Enhancing the Translation of Disaster Health Competencies Into Practice

2014 ◽  
Vol 8 (1) ◽  
pp. 70-78 ◽  
Author(s):  
Lauren Walsh ◽  
Brian A. Altman ◽  
Richard V. King ◽  
Kandra Strauss-Riggs
Keyword(s):  
Public Health ◽  
Performance Metrics ◽  
Health Workers ◽  
Education And Training ◽  
Disaster Medicine ◽  
Learning Framework ◽  
Training Materials ◽  
Health Related ◽  
And Performance ◽  
And Training

AbstractObjectivesDisaster health workers currently have no common standard based on a shared set of competencies, learning objectives, and performance metrics with which to develop courses or training materials relevant to their learning audience. We examined how existing competency sets correlate within the 2012 pyramidal learning framework of competency sets in disaster medicine and public health criteria and describe how this exercise can guide curriculum developers.MethodsWe independently categorized 35 disaster health-related competency sets according to the 4 levels and criteria of the pyramidal learning framework of competency sets in disaster medicine and public health.ResultsUsing the hierarchical learning framework of competency sets in disaster medicine and public health criteria as guidance, we classified with consistency only 10 of the 35 competency sets.ConclusionsThe proposed series of minor modifications to the framework should allow for consistent classification of competency sets. Improved education and training of all health professionals is a necessary step to ensuring that health system responders are appropriately and adequately primed for their role in disasters. Revising the organizing framework should assist disaster health educators in selecting competencies appropriate to their learning audience and identify gaps in current education and training. (Disaster Med Public Health Preparedness.2014;8:70-78)

Perspectives of Future Physicians on Disaster Medicine and Public Health Preparedness: Challenges of Building a Capable and Sustainable Auxiliary Medical Workforce

2009 ◽  
Vol 3 (4) ◽  
pp. 210-216 ◽  
Author(s):  
Heather E. Kaiser ◽  
Daniel J. Barnett ◽  
Edbert B. Hsu ◽  
Thomas D. Kirsch ◽  
James J. James ◽  
...  
Keyword(s):  
Public Health ◽  
Medical Students ◽  
Natural Disaster ◽  
Pandemic Influenza ◽  
Disaster Preparedness ◽  
Education And Training ◽  
Disaster Medicine ◽  
Public Health Preparedness ◽  
Web Based ◽  
And Training

ABSTRACTBackground: Although the training of future physicians in disaster preparedness and public health issues has been recognized as an important component of graduate medical education, medical students receive relatively limited exposure to these topics. Recommendations have been made to incorporate disaster medicine and public health preparedness into medical school curricula. To date, the perspectives of future physicians on disaster medicine and public health preparedness issues have not been described.Methods: A Web-based survey was disseminated to US medical students. Frequencies, proportions, and odds ratios were calculated to assess perceptions and self-described likelihood to respond to disaster and public health scenarios.Results: Of the 523 medical students who completed the survey, 17.2% believed that they were receiving adequate education and training for natural disasters, 26.2% for pandemic influenza, and 13.4% for radiological events, respectively; 51.6% felt they were sufficiently skilled to respond to a natural disaster, 53.2% for pandemic influenza, and 30.8% for radiological events. Although 96.0% reported willingness to respond to a natural disaster, 93.7% for pandemic influenza, and 83.8% for a radiological event, the majority of respondents did not know to whom they would report in such an event.Conclusions: Despite future physicians' willingness to respond, education and training in disaster medicine and public health preparedness offered in US medical schools is inadequate. Equipping medical students with knowledge, skills, direction, and linkages with volunteer organizations may help build a capable and sustainable auxiliary workforce. (Disaster Med Public Health Preparedness. 2009;3:210–216)

Delivering Flexible Education and Training to Health Professionals: Caring for Older Adults in Disasters

2016 ◽  
Vol 10 (4) ◽  
pp. 633-637
Author(s):  
Brian A. Altman ◽  
Kelly H. Gulley ◽  
Carlo Rossi ◽  
Kandra Strauss-Riggs ◽  
Kenneth Schor
Keyword(s):  
Public Health ◽  
Older Adults ◽  
Health Professionals ◽  
Disaster Preparedness ◽  
Adult Population ◽  
Education And Training ◽  
Disaster Medicine ◽  
Response And Recovery ◽  
Competency Based ◽  
And Training

