The Readiness Training Program for Nursing Personnel in the AMEDD. Volume 3C. Training Manual to Accompany the Videotape: Readiness Training in Nurse Anesthetist Clinical Skills.

Objectives: Hand hygiene is critical to patient safety, but low performance in terms of the quantity and quality of hand hygiene is often reported. Training-to-proficiency is common for other clinical skills, but no proficiency-based training program for hand hygiene has been reported in the literature. This study developed a proficiency-based training program to improve hand hygiene quality in line with World Health Organization (WHO) guidelines and assessed the amount of training required to reach proficiency. The training was delivered as part of a 5-day induction for students on the Physician Assistant online program. Methods: A total of 42 students used a simulator to objectively measure hand hygiene technique over a 5-day period. Proficiency was achieved when students demonstrated all 6 steps of the WHO technique in less than 42 seconds. The students also completed a postintervention questionnaire. Results: The average training episode lasted 2.5 minutes and consisted of 4.5 hand hygiene exercises. The average student completed 5 training episodes (1 per day) taking a total of 17 minutes. A total of 40% (17) of the students achieved proficiency within the 5 days. Proficiency was strongly correlated with the number of training exercises completed ( r = 0.79, P < .001) and the total time spent training ( r = 0.75, P < .001). Linear regression predicted that the 32 hand hygiene exercises or a total of 23-minute training were required to achieve proficiency. Conclusions: This is the first study to develop a train-to-proficiency program for hand hygiene quality and estimate the amount of training required. Given the importance of hand hygiene quality to preventing health care–associated infections (HAIs), medical education programs should consider using proficiency-based training in hand hygiene technique.

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The Clinical Skills Examination Training Program (CSET): An Interactive Training Exercise for Evaluators (P07.234)

Neurology ◽

10.1212/wnl.78.1_meetingabstracts.p07.234 ◽

2012 ◽

Vol 78 (Meeting Abstracts 1) ◽

pp. P07.234-P07.234

Author(s):

V. Shanker ◽

J. Kass ◽

S. Potrebic ◽

M. Abramowitz ◽

Z. London

Keyword(s):

Training Program ◽

Clinical Skills ◽

Training Exercise ◽

Interactive Training

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Etherapy: A Training Program for Development of Clinical Skills in Distance Psychotherapy

Journal of Technology in Human Services ◽

10.1080/15228830802102180 ◽

2008 ◽

Vol 26 (2-4) ◽

pp. 470-483 ◽

Cited By ~ 7

Author(s):

Georgina Cárdenas ◽

Berenice Serrano ◽

Lorena Alejandra Flores ◽

Anabel De la Rosa

Keyword(s):

Training Program ◽

Clinical Skills

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Applying Mastery Learning in a Clinical Skills Training Program for Primary Care Nurses

The Journal of Continuing Education in Nursing ◽

10.3928/00220124-20131121-14 ◽

2013 ◽

Vol 44 (12) ◽

pp. 542-543

Keyword(s):

Primary Care ◽

Training Program ◽

Clinical Skills ◽

Mastery Learning ◽

Skills Training ◽

Clinical Skills Training ◽

Primary Care Nurses

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Evaluating Perceptions of Culminating Clinical Education Experiences of Senior Athletic Training Students

Athletic Training Education Journal ◽

10.4085/1003219 ◽

2015 ◽

Vol 10 (3) ◽

pp. 219-226 ◽

Cited By ~ 5

Author(s):

Patricia A. Aronson ◽

Thomas G. Bowman ◽

Stephanie M. Mazerolle

Keyword(s):

Training Program ◽

Athletic Training ◽

Clinical Education ◽

Role Models ◽

Clinical Skills ◽

Athletic Training Education ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Athletic Training Students ◽

