Lineamientos para elaborar los nuevos estatutos de las universidades en el marco de la Ley No. 30220

Ofrece, sobre todo a las universidades públicas, una lectura imaginativa, sin inhibiciones, de la nueva Ley Universitaria 30220, para elaborar estatutos que conserven sus tradiciones, promuevan la innovación y consagren el cambio dentro del marco de la nueva ley. El documento no abunda en explicaciones, es más bien minimalista y exige una lectura atenta y minuciosa. La diferencia entre lineamientos generales y específicos es muy importante. Así mismo, en los específicos, la diferencia entre disposiciones imperativas y facultativas. Las primeras se deben “recoger” o transcribir en los Estatutos, sin cambio alguno; no así las segundas que pueden ser “deliberadas”, “actualizadas” o “reguladas”. La clave de esta adecuación y uso de estos lineamientos la encontraran los estatutarios de las universidades. De esta manera, el CNE, así lo consideramos, presta un servicio público y cumple cabalmente una función que le corresponde según su marco legal

Use of quick response coding to create interactive patient and provider resources.

BACKGROUND: Since their creation more than 20 years ago, the proliferation of Quick Response (QR) codes has expanded tremendously. Little was found in the literature to support the innovative use of QR coding in the classroom or in health care provision. Thus, the authors created a doctoral-level practicum experience using QR coding to create interactive, individualized patient or provider resource guides. METHOD: Short, descriptive surveys were used before and after implementation of the practicum experience to determine students\u27 comfort level using QR technology, their knowledge base, ease of use, and overall satisfaction with the practicum. RESULTS: Students reported high levels of satisfaction with this exercise, and all agreed that use of QR coding could have important implications in the clinical environment. CONCLUSION: This practicum experience was a creative, practical, and valuable example of integrating emerging technology into individualized patient care. [J Nurs Educ. 2015;54(4):224-227.]

iPads, iBooks, Apps! What\u27s all the iFuss about?

The iVolution is here. It is iThis and iThat every way you turn. Is this just another iFad, or is it truly revolutionizing education? In a recent survey conducted by EDUCAUSE Center for Analysis and Research on undergraduates and technology, 31% of students reported owning tablet technology a 15% increase from the previous year and 76% of students reported owning smart phones. This finding was a 14% increase from the previous year. Students also reported using smart devices in class to access material, participate in activities, look up information and photograph material as learning strategies. Thomas Jefferson University is riding the iWave and taking strides to better integrate technology at all levels of medical training; leading the forefront of the iVolution, syllabi, course materials, and textbooks are now delivered in some of our courses via iPads. In the past few years, the Jefferson Health Mentors Program has embraced the use of new technologies, including Wikis, online discussion boards, Google docs, and Skype platforms to facilitate asynchronous IPE interactions. These platforms have helped to promote IPE by easing scheduling logistics and by allowing students to collaborate electronically on team-based assignments. Over the past summer, JCIPE, the Jefferson Health Mentors Program (JHMP), faculty from Jefferson Medical College and the School of Health Professions, Academic & Instructional Support & Resources (AISR) and Jeff Information Technology (IT) assembled a working group and developed yet another innovative tool to better integrate technology into our IPE efforts – the product was a new iBook, entitled “Assessing Patient Safety.

In Addition to Checking Out a Book, You Can Check Out Your Health Too: A New Partnership between Jefferson College of Nursing and the Philadelphia Free Public Library

At Jefferson Health is all we do, but at Jefferson College of Nursing (JCN), Health is H.E.R.E (humanistic, evidenced-based, reflective, excellence in clinical leaders). With a redesign of the undergraduate nursing curriculum, Jefferson College of Nursing (JCN) has transformed the way nurses of the 22nd century will practice, with a focus on caring for patients in all areas of the care continuum. The newly designed curriculum centers around four themes that are threaded throughout, Innovation, Practice Excellence, Interprofessional Collaboration, and Population Health. JCN believes that patients are partners in their health and that care is a collaborative effort. To model this new curriculum design, recently JCN entered into a partnership with the Philadelphia Free Library on 20th and the Parkway. This new partnership focuses on educating members of the community on prevention, wellness, and maintenance. Working closely with Dick Levinson, Assistant Director of Central Senior Services at the Free Library, a series of workshops were developed to meet the needs of the senior patrons. Workshop topics are designed from seniors\u27 suggestions of current healthcare issues or concerns they are facing as they age

Experiences of diagnosis, stigma, culpability, and disclosure in male patients with hepatitis C virus: an interpretative phenomenological analysis

The current study aimed to explore the lived experience of patients with hepatitis C virus infection. Semi-structured interviews were conducted with seven male participants living with hepatitis C virus and were analysed using interpretative phenomenological analysis. Two master themes were identified: (1) diagnosis and the search for meaning and (2) impact of stigma on disclosure. Participants reported fears of contaminating others, feelings of stigma and concerns of disclosing the condition to others. Response to diagnosis, stigma and disclosure among the participants appeared to be interrelated and directly related to locus of blame for virus contraction. More specifically, hepatitis C virus transmission via medical routes led to an externalisation of culpability and an openness to disclosure. Transmission of hepatitis C virus as a direct result of intravenous drug use led to internalised blame and a fear of disclosure. The inter- and intra-personal consequences of hepatitis C virus explored in the current study have potential implications for tailoring future psychological therapy and psychoeducation to the specific needs of the hepatitis C virus population

Using Technology to Enhance Interprofessional Collaborative Practice: Creating Virtual Clinical Opportunities by Implementing Google Doc and Google Hangout in Clinical Rounding

