LIVIVO - Search results -

Search results

Result 1 - 10 of total 13

Search options

Article ; Online: COVID-19: opportunities for professional development and disruptive innovation.

McMaster, David / Veremu, Munashe / Santucci, Catherine

2020 Volume 17, Issue 3, Page(s) 238–240

MeSH term(s)	Betacoronavirus ; COVID-19 ; Communicable Disease Control/methods ; Coronavirus Infections/epidemiology ; Coronavirus Infections/transmission ; Education, Medical/organization & administration ; Humans ; Organizational Innovation ; Pandemics ; Pneumonia, Viral/epidemiology ; Pneumonia, Viral/transmission ; SARS-CoV-2 ; Staff Development/organization & administration ; Teaching/organization & administration ; United Kingdom
Keywords	covid19
Language	English
Publishing date	2020-06-29
Publishing country	England
Document type	Journal Article
ZDB-ID	2151518-9
ISSN	1743-498X ; 1743-4971
ISSN (online)	1743-498X
ISSN	1743-4971
DOI	10.1111/tct.13175
Database	MEDical Literature Analysis and Retrieval System OnLINE

Full text online

Accessible to users with ZB MED library card

In stock of ZB MED Cologne/Königswinter

Zs.A 6678: Show issues

Location:
Je nach Verfügbarkeit (siehe Angabe bei Bestand)
bis Jg. 2021: Bestellungen von Artikeln über das Online-Bestellformular
ab Jg. 2022: Lesesaal (EG)

Order via subito

This service is chargeable due to the Delivery terms set by subito. Orders including an article and supplementary material will be classified as separate orders. In these cases, fees will be demanded for each order.

Details ▾

Article: COVID-19: opportunities for professional development and disruptive innovation

McMaster, David / Veremu, Munashe / Santucci, Catherine

Clin Teach

Keywords	covid19
Publisher	WHO
Document type	Article
Note	WHO #Covidence: #401307
Database	COVID19

Inter-library loan at ZB MED

Your chosen title can be delivered directly to ZB MED Cologne location if you are registered as a user at ZB MED Cologne.

Details ▾

Article ; Online: COVID ‐19

McMaster, David / Veremu, Munashe / Santucci, Catherine

The Clinical Teacher

opportunities for professional development and disruptive innovation

2020 Volume 17, Issue 3, Page(s) 238–240

Keywords	Review and Exam Preparation ; General Medicine ; covid19
Language	English
Publisher	Wiley
Publishing country	us
Document type	Article ; Online
ZDB-ID	2151518-9
ISSN	1743-498X ; 1743-4971
ISSN (online)	1743-498X
ISSN	1743-4971
DOI	10.1111/tct.13175
Database	BASE - Bielefeld Academic Search Engine (life sciences selection)

Full text online

Accessible to users with ZB MED library card

In stock of ZB MED Cologne/Königswinter

Zs.A 6678: Show issues

Location:
Je nach Verfügbarkeit (siehe Angabe bei Bestand)
bis Jg. 2021: Bestellungen von Artikeln über das Online-Bestellformular
ab Jg. 2022: Lesesaal (EG)

Order via subito

Details ▾

Article ; Online: Pivoting Continuing Professional Development During the COVID-19 Pandemic: A Narrative Scoping Review of Adaptations and Innovations.

Soklaridis, Sophie / Chowdhury, Mushfika / Turco, Mary G / Tremblay, Martin / Mazmanian, Paul / Williams, Betsy / Besa, Reena / Sockalingam, Sanjeev

The Journal of continuing education in the health professions

2024

Abstract: Introduction: Most formal continuing professional development (CPD) opportunities were offered ... in person until March 2020 when the COVID-19 pandemic disrupted traditional structures of CPD offerings ... The authors explored the adaptations and innovations in CPD that were strengthened or newly created during ...

