Media often hypes the basic facts or information and presents them so as to increase the superficial appeal of things. The values it emphasises are materialistic; and the people who embody them are largely superficial and artificial. As a result, the cultural values that the media supports and which are taking root in society in modern times are superficial and oriented towards money and glamour. The fact is that be it television, magazines or the Internet, media is almost omnipresent, affecting various aspects of our life.
This evolution includes changes to the skills and competencies required of the health human resources HHRboth regulated and unregulated, who are central supports to healthcare delivery.
This has become a priority agenda item at the international, national, provincial, regional and local levels.
This paper describes the system factors that drive the emergence of HHR skill and competency needs, and explores the roles of various institutions in the identification of and response to HHR needs. Educational institutions play an important role in responding to emerging HHR needs.
Their actual response to HHR skill and competency needs will ultimately depend on the risk posed to the organizations of either addressing, or not addressing, these needs.
These decisions are complex and are balanced against strategic, operational and educational risks, benefits and realities within each given educational institution. Educational institutions - through their linkages with the workplace, industry, professional organizations and government - have a unique view and understanding of many facets of the complexity of HHR planning.
This paper proposes that educational institutions play a pivotal role as levers in a more coordinated response to emerging HHR needs and, as such, should be intimately involved in comprehensive HHR planning.
The healthcare system in Canada continues to evolve and requires innovation to promote patient-centred, fiscally responsible healthcare delivery. Planning for emerging HHR needs is discussed in detail in the literature from the perspective of the population-level health needs; this can be based upon national priorities and local and regional healthcare needs, which can be further delineated based upon the demographics of a population or the special healthcare issues within a given population.
The media presents negative role models essay institutions - including governmental and state institutions, professional organizations and educational institutions - are involved in assessing, projecting and responding to HHR needs.
Nevertheless, this has become a priority agenda item at the international, national, provincial, regional and local levels. This paper describes the role of educational institutions in identifying and responding to HHR needs, with a focus on the process for addressing gaps in skills and competencies for HHR.
The role and, more specifically, the perspective of educational institutions on the needs of the emerging HHR landscape are unique and important.
As discussed later in this paper, instead of focusing on a discrete description of who to include in a definition of HHR, educational institutions focus on skill and competency needs; this tends toward a more holistic view of health and, hence, healthcare providers, facilitating a broader scope of responses to evolving HHR needs.
The system factors that drive the emergence of HHR skill and competency needs are described, and the roles of various institutions in the identification of and response to HHR needs are explored.
This analysis leads to a discussion on the processes that educational institutions employ to assess their role in the responding to HHR needs, and the various responses that educational institutions can provide to the emerging need for skills and competencies for healthcare practitioners.
In conclusion, this paper proposes that educational institutions play an important role as levers in response to emerging HHR needs and, as such, should be intimately involved in the decision-making process with regard to HHR planning. System Factors Driving the Emergence of HHR Needs From the perspective of educational institutions, five systems factors drive the development of emerging skill or competency needs for healthcare practitioners: Each system factor is discussed based on what the factor entails and how educational institutions can understand it as an emergent need.
Scientific and Technological Developments Developments within pure and applied research as well as within the technology sector drive the emergence of new modalities for healthcare diagnoses and treatments. Concurrent with these discoveries is a requirement for existing health practitioners to understand these developments and practise them safely and effectively.
This expansion of the body of knowledge within the healthcare professions has the potential to inflate the credentials required to attain professional status. Educational institutions, through their linkages with their alumni, clinical partners, industry partners and the broader healthcare system, can identify these developments early on and evaluate responses to the emergent needs.
In some cases, the integration of new technological developments into educational programming provides the starting point for incorporation into routine practice. Expectations by the public of a more patient-centred system at the macro level and access to the best medical technologies and healthcare at a micro level continue to drive the demand for new and innovative approaches to healthcare delivery.
These forces, when interpreted by the stewards, planners and administrators of the healthcare system, have the potential to drive public policy. In response to these needs, the skills, scopes of practice and competencies required by health practitioners may evolve.
Through relationships with governmental, state and professional organizations and a capacity for identifying and assessing public healthcare priorities as described by policy and media coverage, educational institutions have the capability to identify skill and competency gaps in the healthcare system.
Population Demographics and Needs Broader than the needs of individuals, the needs of a given population based on its demographic or health profile hold the potential to delineate the services required within a given geographical region, and therefore the mix of health practitioners that are required to provide those services.
Special healthcare needs within a given population at the national, provincial, regional or local level can drive the need for alterations in the composition and scope of practice of current and emerging health practitioners.
Engagement with governmental or state institutions that steward and interpret population health data provides an opportunity for educational institutions to identify and assess the educational needs of the HHR who serve a given population.
National and International Healthcare Trends While the health needs of populations and structures of health systems in particular jurisdictions vary from those at a national or provincial level, the latter may also signal emerging skill and competency needs for health practitioners.
Many of these developments focus on increasing the efficiency, efficacy and safety of healthcare. Institutional knowledge and a strong aptitude for identifying external trends by way of scanning, researching and networking allow educational institutions to identify opportunities for broadening scopes of practice in response to these drivers.
Evolving HHR Climate Any or all of these factors, in addition to the actual demographic, working conditions and professional practice patterns of existing health practitioners, have the potential to alter and evolve the HHR landscape.
The extension of technical knowledge and skill is only one facet of this evolution. The response of role extenders to an expanded profession-specific body of knowledge is one response to this identified evolution.A well-publicised survey of UK parents with children under ten years old voted both Cyrus and Minaj as the worst role models for their daughters.
This came even before the recent spat. It isn’t as bad as it sounds. From the article: There is a socioeconomic element at play when it comes to exclusion. Those people of color with lower income can feel marginalized by poly community culture’s financial demands, which can include dishing out cash for a fancy play party or a plane ticket to Burning Man.
International, independent and influential. Museum-iD shares progressive thinking and developments in museums globally. The negative effects of media on children are manifested in terms of their changing mental setup and the declining quality of their lifestyle.
Children should invest more time reading good books, studying, playing outdoors and exercising. As a follow-up to Tuesday’s post about the majority-minority public schools in Oslo, the following brief account reports the latest statistics on the cultural enrichment of schools in Austria.
Vienna is the most fully enriched location, and seems to be in roughly the same situation as Oslo. Many thanks to Hermes for the translation from attheheels.com People might assume it does not have a big impact, yet so many are mocking the people seen in the media.
Celebrities are bad role models for many reasons. Some may portray themselves as good caring advocates, though they expose teenagers to partying lifestyles, profanity and inequity towards each other, using each other as if they were objects, sex, drugs, discrimination and more.