836 resultados para Health professional education
Resumo:
O álcool é a substância mais consumida pelos adolescentes e jovens, e a idade do início e o padrão de consumo têm sido uma das preocupações, particularmente, dos sectores da saúde e da educação. Este consumo está associado a um conjunto de consequências negativas para a vida do adolescente, entre as quais a dificuldade de aprendizagem e o baixo rendimento escolar. Portanto, a prevenção do consumo de álcool nas escolas, constitui uma via consensual para tentar controlar o problema. Esta dissertação tem como objectivo conhecer o padrão de consumo de álcool dos alunos do ensino secundário em São Vicente (Cabo Verde) e estudar a sua relação com o insucesso escolar. Aplicámos um questionário anónimo a uma amostra de 500 alunos, com idade entre 12 e 21 anos, das 5 escolas secundárias públicas da ilha. Após uma análise exploratória dos dados e uma análise univariada verificou-se que o consumo de álcool podia estar relacionado com o insucesso escolar. Neste sentido, construímos modelos de regressão logística para estudar tal relação. Os resultados evidenciam que o primeiro contacto com o álcool ocorre numa idade precoce e o padrão de consumo, genericamente, varia em função da faixa etária e do género. Entretanto, independentemente do género e da faixa etária, o consumo ocorre fundamentalmente aos fins – de – semana e na companhia dos amigos. Após o controlo dos factores de confusão, o consumo de álcool permaneceu como um factor de risco para o insucesso escolar e verificámos que a probabilidade de um aluno ter insucesso escolar aumenta com a frequência de consumo. Os resultados do estudo alertam para a necessidade de uma intervenção de toda a comunidade educativa e dos sectores da saúde no sentido de implementar medidas que visem o combate ao consumo de álcool entre os alunos, e adolescentes de uma forma geral.
Resumo:
OBJECTIVE:: To determine whether there are differences in health perception and health care use among adolescents with psychosomatic symptoms (PS), with chronic conditions (CCs), and with both conditions compared with healthy controls. METHODS:: By using the SMASH02 database, 4 groups were created: youths with PS but no CCs (N = 1010); youths with CCs but no PS (N = 497); youths with both psychosomatic symptoms and chronic conditions (PSCC, N = 213); and youths with neither PS nor CC (control, N = 5709). We used χ tests and analysis of variance to compare each variable between the 4 groups. In a second step, all health and health care use variables were included in a multinomial regression analysis controlling for significant (p < .05) background variables and using the control group as the reference. RESULTS:: Overall, PS and PSCC youths were significantly more likely to rate their health as poor, to be depressed, and to have consulted several times their primary health care provider or a mental health professional than their healthy peers. With the exception of being depressed, PSCC adolescents reported worse health perception and higher health care use than CC and PS. CONCLUSIONS:: Although PS youths do not define PS as a CC, it should be considered as one. Moreover, having PS represents an additional burden to chronically ill adolescents. Health professionals dealing with adolescents must be aware of the deleterious health effects that PS can have on adolescents and have this diagnosis in mind to better target the treatment and improve their management.
Resumo:
In this paper, we study how public and private expenditures in health and education affect economic growth by their influence on people's health, abilities, skills and knowledge. We consider a growth accounting framework in order to test whether welfare expenditures more than offset the efficiency losses caused by distortionary taxation, and whether the effects of public expenditure on economic growth differ from those of private expenditure. Our empirical analysis is based on a panel of 19 OECD countries observed between 1971 and 1998. The results are consistent with the hypothesis that the contribution of welfare expenditures more than compensates for the distortions caused by the tax system; and the estimated positive impact is stronger for health than for education. We also find some evidence that public expenditure influences GDP growth more than private expenditure.
