Bringing Trauma Education to the Frontier: Overcoming Distance Barriers Utilizing a Virtual Platform.

Substantiation of the educational program that provides training of highly competitive professionals who are able to actively operate in a market economy and social partnership; development of scientific priorities and innovation component. Improving the published educational and professional program within thecyclical process of development and implementation of educational and professional programs in accordance with the methodology of student-centered learning.In the process of development and further implementation of the educational program applied definition, generalization, identification, analysis, synthesis, induction and deduction, idealization, analogy, selective and continuous observations, control measurements, inventory, systematization, expertise, technological research, method of hypotheses, experiment and modeling.The structure and features of the standard of higher education approved by the Ministry of Education and Science of Ukraine at the first (bachelor's) level of knowledge 19 –Architecture and Construction, specialty 193 "Geodesy and Land Management" are analyzed. The current level of information and methodological support for the development of educational programs has been clarified. The peculiarities and essence of each of the stages of development of the educational program inaccordance with the methodology of student-centered learning are considered.The author's educational program that ensures the achievement of additional learning outcomes is proposed and measures to achieve them are justified. The spheres of use and potential users of the educational-professional program are presented. The educational and professional program is published on the official website, and the features of its components –in this publication in order to share experiences, receive recommendations, comments, suggestions on its content, components, specifics of implementation and optimization.The article is review and informative

Background and aim: It is very important that the nurse develop the required knowledge that allows them to assess the patients in emergency situations and perform pediatric cardiopulmonary resuscitation (CPR) when needed both inside and outside hospitals together with the use of the appropriate and correct methods. The purpose of this study is to assess the effect of an educational program on nurses’ knowledge about pediatric CPR and determine relationship between nurses’ knowledge and demographic information (gender, age, educational level, years of employment, place of work).Materials and method: A Quasi–experimental study was carried out in Ibn Al-Atheer teaching hospital(study group) and Al-Khansaa Teaching Hospital(control group) in Mosul city from October 28th 2013 to31 December 2014. The study sample was selected randomly consisting of 60 nurses from both hospitals after taking their consent, and the sample was divided into two groups, the study group (30) nurses in Ibn Al-Atheer Teaching Hospital, and the control group (30) nurses in Al-Khansaa Teaching Hospital. (39 male and 21 female).Statistical Package for the Social Science (SPSS), Frequency, Mean, t-test, and ANOVA-one way test was used for data analysis.Results:The results showed also that the presence of statistically highly significant differences in the knowledge of nurses after implementation of the educational program about pediatric CPR compared to their knowledge in the period preceding the implementation of the program in the study group. The study concluded that the existence of a clear and significant correlation between knowledge about pediatric CPR among nurses and the majority of the demographic characteristics.Conclusion: the presence of a significant lack in the knowledge of nurses about pediatric CPR before application educational program. Recommendations: The study recommends, preparation, development and implementation of such educational programs in all other Iraqi hospitals.Keywords: Effect ,educational program, cardio pulmonary resuscitation.

The search of effective forms of inter-institutional interaction in engineering training for Kazakhstani education is a very actual problem. This is due to the fact that the modern system of engineering training is influenced by global and national trends, global competition between providers of educational services. At the same time, national enterprises are usually not ready to mutual cooperation with universities for forming regional innovation environment, universities are not considered by them as the main resource for professional development of industrial society. In accordance with this, the article focuses on the search for effective forms of involvement of various stakeholders in engineering training, development of recommendations for the development of corporate educational programmes taking into account measurability of their results and attractiveness for consumers. Based on the analysis of literature data, questionnaire survey results and expert evaluation, proposals on the need to expand the range of competencies acquired by students within educational programmes, to use external educational resources, training and evaluation services, to involve key stakeholders in the development and implementation of educational programmes have been prepared. The proposed approach to inter-institutional environment of engineering training is universal and can be recommended as an educational model taking into account constantly changing requirements to specialists’ qualifications and gradation of skills, employment criteria, impact of digital and technological transformations. In this paper, we propose a new toolkit, which, based on the analysis of ongoing changes, suggests new drivers to improve the efficiency of inter-institutional interaction. KeywordsEngineering educationStakeholdersSkills and competencies

