services fees. These guidelines are offered in the aftermath of the 1984 passage of an amendment to the Education Code, section 78305, which prohibits expenditures of State General Fund monies to establish and maintain…

English Language Development: Guidelines for Instruction

ERIC Educational Resources Information Center

Saunders, William; Goldenberg, Claude; Marcelletti, David

2013-01-01

Having reviewed several bodies of research, the authors provide 14 guidelines for educators to help English learners (ELs) make greater strides in learning English. These guidelines are: (1) Providing English Language Development (ELD) instruction is better than not providing it; (2) ELD instruction should continue at least until ELs attain…

Receiving Gifts from Commercial Companies. Part 1: The Need for General Institutional Guidelines. Part 2: Example of General Institutional Guidelines.

ERIC Educational Resources Information Center

Harrison, R. Van

1994-01-01

General institutional guidelines for gifts from commercial companies are needed, in light of national trends. Commercially supported continuing medical education, those concerning personal gifts to physicians, and conflict of interest and research are areas to be considered. (SK)

Social Studies Curriculum Guidelines.

ERIC Educational Resources Information Center

Manson, Gary; And Others

These guidelines, which set standards for social studies programs K-12, can be used to update existing programs or may serve as a baseline for further innovation. The first section, "A Basic Rationale for Social Studies Education," identifies the theoretical assumptions basic to the guidelines as knowledge, thinking, valuing, social participation,…

Guidelines for postdoctoral training in rehabilitation psychology.

PubMed

Stiers, William; Hanson, Stephanie; Turner, Aaron P; Stucky, Kirk; Barisa, Mark; Brownsberger, Mary; Van Tubbergen, Marie; Ashman, Teresa; Kuemmel, Angela

2012-11-01

This article describes the methods and results of a national conference that was held to (1) develop consensus guidelines about the structure and process of rehabilitation psychology postdoctoral training programs and (2) create a Council of Rehabilitation Psychology Postdoctoral Training Programs to promote training programs' abilities to implement the guidelines and to formally recognize programs in compliance with the guidelines. Forty-six conference participants were chosen to include important stakeholders in rehabilitation psychology, representatives of rehabilitation psychology training and practice communities, representatives of psychology accreditation and certification bodies, and persons involved in medical education practice and research. Consensus guidelines were developed for rehabilitation psychology postdoctoral training program structure and process and for establishing the Council of Rehabilitation Psychology Postdoctoral Training Programs. The Conference developed aspirational guidelines for postdoctoral education and training programs in applied rehabilitation psychology and established a Council of Rehabilitation Psychology Postdoctoral Training Programs as a means of promoting their adoption by training programs. These efforts are designed to promote quality, consistency, and excellence in the education and training of rehabilitation psychology practitioners and to promote competence in their practice. It is hoped that these efforts will stimulate discussion, assist in the development of improved teaching and evaluation methods, lead to interesting research questions, and generally facilitate the continued systematic development of the profession of rehabilitation psychology. PsycINFO Database Record (c) 2012 APA, all rights reserved

Improvements in Cystic Fibrosis Quarterly Visits, Lung Function Tests, and Respiratory Cultures.

PubMed

Wooldridge, Jamie L; Mason, Susan; Brusatti, Judith; Albers, Gary M; Noyes, Blakeslee E

2015-12-01

The Cystic Fibrosis (CF) Foundation recommends patients attend clinic ≥4 times per year with 4 respiratory cultures and 2 pulmonary function tests (PFTs). However, nationally only 57.4% of patients met these guidelines in 2012. We used a quality improvement program with a goal of 75% of our patients meeting this care guideline by 2012. A 2-stage program was started in 2011. Stage 1: education of patients/caregivers on importance of quarterly visits. Stage 2: quarterly tracking system of patient appointments. Data on clinic visits, respiratory cultures, and PFTs were collected from the CF registry from January 2009 through December 2013. Statistical process control charts were used to track improvements. The average number of clinic visits increased significantly from 4.6 ± 2.3 in 2009 to 6.3 ± 4.6 in 2013 (P < .0001). The percentage of patients ages 6 through 18 completing a clinic visit, PFT, and respiratory culture per quarter increased significantly from 76.2% during 2009 to 86.4% in 2013. The percentage of patients completing ≥4 clinic visits with 4 respiratory cultures and 2 PFTs improved significantly from 47.5% in 2009 to 71.0% in 2013 (P < .0001). A tracking system of patient appointments significantly improved adherence to the care guidelines better than education alone. The multiple-stage quality improvement program we implemented may be modifiable and able to be integrated in other CF centers or other multiple disciplinary chronic illness care centers. Copyright © 2015 by the American Academy of Pediatrics.

The Pharmacogenomics Research Network Translational Pharmacogenetics Program: Outcomes and Metrics of Pharmacogenetic Implementations Across Diverse Healthcare Systems.