The delivery of quality care is best done by a group of practitioners who can effectively communicate and utilize the ‘team decision making approach’ to solve patient/client/person care issues. Organizations such as the WHO advise us that “after almost 50 years of inquiry, there is now sufficient evidence to indicate that interprofessional education enables effective collaborative practice which in turn optimizes health-services, strengthens health systems and improves health outcomes” (2010, p18). The need to implement interprofessional team based approaches to patient care is important. What is also essential is the need to provide interprofessional learning opportunities for today’s health care student who will be practicing in teams in an ever changing health care delivery system of tomorrow. Currently the majority of interprofessional activities that students are exposed to are in didactic settings. Although most health professionals spend more than half of their education in a clinical setting, very little opportunity [predominately because of logistics] exists for students to develop interprofessional skills in clinical practice. Thomas Jefferson University is not immune to this challenge. While we have been successful in bringing medical and nursing students together to engage in clinical rounding, we have not been able to engage many of the other members of the health care team because they are simply not physically on the clinical unit

Accelerating Curriculum Design: A Love It, Don\u27t Leave It Approach to Creative Process and Idealized Design

Purpose and Background: The Institute of Medicine’s (IOM) report (2010) on the “Future of Nursing” emphasized the need for nurses to lead health care change. One of the key messages in this report is a call to action for nursing schools to re-envision nursing education that focuses on a population-based perspective and emerging roles for nurses across the care continuum. With an evolving focus on primary and community-based care rather than acute care, and recognition of the importance of coordinating care and managing transitions across providers and settings of care, registered nurses now and in the future will need to be prepared with a breadth of knowledge, skills, and competencies. In response, the Jefferson College of Nursing (JCN) embarked on the ambitious task of designing a new 21st century baccalaureate nursing curriculum over a 13-month period. Nursing curriculum design varies widely and can span the course of two to five years. To reduce the lengthy process and ensure faculty commitment, JCN leadership selected a core team of nine faculty members to navigate the full faculty through the design of the curriculum. Each team member was assigned three teaching credits for curriculum development and design. Although a 13-month turnaround time for curriculum design is unprecedented, what is most unique about JCN’s initiative is that it began with a charge of developing an idealized curriculum from a blank slate. To ensure that the curriculum reflected multiple perspectives, the team recruited six stakeholders including a nurse practice partner, health care consumer, community leader, alumnus, current student, and adjunct clinical faculty. Poster presented at: NLN Education Summit, 2015:Bridging Practice and Education, Las Vegas, Nevada, September 30, 2015-October 2, 2015.https://jdc.jefferson.edu/nursingposters/1009/thumbnail.jp

Practice Matters: Red Flags in Adults with Mental Illnesses

Faith Community Nurses have common beliefs, principles, ethics, and a level of trust with their population making them well-positioned to positively impact parishioners. FCNs provide support for people’s spiritual needs and nursing care. This makes FCNs a vital and approachable resource for parishioners when seeking advisement and assistance regarding their mental healthcare. In this article, we define red flags as suicidal idealization, mania, and psychosis, which if not promptly assessed and referred for treatment may result in serious harm or death. These red flags are predominately found in people with schizophrenia, depression, bipolar disorder, and post-traumatic stress disorder. People with mental illnesses can develop red flags that require timely assessments. FCNs are readily accessible to people with mental illnesses and can screen for red flags of suicidal idealization, mania, and psychosis

Meeting The Needs of Medically Fragile/Chronically Ill Students: Through The Lens of Urban School Administrators

The purpose of this study is to examine the perceptions of four urban administrators and their management of students with chronic health conditions in the school setting. Generally speaking, there exist a scarcity within the literature that emphasizes leadership practices specifically related to serving students with chronic health conditions in the school environment. As such, the voices of school administrators and their direct and indirect influence on managing the school experience of these students is essentially non-existent. This study advances an illustration of how school administrators describe their personal characteristics in the management of students with chronic conditions; how they exercise and interpret their acts in the management process; and how administrators describe their leadership acts related to both the academic achievement and social adjustment of students with chronic conditions in urban school environments. Findings from the study reveal that school administrators recognize that their involvement in managing a caring culture for students with chronic conditions is paramount for both their academic and social success; and they believe that they embody the leadership characteristics conducive to establishing a thriving culture for students. Additionally, new findings reveal that though school leaders are engaged, they lack a uniform process in managing students with chronic conditions. Their voices also developed a Multicultural Critical Care leadership model that integrates the imperativeness of leading with a moral compass, creating inclusive environments and relying on transformational leadership practices in this critical process

A Teaching-Learning Initiative with Tablet Computing

Mobile computing and electronic books are the top emerging technologies to impact higher education.1 The rapid expansion of technology in the health care setting has created a growing recognition that there is a need for adoption of a sound set of innovative teaching-learning strategies related to information management and technology applications in undergraduate nursing curriculum. Success in these technology-related strategies will rest on the degree to which schools comprehensively integrate technology with teaching-learning strategies in the undergraduate nursing curriculum. Tablet computing has the potential to enhance educational experiences by providing a delivery option for teaching and learning practices that enable learners to interact with content, and each other, in immediate and seamless ways.2 The literature that exists on integrating tablet computers in the health professions focuses on the use of tablet computing for teaching medical students and enhancing resident clinical rotations.3-6 This paper describes the stages of a tablet computing integration initiative in a school of nursing including: 1) creating the infrastructure; 2) planning technology requirements; 3) designing faculty development sessions focused on curricular integration; and 4) building ongoing communication and support for students