Transition program: Difference between revisions
From CEOpedia | Management online
(The LinkTitles extension automatically added links to existing pages (<a target="_blank" rel="noreferrer noopener" class="external free" href="https://github.com/bovender/LinkTitles">https://github.com/bovender/LinkTitles</a>).) |
m (Text cleaning) |
||
| (One intermediate revision by the same user not shown) | |||
| Line 1: | Line 1: | ||
'''Transition program''' - provides students with a life skills such as: family relationships, budget earnings, how to obtain appropriate medical care. In this time students might figure out their job preferences and how to live all by yourself (L. Crucil 2011, p. 161). | '''Transition program''' - provides students with a life skills such as: family relationships, budget earnings, how to obtain appropriate medical care. In this time students might figure out their job preferences and how to live all by yourself (L. Crucil 2011, p. 161). | ||
| Line 20: | Line 5: | ||
* Firstly a transition program is meant to ease the adolescent's normal procedure of splitting from parental reliance. | * Firstly a transition program is meant to ease the adolescent's normal procedure of splitting from parental reliance. | ||
* Secondly, transition program's overarching goal is to promote the obtaining of appropriate medical care within the adult health care [[system]] and allow the young adult to be successful in managing their health care. There are bunch of such a program's components. It is important to inform the patient and family about the [[need]] for change, and to educate the patient about the illness, medications, and adult health care characteristics. The value of adherence to guidelines for treatment is highlighted. | * Secondly, transition program's overarching goal is to promote the obtaining of appropriate medical care within the adult health care [[system]] and allow the young adult to be successful in managing their health care. There are bunch of such a program's components. It is important to inform the patient and family about the [[need]] for change, and to educate the patient about the illness, medications, and adult health care characteristics. The value of adherence to guidelines for treatment is highlighted. | ||
* Last but not least, transition program is also meant to have the [[capability]] to assist with matters such as self-awareness, [[employment]], vocation, medical health, independent living, and family relationships. Finally, possible transfer of patient [[management]] to adult health care providers should be realized by a transition program. | * Last but not least, transition program is also meant to have the [[capability]] to assist with matters such as self-awareness, [[employment]], vocation, medical health, independent living, and family relationships. Finally, possible transfer of patient [[management]] to adult health care providers should be realized by a transition program. The [[method]] is complicated and hard to execute due to [[resource]] constraints. Nevertheless, when the need is understood, elements of such a system are often attainable. | ||
==Assessment of transition programs== | ==Assessment of transition programs== | ||
'''The assessment''' of transition programs is a point of [[interest]] by many researchers. Some are concerned in the experiences of youth in complex settings, while others are interested in the effects of more specific programs such as transitional housing. From the perspective of the youth, the scope of services offered and the urgencies that remain unmet after the introduction of the system are also debated. Nonetheless, the efficacy of several initiatives is being examined: a transition curriculum called Merging Two Worlds; [[education]] and job success Chafee program services; and an employment assistance program on the basis of results such as wages. When comparing results from diverse transition programs, these writers | '''The assessment''' of transition programs is a point of [[interest]] by many researchers. Some are concerned in the experiences of youth in complex settings, while others are interested in the effects of more specific programs such as transitional housing. From the perspective of the youth, the scope of services offered and the urgencies that remain unmet after the introduction of the system are also debated. Nonetheless, the efficacy of several initiatives is being examined: a transition curriculum called Merging Two Worlds; [[education]] and job success Chafee program services; and an employment assistance program on the basis of results such as wages. When comparing results from diverse transition programs, these writers note that the most familiar housing outcomes are living independently and homelessness (V. Mann-Feder 2019, p. 110). | ||
