Guided Participation for Clinical Practice with Parents and Children
Overview
This course is closed.
Resources, including journal articles to support your learning needs about Guided Participation are now available. For additional information about Guided Participation, please contact Dr. Karen Pridham.
Journal article links and suggested webinar
Guided Participation Resources.pdf
Journal articles
Limbo et al 2002 - Promoting safety of young children with guided participation processes.pdf
Pridham et al 2010 - Internal working models of parenting.pdf
Pridham et al 2006 - A continuing education program for hospital and public health nurses to guide families of VLBW infants in caregiving.pdf
Pridham et al 2006 - Guiding mothers' management of health problems of VLBW infants.pdf
Pridham et al 2005 - Effect of guided participation on feeding competencies of mothers and their premature infants.pdf
Pridham et al 2004 - Feeding issues for mothers of VLBW premature infants through the first year.pdf
Pridham et al 2001 - The relationship of a mother's working model of feeding to her feeding behaviour.pdf
Pridham et al 1998 - Guided participation and development of care-giving competencies for families of LBW infants.pdf
Schroeder & Pridham 2006 - Development of relationship competencies through guided participation for mothers of preterm infants.pdf
Thoyre et al 2016 - Implementing co-regulated feeding with mothers of preterm infants.pdf
OVERVIEW
This online enduring activity is designed to introduce participants to the concept and purpose of guided participation. Content includes general information about and features of guided participation, the structure and functions of: issues, processes, and competencies, guided participation benefits to the patient, their family, the healthcare team, and the healthcare system, and how guided participation fits within health communication and patient care theories and models.
PRACTICE GAPS AND NEEDS
Current approaches to teaching/learning in clinical practice are primarily organized to provide information. Many healthcare providers do not have knowledge and skills about constructing learning situations that have the potential of supporting learner development of competence for health-related activities, specifically in the area of parenting and care-giving of infants, children, and adolescents.
Healthcare providers can incorporate these skills within their practice and parents, families, and caregivers will gain competence and confidence in performing care-giving health-related activities.
Intended Audience
The target audience includes physicians, nurses, social workers, and other members of the healthcare team who work with parents, children and their families on care giving challenges and other health-related goals.
ELEMENTS OF COMPETENCE
This CE activity has been designed to change learner competence and focuses on the American Board of Medical Specialities area of interprofessional and communication skills, Institute of Medicine areas of patient-centered care and working with interdisciplinary teams, and the Interprofessional and Nursing areas of values/ethics for interprofessional practice, roles/responsibilities, interprofessional communication, and teams/teamwork.
Learning Objectives
At the end of the activity, learners will be able to:
- Describe guided participation as a teaching/learning practice
- Identify the functions of the learner and the guide
- Recall the 5 categories of issues within the context of caregiving
- Identify what differentiates guided participation from traditional patient education
- List what is involved in achieving competency
- Describe a teacher-learner relationship within the context of guided participation
- Discuss use of a guided participation process to achieve a goal
Faculty
Faculty/Planning Committee
- Karen Pridham, PhD, RN - Course Director
- Lisa Heinrichs, LCSW
- Steve Leuthner, MD
- Lori Williams, DNP, RNC, CCRN, NNP
FACULTY DISCLOSURE
It is the policy of the University of Wisconsin–Madison ICEP that the faculty, authors, planners, and other persons who may influence content of this CE activity disclose all relevant financial relationships with commercial interests* in order to allow CE staff to identify and resolve any potential conflicts of interest. Faculty must also disclose any planned discussions of unlabeled/unapproved uses of drugs or devices during the educational activity. For this educational activity all conflicts of interests have been resolved and detailed disclosures are listed below:
Name | Role | Financial Relationship Disclosures | Discussion of Unlabeled/Unapproved uses of drugs/devices in presentation? |
Karen Pridham, PhD, RN | Course Director/Planner/Content Expert | No relevant financial relationships to disclose | No |
Jessica Carlucci-Jenkins | ICEP Staff | No relevant financial relationships to disclose | No |
Lisa Heinrichs, LCSW | Planner/Content Expert/Reviewer | No relevant financial relationships to disclose | No |
Steve Leuthner, MD | Planner/Content Expert/Reviewer | No relevant financial relationships to disclose | No |
Julie Martinelli, BS | ICEP Staff | No relevant financial relationships to disclose | No |
Tracy Mrochek, MPA, RN | ICEP Staff | No relevant financial relationships to disclose | No |
Lori Williams, DNP, RNC, CCRN, NNP | Planner/Content Expert/Reviewer | No relevant financial relationships to disclose | No |
* The ACCME defines a commercial interest as any entity producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on, patients. The ACCME does not consider providers of clinical service directly to patients to be commercial interests.
Accreditation
ACCREDITATION STATEMENT
In support of improving patient care, the University of Wisconsin-Madison ICEP is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team. |
CREDIT DESIGNATION STATEMENTS
American Medical Association (AMA)
American Nurses Credentialing Center (ANCC)
The University of Wisconsin-Madison ICEP designates this enduring activity for a maximum of 1.5 ANCC contact hours.
The University of Wisconsin-Madison School of Nursing is Iowa Board of Nursing provider 350.
Continuing Education Units (CEUs)
The University of Wisconsin-Madison ICEP, as a member of the University Professional & Continuing Education Association (UPCEA), authorizes this program for .15 CEUs or 1.5 hours.
Available Credit
- 1.50 AMA PRA Category 1 Credit™
- 1.50 ANCC Contact Hours
- 1.50 University of Wisconsin–Madison Continuing Education Hours
Register/Enroll
This course is closed.
Click on the Overview tab for resources on Guided Participation. For additional information, contact the Nursing Professional Development Team: professional.development@nursing.wisc.edu.
Required Hardware/software
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Free, current version of Adobe Acrobat Reader or other .pdf reader