Nursing and naturopathy at La Trobe: The challenge of multiparadigm education

McCabe, Pauline

doi:10.1046/j.1440-172x.2001.00002.x

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…Our review identified that whilst educational standards and practices were considered within original research articles related to CM, this was mostly as part of the contextual discussion of findings of related but not directly relevant CM research. This pattern was observed both in the grey literature [86, 87] and peer-reviewed publications [8, 15, 54, 67, 88–99]. One striking example of research emphasizing information related to CM education but collected in other settings, is by Wardle and colleagues in which practicing naturopaths were interviewed regarding multiple issues including the public misconception of the role of naturopathic medicine, the devaluation of naturopathic philosophy as a core component of naturopathic practice, the pressure to move towards an evidence-based medicine model focused on product prescription, as well as naturopathic education.…”

Section: Discussionmentioning

confidence: 56%

“…In direct contrast to research related to CM practitioner education, there are numerous studies investigating the degree of, and attitudes to CM in conventional medical training [41–43], in biomedical education [44], midwifery [45], pharmacy [46–48] and in nursing training [44, 49–52]. Paradoxically, much of the research regarding CM education relates to its importance and application in nursing education [53], or the experience of integrating naturopathy into nursing educational programs [54], the education of physicians about their patients and CM [55], or addressing the obstacles to success in the implementing of change in science delivery in nursing [56].…”

Section: Introductionmentioning

confidence: 99%

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A critical integrative review of complementary medicine education research: key issues and empirical gaps

Gray

Steel

Adams

2019

BMC Complement Altern Med

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BackgroundComplementary Medicine (CM) continues to thrive across many countries. Closely related to the continuing popularity of CM has been an increased number of enrolments at CM education institutions across the public and private tertiary sectors. Despite the popularity of CM across the globe and growth in CM education/education providers, to date, there has been no critical review of peer-reviewed research examining CM education undertaken. In direct response to this important gap, this paper reports the first critical review of contemporary literature examining CM education research.MethodsA review was undertaken of research to identify empirical research papers reporting on CM education published between 2005 and 17. The search was conducted in May 2017 and included the search of PubMed and EBSCO (CINAHL, MEDLINE, AMED) for search terms embracing CM and education. Identified studies were evaluated using the STROBE, SRQP and MMAT appraisal tools.ResultsFrom 9496 identified papers, 18 met the review inclusion criteria (English language, original empirical research data, reporting on the prevalence or nature of the education of CM practitioners), and highlighted four broad issues: CM education provision; the development of educational competencies to develop clinical skills and standards; the application of new educational theory, methods and technology in CM; and future challenges facing CM education. This critical integrative review highlights two key issues of interest and significance for CM educational institutions, CM regulators and researchers, and points to number of significant gaps in this area of research. There is very sporadic coverage of research in CM education. The clear absence of the robust and mature research regarding educational technology and e-learning taking place in medical and or allied health education research is notably absent within CM educational research.ConclusionDespite the high levels of CM use in the community, and the thriving nature of CM educational institutions globally, the current evidence evaluating the procedures, effectiveness and outcomes of CM education remains limited on a number of fronts. There is an urgent need to establish a strategic research agenda around this important aspect of health care education with the overarching goal to ensure a well-educated and effective health care workforce.

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