PubMed

Luzum, J A; Pakyz, R E; Elsey, A R; Haidar, C E; Peterson, J F; Whirl-Carrillo, M; Handelman, S K; Palmer, K; Pulley, J M; Beller, M; Schildcrout, J S; Field, J R; Weitzel, K W; Cooper-DeHoff, R M; Cavallari, L H; O'Donnell, P H; Altman, R B; Pereira, N; Ratain, M J; Roden, D M; Embi, P J; Sadee, W; Klein, T E; Johnson, J A; Relling, M V; Wang, L; Weinshilboum, R M; Shuldiner, A R; Freimuth, R R

2017-09-01

Numerous pharmacogenetic clinical guidelines and recommendations have been published, but barriers have hindered the clinical implementation of pharmacogenetics. The Translational Pharmacogenetics Program (TPP) of the National Institutes of Health (NIH) Pharmacogenomics Research Network was established in 2011 to catalog and contribute to the development of pharmacogenetic implementations at eight US healthcare systems, with the goal to disseminate real-world solutions for the barriers to clinical pharmacogenetic implementation. The TPP collected and normalized pharmacogenetic implementation metrics through June 2015, including gene-drug pairs implemented, interpretations of alleles and diplotypes, numbers of tests performed and actionable results, and workflow diagrams. TPP participant institutions developed diverse solutions to overcome many barriers, but the use of Clinical Pharmacogenetics Implementation Consortium (CPIC) guidelines provided some consistency among the institutions. The TPP also collected some pharmacogenetic implementation outcomes (scientific, educational, financial, and informatics), which may inform healthcare systems seeking to implement their own pharmacogenetic testing programs. © 2017, The American Society for Clinical Pharmacology and Therapeutics.

[Promoting directives of the Quality Law of the Spanish National Health System: Computer-interpretable clinical practice guidelines].

PubMed

González-Ferrer, Arturo; Valcárcel, María Ángel

2018-04-01

The Cohesion and Quality Act of the National Health System promotes the use of new technologies to make it possible for health professionals put the scientific evidence into practice. In order to do this, there are technological tools, known as of computer-interpretable guidelines, which can help achieve this goal from an innovation perspective. They can be adopted using an iterative process, having a great initial potential as an educational tool, of quality and safety of the patient, in the decision making and, optionally, can be integrated with the electronic medical history, once they are rigorously validated. This article presents updates on these tools, reviews international projects, and personal experiences in which they have demonstrated their value, and highlights the advantages, risks, and limitations they present from a clinical point of view. Copyright © 2017 Elsevier España, S.L.U. All rights reserved.

Guidelines to design engineering education in the twenty-first century for supporting innovative product development

NASA Astrophysics Data System (ADS)

Violante, Maria Grazia; Vezzetti, Enrico

2017-11-01

In the twenty-first century, meeting our technological challenges demands educational excellence, a skilled populace that is ready for the critical challenges society faces. There is widespread consensus, however, that education systems are failing to adequately prepare all students with the essential twenty-first century knowledge and skills necessary to succeed in life, career, and citizenship. The purpose of this paper is to understand how twenty-first century knowledge and skills can be appropriately embedded in engineering education finalised to innovative product development by using additive manufacturing (AM). The study designs a learning model by which to achieve effective AM education to address the requirements of twenty-first century and to offer students the occasion to experiment with STEM (Science, technology, engineering, and mathematics) concepts. The study is conducted using the quality function deployment (QFD) methodology.

A Quantitative Assessment of Students' Experiences of Studying Music: A Spanish Perspective on the European Credit Transfer System (ECTS)

ERIC Educational Resources Information Center

Esteve-Faubel, Jose-Maria; Stephens, Jonathan; Molina Valero, Miguel Angel

2013-01-01

The purpose of this investigation is to evaluate whether or not the allocation of time proposed in the Music Study Guide, adapted from the European Higher Education Area (EHEA) guidelines, is consistent and adequate for students with minimal musical knowledge. The report takes into account the importance of students' previous knowledge and the…

The Effect of Nutrition Education on Third Graders' School Lunch Consumption in a School Offering Food Pyramid Choice Menus.

ERIC Educational Resources Information Center

1998

Elementary school lunches planned and served under Oregon's Food Pyramid Choice Menus (FPCM) system are based on the Dietary Guidelines for Americans, and they comply with the current U.S. Department of Agriculture menu standards for school lunches. The study discussed in this report was conducted from February through April 1997; data were…

A Qualitative Assessment of Students' Experiences of Studying Music: A Spanish Perspective on the European Credit Transfer System (ECTS)

ERIC Educational Resources Information Center

Faubel, Jose Maria Esteve; Valero, Miguel Angel Molina; Stephens, Jonathan

2009-01-01

The purpose of this investigation is to evaluate whether or not the allocation of time proposed in the Music Study Guide, adapted from the Espacio Europeo de Educacion Superior (European Higher Education Area) guidelines, is consistent and adequate for students with a minimal musical knowledge. The data for this study arise from a…

Quality of care for patients with type 2 diabetes mellitus in the Netherlands and the United States: a comparison of two quality improvement programs.

