scholarly journals CD20: Occupational dermatitis virtual clinic for healthcare workers: clinics to increase training opportunities to dermatology registrars who are working from home

2021 ◽  
Vol 185 (S1) ◽  
pp. 101-102
Keyword(s):  
Healthcare Workers ◽  
Occupational Dermatitis ◽  
Working From Home ◽  
Training Opportunities ◽  
Virtual Clinic

scholarly journals (P1-54) Healthcare Worker's Perception towards Individual and Institution Disaster Preparedness

2011 ◽  
Vol 26 (S1) ◽  
pp. s116-s116
Author(s):  
G.H. Lim
Keyword(s):  
Family Support ◽  
Emergency Preparedness ◽  
Disaster Preparedness ◽  
Disaster Response ◽  
Healthcare Workers ◽  
Health Workers ◽  
Response Training ◽  
The Family ◽  
Training Opportunities ◽  
H1n1 Outbreak

Background and AimDisaster and MCI events are occurrences that healthcare institutions must be prepared to respond to at all times. The events of September 11 2001 have rekindled our attention to this aspect of preparedness amongst our healthcare institutions. In Singapore, the SARS experience in 2003 and the recent H1N1 outbreak have thrust emergency preparedness further into the limelight. While priorities had been re-calibrated, we feel that we still lack far behind in our level of preparedness. This study is conducted to understand the perception of our healthcare workers towards their individual and the institution preparedness towards a disaster incident.MethodA questionnaire survey was done for this study for the doctors, nurses and allied health workers in our hospital. Questions measuring perception of disaster preparedness for themselves, their colleagues and that of the institution were asked. This was done using a 5-point likert scale.ResultsThe study was conducted over a 2-month period from 1st August 2010 till 30th September 2010. 1534 healthcare workers participated in the study. 75.3% felt that the institution is ready to respond to a disaster incident; but only 36.4% felt that they were ready. 12.6% had previous experience in disaster response. They were more likely to be ready to respond to future incidents (p = 0.00). Factors that influenced perception of readiness included leadership (p = 0.00), disaster drills (p = 0.02), access to disaster plans (p = 0.04), family support. 80.7% were willing to participate in future disaster incident response training. 74.5% felt that being able to respond to a disaster incident constitute part of their professional competency. However, only 31% of the respondents agreed that disaster response training was readily available and only 27.8% knew where to go to look for these training opportunities.ConclusionThere is an urgent need to train the healthcare workers to enhance their capability to respond to a disaster incident. While they have confidence in the institutions capability they were not sure of their own capability. Training opportunities should be made more accessible. We should also do more to harvest the family support that these worker value in order for them to be able to perform their roles in a disaster incident.

scholarly journals 141 The COVID-19 Pandemic: A Disproportionate Impact on Pregnant Surgical Trainees?

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
H Pendegast
Keyword(s):  
Healthcare Workers ◽  
Gender Disparity ◽  
Digital Data ◽  
Surgical Trainee ◽  
Surgical Trainees ◽  
Surgical Workforce ◽  
Operating Theatres ◽  
Risk Areas ◽  
Training Opportunities ◽  
Current Guidelines

Abstract Introduction Despite increases in the female surgical trainee workforce over the last decade male trainees still dominate the surgical specialties. It is well recognised that there is strong gender disparity in surgery. The wider challenges further experienced by pregnant surgical trainees are also well documented. Method NHS digital data on the surgical workforce and the Royal College of Obstetricians and Gynaecologists COVID-19 guidance for pregnant healthcare workers was reviewed. Results Women account for 27% of the surgical workforce and the average time taken to complete training is longer for female trainees. Current guidelines for pregnant healthcare workers advise strict social distancing measures up to 28 weeks gestation with avoidance of high-risk areas including operating theatres. A non-patient facing role is advised from 28 weeks onward. Conclusions The COVID-19 pandemic has created additional barriers for women in surgery. Restrictions for pregnant trainees, whilst vital for their wellbeing, has denied access to some essential training opportunities necessary for progression. It will likely further isolate them from the workforce and hinder their advancement into senior roles where they are already underrepresented. Although it is recognised that surgical training in general has been impacted by COVID-19 there is an argument that this disproportionately affects pregnant trainees.

scholarly journals Employment preferences of healthcare workers in South Africa: Findings from a discrete choice experiment

PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0250652
Author(s):  
Alexandra Mumbauer ◽  
Michael Strauss ◽  
Gavin George ◽  
Phuti Ngwepe ◽  
Charl Bezuidenhout ◽  
...  
Keyword(s):  
South Africa ◽  
Discrete Choice Experiment ◽  
Discrete Choice ◽  
Choice Experiment ◽  
Healthcare Workers ◽  
Workplace Culture ◽  
Employment Decisions ◽  
Positive Effects ◽  
Job Preferences ◽  
Training Opportunities

