Communication

"The purpose of this essay is to explore how the pharmaceutical industry’s influence impacts the drug approval process and the resulting information provided by drug manufacturers to healthcare providers and ultimately to patients. For nearly half a century, United States courts have held under the Learned Intermediary Doctrine that the makers of prescription drugs are responsible for educating prescribers, not patients, about their products. The dialectic tension between corporate profits and required prescriber education calls into question the credibility of drug information from corporate, medical, and government sources. The key question to be addressed in this paper is,
how credible is the information provided to prescribers by pharmaceutical manufacturers? Numerous critics have called into question the FDA’s ability to assure that medical drugs are safe and effective and the communication about them is accurate and unbiased. But the FDA is not the only healthcare organization that collaborates with the pharmaceutical industry and creates confusion and perpetuates deceptions. Medical schools accept money for clinical trials, provide researchers, and cooperate with pharmaceutical manufacturers much to the concern of numerous critics. In addition, clinical trials data, publications, and continuing education frequently lack
credibility related to researcher/author bias and conflicts of interest. Unless the influence of the pharmaceutical industry on contemporary healthcare is markedly altered or eliminated, prescribers cannot rely on the information they are provided and therefore should not be held liable by the courts as learned intermediaries."

The purpose of this article is to expand on prior research in end-of-life communication and death and dying communication apprehension, by developing a unique course that utilizes a hospice setting and an applied, service-learning approach. Therefore, this essay describes and discusses both students’ and my experiences over a 7-year period from 2008 through 2014. The courses taught during this time frame provided an opportunity to analyze students’ responses, experiences, and discoveries across semesters/
years and cocultures. This unique, 3-credit, 14-week, service-learning, end-of-life communication course was developed to provide an opportunity for students to learn the theories related to this field of study and to apply that knowledge through volunteer experiences via interactions with dying patients and their families. The 7 years of author’s notes, plus the 91 students’ electronically submitted three reflection essays each (273 total documents) across four courses/years, served as the data for this study. According to the students, verbally in class discussions and in numerous writing assignments, this course helped lower their death and dying communication apprehension and increased their willingness to interact with hospice patients and their families. Furthermore, the students’ final research papers clearly demonstrated how utilizing a service-learning approach allowed them to apply classroom learnings and interactions with dying patients and their families at the hospice, to their analyses of end-of-life communication theories
and behaviors. The results of these classes suggest that other, difficult topic courses (e.g., domestic 10.1080/10410236.2015.1034337violence, addiction, etc.) might benefit from a similar pedagogical approach.

The purpose of this article is to expand on prior research in end-of-life communication and death and dying communication apprehension, by developing a unique course that utilizes a hospice setting and an applied, service-learning approach. Therefore, this essay describes and discusses both students' and my experiences over a 7-year period from 2008 through 2014. The courses taught during this time frame provided an opportunity to analyze students' responses, experiences, and discoveries across semesters/years and cocultures. This unique, 3-credit, 14-week, service-learning, end-of-life communication course was developed to provide an opportunity for students to learn the theories related to this field of study and to apply that knowledge through volunteer experiences via interactions with dying patients and their families. The 7 years of author's notes, plus the 91 students' electronically submitted three reflection essays each (273 total documents) across four cour...

The purpose of this essay is to explore how the pharmaceutical industry's influence impacts the drug approval process and the resulting information provided by drug manufacturers to healthcare providers and ultimately to patients. For nearly half a century, United States courts have held under the Learned Intermediary Doctrine that the makers of prescription drugs are responsible for educating prescribers, not patients, about their products. The dialectic tension between corporate profits and required prescriber education calls into question the credibility of drug information from corporate, medical, and government sources. The key question to be addressed in this paper is, how credible is the information provided to prescribers by pharmaceutical manufacturers? Numerous critics have called into question the FDA's ability to assure that medical drugs are safe and effective and the communication about them is accurate and unbiased. But the FDA is not the only healthcare organization that collaborates with the pharmaceutical industry and creates confusion and perpetuates deceptions. Medical schools accept money for clinical trials, provide researchers, and cooperate with pharmaceutical manufacturers much to the concern of numerous critics. In addition, clinical trials data, publications, and continuing education frequently lack credibility related to researcher/author bias and conflicts of interest. Unless the influence of the pharmaceutical industry on contemporary healthcare is markedly altered or eliminated, prescribers cannot rely on the information they are provided and therefore should not be held liable by the courts as learned intermediaries.

The purpose of this paper is to discuss the process involved in expanding a nursing education experience by combining an e-curriculum and an interdisciplinary approach. For the past several years, many nursing programs have used computerized patient simulations to enhance nursing students’ clinical education. The advantages of simulated scenarios for students, faculty, and patients are multi-factorial and include less student anxiety, decreased risk for patients, and highly controlled role-playing scenarios. These simulations rely on multiple technologies including Human Patient Simulators (HPSs), software, audio and video equipment, and digital recording and playback devices. However, to focus primarily on the ability to mimic clinical scenarios in these exercises seemed to ignore a number of psychosocial educational opportunities for the students and faculty. Consequently, the nursing faculty at a private university in the northeastern United States decided to explore a strategy t...

The use of simulation to teach future healthcare professionals—in the present case, nurses—has become an essential pedagogical tool. Although a considerable amount is known about the process and effects of simulation, the pedagogy of simulation is primed to be enhanced. As such, a literature review, a perusal of 38 relevant articles, was conducted to assess the role of health communication. The essentials of this literature and suggestions for future research are offered