==Transition programs in United States== | ==Transition programs in United States== | ||
RN transition programs in length, experiences, arrangement and results vary widely across the United States; some are more prosperous than others. In a nationally representative sample of newly licensed certified nurse students, NCSBN examined transition participations. Verdicts signal that a bulk of students engage in an average of 11.4 weeks of some kind of orientation or transition program. Approximately 41 percent of new hospital graduates engaged in intensive transition programs that included hospital [[training]], as well as an internship, mentoring [[knowledge]] or preceptorship (D. Molinari, A. Bushy 2011, p. 43). | RN transition programs in length, experiences, arrangement and results vary widely across the United States; some are more prosperous than others. In a nationally representative sample of newly licensed certified nurse students, NCSBN examined transition participations. Verdicts signal that a bulk of students engage in an average of 11.4 weeks of some kind of orientation or transition program. Approximately 41 percent of new hospital graduates engaged in intensive transition programs that included hospital [[training]], as well as an internship, mentoring [[knowledge]] or preceptorship (D. Molinari, A. Bushy 2011, p. 43). | ||
{{infobox5|list1={{i5link|a=[[Career development]]}} — {{i5link|a=[[Employment history]]}} — {{i5link|a=[[Job analysis]]}} — {{i5link|a=[[Employability skills]]}} — {{i5link|a=[[Internal training]]}} — {{i5link|a=[[Level of development]]}} — {{i5link|a=[[Disease Management Program]]}} — {{i5link|a=[[Quality of worklife]]}} — {{i5link|a=[[Adaptation process]]}} }} | |||
==References== | ==References== | ||
| Line 33: | Line 20: | ||
* Lovett D., Haring K., Haring N. (2012), [https://books.google.pl/books?id=gAuGBwAAQBAJ&pg=PA273&dq=transition+program&hl=pl&sa=X&ved=0ahUKEwjL9ZvIsO_lAhVaAxAIHdRPAJY4ChDoAQhxMAg#v=onepage&q=transition%20program&f=false ''Integrated Lifecycle Services For Persons With Disabilities: A Theoretical And Empirical Perspective''], p. 273 | * Lovett D., Haring K., Haring N. (2012), [https://books.google.pl/books?id=gAuGBwAAQBAJ&pg=PA273&dq=transition+program&hl=pl&sa=X&ved=0ahUKEwjL9ZvIsO_lAhVaAxAIHdRPAJY4ChDoAQhxMAg#v=onepage&q=transition%20program&f=false ''Integrated Lifecycle Services For Persons With Disabilities: A Theoretical And Empirical Perspective''], p. 273 | ||
* Mann-Feder V., Goyette M. (2019), ''Leaving Care And The Transition To Adulthood: International Contributions To Theory, Research, And Practice'', Oxford University Press, USA, p. 110 | * Mann-Feder V., Goyette M. (2019), ''Leaving Care And The Transition To Adulthood: International Contributions To Theory, Research, And Practice'', Oxford University Press, USA, p. 110 | ||
* Molinari D., Bushy A. (2011), ''The Rural Nurse: Transition To Practice'', Springer Publishing [[Company]], USA, | * Molinari D., Bushy A. (2011), ''The Rural Nurse: Transition To Practice'', Springer Publishing [[Company]], USA, p. 43 | ||
* Sawhney S., Aggarwal A. (2017), ''Pediatric Rheumatology: A Clinical Viewpoint'', Springer, Singapore, p. 135 | * Sawhney S., Aggarwal A. (2017), ''Pediatric Rheumatology: A Clinical Viewpoint'', Springer, Singapore, p. 135 | ||
* Tchibozo G. (2013), [https://books.google.pl/books?id=iCjzgRaF3dsC&pg=PA181&dq=transition+program+pdf&hl=pl&sa=X&ved=0ahUKEwiLsNWhru_lAhVSx4sKHRsnC0UQ6AEINDAB#v=onepage&q=transition%20program%20pdf&f=false ''Cultural And Social Diversity And The Transition From Education To Work''], p. 181 | * Tchibozo G. (2013), [https://books.google.pl/books?id=iCjzgRaF3dsC&pg=PA181&dq=transition+program+pdf&hl=pl&sa=X&ved=0ahUKEwiLsNWhru_lAhVSx4sKHRsnC0UQ6AEINDAB#v=onepage&q=transition%20program%20pdf&f=false ''Cultural And Social Diversity And The Transition From Education To Work''], p. 181 | ||
{{a|Wiktor Woźny}} | {{a|Wiktor Woźny}} | ||
[[Category:Basic concepts]] | [[Category:Basic concepts]] | ||
Latest revision as of 07:08, 18 November 2023
Transition program - provides students with a life skills such as: family relationships, budget earnings, how to obtain appropriate medical care. In this time students might figure out their job preferences and how to live all by yourself (L. Crucil 2011, p. 161).