The National Defense Authorization Act of 2017 indicated the need for a national strategy to improve trauma care among military treatment facilities (MTFs). Part of the proposed strategy to improve trauma outcomes was to convert identified MTFs into verified trauma centers. The American College of Surgeons (ACS) verifies trauma centers through an evaluation process based on available resources at a facility. It has been proven that trauma centers, specifically those verified by the ACS, have improved trauma outcomes. In 2017, we implemented steps to become a level III trauma program, according to the standards for designation by the state and verification through the ACS. The goal of this retrospective review is to evaluate the impact of this implementation with regard to both patient care and the MTF. Data from a single-MTF trauma registry from 2018, at the initiation of the trauma program, to present were reviewed. Outcomes were selected based upon the ACS verification criteria. Specifically, emergency department length of stay (ED LOS), nonsurgical admissions, injury severity score, diversion rates, and time to operating room were reviewed. Statistical analyses were performed using Student's t-tests. Institutional review board (IRB) approval was not required for this study as it was performed as a quality improvement project using deidentified data. ED LOS decreased significantly after implementation of the trauma program from an average of 6.43 h in 2018 to 4.73 h in 2019 and 4.6 h in 2020 (P < .04). Nonsurgical admissions decreased significantly from 57.8% in 2018, with rates of <20% in all subsequent years (P < .01). The average injury severity score increased from 5.61 in 2018 to 7.52 in 2020 (P < .01) and 7.27 in 2021 (P < .01). Diversion rates also decreased from >5% in 2018 to 0% in 2021. The establishment of a trauma program in accordance with the standards of the ACS for verification improved metrics of care for trauma patients at our MTF. This implementation as part of the local trauma system also led to increased injury severity seen by the MTF, which enhances readiness for its providers.

Developing formal educational programs is essential in establishing standardized laparoscopie colorectal techniques as safe and standard procedures.1,2 Despite the critical nature of such programs, little information exists regarding educational concepts in laparoscopie colorectal surgery and such surgery is not a standard part of any surgical training program. The American College of Surgeons (ACS) and the Society of American Gastrointestinal Endoscopie Surgeons (SAGES) have both published some general recommendations regarding training, credentialing, and awarding surgical privileges in new technologies.3,4 The ACS states, “A defined educational program in the technology, including didactic and practical elements, must be completed and documented either as a post-residency course of instruction or as a component of an approved residency program.” Additionally, the ACS guidelines state, “The surgeon must be qualified, experienced, and knowledgeable in the management of the diseases for which the technology is applied—for example, laparoscopie instrumentation would be applied by surgeons with abdominal or pelvic surgical experience and credentials.” Furthermore, “The qualifications of the surgeon to apply the new technology must be assessed by a surgeon who is qualified and experienced in the technology and should result in a written recommendation to the department or service head.”4 Both the ACS and the SAGES recommend that maintenance of skills be documented through periodic outcomes assessment and evaluation in association with the regular renewal of surgical privileges.

The article considers the need to prepare bachelors for the 227 "Physical Therapy, Occupational Therapy" educational and professional program on the basis of the competence approach. The future specialist in physical therapy, occupational therapy is considered as a person who purposefully acquires qualifications in accordance with the chosen educational degree in the process of specially organized educational activities in higher education, aimed at forming a high quality rehabilitation culture and healthcare culture based on general and special competencies. The experience of development and implementation of educational and professional program "Physical Therapy, Occupational Therapy" for those seeking a bachelor's degree by specialists of the Zhytomyr Medical Institute of the Zhytomyr Regional Council is analyzed. The main elements of the educational and professional program are given, the requirements for the quality of content, structure, competencies (general and special) are determined. Special competencies are practical and can be used in the professional activities of a specialist in physical therapy and occupational therapy. The sequence of study of educational components, plan and schedule of educational process, list and scope of normative and selective educational components correspond to the structural and logical scheme of higher education training for "Physical Therapy, Occupational Therapy" educational program and are designed to help ensure compliance of program learning outcomes with the demands of potential employers (stakeholders). The document contains all the necessary structural and semantic components, is based on modern world and domestic educational standards, takes into account the requirements of practical health care, reflects modern requirements for training in physical therapy, occupational therapy and meets the requirements of practical use.