PubMed

Valk, Gerlof D; Renders, Carry M; Kriegsman, Didi M W; Newton, Katherine M; Twisk, Jos W R; van Eijk, Jacques Th M; van der Wal, Gerrit; Wagner, Edward H

2004-08-01

To assess differences in diabetes care and patient outcomes by comparing two multifaceted quality improvement programs in two different countries, and to increase knowledge of effective elements of such programs. Primary care in the ExtraMural Clinic (EMC) of the Department of General Practice of the Vrije Universiteit in Amsterdam, the Netherlands, and the Group Health Cooperative (GHC), a group-model health maintenance organization (HMO) in western Washington State in the United States. Data were collected from 1992 to 1997. In this observational study two diabetes cohorts in which a quality improvement program was implemented were compared. Both programs included a medical record system, clinical practice guidelines, physician educational meetings, audit, and feedback. Only the Dutch program (EMC) included guidelines on the structure of diabetes care and a recall system. Only the GHC program included educational outreach visits, formation of multidisciplinary teams, and patient self-management support. Included were 379 EMC patients, and 2,119 GHC patients with type 2 diabetes mellitus. Main process outcomes were: annual number of diabetes visits, and number of HbA1c and blood lipid measurements. Main patient outcomes were HbA1c and blood lipid levels. Multilevel analysis was used to adjust for dependency between repeated observations within one patient and for clustering of patients within general practices. In the EMC process outcomes and glycemic control improved more than at GHC, however, GHC had better baseline measures. There were no differences between programs on blood lipid control. During follow-up, intensification of pharmacotherapy was noted at both sites. Differences noted between programs were in line with differences in diabetes guidelines. Following implementation of guidelines and organizational improvement efforts, change occurred primarily in the process outcomes, rather than in the patient outcomes. Although much effort was put into improving process and patient outcomes, both complex programs still showed only moderate effects.

Does Company Strategy Have Any Lessons for Educational Planning?

ERIC Educational Resources Information Center

Bienayme, Alain

1989-01-01

Discusses the recent crisis in educational planning, proposing the adoption of business models for educational management. Describes ways to apply this approach to education policy. Identifies the problems of education, and suggests guidelines for change in educational policy. (RW)

Pedometer steps/min in physical education: does the pedometer matter?

PubMed

Scruggs, Philip W

2013-01-01

The investigation sought to replicate previous Yamax physical education steps/min findings by quantifying physical activity via pedometry albeit with the Walk4Life (W4L) pedometer. Specifically, the objective was to determine steps/min cut point intervals for the 33% and 50% physical activity (i.e., percent of lesson time engaged in physical activity [%PA]) physical education guidelines via the W4L pedometer. Field-based criterion-referenced validation. Data were collected from 75 lessons on 411 fifth- through twelfth-grade (M(age)=13.83±2.17 y) participants who had concurrently measured pedometer and behavioural observation data. The W4L and Yamax pedometer outcome measure was steps/min, and observation measure was %PA. Pearson r correlation and diagnostic (i.e., sensitivity, specificity, and receiver-operating characteristic [ROC] curve) tests were conducted. (a) Steps/min and %PA demonstrated a strong relationship (W4L, r=0.96, p=0.0001; Yamax, r=0.96, p=0.0001), (b) W4L pedometer steps/min accurately discriminated (ROC area under curve ≥ 98%) between achievement or non-achievement of %PA guidelines, (c) the W4L steps/min cut point intervals for the 33%PA guideline (55.0-59.5) were significantly lower than those found for the Yamax pedometer (60.8-65.0), and (d) a borderline overlap was found between W4L (75.7-79.5) and Yamax (79.1-85.8) steps/min cut point intervals for the 50%PA guideline. W4L steps/min demonstrated a strong relationship with %PA, and outstanding accuracy for physical education physical activity guideline discrimination; however, steps/min values indicative of physical education physical activity guideline achievement is pedometer brand dependent, and should be considered for steps/min implementation and surveillance. Copyright © 2012 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Curricular Guidelines for Teaching Dental Anatomy.

ERIC Educational Resources Information Center

Okeson, Jeffrey; Buckman, James

1981-01-01

Guidelines developed by the Section on Dental Anatomy and Occlusion of the American Association of Dental Schools for use by individual educational institutions as curriculum development aids are provided. (MLW)

Criminal (In)Justice in the City and Its Associated Health Consequences

PubMed Central

Golembeski, Cynthia; Fullilove, Robert

2005-01-01

The American system of prisons and prisoners—described by its critics as the prison–industrial complex—has grown rapidly since 1970. Increasingly punitive sentencing guidelines and the privatization of prison-related industries and services account for much of this growth. Those who enter and leave this system are increasingly Black or Latino, poorly educated, lacking vocational skills, struggling with drugs and alcohol, and disabled. Few correctional facilities mitigate the educational and/or skills deficiencies of their inmates, and most inmates will return home to communities that are ill equipped to house or rehabilitate them. A more humanistic and community-centered approach to incarceration and rehabilitation may yield more beneficial results for individuals, communities, and, ultimately, society. PMID:16131637

Comparative analysis of dietary guidelines in the Spanish-Speaking Caribbean.

