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Developing education for long-term conditions management.

Debbie Casey1, Paul Mackreth

  • 1Leeds Metropolitan University, Leeds, UK. d.e.casey@leedsmet.ac.uk

British Journal of Community Nursing
|March 14, 2007
PubMed
Summary
This summary is machine-generated.

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This study details a university

Area of Science:

  • Healthcare education and professional development.
  • Curriculum design for long-term conditions management.

Background:

  • Development of modular programs for healthcare practitioners.
  • Responding to Department of Health initiatives and policy changes.
  • Importance of inter-institutional collaboration in curriculum development.

Purpose of the Study:

  • To describe the development, implementation, and evaluation of a modular program for practitioners.
  • To address challenges in curriculum design, content, and work-based learning.
  • To share program progress and future challenges.

Main Methods:

  • Curriculum development informed by policy and partnership working.
  • Description of assessment, learning, and teaching strategies.
  • Utilizing portfolios for evidencing and enhancing learning.

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Main Results:

  • Successful implementation of a modular program for long-term conditions practitioners.
  • Portfolios demonstrated benefits for evidencing and enhancing learning.
  • Program progress identified ongoing challenges and future needs.

Conclusions:

  • Partnership working is crucial for developing responsive healthcare education programs.
  • Modular programs require careful design to meet practitioner needs and policy demands.
  • Future program development must align with advanced practice requirements, including Nursing and Midwifery Council standards.