The article discusses the problems of developing new educational programs for universities and issues that need to be addressed by coordinating with various institutions of the system in the context of the spread of digitalization. The methods of analysis, generalization of the regulatory and methodological framework, external expertise with active interaction with employers and the results of activities were used. The scheme of interaction of elements of the national qualifications system in the development of an educational program is proposed. The hypothesis about the inclusion of the considered elements for the development of relevant educational programs is confirmed. Correlation dependence and percentage approximation proved the need to use all components in the development of modern educational programs. A number of issues related to the development of educational programs by universities and requiring further clarification are highlighted, including issues of harmonization of professional and educational standards under the influence of digitalization. The results of the work determine the following directions for the further development of educational programs: normative and methodological development, the use of external expertise and the expansion of cooperation with employers.KeywordsDigital educationEducational programsUniversitiesExamination of educational programsNational Qualifications SystemDigitalizationIndustry 4.0

(971) - Improving Health Management: The Development of an Adolescent Specific Education Program

The proportion of the additional education grows in the system of continuing education. It becomes more diverse and contributes greatly to the increase of the university competitiveness implementing accessible high quality programs, using modern methods and forms on topical issues. The departments of the continuing education aim to increase the competitiveness of the university if they follow the strateg that combines the signs of different strategy types: expansion of the presence in the educational market share (region, country, world); development of high quality educational programs; search for new customers; diversification. In accordance with these requirements, the following strategic directions for the continuing education department’s development in a competitive university were determined: the development of the human resources of the society; the development of additional education centers as centers of innovation, increasing their competitiveness at the federal, regional and world levels; the development and implementation of supplementary education programs, including advanced ones; the development of the human resources of the university; improving the quality of the development and implementation of CPD programs. The tactical tasks of realizing the actual strategies were formulated.

The purpose of this article is to identify the features of the implementation of a pilot project to improve the system of higher legal education on the example of the Immanuel Kant Baltic Federal University. Methodology: to prepare the article, general scientific and private scientific research methods were used, including analysis, synthesis, system method, formal legal method, modeling method. Conclusions. The article presents the results of the first stage of the pilot project to improve the system of higher legal education, including the development of independently established educational standards and educational programs of basic and specialized higher education. A distinctive feature of the new educational standard is that it establishes requirements for the implementation of educational programs not for one level of education, but for an enlarged group of specialties and areas of training for basic and specialized levels of higher education. The requirements for the terms of education have been changed. The developed educational program of basic higher education assumes a period of study of 5 years. The programs of specialized higher education — Master›s degree are differentiated into applied and research with an appropriate training period of 1 or 2 years. Scientific and practical significance. The paper presents a new approach to the creation and implementation of educational programs of higher education in the field of jurisprudence. The presented conclusions and suggestions can be used by educational organizations of higher education during the development of new educational programs of basic and specialized levels of higher education.

The development, implementation, and evaluation of a pharmacogenomics education program for pharmacists in a large, integrated multicampus health system are described. Pharmacogenomics has been described as tailoring medications to each patient's unique genetic sequence with the goals of minimizing harmful effects and optimizing therapeutic effects. Pharmacists are uniquely trained to lead the implementation of pharmacogenomics in clinical care. After assessment of pharmacists' comfort with pharmacogenomics, different approaches were explored to develop, pilot test, and disseminate pharmacogenomics education across a multicampus academic medical center. Limited success with large-audience, single-lecture didactic education led to development and delivery of targeted, competency-based online modules using the institution's academic virtual learning environment and course management system. Implementation steps included (1) collaboration with the Mayo Clinic Center for Individualized Medicine to create an interprofessional development team and project charter, (2) galvanizing pharmacy leadership support across multiple campuses, (3) development of competency-based interactive modules, and (4) assessment of the quality of and learner satisfaction with the modules. Significant improvements in competency scores were observed with each module and across the multiple campuses. Satisfaction with the education program was assessed at the end of a 4-module series. A pharmacogenomics educational program targeting pharmacists was developed through interprofessional collaboration and provided a novel opportunity to construct an educational infrastructure to support enterprise health-system campuses with limited educational resources.