PubMed

Fuster, Melissa

2016-03-01

Dietary guidelines are important education and policy tools to address local nutrition concerns. The current paper presents a comparative analysis of nutrition messages from three Spanish-speaking Caribbean countries (Cuba, Puerto Rico and Dominican Republic) to explore how these dietary guidelines address common public health nutrition concerns, contextualized in different changing food environments and food culture similarities. Qualitative, comparative analysis of current dietary guideline documents and key recommendations. Key recommendations were categorized into sixteen themes (two diet-based, ten food-based and four 'other'). Only the Cuban dietary guidelines included diet-based key recommendations. Of the ten food-based key recommendations, only four themes overlapped across the three dietary guidelines (the encouragement of fruits and vegetables, addressing protein sources and fat). Other overlaps were found between dietary guideline pairs, except between Cuba and Puerto Rico. Further analysis revealed differences in levels of specificity and acknowledgement of local dietary patterns and issues, as well as the need to revise the guidelines to account for current scientific advances. The present study underscored the importance of context in the framing of dietary advice and the influence of national socio-economic and political situations on nutrition policy and education efforts. The results contribute to inform efforts to improve nutrition communication in the region and among migrant communities.

Developing Inclusive Teaching and Learning Through the Principles of Universal Design.

PubMed

Knarlag, Kjetil; Olaussen, Elinor

2016-01-01

For decades, the term reasonable accommodations has been the lead strategy and praxis in addressing diversity and disabilities in Higher Education. Universal Design for Learning (UDL) is a well-known theory and a practical approach which challenges these traditions in order to improve inclusive teaching and learning in the American school system. A European funded project, UDLL, has transferred these theories to a European context, and developed best practice guidelines for key stakeholders in European Higher Education Institutions. This universal approach challenges established traditions, methods and mindsets in addressing the diverse student population.

34 CFR Appendix B to Part 104 - Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color...

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 1 2012-07-01 2012-07-01 false Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Sex, and Handicap in Vocational Education Programs B... Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Sex, and Handicap in...

34 CFR Appendix B to Part 104 - Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color...

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 1 2014-07-01 2014-07-01 false Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Sex, and Handicap in Vocational Education Programs B... Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Sex, and Handicap in...

34 CFR Appendix B to Part 104 - Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color...

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Sex, and Handicap in Vocational Education Programs B... Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Sex, and Handicap in...

34 CFR Appendix B to Part 104 - Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color...

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 1 2013-07-01 2013-07-01 false Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Sex, and Handicap in Vocational Education Programs B... Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Sex, and Handicap in...

34 CFR Appendix B to Part 104 - Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color...

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 1 2011-07-01 2011-07-01 false Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Sex, and Handicap in Vocational Education Programs B... Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Sex, and Handicap in...

Guidelines for Cognitive Behavioral Training within Doctoral Psychology Programs in the United States: Report of the Inter-Organizational Task Force on Cognitive and Behavioral Psychology Doctoral Education

ERIC Educational Resources Information Center

Klepac, Robert K.; Ronan, George F.; Andrasik, Frank; Arnold, Kevin D.; Belar, Cynthia D.; Berry, Sharon L.; Christofff, Karen A.; Craighead, Linda W.; Dougher, Michael J.; Dowd, E. Thomas; Herbert, James D.; McFarr, Lynn M.; Rizvi, Shireen L.; Sauer, Eric M.; Strauman, Timothy J.

2012-01-01

The Association for Behavioral and Cognitive Therapies initiated an interorganizational task force to develop guidelines for integrated education and training in cognitive and behavioral psychology at the doctoral level in the United States. Fifteen task force members representing 16 professional associations participated in a yearlong series of…

Guidelines Sketch Out Use of Aid: Federal Stimulus Allocations to Come Soon, with Strings

ERIC Educational Resources Information Center

Klein, Alyson

2009-01-01

The eagerly awaited federal guidelines on some $100 billion in stimulus funding for public education aim to pump money out quickly, while giving the U.S. Department of Education leverage to demand improvements from states and districts. But those same states and districts are also warned not to expect the hefty sums for K-12 programs in the…

Sex Education in Connecticut High Schools: Teachers' Reports of Content and Importance Ratings According to the SIECUS Guidelines

ERIC Educational Resources Information Center

Obloj, Wallace; Lynn, Donna

2010-01-01

The purpose of this study was to examine Connecticut teachers' reports of the sex education content taught to high school students as well as teachers' reports of the degree of importance for Connecticut high school students to understand according to the SIECUS Guidelines. The data revealed that participants (N=125) reported teaching 72% of the…

Research on and Guidelines for Effective Use of Assessment Instruments and Strategies for Adult Learners Enrolled in Adult Basic and Literacy Education Programs. Final Report.

