Learning collaboration in General Internal Medicine: a pilot project for undergraduate students in nursing, physiotherapy and medicine

Background: A form of education called Interprofessional Education (IPE) occurs when two or more professions learn with, from and about each other. The purpose of IPE is to improve collaboration and the quality of care. Today, IPE is considered as a key educational approach for students in the health professions. IPE is highly effective when delivered in active patient care, such as in clinical placements. General internal medicine (GIM) is a core discipline where hospital-based clinical placements are mandatory for students in many health professions. However, few interprofessional (IP) clinical placements in GIM have been implemented. We designed such a placement. Placement design: The placement took place in the Department of Internal Medicine at the CHUV. It involved students from nursing, physiotherapy and medicine. The students were in their last year before graduation. Students formed teams consisting of one student from each profession. Each team worked in the same unit and had to take care of the same patient. The placement lasted three weeks. It included formal IP sessions, the most important being facilitated discussions or "briefings" (3x/w) during which the students discussed patient care and management. Four teams of students eventually took part in this project. Method: We performed a type of evaluation research called formative evaluation. This aimed at (1) understanding the educational experience and (2) assessing the impact of the placement on student learning. We collected quantitative data with pre-post clerkship questionnaires. We also collected qualitative data with two Focus Groups (FG) discussions at the end of the placement. The FG were audiotaped and transcribed. A thematic analysis was then performed. Results: We focused on the qualitative data, since the quantitative data lacked of statistical power due to the small numbers of students (N = 11). Five themes emerged from the FG analysis: (1) Learning of others' roles, (2) Learning collaborative competences, (3) Striking a balance between acquiring one's own professional competences and interprofessional competences, (4) Barriers to apply learnt IP competences in the future and (5) Advantages and disadvantages of IP briefings. Conclusions: Our IP clinical placement in GIM appeared to help students learn other professionals' roles and collaborative skills. Some challenges (e.g. finding the same patient for each team) were identified and will require adjustments.

The Healthier Communities Shared Priority Project: Learning from the pathfinder authorities

This report presents the findings of an evaluation of how the 12 pathfinder local authorities in the LGA/DH sponsored Shared Priority Project began engaging with new requirements to promote healthier communities and narrow health inequalities. The purpose of the report is to capture the learning from the pathfinder authorities' experience of this initial planning phase and share it more widely now that all local authorities have to focus on the shared priorities.

Health equity audit - learning from practice briefing

This briefing provides a summary of learning from three workshops on HEA, and examples of completed or near-completed HEAs to illustrate these learning points. It is recognised that this experience is evolving.

Learning Difficulties and Ethnicity

This framework is to help people and organisations (e.g. Learning Disability Partnership Boards) work towards ensuring that local services are culturally competent/appropriate.

E-learning : implementació d'un CMS per a la gestió d'un Campus Virtual

L'objectiu d'aquest treball consisteix a elegir una eina de gestió de continguts per a l'aplicació en la gestió d'un campus virtual. L'estudi de les característiques de diversos dels CMS més emprats ens permetrà, a més, acostar-nos-hi d'una manera pràctica, atès que una part del treball inclou, després de la tria del CMS, la seva instal·lació en un servidor a Internet i la configuració pertinent per a adequar-lo als rols d'administradors, professors, estudiants, etc.

Communities for health: Learning from the pilots

Learning case examples and best practice from the pilot areas of Communities for Health. These pilots detail how communities have addressed a wide range of health issues and tackled health inequalities. Rural and urban deprived areas have worked to address obesity, healthy eating, mental health and sexual health.

Learning Disabilities and Health

This factsheet on learning disability has been compiled by the Department of Health South East. It highlights the health inequalities experienced by those with learning disabilities and summarises the main health-related issues. It details key publications such as 'Valuing People Now', which was launched in Jan-09, and provides information about strategies, resources and national drivers including Local Area Agreements. It can serve as a useful tool for PCTs, commissioners, those involved in service development, and those with a public health remit in order to improve practice and health outcomes among those with learning disability at both local and regional levels. For further information contact: Jonathan Campion (jonathan.campion@dh.gsi.gov.uk) or Jo Nurse (jo.nurse@dh.gsi.gov.uk)

TFC e-learning estàndards : Anàlisi de la qualitat de les metadades presents als documents LOM

