BACKGROUND: Continuing Education in Medicine (CEM) underlines the importance of updates and information for the health care team. Our aim was to describe the organization and results of a CEM course 'educate to organ donation' that involved the nursing team in an educational experience with high school students. The course consists of theory (4 hours; the physician-patient relationship, the educational role of the nurse, the teaching policy, checklist, and results of a school education program) and practice (10 hours; the attendants join the teaching team in the classrooms and in the plenary session). Analysis of anonymous questionnaires performed after the course contained semistructured questions and analog scales. RESULTS: The first acknowledgment came from the Cabinet of Public Health, which gave the maximum number of credits (14 for 14 education hours). Participation: presently 40 nurses, about 40% of those working in the renal unit (over 30 CEM courses are available in the hospital). Satisfaction: Overall score was median 8.5 (6 to 10) including teaching materials = 8 (4 to 10). Among the theoretical part, the lesson on patient-physician relationship obtained the highest score. The main drawback was the shortness of the practical part. The classroom meeting achieved a median score of 9.5 (7 to 10), the general session = 9 (5 to 10). All but one nurse registered for an 'advanced' course, giving more time to the practical part (20 hours). CONCLUSION: CEM may represent an important way to deliver education on transplant-related issues to patients and to the general population.
Continuing education in medicine: a useful tool for nurses' empowerment in renal transplantation
SEGOLONI, Giuseppe;PICCOLI, Giorgina Barbara
2004-01-01
Abstract
BACKGROUND: Continuing Education in Medicine (CEM) underlines the importance of updates and information for the health care team. Our aim was to describe the organization and results of a CEM course 'educate to organ donation' that involved the nursing team in an educational experience with high school students. The course consists of theory (4 hours; the physician-patient relationship, the educational role of the nurse, the teaching policy, checklist, and results of a school education program) and practice (10 hours; the attendants join the teaching team in the classrooms and in the plenary session). Analysis of anonymous questionnaires performed after the course contained semistructured questions and analog scales. RESULTS: The first acknowledgment came from the Cabinet of Public Health, which gave the maximum number of credits (14 for 14 education hours). Participation: presently 40 nurses, about 40% of those working in the renal unit (over 30 CEM courses are available in the hospital). Satisfaction: Overall score was median 8.5 (6 to 10) including teaching materials = 8 (4 to 10). Among the theoretical part, the lesson on patient-physician relationship obtained the highest score. The main drawback was the shortness of the practical part. The classroom meeting achieved a median score of 9.5 (7 to 10), the general session = 9 (5 to 10). All but one nurse registered for an 'advanced' course, giving more time to the practical part (20 hours). CONCLUSION: CEM may represent an important way to deliver education on transplant-related issues to patients and to the general population.
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