Abstract	Introduction: Most formal continuing professional development (CPD) opportunities were offered in person until March 2020 when the COVID-19 pandemic disrupted traditional structures of CPD offerings. The authors explored the adaptations and innovations in CPD that were strengthened or newly created during the first 16 months of the pandemic. Methods: The objectives of the narrative review were to answer the following questions: (1) what types of adaptations to CPD innovations are described? and (2) what may shape future innovations in CPD? The following databases were searched: Medline, Embase, CINAHL, and ERIC to identify the literature published between March 2020 to July 2021. The authors conducted a comprehensive search by including all study types that described adaptations and/or innovations in CPD during the stated pandemic period. Results: Of the 8295 citations retrieved from databases, 191 satisfied the inclusion criteria. The authors found three categories to describe adaptations to CPD innovations: (1) creation of new online resources, (2) increased use of the existing online platforms/software to deliver CPD, and (3) use of simulation for teaching and learning. Reported advantages and disadvantages associated with these adaptations included logistical, interactional, and capacity building elements. The review identified five potential future CPD innovations: (1) empirical research on the effectiveness of virtual learning; (2) novel roles and ways of thinking; (3) learning from other disciplines beyond medicine; (4) formation of a global perspective; and (5) emerging wellness initiatives. Discussion: This review provided an overview of the adaptations and innovations that may shape the future of CPD beyond the pandemic.
Language	English
Publishing date	2024-01-11
Publishing country	United States
Document type	Journal Article
ZDB-ID	639445-0
ISSN	1554-558X ; 0894-1912
ISSN (online)	1554-558X
ISSN	0894-1912
DOI	10.1097/CEH.0000000000000539
Database	MEDical Literature Analysis and Retrieval System OnLINE

In stock of ZB MED Cologne/Königswinter

Zs.B 2557: Show issues

Location:
Je nach Verfügbarkeit (siehe Angabe bei Bestand)
bis Jg. 2021: Bestellungen von Artikeln über das Online-Bestellformular
ab Jg. 2022: Lesesaal (EG)

Order via subito

Details ▾
- See ZB MED holdings
- Order with fees

Article ; Online: Exploring the Effect of COVID-19 on Graduate Nursing Education.

O'Keefe, Rachael / Auffermann, Kristin

Academic medicine : journal of the Association of American Medical Colleges

2021 Volume 97, Issue 3S, Page(s) S61–S65

Abstract: Graduate nursing students are both nurses and adult learners. During the COVID-19 pandemic ... in their professional, educational, and personal lives. Changes in work environments, including redeployments, increased hours, and ... their isolation and stress. Academic institutions supported graduate nursing students through innovations ...

Abstract	Graduate nursing students are both nurses and adult learners. During the COVID-19 pandemic, many found themselves working on the frontlines while maintaining their studies and confronting challenges in their professional, educational, and personal lives. Changes in work environments, including redeployments, increased hours, and furloughs, challenged their work-study balance. The rapid pivot to virtual instruction allowed graduate nursing students to continue their coursework, but asynchronous delivery of course content increased their isolation and stress. Academic institutions supported graduate nursing students through innovations such as regular town hall meetings and flexible attendance policies, while the widespread closure of clinical learning sites became one of their biggest challenges. A minimum of 500 hours of supervised direct patient care is required to prepare a student to practice as a nurse practitioner, but there is no formal, financed clinical placement system for nurse practitioner students-leaving this clinical learning requirement particularly vulnerable to disruption during the pandemic. Some of the clinical learning alternatives employed included occupational health work, tele-precepting, and simulation. Since telehealth will be a part of the future of health care delivery, tele-precepting practices should be further developed, but simulation was underused and not an acceptable replacement for supervised direct patient care. A postpandemic future needs to limit gaps in the development of safe, competent health care providers by viewing graduate nursing students as essential workers and ensuring their access to the robust didactic and clinical learning opportunities that will best position them as leaders in health care.
MeSH term(s)	COVID-19 ; Education, Distance ; Education, Nursing, Graduate ; Humans ; Nurse Practitioners/education ; Pandemics ; SARS-CoV-2 ; United States
Language	English
Publishing date	2021-11-22
Publishing country	United States
Document type	Journal Article
ZDB-ID	96192-9
ISSN	1938-808X ; 1040-2446
ISSN (online)	1938-808X
ISSN	1040-2446
DOI	10.1097/ACM.0000000000004537
Database	MEDical Literature Analysis and Retrieval System OnLINE

In stock of ZB MED Cologne/Königswinter

Zs.A 112: Show issues

Location:
Je nach Verfügbarkeit (siehe Angabe bei Bestand)
bis Jg. 1994: Bestellungen von Artikeln über das Online-Bestellformular
Jg. 1995 - 2021: Lesesall (1.OG)
ab Jg. 2022: Lesesaal (EG)

Order via subito

Details ▾
- See ZB MED holdings
- Order with fees

Article ; Online: Maternal and Child Health Nursing education before and during COVID-19: An exploratory descriptive study.