ERIC Educational Resources Information Center

Pennsylvania State Univ., University Park. Inst. for the Study of Adult Literacy.

The goal of this research project was to create a guide on the effective use of assessment instruments and methodologies, related resources, and guidelines for measuring adult learners' attainment of basic skills and competencies to document educational gains and demonstrate program quality. The project focused on confirming current use of…

Analysis of exchanges between novice and cooperating teachers during internships using the NCATE/NASPE Standards for Teacher Preparation in Physical Education as guidelines.

PubMed

Banville, Dominique

2006-06-01

To be recognized as an accredited program, Physical Education Teacher Education (PETE) programs in the country must abide by guidelines put forward by the National Association for Sport and Physical Education (NASPE), in collaboration with the National Council for the Accreditation of Teacher Education (NCATE). The guidelines are divided into nine standards and identify a number of outcomes (NASPE, 1998). The purpose of this study was to determine the nature of the exchanges between novice teachers (NTs) and cooperating teachers (CTs), when using the NASPE Standards (1998) as a reference point, and determine if the focus of the exchanges differed over time and according to data source. Six pairs of CTs and their NT participated in the study. Data were collected through recorded conversations between NTs and their CT as well as NTs' logs. Data showed that the majority of conversations focused on planning and instruction (Standard 6) and management and motivation (Standard 4), while few related to diverse learners (Standard 3), growth and development (Standard 2), and communication (Standard 5). The small amount of information shared by CTs in some standards indicates a need for PETE programs to share the guidelines with CTs to make them aware of the importance of offering a variety of topics to interns, because CTs are the primary source of information during this crucial experience.

Developing a comprehensive resident education evaluation system in the era of milestone assessment.

PubMed

Gardner, Aimee K; Scott, Daniel J; Choti, Michael A; Mansour, John C

2015-01-01

In an effort to move training programs toward competency-based education, the Accreditation Council for Graduate Medical Education (ACGME) introduced the Next Accreditation System (NAS), which organizes specific milestones regarding resident skills, knowledge, and abilities along a continuum. In order to foster innovation and creativity, the ACGME has provided programs with minimal guidelines regarding the optimal way to approach these milestones. The education team at UT Southwestern embraced the milestones and developed a process in which performance assessment methods were critically evaluated, mapped onto an extrapolated performance list corresponding to the areas required by the ACGME milestones, and filled gaps in the previous system by modifying evaluation tools and creating new program components. Although the authors are early in the evolution of applying the new milestones system, this approach has thus far allowed them to comprehensively evaluate the residents and the program in an efficient and effective fashion, with notable improvements compared to the prior approach. The authors hope that these experiences can inform others embarking upon similar journeys with the milestones. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Fifteen hundred guidelines and growing: the UK database of clinical guidelines.

PubMed

van Loo, John; Leonard, Niamh

2006-06-01

The National Library for Health offers a comprehensive searchable database of nationally approved clinical guidelines, called the Guidelines Finder. This resource, commissioned in 2002, is managed and developed by the University of Sheffield Health Sciences Library. The authors introduce the historical and political dimension of guidelines and the nature of guidelines as a mechanism to ensure clinical effectiveness in practice. The article then outlines the maintenance and organisation of the Guidelines Finder database itself, the criteria for selection, who publishes guidelines and guideline formats, usage of the Guidelines Finder service and finally looks at some lessons learnt from a local library offering a national service. Clinical guidelines are central to effective clinical practice at the national, organisational and individual level. The Guidelines Finder is one of the most visited resources within the National Library for Health and is successful in answering information needs related to specific patient care, clinical research, guideline development and education.

Prevention of Child Sexual Abuse within the Family System: Guidelines for an Educational Social Group Work Program.

PubMed

Masilo, Daniel Tuelo

2018-02-28

Children have the right to be brought up in safe environments. However, this right is often infringed by people who are supposed to provide love, care, and protection to children. These people can include biological fathers, step-fathers, brothers, cousins, aunts, mothers, and uncles. Violation of children takes place in a variety of ways, however, for the purpose of this paper, the focus is on child sexual abuse within the family system. A literature review is adopted as the methodology for the discussions in this paper. The purpose of this paper is firstly to demonstrate that child sexual abuse happens within the family system in South Africa, and secondly, to argue that the prevention of child sexual abuse should start within the family system and this can be achieved by conducting educational social group work sessions on child sexual abuse with the family members.

A theory-based evaluation of a dissemination intervention to improve childcare cooks' intentions to implement nutritional guidelines on their menus.

