Police services face daily challenges dealing with the health issues displayed by individuals in their custody. They often find themselves isolated from the services that can help the most. This paper scopes relevant literature on these challenges and some of the interprofessional interventions which have emerged to address them, such as the diversionary practices of crisis intervention teams, street triage, nurses in custody suites, and court liaison and diversion. Remote presence technology is proposed to be an innovative solution that can help to provide more efficient and effective pathways for care in Police Detention Centres. Remote presence technology has the ability to significantly affect the way interprofessional collaboration can take place for those in police custody.
The Objective Structured Clinical Examination (OSCE) is a valuable, yet resource-intensive method for evaluating clinical competence of students in health disciplines. Electronic OSCE (eOSCE) management programs have the potential to support evaluative efficiency and objectivity of OSCEs.The processes for selecting, implementing, and evaluating use of an eOSCE management system in a Master of Nursing Primary Health Care Nurse Practitioner program are described.Tailored selection and implementation of an eOSCE management system to fit program needs and available resources facilitated optimal use of eOSCE, promoting grading efficiency, ability to provide prompt feedback to students, and examiner objectivity. These advantages were found to outweigh the disadvantages of extra time and effort to initially learn the eOSCE program.A program-centered approach to implementation of an eOSCE management system supports high-quality, efficient assessment of student clinical competencies. [J Nurs Educ. 2018;57(8):502-505.].
ABSTRACT Introduction: There is overwhelming evidence to support the delivery of high-quality health service at a lower cost with the use of advanced technologies. Implementing remote presence technology to expand clinical care has been fraught with barriers that limit interprofessional collaboration and optimal client outcomes. In Canada, government ministries responsible for correctional services, policing, and health are well positioned to link federal, provincial, and regional services to enhance service delivery at the point of care for individuals detained within the justice system. Using remote presence technology to link the detention center with relevant health services such as the emergency room has the potential to open up a new care pathway. Research Question: The key research question was how a new intervention pathway for individuals detained in police service detention centers could be implemented. Research Design: Utilizing an exploratory qualitative research design, interviews were undertaken with 12 police service and six healthcare participants. Data were transcribed and thematically analyzed. Findings: Four main themes emerged and included role conflict, risk management, resource management, and access to services. A number of collaborative learning partnerships were identified by the participants. Implications: These themes reveal important facilitators and barriers to attending to the health needs of detainees within the police detention center through the utilization of remote presence.
Globalization has resulted in the increased internationalization of higher education with most universities hosting international students and sending domestic students on international learning experiences. As part of this trend, many undergraduate nursing programs offer study abroad clinical placements to promote cultural sensitivity and global citizenship. While there is an abundance of research evaluating student perceptions of specific international study abroad experiences soon upon their return, there is little research exploring longer-term perspectives of participants across a range of diverse international placement sites. To provide guidance for their study abroad program, a nursing school in western Canada gathered the perspectives of participants from the previous one to eight years. These currently practicing registered nurses had clinical placements in one of six countries across four continents between 2008 and 2015 as part of their undergraduate nursing education. In total 35 participants completed an online survey with 13 agreeing to an individual, semi-structured follow-up interview to elicit more detailed responses. The study was guided by Thorne's interpretive description qualitative approach. The key beneficial features of their experience identified by the participants included cross-cultural learning, relationship building, and exposure to diverse health contexts. Narratives also captured challenges including cultural adjustment, financial burden, meeting placement and academic expectations, and issues of social injustice/inequality. The participants provided advice for the planning and delivery of international nursing clinical placements and recommended close curricular alignment between the course and placement site, faculty presence, and thorough student pre-departure preparation as essential components of study abroad nursing programs. The narratives highlighted the importance of faculty guidance to help participants move toward critical global citizenship by assessing their own beliefs and assumptions while considering the historical, sociocultural, economic, and political factors as well as other perspectives evident in the host placement context. Such transformational learning should be reinforced by the integration of social responsibility and global citizenship within undergraduate nursing curricula to ensure all nursing graduates are exposed to these critical worldviews. The findings provide guidance for the delivery of future international placements at this school of nursing and may help inform the design and implementation of similar programs. These registered nurses reinforced the value of study abroad as rich experiential learning opportunities that facilitate long-term cultural competence and a critical global nursing perspective.
'%3e%3cpath fill='%23012169' d='M0 0v30h60V0z'/%3e%3cpath stroke='%23fff' stroke-width='6' d='m0 0 60 30m0-30L0 30'/%3e%3cpath stroke='%23C8102E' stroke-width='4' d='m0 0 60 30m0-30L0 30' clip-path='url(%23b)'/%3e%3cpath stroke='%23fff' stroke-width='10' d='M30 0v30M0 15h60'/%3e%3cpath stroke='%23C8102E' stroke-width='6' d='M30 0v30M0 15h60'/%3e%3c/g%3e%3c/svg%3e)