Ridgway, Lael / McKenna, Lisa / Hokke, Stacey / Hackworth, Naomi / Nicholson, Jan M

Journal of professional nursing : official journal of the American Association of Colleges of Nursing

2022 Volume 41, Page(s) 100–107

Abstract: ... of COVID-19 impacts on student knowledge of theory and practice, and lessons learned ... All participants recognized struggles, opportunities and innovations within three key themes: "We've learned how ... a sense of uncertainty, increased flexibility, opportunities for change and new ways of connecting ...

Abstract	Background: Major disruptions to higher education during COVID-19 resulted in a rapid shift to online learning and associated adaptations to teaching and assessment practices, including for postgraduate programs requiring practical skill development such as nursing and midwifery. Educator perspectives of this transition have not been widely studied. Purpose: This qualitative descriptive study aimed to describe Australian postgraduate Maternal, Child and Family Health nurse educators' perceptions of COVID-19 impacts on student knowledge of theory and practice, and lessons learned through their responses. Method: Semi-structured interviews were reflexively thematically analyzed. Results: All participants recognized struggles, opportunities and innovations within three key themes: "We've learned how to be flexible": Grappling with COVID-safe teaching and assessment; "Chat rooms and Zoomland": Learning in a virtual community; and "We've had a few struggles": Clinical placement tensions. Educators described a sense of uncertainty, increased flexibility, opportunities for change and new ways of connecting. They adapted by developing new online resources and broadening clinical practicum and assessment requirements to address new practice approaches including telehealth. Conclusions: Rapidly changing practice requirements and concerns about risk of disease transfer between workplace and placement venues restricted placement opportunities. Educators learned and incorporated new skills and strategies into their teaching, while aiming to meet professional expectations and maintain quality of education. Some strategies are likely to be maintained for future education programs.
MeSH term(s)	Australia ; COVID-19 ; Child ; Child Health ; Education, Nursing ; Faculty, Nursing ; Humans
Language	English
Publishing date	2022-05-08
Publishing country	United States
Document type	Journal Article
ZDB-ID	632951-2
ISSN	1532-8481 ; 8755-7223
ISSN (online)	1532-8481
ISSN	8755-7223
DOI	10.1016/j.profnurs.2022.04.007
Database	MEDical Literature Analysis and Retrieval System OnLINE

Full text online

Accessible to users with ZB MED library card

In stock of ZB MED Cologne/Königswinter

Zs.B 2985: Show issues

Location:
Je nach Verfügbarkeit (siehe Angabe bei Bestand)
bis Jg. 2021: Bestellungen von Artikeln über das Online-Bestellformular
ab Jg. 2022: Lesesaal (EG)

Order via subito

Details ▾

Article ; Online: Priorities for addressing the impact of the COVID-19 pandemic on college student mental health.

Liu, Cindy H / Pinder-Amaker, Stephanie / Hahm, Hyeouk Chris / Chen, Justin A

Journal of American college health : J of ACH

2020 Volume 70, Issue 5, Page(s) 1356–1358

Abstract: The COVID-19 pandemic has already produced profound impacts on college students, with unprecedented ... mental health needs: the development of strategies for ensuring mental health service access, and intentional ... for campus administrators, mental health professionals, researchers, and policymakers to leverage innovative ...

Abstract	The COVID-19 pandemic has already produced profound impacts on college students, with unprecedented directives for student relocation from their college campuses and dormitories mid-semester and coursework that took place through virtual learning. The current disruptions and anticipated potential long-term changes call for immediate prioritization regarding next steps for addressing college mental health and well-being. This viewpoint article highlights two urgent priorities for addressing current college mental health needs: the development of strategies for ensuring mental health service access, and intentional outreach to college students with special circumstances. The current crisis also represents an opportunity for campus administrators, mental health professionals, researchers, and policymakers to leverage innovative models of care as well as identity-related student assets, strengths, and resilience-promoting factors to support students' eventual return to campus and to respond more effectively to future massive disruptions.
MeSH term(s)	COVID-19 ; Humans ; Mental Health ; Pandemics ; Students/psychology ; Universities
Keywords	covid19
Language	English
Publishing date	2020-10-13
Publishing country	United States
Document type	Journal Article ; Research Support, Non-U.S. Gov't ; Research Support, N.I.H., Extramural ; Research Support, U.S. Gov't, Non-P.H.S.
ZDB-ID	604907-2
ISSN	1940-3208 ; 0744-8481
ISSN (online)	1940-3208
ISSN	0744-8481
DOI	10.1080/07448481.2020.1803882
Database	MEDical Literature Analysis and Retrieval System OnLINE

