Categories
Healthcare

Education and Research

Introduction

Education and research in the healthcare environment requires an effective understanding of current trends and other needs that are instrumental in providing knowledge and information so that clinicians may perform their duties to improve the quality of patient care and treatment. It is important to demonstrate these objectives and to provide additional insight into research and education that supports healthcare practice across a variety of specialties. It is necessary to evaluate trends and to demonstrate the impact of these trends on education and research in order to accomplish the tasks that are necessary to expand patient care quality and effectiveness. From a department-based perspective, it is important to recognize the value of technology and other factors as key contributors to the expansion of healthcare education and research in order to meet the needs of patients and trends in modern healthcare practice. The following discussion will address these objectives in greater detail and will consider some of the most relevant and successful trends in healthcare practice that will positively influence practice objectives for the foreseeable future.

Body

As a healthcare educator, trends and strategies to maximize educational opportunities are critical for the development of new ideas and in motivating students and employees to achieve their greatest potential. Departments that are responsible for education-based initiatives must look to trends and technologies as a means of promoting successful results. For example, there is an ever-growing need to promote interdisciplinary education and training across different departments to ensure that healthcare professionals are cross-trained to improve quality across all areas (Heller et.al, 2011).  Therefore, it is important to provide team environments as a means of producing effective outcomes and relationships among clinicians that will work towards a set of common goals and objectives in order to achieve the desired outcomes for improved quality in all areas of patient care and treatment (Heller et.al, 2011). Therefore, education planning tools must support the creation of new ideas and strategies to support team-based initiatives to ensure that the needs of all patients are met successfully and across all disciplinary areas of focus (Heller et.al, 2011). Team-based approaches to learning continue to be instrumental in providing students and clinicians alike with opportunities to learn new techniques and concepts in a manner that promotes discussion and other frameworks to achieve greater outcomes for patients (Heller et.al, 2011). This is a critical component of clinical practice and encourages individual learners to take risks and to ask questions that might not have been considered in the past because innovation was limited or teams did not exist in this manner (Heller et.al, 2011). The creation of a learning environment to achieve greater outcomes requires an effective understanding of the tools and ideas that other team members bring to the discussion so that these ideas are carefully evaluated and possibly implemented in future programs (Heller et.al, 2011).

The utilization of different types of technology for clinicians across different areas of focus is also essential to the development of new ideas and approaches to healthcare education across different areas, and this is accomplished by using social networking and other resources in an effective manner to achieve these objectives (Lobb and McDonnell, 2009).  These tools provide additional insight into the frameworks that capture the attention of student learners, in addition to such tools as You Tube to enable students to use video to learn about different topics and research-based objectives (Lobb and McDonnell, 2009). These efforts also demonstrate the importance of unique opportunities to obtain feedback and other information that will generate interest and motivation in the topic as well as greater focus (Lobb and McDonnell, 2009).  This includes the development of frameworks that capture instructional design capabilities to ensure that educators have the tools in place to provide their students with unique opportunities for growth and professional development (21 CLS). Instructional content should be at an advanced level and offer new insight into existing problems and concerns that clinicians face with their patients to ensure that the development of new techniques is accomplished as required, while also developing new solutions to achieve greater than anticipated outcomes for these patients who require specific types of care and/or treatment (21 CLS).These efforts will work to positively impact healthcare outcomes for all patients by integrating these tools beside existing frameworks (21 CLS).

With the continued changes involving reimbursement and delivery with the provisional expansion of healthcare for all persons, it is evident that healthcare organizations and their employees must work collaboratively in an effort to provide their patients with optimal conditions for healthcare treatment and delivery at all times (McCracken, 2013). From this perspective, it is necessary for healthcare educators to work in conjunction with existing and emerging models in order to achieve the desired outcomes, while also reflecting on the potential benefits of these models in accordance with healthcare delivery requirements (McCracken, 2013). At the same time, it is important for clinicians to acquire advanced educational principles that will support their personal and professional growth and development (McCracken, 2013). It is expected that these frameworks will provide educators with a series of tools and specific frameworks that will support learning to achieve greater outcomes in healthcare quality and delivery in different forms so that all patients will positively benefit from these experiences in different ways (McCracken, 2013). The efforts that support these objectives must also demonstrate that student learners have acquired expanded knowledge regarding different subject areas so that their contributions to healthcare practice are further enhanced and supported by new tools and concepts in different forms.

Conclusion

The creation of a successful clinical delivery network requires an effective understanding of the different frameworks and models that are available to support improved healthcare quality for all patients. These efforts promote the generation of new forms of knowledge through the utilization of team-based approaches to learning, in addition to technology-driven resources that will promote successful results. These elements work effectively across different clinical departments and educational frameworks in order to accomplish the directives of advanced healthcare solutions and quality improvement objectives. Although these objectives may lead to positive outcomes, it is likely that they may be cost prohibitive under some circumstances; therefore, it becomes necessary to address these concerns through a discussion of the benefits of these educational initiatives for healthcare organizations and their employees. Clinicians will benefit from these programs and will achieve greater outcomes when they are provided with the resources that are necessary to accomplish their own professional goals. Therefore, the integration of technologies and other resources is essential to the success of these directives for all clinical professionals in healthcare organizations throughout the world. This is a critical component of modern healthcare practice and supports the creation of new directives to accomplish goals and objectives for the greater good of all patients. With these objectives in mind, it is important to develop an effective understanding of these frameworks so that patient care is optimized and supported at all times. Patients require specific levels of care that must be accomplished through the use of these tools in an effective and appropriate manner.

 

References

21st Century Learning Solutions, Inc. Trends in health care. Retrieved from

http://www.21cls.com/sites/default/files/21cls_healthbrochure_6-29-12.pdf

Heller, B.R., Oros, M.T., and Durney-Crowley, J. (2011). The future of nursing education:                    ten trends to watch. National League for Nursing, retrieved from

http://www.nln.org/nlnjournal/infotrends.htm

Lobb, A., and McDonnell, S. (2009). Technology can improve public health education.              American Journal of Public Health, 99(3), 390-391.

McCracken, J.  (2013). Key healthcare trends in 2013. The Alliance for Medical Management

Education, retrieved from

http://amme.utdallas.edu/2013/02/key-healthcare-trends-in-2013/