AbstractThe National Center for Disaster Medicine and Public Health (NCDMPH), in collaboration with over 20 subject matter experts, created a competency-based curriculum titled Caring for Older Adults in Disasters: A Curriculum for Health Professionals. Educators and trainers of health professionals are the target audience for this curriculum. The curriculum was designed to provide breadth of content yet flexibility for trainers to tailor lessons, or select particular lessons, for the needs of their learners and organizations. The curriculum covers conditions present in the older adult population that may affect their disaster preparedness, response, and recovery; issues related to specific types of disasters; considerations for the care of older adults throughout the disaster cycle; topics related to specific settings in which older adults receive care; and ethical and legal considerations. An excerpt of the final capstone lesson is included. These capstone activities can be used in conjunction with the curriculum or as part of stand-alone preparedness training. This article describes the development process, elements of each lesson, the content covered, and options for use of the curriculum in education and training for health professionals. The curriculum is freely available online at the NCDMPH website at http://ncdmph.usuhs.edu (Disaster Med Public Health Preparedness. 2016;10:633–637).

scholarly journals Protocol for a scoping review to identify and map in-service education and training materials for midwifery care in sub-Saharan Africa from 2000 to 2020

BMJ Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. e047118
Author(s):  
Joanne Welsh ◽  
Mechthild M Gross ◽  
Claudia Hanson ◽  
Hashim Hounkpatin ◽  
Ann-Beth Moller
Keyword(s):  
Scoping Review ◽  
Maternal Mortality Ratio ◽  
Newborn Care ◽  
Education And Training ◽  
Sub Saharan Africa ◽  
Midwifery Care ◽  
Training Materials ◽  
Service Training ◽  
Sub Saharan ◽  
And Training

IntroductionMaternal and neonatal mortality are disproportionally high in low-and middle-income countries. In 2017 the global maternal mortality ratio was estimated to be 211 per 100 000 live births. An estimated 66% of these deaths occurred in sub-Saharan Africa. Training programmes that aim to prepare providers of midwifery care vary considerably across sub-Saharan Africa in terms of length, content and quality. To overcome the shortfalls of pre-service training and support the provision of quality care, in-service training packages for providers of midwifery care have been developed and implemented in many countries in sub-Saharan Africa. We aim to identify what in-service education and training materials have been used for providers of midwifery care between 2000 and 2020 and map their content to the International Confederation of Midwives’ Essential Competencies for Midwifery Practice (ICM Competencies), and the Lancet Midwifery Series Quality Maternal and Newborn Care (QMNC) framework.Methods and analysisA search will be conducted for the years 2000–2020 in Cumulative Index of Nursing and Allied Health Literature, PubMed/MEDLINE, Social Sciences Citation Index, African Index Medicus and Google Scholar. A manual search of reference lists from identified studies and a hand search of literature from international partner organisations will be performed. Information retrieved will include study context, providers trained, focus of training and design of training. Original content of identified education and training materials will be obtained and mapped to the ICM Competencies and the Lancet Series QMNC.Ethics and disseminationA scoping review is a secondary analysis of published literature and does not require ethical approval. This scoping review will give an overview of the education and training materials used for in-service training for providers of midwifery care in sub-Saharan Africa. Mapping the content of these education and training materials to the ICM Competencies and The Lancet Series QMNC will allow us to assess their appropriateness. Findings from the review will be reflected to stakeholders involved in the design and implementation of such materials. Additionally, findings will be published in a peer-reviewed journal, and used to inform the design and content of an in-service training package for providers of midwifery care as part of the Action Leveraging Evidence to Reduce perinatal morTality and morbidity (ALERT) study, (https://alert.ki.se/) a multi-country study in Benin, Malawi, Tanzania and Uganda.Trial registration numberPACTR202006793783148; Post-results.

scholarly journals Scoping review assessing the evidence used to support the adoption of mobile health (mHealth) technologies for the education and training of community health workers (CHWs) in low-income and middle-income countries

BMJ Open ◽  
2018 ◽  
Vol 8 (7) ◽  
pp. e019827 ◽  
Author(s):  
Niall Winters ◽  
Laurenz Langer ◽  
Anne Geniets
Keyword(s):  
Systematic Reviews ◽  
Scoping Review ◽  
Low Income ◽  
Health Workers ◽  
Education And Training ◽  
Evidence Base ◽  
Mobile Technologies ◽  
Middle Income ◽  
And Training ◽  
Formal Theories