Full text online

Accessible to users with ZB MED library card

In stock of ZB MED Cologne/Königswinter

Zs.A 427: Show issues

Location:
Je nach Verfügbarkeit (siehe Angabe bei Bestand)
bis Jg. 1994: Bestellungen von Artikeln über das Online-Bestellformular
Jg. 1995 - 2021: Lesesall (1.OG)
ab Jg. 2022: Lesesaal (EG)

Order via subito

Details ▾

Article ; Online: Impact of SARS, H1N1, and COVID-19 on Medical Trainees’ Academic and Personal Experience

Megan Cipro / Lyne Pitre / Salomon Fotsing / Marjorie Pomerleau

Journal of Medical Education and Curricular Development, Vol

A Systematic Search and Narrative Review

2023 Volume 10

Abstract: ... innovation, the worry regarding professional identity formation and the development of mental health issues ... country’s development on their experience with COVID-19. ... between the two searches was the long-term effect of COVID-19, including the opportunity for didactic ...

Abstract	OBJECTIVES The SARS-CoV-2 pandemic is a destabilizing experience for medical students and resident doctors and troubles their training in the hospital setting. This narrative review aims to identify the effect of health crises on the academic and personal lives of medical trainees and to develop solutions to support them. METHODS EducationSource, MedLine and PsychInfo were consulted on June 30th and December 16th, 2020 to identify the articles explaining the effect of SARS-CoV-1 (2002), A/H1N1 (2009) or SARS-CoV-2 (ongoing) on medical learners. Exclusion criteria included policy papers, letters to the editor or articles detailing the impact on undergraduate medical curricula, on nonmedical trainees, on the residency application process, or the physical impact of the disease. The quality of the selected papers was appraised using CASP for qualitative studies and NHLBI-NIH for cross-sectional studies. RESULTS Ninety-four manuscripts were initially generated and 229, secondarily, of which respectively 14 and 16 were included in the final analysis according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and reviewed qualitatively. It was found that the learners consider their education compromised by exam delays, the suspension of academic activities, and elective surgeries. Anxiety associated with this academic disruption developed. Burnout is exacerbated by the heightened workload. The main difference between the two searches was the long-term effect of COVID-19, including the opportunity for didactic innovation, the worry regarding professional identity formation and the development of mental health issues. The proposed solutions varied from continuous access to mental health resources to the follow-up of learners’ well-being. CONCLUSION It would be interesting to assess the impact of medical trainees’ specialty and country’s development on their experience with COVID-19.
Keywords	Special aspects of education ; LC8-6691 ; Medicine (General) ; R5-920
Subject code	306
Language	English
Publishing date	2023-12-01T00:00:00Z
Publisher	SAGE Publishing
Document type	Article ; Online
Database	BASE - Bielefeld Academic Search Engine (life sciences selection)

Full text online

Full text

Inter-library loan at ZB MED

Your chosen title can be delivered directly to ZB MED Cologne location if you are registered as a user at ZB MED Cologne.

Article ; Online: Impact of the COVID-19 Pandemic on the Clinical Learning Environment: Addressing Identified Gaps and Seizing Opportunities.

Triemstra, Justin D / Haas, Mary R C / Bhavsar-Burke, Indira / Gottlieb-Smith, Rachel / Wolff, Margaret / Shelgikar, Anita V / Samala, Renato V / Ruff, Allison L / Kuo, Kevin / Tam, Marty / Gupta, Amit / Stojan, Jennifer / Gruppen, Larry / Ellinas, Herodotos

Academic medicine : journal of the Association of American Medical Colleges

2021 Volume 96, Issue 9, Page(s) 1276–1281

Abstract: ... transition to a virtual learning space. As health professions education continues in the era of COVID-19 and ... infrastructure. During the COVID-19 pandemic, all 4 of these parts of the CLE have undergone a massive and rapid ... development and identity as they rose to meet the clinical and educational challenges they faced due to COVID ...