There is a maldistribution of human resources for health globally, with many Lower- and Middle-Income Countries experiencing significant shortages. We examined healthcare workers’ job preferences in South Africa to identify factors which potentially influence employment decisions. A discrete choice experiment was conducted among 855 South African healthcare workers critical to its national HIV testing and treatment programs. Job characteristics included workload, workplace culture, availability of equipment, training opportunities, sector and facility type, location, salary and benefits. Main effects analysis was conducted using fixed effects logistic regression. Interaction effects identified divergence in preferences. Heavy workload (OR = 0.78; 95% C.I. 0.74–0.83), poor workplace culture (odds ratio 0.66; 95% C.I. 0.62–0.69), insufficient availability of equipment (OR = 0.67; 95% C.I. 0.63–0.70) and infrequent training opportunities (OR = 0.75; 95% C.I. 0.71–0.80) had large, significant effects on worker preferences. An increase in salary of 20% (OR = 1.29; 95% C.I. 1.16–1.44) had a positive effect on preferences, while a salary decrease of 20% (OR = 0.55; 95% C.I. 0.49–0.60) had a strong negative effect. Benefits packages had large positive effects on preferences: respondents were twice as likely to choose a job that included medical aid, pension and housing contributions worth 40% of salary (OR = 2.06; 95% C.I. 1.87–2.26), holding all else constant. Although salary was important across all cadres, benefits packages had larger effects on job preferences than equivalent salary increases. Improving working conditions is critical to attracting and retaining appropriate health cadres responsible for the country’s HIV services, especially in the public sector and underserved, often rural, communities. Crucially, our evidence suggests that factors amenable to improvement such as workplace conditions and remuneration packages have a greater influence on healthcare workers employment decisions than employment sector or location.

A Realist Synthesis on how, for whom and in which Contexts or Conditions Augmented and Virtual Reality Training ‘Works’ in Upskilling Healthcare Workers (Preprint)

2021 ◽  
Author(s):  
Norina Gasteiger ◽  
Sabine N van der Veer ◽  
Paul Wilson ◽  
Dawn Dowding
Keyword(s):  
Virtual Reality ◽  
Healthcare Workers ◽  
Training Programs ◽  
Empirical Studies ◽  
Program Theory ◽  
Learner Satisfaction ◽  
Healthcare Staff ◽  
Safe Environment ◽  
Repeated Practice ◽  
Training Opportunities

BACKGROUND Training opportunities to upskill healthcare workers using traditional simulators (e.g., cadavers, animals or actors) are becoming less common due to ethical issues, commitment to patient safety, cost and resource restrictions. Virtual reality (VR) and augmented reality (AR) may help to overcome these barriers. However, their effectiveness is often contested and poorly understood, and warrants further investigation. OBJECTIVE To develop, test and refine an evidence-informed program theory on how, for whom and to what extent training using AR/VR ‘works’ for upskilling healthcare workers and to understand what facilitates or constrains their implementation and maintenance. METHODS A realist synthesis using a three-step process: theory elicitation, theory testing, and theory refinement. We first searched seven databases and 11 practitioner journals for literature on AR/VR used to train healthcare staff. Eighty papers were identified and information regarding contexts (C), mechanisms (M) and outcomes (O) were extracted. We conducted a narrative synthesis to form an initial program theory consisting of CMO configurations. To refine and test this theory, we identified empirical studies through a second search of the same databases as in the first search. We used the Mixed Methods Appraisal Tool to assess the quality of the studies and to determine our confidence in each CMO configuration. RESULTS Of the 41 CMO configurations we identified, we had moderate to high confidence in nine (22%) based on 46 empirical studies reporting on VR, AR or mixed simulation training programs. These stated that realistic (high fidelity) simulations trigger perceptions of realism, easier visualization of patient anatomy and an interactive experience, which results in increased learner satisfaction and more effective learning. Immersive VR/AR engages learners in ‘deep immersion’ and improves learning and skill performance. When transferable skills/knowledge are taught using VR/AR, skills are enhanced and practiced in a safe environment, leading to knowledge and skill transfer to clinical practice. Lastly, for novices VR/AR enables repeated practice, resulting in technical proficiency, skill acquisition and improved performance. The most common barriers to implementation and maintenance were upfront costs, negative attitudes and experiences (i.e., cyber-sickness), developmental and logistical considerations, and the complexity of creating a curriculum. Facilitating factors included: decreasing costs through commercialization; increasing the cost-effectiveness of training; a cultural shift toward acceptance; access to training opportunities; and leadership and collaboration within and across institutions. CONCLUSIONS Technical and non-technical skills training programs using AR/VR for healthcare staff may trigger perceptions of realism and deep immersion, and enable easier visualization, interactivity, enhanced skills and repeated practice in a safe environment. This may improve skills and increase learning/knowledge and learner satisfaction. Future testing of these mechanisms using hypothesis-driven approaches is required. More research is also required to explore implementation and maintenance considerations. CLINICALTRIAL N/A

scholarly journals The contributions of NHS healthcare workers who are shielding or working from home during COVID-19

2020 ◽  
Vol 7 (3) ◽  
pp. e57-e59
Author(s):  
Indrajit Chattopadhyay ◽  
Glesni Davies ◽  
Vedamurthy Adhiyaman
Keyword(s):  
Healthcare Workers ◽  
Working From Home

Telepractice Training for Early Intervention with Children who are Deaf/Hard-of-Hearing

2016 ◽  
Vol 1 (9) ◽  
pp. 60-67
Author(s):  
Kristina M. Blaiser ◽  
Diane Behl
Keyword(s):  
Early Intervention ◽  
Hard Of Hearing ◽  
Communication Disorders ◽  
Staff Support ◽  
Early Intervention Services ◽  
Part C ◽  
Training Courses ◽  
Part C Early Intervention ◽  
Training Opportunities

Telepractice is an increasingly popular service delivery model for serving individuals with communication disorders, particularly infants and toddlers who are Deaf/Hard-of-Hearing (DHH) served under Part C Early Intervention programs (Behl, Houston, & Stredler-Brown, 2012). Recent studies have demonstrated that telepractice is effective for providing children who are DHH and their families with access to high quality early intervention services (Behl et al., 2016; Blaiser, Behl, Callow-Heusser, & White, 2013). While telepractice has grown in popularity, there continues to be a lack of formalized training opportunities to help providers become more familiar with telepractice (Behl & Kahn, 2015). This paper outlines online training courses for providers, families, and administrators of programs for children who are DHH. Recommendations for follow up training and staff support are included.

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