ObjectivesUndertake a systematic scoping review to determine how a research evidence base, in the form of existing systematic reviews in the field of mobile health (mHealth), constitutes education and training for community health workers (CHWs) who use mobile technologies in everyday work. The review was informed by the following research questions: does educational theory inform the design of the education and training component of mHealth interventions? How is education and training with mobile technology by CHWs in low-income and middle-income countries categorised by existing systematic reviews? What is the basis for this categorisation?SettingThe review explored the literature from 2000 to 2017 to investigate how mHealth interventions have been positioned within the available evidence base in relation to their use of formal theories of learning.ResultsThe scoping review found 24 primary studies that were categorised by 16 systematic reviews as supporting CHWs’ education and training using mobile technologies. However, when formal theories of learning from educational research were used to recategorise these 24 primary studies, only four could be coded as such. This identifies a problem with how CHWs’ education and training using mobile technologies is understood and categorised within the existing evidence base. This is because there is no agreed on, theoretically informed understanding of what counts as learning.ConclusionThe claims made by mHealth researchers and practitioners regarding the learning benefits of mobile technology are not based on research results that are underpinned by formal theories of learning. mHealth suffers from a reductionist view of learning that underestimates the complexities of the relationship between pedagogy and technology. This has resulted in miscategorisations of what constitutes CHWs’ education and training within the existing evidence base. This can be overcome by informed collaboration between the health and education communities.

Person-centered medicine in Croatia: Analyzing past successes and creating future goals

2014 ◽  
Vol 4 (1) ◽  
pp. 14-18
Author(s):  
Marijana Bras ◽  
Veljko Đorđević ◽  
Nadja Komnenić
Keyword(s):  
Public Health ◽  
Health Education ◽  
Education And Training ◽  
International Congress ◽  
Main Theme ◽  
Future Goals ◽  
Whole Person ◽  
International College ◽  
History Of ◽  
And Training

The promotion of person-centered medicine and people-centered healthcare has been occurring in Croatia for decades. Professor Andrija Štampar, considered by many as the father of public health, pioneered various public health projects in Croatia and abroad. Croatia is a country with a long history of patient associations, as well as one with an array of public health projects recognized worldwide. Recently, a group of enthusiasts gathered here to undertake the creation of a variety of projects related to the development of person-centered medicine. The International College on Person Centered Medicine (ICPCM) emerged from the ongoing annual Geneva Conferences and from the aspiration to promote medicine of the person, for the person, by the person, and with the person. The main theme of the First International Congress of the ICPCM in Zagreb in November 2013 was the Whole Person in Health Education and Training. The Zagreb statement on the appraisal and prospects for person-centered medicine in Croatia was formulated and adopted, wherein it was concluded that Croatia could contribute significantly to the development of person-centered medicine and people-centered healthcare, within Croatia and abroad.

Learning Outcome Measurement in Nurse Participants After Disaster Training

2016 ◽  
Vol 10 (5) ◽  
pp. 728-733
Author(s):  
Sharon L. Farra ◽  
Sherrill Smith ◽  
Marie A Bashaw
Keyword(s):  
Public Health ◽  
Homeland Security ◽  
Emergency Preparedness ◽  
Disaster Response ◽  
Outcome Measurement ◽  
Disaster Medicine ◽  
Learning Framework ◽  
Before And After ◽  
Disaster Training ◽  
National Disaster

AbstractObjectiveThe National Disaster Health Consortium is an interprofessional disaster training program. Using the Hierarchical Learning Framework of Competency Sets in Disaster Medicine and Public Health, this program educates nurses and other professionals to provide competent care and leadership within the interprofessional team. This study examined outcomes of this training.MethodsTraining consisted of a combination of online and on-site training. Learning outcomes were measured by using the Emergency Preparedness Information Questionnaire (EPIQ) pre/post training and participant performance during live functional exercises with the use of rubrics based on Homeland Security Exercise and Evaluation principles.ResultsA total of 64 participants completed the EPIQ before and after training. The mean EPIQ pre-training score of 154 and mean post-training score of 81 (reverse-scored) was found to be statistically significant by paired t-test (P<0.001). Performance was evaluated in the areas of triage, re-triage, surge response, and sheltering. Greater than 90% of the exercise criteria were either met or partially met. Participants successfully achieved overall objectives in all scenarios.ConclusionsDisaster response requires nurses and other providers to function in interprofessional teams. Educational projects, like the National Disaster Health Consortium program, offer the potential to address the need for a standardized, interprofessional disaster training curriculum to promote positive outcomes. (Disaster Med Public Health Preparedness. 2016;page 1 of 6)

scholarly journals What does competent moral expertise look like in public health practice?

