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Background Aim Design Results Conclusion Practice‐integrated residency programs are one of the most recognised training platforms for early career development across settings, including hospital pharmacy. They embed a structured education and competency framework and preceptor mentoring systems in the workplace.This review aimed to map the global literature on practice‐integrated education and professional development programs for early career hospital pharmacists, with a focus on how the programs were implemented and structured.A search was applied to electronic databases MEDLINE, Ovid Emcare, Embase, ERIC, Scopus, PsycINFO, Cochrane Library, Google Scholar and grey literature sources until 31 December 2023. Search terms were developed in consultation with an academic librarian and using the population, concept and context mnemonic. The scoping review was conducted and reported according to the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses extension for Scoping Reviews and the Joanna Briggs Institute scoping review manual.Forty‐seven papers were included from seven countries, with the majority (n = 33) being from the United States of America. Residency program details were mapped against jurisdictions and associated assessment processes, competency training areas, and focused training elements. Findings report similarities and differences of structural, competency frameworks, and locally driven context and requirements.The demand from early career pharmacists for residency programs remains high, with professional pharmacy organisations providing leadership to grow training positions. The global pharmacy development goals appear to be embedded within the residency programs, but gaps include training in non‐direct patient care competencies and research that demonstrates the outcomes from residency training. [ABSTRACT FROM AUTHOR]

Introduction: Growing the mental health peer workforce holds promise for rural communities, but we currently lack an understanding of the guidance available to support the development, implementation and sustainability of this workforce in rural settings. Objective: Study aims are to: (1) determine the extent and nature of the literature that provides guidance for growing the peer workforce in rural mental health services; and (2) identify and explore any guidance relevant to rural peer work services dedicated to First Nations communities, including those promoting social and emotional well‐being within this body of literature. Design: A scoping review method was employed to identify relevant peer‐reviewed and grey literature published between 2013 and 2022 across PsychInfo, Medline, Embase and CINAHL, Scopus and Informit HealthInfoNet databases, as well as targeted organisation websites and Google Advanced Search. Findings: A total of 26 unique studies/projects were included from the US, UK, Canada and Australia with public mental health, non‐government/for purpose and private sector service settings represented in the literature. Grey literature, such as reports of evaluations and frameworks, formed the majority of included texts. While there is a lesser volume of rurally focused literature relative to the general peer work literature, this is a rich body of knowledge, which includes guidance concerning services dedicated to First Nations communities. Via synthesis critical considerations were identified for the development, implementation and sustainability of peer work in rural mental health services across six domains: 'Working with community members and stakeholders', 'Organisational culture and governance', Working with others and in teams, Professional expertise and experience, Being part of and working in the community and 'Local mental health services capacity'. Discussion: While there are considerations relevant across a range of settings, the domains of: 'working with community members and stakeholders', 'being part of and working in the community' and 'local mental health services capacity', capture additional, distinct and nuanced challenges and opportunities for growing the peer work in rural services. Conclusion: The literature offers insights valuable for service planning, policy development and the allocation of resources to support rural peer workforce growth. [ABSTRACT FROM AUTHOR]

This study provides a detailed picture of how the on‐going challenge of teacher shortages in England and Wales is driving the deployment of teaching assistants (TAs) to cover classes in place of teachers. Analyses of data from a survey of nearly 6000 TAs in mainstream and special schools found that TAs cover classes for up to 4 h a week, with one in four covering classes because schools do not have enough teachers and/or are unable to get external supply teachers. The conditions under which TAs cover classes are challenging and a cause of stress and anxiety. Unlike teachers, TAs cover classes without a lesson plan or support from another TA. The majority of TAs said that covering classes inevitably involves them having to teach pupils – despite national guidance stipulating that cover by TAs should not involve 'active teaching'. Three in four TAs report that their own role is not covered when they cover for teachers. Being deployed to cover classes disrupts and diverts TAs from carrying out their regular duties of delivering curriculum interventions and providing classroom support. Consequently, TAs feel that undertaking cover negatively impacts the quality of learning and provision for pupils with additional needs, as well as their workload, wellbeing, sense of effectiveness and job satisfaction. The conclusion that TAs actively teach lessons to whole classes has potentially significant real‐world consequences and implications for policy and practice. This paper calls for an urgent policy response to what is, in essence, a troubling symptom of the current teacher recruitment and retention crisis. [ABSTRACT FROM AUTHOR]

