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Health Professions Education and You

机译：健康专业教育与您

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Last year, the Institute of Medicine released a report entitled Health Professions Education: A Bridge to Quality (2003). The intent of this report was to move current education to a new focus on making patient care safer and thus enhancing quality. From my perspective, enhancing quality requires a two-pronged focus-basic education and continuing education. Although each focus uses the same processes, the content differs. Some critical changes must occur in both basic education and continuing education, and they center around the core content that focuses on best practices, outcome data, and standards of excellence. Each discipline has the task of analyzing what needs to change for its discipline to continue to be relevant to current practice and to enhance quality of care. That must occur before significant work can be accomplished in interdisciplinary teams. The table suggests that the processes for both basic and continuing education are the same-they simply have different foci. For example, changing the actual models of practice theoretically benefits patients and, at the same time, creates models for students to emulate. The focus on discipline-specific outcomes would have direct impact for nurses engaged in practice and indirect impact for those studying to become nurses. The point is, however, the changes derive from data.
机译：去年，医学研究所发布了一份题为《健康职业教育：通往质量的桥梁》的报告（2003年）。本报告的目的是将当前的教育重点转移到使患者护理更安全从而提高质量上。从我的角度来看，提高质量需要有两个方面的重点基础教育和继续教育。尽管每个焦点都使用相同的过程，但是内容不同。基础教育和继续教育都必须发生一些关键的变化，它们围绕着围绕最佳实践，成果数据和卓越标准的核心内容。每个学科都有分析其学科需要改变的任务，以使其继续与当前实践相关并提高护理质量。这必须在跨学科团队中完成重要工作之前发生。该表表明基础教育和继续教育的过程是相同的-它们只是具有不同的重点。例如，从理论上改变实际的练习模型将使患者受益，同时，还可以创建供学生模仿的模型。对特定学科成果的关注将对从事实践的护士产生直接影响，而对那些学习成为护士的人们产生间接影响。关键是，变化是从数据中得出的。

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