Resumo:
In this paper, we study how public and private expenditures in health and education affect economic growth by their influence on people's health, abilities, skills and knowledge. We consider a growth accounting framework in order to test whether welfare expenditures more than offset the efficiency losses caused by distortionary taxation, and whether the effects of public expenditure on economic growth differ from those of private expenditure. Our empirical analysis is based on a panel of 19 OECD countries observed between 1971 and 1998. The results are consistent with the hypothesis that the contribution of welfare expenditures more than compensates for the distortions caused by the tax system; and the estimated positive impact is stronger for health than for education. We also find some evidence that public expenditure influences GDP growth more than private expenditure.
Resumo:
Introduction: Evidence-based medicine (EBM) improves the quality of health care. Courses on how to teach EBM in practice are available, but knowledge does not automatically imply its application in teaching. We aimed to identify and compare barriers and facilitators for teaching EBM in clinical practice in various European countries. Methods: A questionnaire was constructed listing potential barriers and facilitators for EBM teaching in clinical practice. Answers were reported on a 7-point Likert scale ranging from not at all being a barrier to being an insurmountable barrier. Results: The questionnaire was completed by 120 clinical EBM teachers from 11 countries. Lack of time was the strongest barrier for teaching EBM in practice (median 5). Moderate barriers were the lack of requirements for EBM skills and a pyramid hierarchy in health care management structure (median 4). In Germany, Hungary and Poland, reading and understanding articles in English was a higher barrier than in the other countries. Conclusion: Incorporation of teaching EBM in practice faces several barriers to implementation. Teaching EBM in clinical settings is most successful where EBM principles are culturally embedded and form part and parcel of everyday clinical decisions and medical practice.
Resumo:
[Table des matières] I. Formations de base : Aide-soignant - Ambulancier - Diététicien - Ergothérapeute - Hygiéniste dentaire - Infirmier niveau I; niveau II - Laborantin medical - Pédicure ; podologue - Physiothérapeute - Sage-femme - Technicien en radiologie médicale - Technicien en salle d'opération - Assistant social. II. Formations continues : Ambulancier - Ergothérapeutes - Centre romand d'éducation permanente, Association suisse des infirmières - Laborantin médical - Formation continue en physiothérapie- Technicien en radiologie médicale, Contrôle de qualité en radiodiagnostic - Technicien en radiologie médicale, Formation continue en radioprotection et technique radiologique - Laborantin médical - Programme du service de formation continue du CHUV - Activités de formation continue du centre de formation H+ - Introduction à l'éthique en psychiatrie. III. Formations complémentaires : ESEI - Les activités de formation complémentaire du centre de formation H+ - Infirmier, Formation complémentaire de clinicien niveau I - Infirmier, Formation complémentaire en anesthésie - Infirmier, Formation complémentaire en soins intensifs - Infirmier, Formation complémentaire en salle d'opération - Laborantin médical, Formation supérieure et de cadres - Laborantin médical, Formation complémentaire spécialisée cytotechnicien - Assistant social - Formation de physiothérapeute enseignant. IV. Formations universitaires : Séminaire de gestion hospitalière - Bioéthique - Diplôme en économie et administration de la santé - Management des Institutions de santé - Ingéniérie biomédicale - Certificat en nutrition humaine - Cours postgrade de santé au travail.
Resumo:
Early Childhood Iowa (ECI) is an alliance of stakeholders in early care, health, and education that affect children age zero to five in the State of Iowa. Its purpose is to support a comprehensive, integrated early care, health and education system for Iowa. All activities of the system are aligned around a common vision for Iowa: Every child, beginning at birth, will be healthy and successful.Membership is voluntary and open to anyone self-identifying as a “stakeholder” in Iowa’s early care, health, and education system. The process for membership will be with as few barriers or constraints as possible. Individuals seeking membership should agree to the vision for an early care, health, and education system in Iowa and to the principles and core beliefs of the ECI Stakeholders. The structure of ECI includes six system component groups that describe the necessary elements of an effective and comprehensive early care, health, and education system, as well as a State Agency Liaison group and a Co-chairs group. Membership in each component group is open to anyone with an interest in the unique responsibilities of a implementing an early care, health and education system.