PubMed

Yoong, Sze Lin; Jones, Jannah; Marshall, Josephine; Wiggers, John; Seward, Kirsty; Finch, Meghan; Fielding, Alison; Wolfenden, Luke

2016-07-25

Childcare services represent a key setting to implement nutritional interventions to support the development of healthy eating behaviours in young children. Childcare-specific nutritional guidelines outlining recommendations for provision of food in care have been developed. Despite this, research suggests that few childcare services currently implement these guidelines. This study aimed to examine the impact of providing printed educational materials on childcare service cooks' intentions to use nutritional guidelines and provide fruit and vegetables on their menu. A randomised controlled trial was conducted with 77 childcare services (38 control and 39 intervention). Intervention service cooks were mailed a two-page educational material together with a menu planning checklist. Intervention development and evaluation was guided by the theory of planned behaviour. Outcome data assessing intentions to use nutritional guidelines and serves of fruit and vegetables provided on menus (primary outcomes) as well as secondary outcomes (attitudes, behavioural regulation and social norms) were collected via a telephone interview with cooks. Relative to the comparison group, cooks in the intervention arm had significantly higher intentions to use the guidelines (p value 0.0005), accompanied by significant changes in perceived behavioural control (p value 0.0008) and attitudes (p value 0.0071). No significant difference in serves of fruit (p value 0.7278) and vegetables (p value 0.0573) was observed. The use of educational materials can improve childcare service cooks' intentions to use nutritional guidelines; however, as a standalone strategy, it may not improve provision of food on menus.

Sexual harassment policies in K-12 schools: examining accessibility to students and content.

PubMed

Lichty, Lauren F; Torres, Jennifer M C; Valenti, Maria T; Buchanan, NiCole T

2008-11-01

Peer sexual harassment is a significant social problem with consequences for both students and schools. Four out of 5 students report experiencing sexual harassment. These experiences have been linked to poor psychological health and academic withdrawal. Recognizing the seriousness of sexual harassment in schools, Supreme Court rulings have established school liability for known instances of sexual harassment under Title IX of the Education Amendments of 1972. Federal guidelines established by the Office for Civil Rights of the US Department of Education mandate schools to develop sexual harassment policies; however, the implementation of these guidelines has not been examined. Therefore, this study assessed the degree to which sexual harassment policies in primary and secondary schools adhered to said guidelines. This study evaluated 784 primary and secondary school sexual harassment policies across 4 states on 3 key factors: accessibility to students (ie, via the Internet), consistency with federal guidelines regarding their content and the inclusion of 10 key components, and consistency of content across educational levels. Only 14% of sexual harassment policies were available online; the majority of policies incorporated only 5 of the 10 critical components, and elementary school policies contained significantly fewer components than all other educational levels. The Internet is an underused resource for disseminating school sexual harassment policies to students. When policies are available, they rarely incorporate the key elements specified in the federal guidelines. Particularly troubling are the inaccessibility and incompleteness of elementary school policies. Greater attention to policy accessibility and comprehensiveness is needed.

Systematic review of guidelines for the physical management of osteoarthritis.

PubMed

Larmer, Peter J; Reay, Nicholas D; Aubert, Elizabeth R; Kersten, Paula

2014-02-01

To undertake a systematic critical appraisal of guidelines to provide a summary of recommendations for the physical management of osteoarthritis (OA). The Cochrane Library, MEDLINE, CINAHL, SPORTDiscus with Full Text, Scopus, ScienceDirect, PEDro, and Google Scholar databases were searched (2000-2013) to identify all guidelines, protocols, and recommendations for the management or treatment of OA. In addition, Internet searches of all relevant arthritis organizations were undertaken. All searches were performed between July 2012 and end of April 2013. Guidelines that included only pharmacological, injection therapy, or surgical interventions were excluded. Guidelines published only in English were retrieved. OA guidelines developed from evidence-based research, consensus, and/or expert opinion were retrieved. There were no restrictions on severity or site of OA, sex, or age. Nineteen guidelines were identified for evaluation. The quality of all guidelines was critically appraised using the Appraisal of Guidelines for REsearch and Evaluation II instrument. Each guideline was independently reviewed. All relevant recommendations for the physical management of OA were synthesized, graded, and ranked according to available evidence. Seventeen guidelines with recommendations on the physical management of OA met the inclusion criteria and underwent a full critical appraisal. There were variations in the interventions, levels of evidence, and strength of recommendations across the guidelines. Forty different interventions were identified. Recommendations were graded from "strongly recommended" to "unsupported." Exercise and education were found to be strongly recommended by most guidelines. Exercise and education were key recommendations supporting the importance of rehabilitation in the physical management of OA. This critical appraisal can assist health care providers who are involved in the management of people with OA. Copyright © 2014 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Guidelines for Technology Infrastructure in Connecticut Schools: An Implementation Guide for the Connecticut Statewide Educational Technology Plan.

ERIC Educational Resources Information Center

Center for Educational Leadership and Technology, Inc., Marlborough, MA.

This document presents guidelines and recommendations for development of a technology infrastructure in Connecticut public schools that conforms to national industry standards for voice, video, and data communications. The guidelines present information on the state statutes regarding facilities implementation and describe industry standards.…

Ethical and Legal Considerations in Dental Caries Research Using Human Subjects: Conference Summary.

