在应对持续教育的变化之中:支持福祉和行动的心理模型
Marianna Shershneva1, Barbara Anderson
1Dr. Shershneva: CPD Evaluation and Assessment Specialist, Office of Continuing Professional Development, University of Wisconsin School of Medicine and Public Health, Madison, WI, and Senior Director, Educational Development and Research, Forefront Collaborative. Ms. Anderson: Director, Office of Continuing Professional Development, University of Wisconsin School of Medicine and Public Health, and Chair, Interprofessional Continuing Education Partnership.
继续教育 (CE) 专业人员可以通过使用五步规划模型来导航实践变化. 这一框架支持团队在过渡期间的弹性和福祉,比如采用跨专业的CE和DEI倡议.
科学领域:
- 继续教育继续教育.
- 健康 专业 教育 卫生 专业 教育
- 组织变革管理 组织变革管理
背景情况:
- 继续教育 (CE) 专业人员面临着重大的实践变化,在实施过程中经常感到压倒.
- 过渡到专业间的CE认证和多样性,公平和包容 (DEI) 工具包的发展代表了实质性的变革举措.
研究的目的:
- 为了反思医疗行业内重大变革的经验,CE单位.
- 确定能够成功实施变革并支持专业福祉的因素.
- 开发一个实际的心理模型来管理CE变化.
主要方法:
- 对组织变革的个人经验进行定性反思.
- 使用社会认知理论,模式理论和规范化过程理论进行理论检查.
- 与临床医生学习者的采访,以收集对感知结果的见解.
主要成果:
- 一个五步CE规划和实施过程被确定为管理变革的关键心理模型.
- 这种模式对于使变化成为可实现的,培养团队性和保持福祉至关重要.
- 测量CE变化对学习者和患者的影响,提供了积极的强化和情感舒适.
结论:
- 一个结构化,五步规划和实施模式可以使继续教育的重大变化成为可能.
- 团队的弹性和福祉得到了明确的过程和观察积极的结果的支持.
- 衡量教育干预措施的影响对于在变化过程中维持动机至关重要.
相关概念视频
Community Based Intervention
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...
Concepts of Health and Illness
Modeling in Therapy
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...
Models of Health Promotion and Illness Prevention II
The agent-host-environment model states that disease results...
Stress Prevention and Stress Management Techniques VI
Motivation and Self-Determination
Motivation, the driving force behind behavior, plays a pivotal role at every stage of the change process. The research...
Metacognition