Intentions of transition program
The three goals of transition program (S. Sawhney, A. Aggarwal 2017, p. 135):
- Firstly a transition program is meant to ease the adolescent's normal procedure of splitting from parental reliance.
- Secondly, transition program's overarching goal is to promote the obtaining of appropriate medical care within the adult health care system and allow the young adult to be successful in managing their health care. There are bunch of such a program's components. It is important to inform the patient and family about the need for change, and to educate the patient about the illness, medications, and adult health care characteristics. The value of adherence to guidelines for treatment is highlighted.
- Last but not least, transition program is also meant to have the capability to assist with matters such as self-awareness, employment, vocation, medical health, independent living, and family relationships. Finally, possible transfer of patient management to adult health care providers should be realized by a transition program. The method is complicated and hard to execute due to resource constraints. Nevertheless, when the need is understood, elements of such a system are often attainable.
Assessment of transition programs
The assessment of transition programs is a point of interest by many researchers. Some are concerned in the experiences of youth in complex settings, while others are interested in the effects of more specific programs such as transitional housing. From the perspective of the youth, the scope of services offered and the urgencies that remain unmet after the introduction of the system are also debated. Nonetheless, the efficacy of several initiatives is being examined: a transition curriculum called Merging Two Worlds; education and job success Chafee program services; and an employment assistance program on the basis of results such as wages. When comparing results from diverse transition programs, these writers note that the most familiar housing outcomes are living independently and homelessness (V. Mann-Feder 2019, p. 110).
Transition programs in United States
RN transition programs in length, experiences, arrangement and results vary widely across the United States; some are more prosperous than others. In a nationally representative sample of newly licensed certified nurse students, NCSBN examined transition participations. Verdicts signal that a bulk of students engage in an average of 11.4 weeks of some kind of orientation or transition program. Approximately 41 percent of new hospital graduates engaged in intensive transition programs that included hospital training, as well as an internship, mentoring knowledge or preceptorship (D. Molinari, A. Bushy 2011, p. 43).
| Transition program — recommended articles |
| Career development — Employment history — Job analysis — Employability skills — Internal training — Level of development — Disease Management Program — Quality of worklife — Adaptation process |
References
- Crucil L. (2011), You Don't Need To Know That!: The Saga Of Sammy, Tate Publishing & Enterprises, USA, p. 161
- Kritek P., Hickey M. (2012), Change Leadership In Nursing: How Change Occurs In A Complex Hospital System, p. 298
- Lovett D., Haring K., Haring N. (2012), Integrated Lifecycle Services For Persons With Disabilities: A Theoretical And Empirical Perspective, p. 273
- Mann-Feder V., Goyette M. (2019), Leaving Care And The Transition To Adulthood: International Contributions To Theory, Research, And Practice, Oxford University Press, USA, p. 110
- Molinari D., Bushy A. (2011), The Rural Nurse: Transition To Practice, Springer Publishing Company, USA, p. 43
- Sawhney S., Aggarwal A. (2017), Pediatric Rheumatology: A Clinical Viewpoint, Springer, Singapore, p. 135
- Tchibozo G. (2013), Cultural And Social Diversity And The Transition From Education To Work, p. 181
Author: Wiktor Woźny