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
F Tahzib
Keyword(s):  
Public Health ◽  
Work Experience ◽  
Public Health Practice ◽  
Daily Practice ◽  
Moral Dilemmas ◽  
Education And Training ◽  
Public Health Workforce ◽  
Public Health Training ◽  
Training Programmes ◽  
And Training

Abstract Background Public health practitioners regularly face moral dilemmas in their daily practice but they are not well prepared to deal with them. Yet, from an ethics perspective, educational programmes are often inadequate. Rather, there is a need to better understand public health ethical competencies and to develop education and training in public health ethics (PHE). Objectives This presentation will share findings and learning from an ESRC funded research by the UK Faculty of Public Health in collaboration with the Universities of Southampton and Bristol around the nature of competency in PHE and law. Our leading question is: What are the key ethical and legal knowledge, skills, values and attitudes necessary for PHE and law as a professional competency of the public health workforce (PHW)? Results We created a working list of what the competencies should look like based on the material from the competency library, comments from a panel of practitioners, experts which we convened, and own analysis that reflects subject matter knowledge, expressed skill development requirements and personal work experience. These were organized within five areas which: (i) Awareness and Understanding, (ii) Engagement and Research, (iii) Analysis and Reasoning, (iv) Evaluation and Reflection and (v) Action and Advocacy. The five areas and various issues which they cover will be described, as well as reflection and learning from some key activities and initiatives in building competency and capacity. Conclusions There is need to appreciate the nature of competency of PHE and build capacity and competency of the PHW through education and training programmes as key element of public health training curricula. Key messages There are distinguishing features in teaching, learning and practice of PHE compared to clinical ethics. To implement PHE competencies into practice and in public health curricula requires better understanding of practice and the political mandate of public health.

scholarly journals Factors associated with hypertension in Pakistan: A systematic review and meta-analysis

PLoS ONE ◽  
2021 ◽  
Vol 16 (1) ◽  
pp. e0246085
Author(s):  
Muhammad Riaz ◽  
Ghazala Shah ◽  
Muhammad Asif ◽  
Asma Shah ◽  
Kaustubh Adhikari ◽  
...  
Keyword(s):  
Public Health ◽  
Urban Areas ◽  
Health Workers ◽  
Health Concern ◽  
Case Control Studies ◽  
Cross Sectional ◽  
Mortality And Morbidity ◽  
Negatively Associated ◽  
Factors Associated ◽  
Health Related

Background High blood pressure is an important public health concern and the leading risk factor for global mortality and morbidity. To assess the implications of this condition, we aimed to review the existing literature and study the factors that are significantly associated with hypertension in the Pakistani population. Methods We conducted several electronic searches in PubMed, ISI Web of Science, PsycINFO, EMBASE, Scopus, Elsevier, and manually searched the citations of published articles on hypertension from May 2019 to August 2019. We included all studies that examined factors associated with hypertension regardless of the study design. To assess the quality of the research, we used the Newcastle-Ottawa Quality Assessment Scale. We also conducted meta-analyses using the DerSimonian & Laird random-effects model to collate results from at least three studies. Results We included 30 cross-sectional and 7 case-control studies (99,391 participants country-wide) in this review and found 13 (35.1%) to be high-quality studies. We identified 5 socio-demographic, 3 lifestyle, 3 health-related, and 4 psychological variables that were significantly associated with hypertension. Adults aged between 30–60 years who were married, living in urban areas with high incomes, used tobacco, had a family history of hypertension, and had comorbidities (overweight, obesity, diabetes, anxiety, stress, and anger management issues) were positively associated with hypertension. On the other hand, individuals having high education levels, normal physical activity, and unrestricted salt in their diet were negatively associated with hypertension. Conclusion We found several socio-demographic, lifestyle, health-related, and psychological factors that were significantly (positively and negatively) associated with hypertension. Our findings may help physicians and public health workers to identify high-risk groups and recommend appropriate prevention strategies. Further research is warranted to investigate these factors rigorously and collate global evidence on the same.

Education and Training of Health Workers

2013 ◽  
pp. 299-318 ◽  
Author(s):  
Kate Tulenko ◽  
Emmanuel Gasakure ◽  
Andre-Jacques Neusy
Keyword(s):  
Health Workers ◽  
Education And Training ◽  
And Training
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