Showing papers on "Skills management published in 1971"

Social Interaction Skills.

Abstract: THIS ISSUE, by its theme and its contributors, strongly affirms the value of developing the human resources of the library organization. TVe endorse this attention to the \"people\" approach. Specifically, our concern here is with the social interaction skills needed by those human resources for personal effectiveness within the library and in the relationship of the library with its client system, be that public, academic, or school system. The role we see for the library is based on the ability of that organization, through the information and services provided by its staff, to support the thinkers and doers who enable our democratic society to define and meet its goals. Basically, this role is a linkage function. As libraries serve this role institutionally, librarians and library educators are links in a more directly personal sense. Librarians are links in the sense of knowing and meeting the needs of their clientele through the resources and services of the library. Library educators are vital links in knowing and meeting the professional demands of the field through a relevant curriculum of pre-service education and continuing educational opportunities. To be effective, these human links require not only knowledge and expertise with regard to information organization and its distribution, but also with regard to the social interaction skills needed in interrelating with colleagues and clients and the implementation of programs both in and outside of the library. For our use here, we regard social interaction as \"a generic term for the exchange of meanings between people . . . all the various ways in which people can and do

The Management of Patient Care: Putting Leadership Skills To Work

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The effectiveness of management teaching methods

Abstract: This article presents the opinions of a sample of European management teachers (1), concerning the comparative merits and the specific effects of seven different participative management teaching methods. In our survey we have been guided by the theoretical model of Hawrylyshyn (2) who specifies the differential impact of teaching methods on a number of managerial skills along the lines of Figure 1.

Guidelines on short-term continuing education programs for pediatric nurse associates

Abstract: I. INTRODUCTION The American Nurses9 Association and American Academy of Pediatrics recognize collaborative efforts are essential to increase the quality, availability, and accessibility of child health care in the U.S.A. In order to meet the health care needs of children, it is essential that the skills inherent in the nursing and medical professions be utilized more efficiently in the delivery of child health care. Innovative methods are needed to utilize these professional skills more fully. One such innovative approach is the development of the Pediatric Nurse Associate * program. This program will enable nurses, both in practice and reentering practice, to update and expand their knowledge and skills. It is essential that physicians become more aware of the skills and abilities of the nursing profession and that such skills be expanded in the area of ambulatory child health to enable both the nurse and the physician to devote their efforts in the delivery of child health care to the areas of their respective professional expertise. The expansion of the nurse9s responsibilities would encompass some of the areas that have traditionally been performed by physicians. Proficiency and competence in performing these new technical skills associated with the expanded responsibility should be viewed as increasing the sources from which the nurse gathers data for making nursing assessment as a basis for diagnoses and action and thus contributing directly to comprehensive nursing. Nurses must therefore be prepared to accept responsibility and accountability for the performance of these acts and must have the opportunity to be engaged in independent as well as cooperative decision making.

Teaching interpersonal skills. The use of role playing with sixth-year medical students.

Abstract: The importance of the doctor‐patient relationship and the need for consideration of the interpersonal and family relationships of patients is increasingly being recognized in medicine generally. How is it possible to give students first‐hand experience of such matters? One way is to require students to take a medical history and to pay a visit to the patient's home in order to obtain background information and history from suitable relatives.

Management skills training and company structure and climate

Abstract: In a report on conditions favourable to faster growth the National Economic Development Council (1963) stressed the importance of management education and training. Better trained managers, so the argument runs, are bound to be better managers-that is, they will run their companies more efficiently. There are, however, a variety of views (for example the Mant, 1969, and Rose, 1970, reports) about what kind of training is needed on a national scale.

Teaching and Evaluation of Diagnostic Skills

Abstract: A specific educational technique of observation and discussion of a brief diagnostic interview is of special value for the teaching, learning, and assessment of a group of skills central to the professional development of the young psychiatrist. With this method, observational and integrative skills as well as diagnostic activity can be assessed and demonstrated by the teacher in a format that stimulates the "learning alliance" and the resident's development of self-critical functions. Observations of frequent problems in the resident's work are presented, the residents' response to this method is described, and various aspects of the format discussed.