ERIC Educational Resources Information Center

Jenny, Joanna

1980-01-01

Guidelines of the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research are discussed. It is concluded that dentistry must not uncritically accept guidelines meant for a broader class of research, that guidelines can be misapplied, and that researchers must educate themselves on the Commission…

Self-Regulation Initiatives: Guidelines for Colleges and Universities. Numbers 1-3.

ERIC Educational Resources Information Center

American Council on Education, Washington, DC.

Three policy statements on self-regulation initiatives for colleges and universities were developed by the American Council on Education with support, in some cases, from other organizations. Policy statement number one concerns policy guidelines for refund of student charges. The guidelines summarize elements of fair and equitable policy in…

Ohio Board of Regents Guidelines for Preparing FY 2009-FY 2014 Capital Plans

ERIC Educational Resources Information Center

Ohio Board of Regents, 2007

2007-01-01

As with past practice, publishing this set of guidelines officially launches the higher education capital planning and budgeting process for fiscal years 2009-2014. The guidelines include a schedule, definitions, planning assumptions, statewide considerations, and instructions for presenting a six year capital plan. Contents include: (1)…

Ohio Board of Regents Guidelines for Preparing FY 2007-FY 2012 Capital Plans

ERIC Educational Resources Information Center

Ohio Board of Regents, 2005

2005-01-01

As with past practice, publishing this set of guidelines officially launches the higher education capital planning and budgeting process for fiscal years 2007-2012. The guidelines include a schedule, definitions, planning assumptions, statewide considerations, and instructions for presenting a six-year capital plan. Contents include: (1)…

Guidelines and Minimum Standards for Operation of Texas Proprietary Schools. (Revised.)

ERIC Educational Resources Information Center

Texas Education Agency, Austin. Div. of Proprietary Schools and Veterans Education.

This guide, prepared to assist owners and managers of proprietary schools in Texas in applying for and obtaining approval by the Texas Education Agency, provides guidelines and minimum standards of practice for proprietary school operation. First, the guidelines are discussed in terms of definitions, exemptions, general provisions, certificates of…

Controversies in prostate cancer staging implementation at a tertiary cancer center.

PubMed

Sexton, Tracy; Rodrigues, George; Brecevic, Ed; Boyce, Laura; Parrack, Denise; Lock, Michael; D'Souza, David

2006-12-01

To assess accuracy of recorded prostate cancer stage after implementation of a quality assurance staging improvement plan. Genitourinary multidisciplinary TNM staging guidelines were prospectively implemented. Educational programs for health records technicians (HRT) and clinicians preceded implementation of the new guidelines. Patient stage information was entered into the Oncology Patient Information System (OPIS) as part of the usual operations of the cancer center by an HRT. Physician and HRT auditors performed a subsequent quality assurance audit on 97 prostate cancer patients seen over a 2-month period. Assessment of staging accuracy and reasons for discrepancies between the OPIS stage and auditor stage were analyzed and reported. Fifty-four (52%) charts showed discrepancies between auditors. Of the fifty-four, twelve (22%) had discrepancies between OPIS and auditor, thirty (56%) showed discrepancies between auditors, and twelve (22%) had discrepancies between OPIS, physician auditor, and HRT auditor. Forty-three (41%) cases had no discrepancies. Reasons for discrepancies included: misinterpretation of the digital rectal examination (16/54), inappropriate use of TRUS/MRI (9/54) in staging, stage not assigned at initial diagnosis (9/54), misinterpretation of pathology (7/54), TNM staging confusion (4/54), OPIS update not performed (3/54), inappropriate use of biopsy data (3/54), disagreement between consultants (2/54), and misinterpretation of TURP result (1/54). Overall staging accuracy was 76% for OPIS, 65% for the physician auditor and 62% for the HRT auditor. Despite guidelines and educational interventions, computer registry staging accuracy remains an issue. On-going audit procedures are proposed to identify and correct both published and institutional staging guidelines.

Introducing routine HIV screening for patients on an internal medicine residency inpatient service: a quality improvement project.

PubMed

Padrnos, Leslie J; Barr, Patrick J; Klassen, Christine L; Fields, Heather E; Azadeh, Natalya; Mendoza, Neil; Saadiq, Rayya A; Pauwels, Emanuel M; King, Christopher S; Chung, Andrew A; Sakata, Kenneth K; Blair, Janis E