Education Administrators

Context The perceptions of athletic training students (ATSs) regarding their clinical education experiences are not fully understood. It is important to investigate ATS perceptions of clinical education to allow athletic training educators to provide educational experiences that will maximize learning. Objective To determine what ATSs value during their clinical education experiences. Design Qualitative study. Setting Participants completed an electronic preceptor evaluation. Patients or Other Participants Nineteen (14 female, 5 male; average age = 22 ± 1 years) senior ATSs over 2 years enrolled in a Commission on Accreditation of Athletic Training Education–accredited athletic training program participated in our study. Participants came from 1 Commission on Accreditation of Athletic Training Education–accredited athletic training program in the Mid-Atlantic region. Data Collection and Analysis We asked seniors to evaluate their final clinical education experience by completing an open-ended questionnaire. We analyzed the data following the principles of grounded theory. We negotiated over the coding scheme until we reached full agreement, performed a peer review, and conducted member checks to ensure trustworthiness of the results. Results Three major themes emerged from the data. Athletic training students enjoy interacting with preceptors who act as appropriate professional role models. Our participants also found value in being able to develop their clinical skills with appropriate situational supervision. Finally, ATSs appreciate when preceptors teach them new information by stimulating their critical thinking skills. Conclusions To help provide positive learning environments for senior ATSs, athletic training education administrators should select preceptors who can successfully model professional responsibilities, present ATSs with authentic learning experiences, and promote higher-level thinking. We believe providing ATSs with exposure to preceptors who can meet these criteria may better prepare students for professional practice, alter persistence decisions, and should be a goal of clinical experiences for the benefit of ATSs.

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Scaling up pediatric nurse specialist education in Ghana – a longitudinal, mixed methods evaluation

BMC Nursing ◽

10.1186/s12912-021-00550-1 ◽

2021 ◽

Vol 20 (1) ◽

Author(s):

Roxana Salehi ◽

Augustine Asamoah ◽

Stephanie de Young ◽

Hannah Acquah ◽

Nikhil Agarwal ◽

...

Keyword(s):

Mixed Methods ◽

Focus Groups ◽

Training Program ◽

Clinical Skills ◽

Scaling Up ◽

Nurse Training ◽

Program Outcomes ◽

Pediatric Nursing ◽

Pediatric Nurse

Abstract Background Inadequate health human resources is a key challenge to advancing child survival in Ghana. Nurses are an essential human resource to target because they represent the largest portion of the health workforce. Building on lessons learned from our pilot pediatric nurse training project and World Health Organization guidelines for transforming and scaling up health professional education, this project aimed to; train 500 pediatric nurse specialists through a one-year training program; develop and integrate a critical mass of pediatric nursing faculty and establish a national standardized pediatric nursing curriculum. This study aimed to evaluate the effectiveness of a national pediatric nurse training program in Ghana at the end of 4 years, including eight cohorts with 330 graduates. Methods This was a mixed-method evaluation with surveys, focus groups and a pre-test/post-test design. Before and after surveys were used to measure knowledge and confidence at baseline and graduation. Objective Structured Clinical Examinations (OSCE) were used to measure clinical skills at baseline, graduation, and 14 months follow-up. At the end of every module, surveys were used to measure students’ satisfaction. Focus groups at graduation qualitatively measured program outcomes. Repeat focus groups and surveys at 14 months after graduation captured the graduates’ career progress, experiences reintegrating into the health system and long-term program outcomes. Results Overall, the graduates completed the program with significantly increased knowledge, confidence, and clinical skills. They also had increased job satisfaction and were able to apply what they learned to their jobs, including leadership skills and gender-sensitive care. Data from 14-month follow-up OSCEs showed that all graduates remained competent in communication, physical assessment, and emergency care, although some obtained a lower mark compared to their performance at graduation. This finding is linked with the observation that the amount of mentorship, support from leadership and equipment that the graduates accessed from their respective facilities varied. Conclusions Mixed-methods evaluations demonstrated significant increases in knowledge confidence and skills by completing the program and maintenance of skills more than 1 year after graduation. Findings have implications for those working on the design, implementation, and evaluation of nursing education interventions in low- and middle-income countries.

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