The paper gives the description of the program of additional education for students in the field of information technology, implemented by the university in collaboration with IT companies. The following prerequisites for the development of such educational programs are noted: trends in the information technology market and the growing demand for qualified specialists. The needs of organizations in competencies of their employee lead to a personalized additional educational program for students developed by the university for the company. The conclusion of agreements between the student, the company and the university allows guaranteeing students - additional scholarships and employment, companies - reducing the adaptation time for new employees due to the availability of relevant competencies and getting to know the company in the learning process, the university - additional funding and developing the competencies of university teachers. An example of such a program implemented by the Lipetsk State Technical University in collaboration with RetailDriver LLC for students educated on Bachelor's programs in IT areas is given.

Background: The first witnesses of inpatient emergency are mostly nurses, and life threatening events usually happen within 24 hours before the emergency. For patient safety, nurses need to recognize and cope with emergency at an early stage efficiently. Objective: This study was designed to develop a simulation-based educational program to improve nurses’ early recognition and coping ability at the respiratory emergency. Methods: The development of this educational program followed the step of analysis, design, development, and evaluation. In the analysis stage, the code blue report from the hospital was analyzed with Modified Early Warning Score. In the design stage, a simulation-based educational program consisting of scenario practice, debriefing and lecture was mapped out. The program was evaluated according to the prior publication review. In the development stage, three scenarios were created to help in improving the early emergency recognition and coping ability and the validity of the scenarios was tested by experts. These scenarios were based on the code blue report and Modified Early Warning Score. The educational program was verified by conducting the Pilot Program three times for the general ward nurses. Results: With the result of this study, 80 minutes of simulation based educational program was developed. The educational program consists of 10 minutes of early awareness of first state respiratory emergency simulation training, 30 minutes of early debriefing, 10 minutes of lecture, 10 minutes of early awareness of respiratory emergency simulation training and 20 minutes of debriefing. The performing ability evaluation tool comprised 27 items and self confidence evaluation tool comprised 5 items. Discussion: We expect nurses to improve their coping ability and self-confidence in early recognition of respiratory emergency. Conclusion: This educational program is expected to help nurses to improve their early recognition and coping ability in respiratory emergency which happens frequently in general wards.

The analysis of modern approaches and experimental practice of the implementation of educational programs of summer language camps is carried out. The relevance of the research is based on the increasing processes of globalization and socio-cultural integration, stimulating the development of intercultural communications and linguistic competencies around the world. The purpose of the study is to substantiate the organizational, pedagogical and didactic features of the implementation of educational programs of the summer language camp. Based on the analysis of literary sources and methodical materials, the target orientation and format of the implemented programs are specified, the necessary didactic and educational conditions are determined. The pedagogical potential of the summer language camp, the most achievable psychological and pedagogical results of pedagogical influence are revealed. The camp is positioned as an effective extracurricular form of linguistic education, which has a powerful motivating effect, provides active speech practice, allow to overcome language barriers and familiarize with the culture of the peoples of the world. The main forms of extracurricular activities that ensure the effective assimilation of linguistic skills are highlighted, the role of linguistic and pedagogical support in the development of language competencies is shown. The research materials can be useful for practical teachers, organizers of intercultural cooperation programs, in the development and implementation of projects and educational programs of summer camps for children and youth.

A key step in the development of any educational programme is learning needs assessment. This is however often neglected. The purpose of this research was to identify learning needs of potential students in order to develop a relevant educational programme for registered nurses in advanced midwifery and neonatology. A survey design was used, and the population of the study was the registered nurses in the Free State. Two thousand questionnaires were mailed to respondents, selected by means of simple random sampling. Advanced educational programmes emphasize the teaching of advanced knowledge and skills and accept that the students entering these programmes already have specific knowledge and skills included in the curricula for basic programmes. This is contrary to the findings of this study. The results underline the importance of learning needs assessment in the development of relevant educational programmes.