2016-01-01

The US Centers for Disease Control and Prevention (CDC) recommend human immunodeficiency virus (HIV) screening for all persons aged 13 to 64 years who present to a health care provider. We sought to improve adherence to the CDC guidelines on the Internal Medicine Resident Hospital Service. We surveyed residents about the CDC guidelines, sent email reminders, provided education, and engaged them in friendly competition. Credit for guideline adherence was awarded if an offer of HIV screening was documented at admission, if a screening test was performed, or if a notation in the resident sign out sheet indicated why screening was not performed. We examined HIV screening of a postintervention group of patients admitted between August 8, 2012, and June 30, 2013, and compared them to a preintervention group admitted between August 1, 2011, and June 30, 2012. Postintervention offers of HIV screening increased significantly (7.9% [44/559] vs 55.5% [300/541]; P<.001), as did documentation of residents' contemplation of screening (8.9% [50/559] vs 67.5% [365/541]; P<.001). A significantly higher proportion of HIV screening tests was ordered postintervention (7.7% [43/559] vs 44.4% [240/541]; P<.001). Monthly HIV screening documentation ranged from 0% (0/53) to 17% (9/53) preintervention, whereas it ranged from 30.6% (11/36) to 100% (62/62) postintervention. HIV screening adherence can be improved through resident education, friendly competition, and system reminders. Barriers to achieving sustained adherence to the CDC guidelines include a heterogeneous patient population and provider discomfort with the subject.

Canadian National Guidelines and Recommendations for Integrating Career Advising Into Medical School Curricula

PubMed Central

Harris, June; Dalgarno, Nancy

2017-01-01

Career planning, decision making about specialty choice, and preparation for residency matching are significant sources of stress for medical students. Attempts have been made to structure and formalize career advising by including it in accreditation standards. There is an expressed need for national guidelines on career advising for medical students. The Future of Medical Education in Canada Postgraduate (FMEC PG) Implementation Project was created to ensure Canadian medical trainees receive the best education possible. From this, a diverse sub-working group (SWG), representing different Canadian regions, was formed to review career advising processes across the country. The SWG developed, through a modified formal consensus methodology, a strategy for medical student career advising that is adaptable to all schools in alignment with existing accreditation standards. The SWG outlined five guiding principles and five essential elements for Canadian universities offering an MD degree with recommendations on how to integrate the elements into each school’s career advising system. The five essential elements are a structured approach to career advising, information about available career options, elective guidance, preparation for residency applications, and social accountability. This Perspective endorses the view of the FMEC PG Implementation Project that national guidelines are important to ensure Canadian medical schools are consistently meeting accreditation standards by providing reliable and quality career advising to all medical students. The SWG’s position, based on national and provincial feedback, is that these guidelines will stimulate discourse and action regarding the requirements and processes to carry out these recommendations nationwide and share across borders. PMID:28445219

Implementing clinical guidelines in stroke: a qualitative study of perceived facilitators and barriers.

PubMed

Donnellan, Claire; Sweetman, S; Shelley, E

2013-08-01

Clinical guidelines are frequently used as a mechanism for implementing evidence-based practice. However research indicates that health professionals vary in the extent to which they adhere to these guidelines. This study aimed to study the perceptions of stakeholders and health professionals on the facilitators and barriers to implementing national stroke guidelines in Ireland. Qualitative interviews using focus groups were conducted with stakeholders (n=3) and multidisciplinary team members from hospitals involved in stroke care (n=7). All focus group interviews were semi-structured, using open-ended questions. Data was managed and analysed using NVivo 9 software. The main themes to emerge from the focus groups with stakeholders and hospital multidisciplinary teams were very similar in terms of topics discussed. These were resources, national stroke guidelines as a tool for change, characteristics of national stroke guidelines, advocacy at local level and community stroke care challenges. Facilitators perceived by stakeholders and health professionals included having dedicated resources, user-friendly guidelines relevant at local level and having supportive advocates on the ground. Barriers were inadequate resources, poor guideline characteristics and insufficient training and education. This study highlights health professionals' perspectives regarding many key concepts which may affect the implementation of stroke care guidelines. The introduction of stroke clinical guidelines at a national level is not sufficient to improve health care quality as they should be incorporated in a quality assurance cycle with education programmes and feedback from surveys of clinical practice. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Translation of clinical practice guidelines for childhood obesity prevention in primary care mobilizes a rural Midwest community.

PubMed

Gibson, S Jo

2016-03-01

The purpose of this project was to implement clinic system changes that support evidence-based guidelines for childhood obesity prevention. Adherence rates for prevention and screening of children in a rural Midwest primary care setting were used to measure the success of the program. Retrospective chart reviews reflected gaps in current practice and documentation. An evidence-based toolkit for childhood obesity prevention was used to implement clinic system changes for the identified gaps. The quality improvement approach proved to be effective in translating knowledge of obesity prevention guidelines into rural clinic practices with significant improvements in documentation of prevention measures that may positively impact the childhood obesity epidemic. Primary care providers, including nurse practitioners (NPs), are at the forefront of diagnosing, educating, and counseling children and families on obesity prevention and need appropriate resources and tools to deliver premier care. The program successfully demonstrated how barriers to practice, even with the unique challenges in a rural setting, can be overcome. NPs fulfill a pivotal primary care role and can provide leadership that may positively impact obesity prevention in their communities. ©2015 American Association of Nurse Practitioners.