Abstract	The clinical learning environment (CLE) encompasses the learner's personal characteristics and experiences, social relationships, organizational culture, and the institution's physical and virtual infrastructure. During the COVID-19 pandemic, all 4 of these parts of the CLE have undergone a massive and rapid disruption. Personal and social communications have been limited to virtual interactions or shifted to unfamiliar clinical spaces because of redeployment. Rapid changes to the organizational culture required prompt adaptations from learners and educators in their complex organizational systems yet caused increased confusion and anxiety among them. A traditional reliance on a physical infrastructure for classical educational practices in the CLE was challenged when all institutions had to undergo a major transition to a virtual learning environment. However, disruptions spurred exciting innovations in the CLE. An entire cohort of physicians and learners underwent swift adjustments in their personal and professional development and identity as they rose to meet the clinical and educational challenges they faced due to COVID-19. Social networks and collaborations were expanded beyond traditional institutional walls and previously held international boundaries within multiple specialties. Specific aspects of the organizational and educational culture, including epidemiology, public health, and medical ethics, were brought to the forefront in health professions education, while the physical learning environment underwent a rapid transition to a virtual learning space. As health professions education continues in the era of COVID-19 and into a new era, educators must take advantage of these dynamic systems to identify additional gaps and implement meaningful change. In this article, health professions educators and learners from multiple institutions and specialties discuss the gaps and weaknesses exposed, opportunities revealed, and strategies developed for optimizing the CLE in the post-COVID-19 world.
MeSH term(s)	COVID-19/prevention & control ; Cooperative Behavior ; Education, Distance/methods ; Education, Distance/organization & administration ; Education, Medical/methods ; Education, Medical/organization & administration ; Humans ; Interdisciplinary Placement ; Learning ; Organizational Culture ; Physical Distancing ; Social Environment ; Social Networking ; Students, Medical/psychology ; United States
Language	English
Publishing date	2021-08-25
Publishing country	United States
Document type	Journal Article
ZDB-ID	96192-9
ISSN	1938-808X ; 1040-2446
ISSN (online)	1938-808X
ISSN	1040-2446
DOI	10.1097/ACM.0000000000004013
Database	MEDical Literature Analysis and Retrieval System OnLINE

In stock of ZB MED Cologne/Königswinter

Zs.A 112: Show issues

Location:
Je nach Verfügbarkeit (siehe Angabe bei Bestand)
bis Jg. 1994: Bestellungen von Artikeln über das Online-Bestellformular
Jg. 1995 - 2021: Lesesall (1.OG)
ab Jg. 2022: Lesesaal (EG)

Order via subito

Details ▾
- See ZB MED holdings
- Order with fees

Article: Priorities for addressing the impact of the COVID-19 pandemic on college student mental health

Liu, Cindy H / Pinder-Amaker, Stephanie / Hahm, Hyeouk Chris / Chen, Justin A

J Am Coll Health

Abstract	The COVID-19 pandemic has already produced profound impacts on college students, with unprecedented directives for student relocation from their college campuses and dormitories mid-semester and coursework that took place through virtual learning. The current disruptions and anticipated potential long-term changes call for immediate prioritization regarding next steps for addressing college mental health and well-being. This viewpoint article highlights two urgent priorities for addressing current college mental health needs: the development of strategies for ensuring mental health service access, and intentional outreach to college students with special circumstances. The current crisis also represents an opportunity for campus administrators, mental health professionals, researchers, and policymakers to leverage innovative models of care as well as identity-related student assets, strengths, and resilience-promoting factors to support students' eventual return to campus and to respond more effectively to future massive disruptions.
Keywords	covid19
Publisher	WHO
Document type	Article
Note	WHO #Covidence: #851518
Database	COVID19

Inter-library loan at ZB MED

Your chosen title can be delivered directly to ZB MED Cologne location if you are registered as a user at ZB MED Cologne.

Details ▾

To top

Full text online

More links

Kategorien

In stock of ZB MED Cologne/Königswinter

Order via subito

Kategorien

Inter-library loan at ZB MED

Full text online

More links

Kategorien

In stock of ZB MED Cologne/Königswinter

Order via subito

More links

Kategorien

In stock of ZB MED Cologne/Königswinter

Order via subito

More links

Kategorien

In stock of ZB MED Cologne/Königswinter

Order via subito

Full text online

More links

Kategorien

In stock of ZB MED Cologne/Königswinter

Order via subito

Full text online

More links

Kategorien

In stock of ZB MED Cologne/Königswinter

Order via subito

Full text online

More links

Kategorien

Inter-library loan at ZB MED

More links

Kategorien

In stock of ZB MED Cologne/Königswinter

Order via subito

Kategorien

Inter-library loan at ZB MED