Patient willingness to allow hands-on training for post-graduate learning of new surgical techniques

2014 ◽  
Vol 191 (4S) ◽  
Author(s):  
Emily C. Rosenfeld ◽  
Jennifer M. Wimberly ◽  
Alana Christie ◽  
Kristina R. Tzartzeva ◽  
Syed A. Hussain ◽  
...  

2016 ◽  
Vol 03 (01) ◽  
Author(s):  
Emily C. Rosenfeld ◽  
Jennifer M. Wimberly ◽  
Alana Christie ◽  
Philippe E. Zimmern

Acta Medica ◽  
2021 ◽  
pp. 1-4
Author(s):  
Ahmet Gudeloglu ◽  
Sijo Parekattil

Objective: Robotic surgery presents the state of the art surgical techniques in the era of minimally invasive surgery. A nurse’s role in surgery has been altered with the development of robotics. Our unique program at Polk State College in Florida was a robotic nursing program in which we certified nurses after a great deal of training. In this study our goal was to assess the survey outcomes of this program and to see if there was room for any improvements. Materials and Methods: We have successfully completed 4 three-day courses. During these courses we trained a total of 30 nurses and technicians. This special three-day course involved learning through online modules, didactic education, hands on training, and live surgery. We asked for their response to various questions about the course through an online survey. The trainees were asked to rank the questions about the program. Results: We obtained 20 out of 30 responses from our certified trainees. Seventy-five percent of the certified trainees agree that this robotics nursing program has helped them advance in a career. Overall, 85% of the certified trainees stated that this program was beneficial to them, and 95% agree that they would recommend this robotic nursing program to others. Conclusion: This survey demonstrated a well-designed robotics nurse-training program might help trainees to gain robotic skills. Also, they declared that their certification helped them make some kind of advance in their career.


2020 ◽  
Vol 8 ◽  
pp. 205031212092635
Author(s):  
John Heineman ◽  
Ericka M Bueno ◽  
Harriet Kiwanuka ◽  
Matthew J Carty ◽  
Christian E Sampson ◽  
...  

Objectives: Our hands play a remarkable role in our activities of daily living and the make-up of our identities. In the United States, an estimated 41,000 individuals live with upper limb loss. Our expanding experience in limb transplantation—including operative techniques, rehabilitation, and expected outcomes—has often been based on our past experience with replantation. Here, we undertake a systematic review of replantation with transplantation in an attempt to better understand the determinants of outcome for each and to provide a summary of the data to this point. Methods: Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, we conducted PubMed searches from 1964 to 2013 for articles in English. In total, 53 primary and secondary source articles were found to involve surgical repair (either replantation or transplantation) for complete amputations at the wrist and forearm levels. All were read and analyzed. Results: Hand replantations and transplantations were compared with respect to pre-operative considerations, surgical techniques, post-operative considerations and outcomes, including motor, sensation, cosmesis, patient satisfaction/quality of life, adverse events/side effects, financial costs, and overall function. While comparison of data is limited by heterogeneity, these data support our belief that good outcomes depend on patient expectations and commitment. Conclusion: When possible, hand replantation remains the primary option after acute amputation. However, when replantation fails or is not possible, hand transplantation appears to provide at least equal outcomes. Patient commitment, realistic expectations, and physician competence must coincide to achieve the best possible outcomes for both hand replantation and transplantation.


Author(s):  
L. S. Chumbley ◽  
M. Meyer ◽  
K. Fredrickson ◽  
F.C. Laabs

The Materials Science Department at Iowa State University has developed a laboratory designed to improve instruction in the use of the scanning electron microscope (SEM). The laboratory makes use of a computer network and a series of remote workstations in a classroom setting to provide students with increased hands-on access to the SEM. The laboratory has also been equipped such that distance learning via the internet can be achieved.A view of the laboratory is shown in Figure 1. The laboratory consists of a JEOL 6100 SEM, a Macintosh Quadra computer that acts as a server for the network and controls the energy dispersive spectrometer (EDS), four Macintosh computers that act as remote workstations, and a fifth Macintosh that acts as an internet server. A schematic layout of the classroom is shown in Figure 2. The workstations are connected directly to the SEM to allow joystick and computer control of the microscope. An ethernet connection between the Quadra and the workstations allows students seated there to operate the EDS. Control of the microscope and joystick is passed between the workstations by a switch-box assembly that resides at the microscope console. When the switch-box assembly is activated a direct serial line is established between the specified workstation and the microscope via the SEM’s RS-232.


Author(s):  
Ying-Chiao Tsao

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.


ASHA Leader ◽  
2012 ◽  
Vol 17 (9) ◽  
pp. 55-55
Author(s):  
Kimberly Abts
Keyword(s):  

2017 ◽  
Vol 2 (18) ◽  
pp. 28-41
Author(s):  
Kelli M. Watts ◽  
Laura B. Willis

Telepractice, defined by the American Speech-Language-Hearing Association (ASHA, n.d.) as “the application of telecommunications technology to the delivery of professional services at a distance by linking clinician to client, or clinician to clinician, for assessment, intervention, and/or consultation,” is a quickly growing aspect of practicing audiology. However, only 12% of audiologists are involved in providing services via telepractice (REDA International, Inc., 2002). Lack of knowledge regarding telepractice has been cited as one of the reasons many audiologists do not use telepractice to provide audiology services. This study surveyed audiology doctoral students regarding their opinions about the use of telepractice both before and after their opportunity to provide services via telepractice sessions. The authors expected that by providing students the opportunity to have hands-on training in telepractice with supervision, they would be more open to using telepractice after becoming licensed audiologists. Overall, the data indicates benefits of exposing students to telepractice while they are in graduate school.


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