Resumo:
The purpose of the newsletter is to communicate with parents and professionals about newborn hearing screening and follow up in Iowa. We will share information about: Hearing screenings Early intervention, including communication opportunities Resources available for parents and professionals “Best practices” by hospitals, Area Education Agencies (AEAs), private practice audiology offi ces or other health and education providers working with children who are deaf or hard of hearing National research Iowa EHDI program goals EHDI program progress, system development, evaluation Family stories Highlights from the EHDI Advisory Committee
Resumo:
The purpose of the newsletter is to communicate with parents and professionals about newborn hearing screening and follow up in Iowa. We will share information about: Hearing screenings Early intervention, including communication opportunities Resources available for parents and professionals “Best practices” by hospitals, Area Education Agencies (AEAs), private practice audiology offi ces or other health and education providers working with children who are deaf or hard of hearing National research Iowa EHDI program goals EHDI program progress, system development, evaluation Family stories Highlights from the EHDI Advisory Committee
Resumo:
The purpose of the newsletter is to communicate with parents and professionals about newborn hearing screening and follow up in Iowa. We will share information about: Hearing screenings Early intervention, including communication opportunities Resources available for parents and professionals “Best practices” by hospitals, Area Education Agencies (AEAs), private practice audiology offi ces or other health and education providers working with children who are deaf or hard of hearing National research Iowa EHDI program goals EHDI program progress, system development, evaluation Family stories Highlights from the EHDI Advisory Committee
Resumo:
The purpose of the newsletter is to communicate with parents and professionals about newborn hearing screening and follow up in Iowa. We will share information about: Hearing screenings Early intervention, including communication opportunities Resources available for parents and professionals “Best practices” by hospitals, Area Education Agencies (AEAs), private practice audiology offi ces or other health and education providers working with children who are deaf or hard of hearing National research Iowa EHDI program goals EHDI program progress, system development, evaluation Family stories Highlights from the EHDI Advisory Committee
Resumo:
The purpose of the newsletter is to communicate with parents and professionals about newborn hearing screening and follow up in Iowa. We will share information about: Hearing screenings Early intervention, including communication opportunities Resources available for parents and professionals “Best practices” by hospitals, Area Education Agencies (AEAs), private practice audiology offi ces or other health and education providers working with children who are deaf or hard of hearing National research Iowa EHDI program goals EHDI program progress, system development, evaluation Family stories Highlights from the EHDI Advisory Committee
Resumo:
The purpose of the newsletter is to communicate with parents and professionals about newborn hearing screening and follow up in Iowa. We will share information about: Hearing screenings Early intervention, including communication opportunities Resources available for parents and professionals “Best practices” by hospitals, Area Education Agencies (AEAs), private practice audiology offi ces or other health and education providers working with children who are deaf or hard of hearing National research Iowa EHDI program goals EHDI program progress, system development, evaluation Family stories Highlights from the EHDI Advisory Committee
Resumo:
The purpose of the newsletter is to communicate with parents and professionals about newborn hearing screening and follow up in Iowa. We will share information about: Hearing screenings Early intervention, including communication opportunities Resources available for parents and professionals “Best practices” by hospitals, Area Education Agencies (AEAs), private practice audiology offi ces or other health and education providers working with children who are deaf or hard of hearing National research Iowa EHDI program goals EHDI program progress, system development, evaluation Family stories Highlights from the EHDI Advisory Committee
Resumo:
The purpose of the newsletter is to communicate with parents and professionals about newborn hearing screening and follow up in Iowa. We will share information about: Hearing screenings Early intervention, including communication opportunities Resources available for parents and professionals “Best practices” by hospitals, Area Education Agencies (AEAs), private practice audiology offi ces or other health and education providers working with children who are deaf or hard of hearing National research Iowa EHDI program goals EHDI program progress, system development, evaluation Family stories Highlights from the EHDI Advisory Committee