Aquest projecte vol estudiar la qualitat de les metadades presents en els documents que representen objectes de coneixement LOM (

Apprenticeship Council Report on New Apprenticeship Programme Proposals

In May 2013, the then Minister for Education and Skills announced a wide ranging review of apprenticeship in Ireland. The review was undertaken by an independent Review Group under the chairmanship of Kevin Duffy. The objective of the review was to “examine the future of apprenticeship training in Ireland with a greater focus on a work based learning and a closer alignment of the current needs if the Irish labour market”. The Apprenticeship Review took place in the context of a wider reform programme in education and training, including major structural change in further education and training, the establishment of SOLAS and the development of new national strategies in both further and higher education. Apprenticeship was defined by the Apprenticeship Review Group as a programme of structured education and training, which formally combines and alternates learning in the work place with learning in an education or training centre, (a dual system i.e. a blended combination of on-the-job employer-based training and off-the-job training) whose completion - Prepares the participant for a specific occupation - Leads to an award, recognised under the National Framework of Qualifications from Level 5 to Level 1

Literacy and Numeracy Learning for Life

Literacy and Numeracy for Learning and Life is the national strategy to improve literacy and numeracy standards among children and young people in the education system. This strategy seeks to address significant concerns about how well our young people are developing the literacy and numeracy skills that they will need to participate fully in the education system, to live satisfying and rewarding lives, and to participate as active and informed citizens in our society.

Literacy and Numeracy Learning for Life - Summary

In July 2011 the Minister for education launched Literacy and Numeracy for Learning and Life – the national strategy to improve literacy and numeracy among children and young people. The strategy was developed following an extensive consultation process and contributions from individuals, schools, groups and organisations. This leaflet gives a flavour of the key parts of the Strategy with access to the full document on the Department’s website.

Review of ALCES funded Adult Literacy Provision

Following the publication of the International Adult Literacy Survey (IALS), the White Paper on Adult Education set targets for the participation of adults with low levels of literacy and numeracy in VEC provision. These participation targets have been attained. It is not known if the skill levels of the Irish population have changed since 1995 but the publication of the results of the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) in October 2013 will provide this information. The Skills Strategy and other Government policy statements relating to activation measures propose that an additional 500,000 individuals within the workforce need to progress by at least one level on the National Framework of Qualifications (NFQ) by 2020. While no new overall strategy for the development of Adult Literacy in Ireland has been devised since the publication of the White Paper in 2000, there have been a number of specific initiatives taken by Government which complement the initial provision framework (Intensive Literacy (ITABE), DEIS Family Literacy, projects focused on the workplace). Blended and distance learning initiatives have also been supported. These issues should inform the development of any new Adult Literacy strategy by SOLAS.

White Paper on Adult Education Learning for Life

This is Ireland’s first White Paper on Adult Education and marks the adoption of lifelong learning as the governing principle of educational policy. The Paper reflects on the role of adult education in society, builds on the consultation process following publication of the Green Paper, and sets out the Government’s policies and priorities for the future development of the sector. It does not aim to provide a policy blueprint for the training sector given that this work is being advanced through the National Employment Action Plans and previous publications, and the work of the Task Force on Lifelong Learning recently established by the Department of Enterprise, Trade and Employment. Rather, it seeks to ensure that there is a fit and complementarity between education and training provision, so as to ensure that learners can move progressively and incrementally within an over-arching co-ordinated and learner-centred framework.

Eines E-Learning UOC : Detecció de plagi en documents OpenOffice.org

En aquest treball primer s'estudia en què consisteix el plagi i de quines maneres es pot cometre i detectar. Posteriorment, s'aplica tot aquest coneixement a la implementació d'una utilitat que poden utilitzar els consultors de la UOC per detectar plagi en els documents en format OpenOffice.org presentats pels alumnes. El resultat d'aquest treball serà, per tant, aquesta memòria així com l'aplicació desenvolupada.

Regional Guidelines for the Search of Patients, their Belongings and the Environment of Care within Adult Mental Health and Learning Disability Inpatient Settings

The overarching purpose of these guidelines is to ensure the safety and promote the protection of patients, staff and visitors by ensuring that dangerous items or hazardous substances are not brought into the in-patient setting, including illicit substances, prescribed / over the counter medications, dangerous items and alcohol or any other hazardous or potentially hazardous item or substance.