Objective: The aim of the study was to identify continuing professional development (CPD) needs of allied health professionals (AHP) in regional and rural Victoria. Design: This study was an online cross‐sectional design conducted between December 2022 and February 2023. Settings and Participants: AHPs employed at a large multi‐site regional public health service providing acute, subacute, community and outpatient care in Victoria, Australia. Main Outcome Measure(s): The online questionnaire included four sections investigating satisfaction of CPD, prioritised topics for CPD, preference for CPD sourcing and perceived capabilities in delivering education. To investigate prioritised topics of CPD, a tool was adapted from the Hennessy Hicks Training Needs Analysis questionnaire to align with allied health (AH) career pathways. For organisational alignment, a second questionnaire was sent to AH managers. Results: The response rate was 17% (53/316 AHPs) from members of 10 AH professions. The median years of clinical experience for participants was between 2 and 5 years. Participants with 6–10 years of clinical experience reported the lowest level of satisfaction. Research and education were identified as areas of highest training need. Self‐perceived competence in education delivery was proportionately lower in areas of assessment, developing digital learning and constructive alignment. Conclusion: CPD needs for AHPs in a regional and rural health service were shown to vary by career stage and weighted towards developing research and education delivery capabilities. Findings from this study may support public health sector and policy investment in CPD opportunities to support horizontal career progression opportunities, a balance of internal and externally sourced professional development and strategic investment in education delivery capabilities. [ABSTRACT FROM AUTHOR]

Recent advancements in artificial intelligence (AI) and machine learning (ML) have driven research and development across multiple industries to meet national economic and technological demands. Consequently, companies are investing in AI, ML, and data analytics workforce development efforts to digitalize operations and enhance global competitiveness. As such, evidence‐based educational research around ML is essential to provide a foundation for the future workforce as they face complex AI challenges. This study explored students' conceptual ML understanding through a scientific argumentation framework, where we examined how they used evidence and reasoning to support claims about their ML models. This framework lets us gain insight into students' conceptualizations and helped scaffold student learning via a cognitive apprenticeship model. Thirty students in a mechanical engineering classroom at Purdue University experimented with neural network ML models within a computational notebook to create visual claims (ML models) with textual explanations of their evidence and reasoning. Accordingly, we qualitatively analyzed their learning artifacts to examine their underfit, fit, and overfit models and explanations. It was found that some students tended toward technical explanations while others used visual explanations. Students with technically dominant explanations had higher proficiency in generating correctly fit models but lacked explanatory evidence. Conversely, students with visually dominant explanations provided evidence but lacked technical reasoning and were less accurate in identifying fit models. We discuss implications for both groups of students and offer future research directions to examine how positive pedagogical elements of learning design can optimize ML educational material and AI workforce development. [ABSTRACT FROM AUTHOR]

This exploratory mixed methods study investigates the school psychology workforce shortage phenomenon and underlying contributing factors. The development of an Education Specialist school psychology program in the middle of the COVID‐19 pandemic prompted the authors to explore variables impacting awareness of the school psychology profession. State policies were reviewed to identify how many states have adopted the nationally recommended 1:500 ratio for school psychologists. Additionally, undergraduate and postbaccalaureate student knowledge of the work of school‐based mental health professionals, specifically school psychologists, was surveyed. Finally, the authors explore the need for new action frameworks to achieve this awareness and to promote workforce policy development. Based on findings, three key points for practitioners are the need to promote the adoption of policies that align with the 1:500 recommended ratio for school psychologists, increase awareness of the profession with preservice and in‐service educators, and create coordinated training pathways and career opportunities for individuals to become school psychologists. Practitioner points: Few states have adopted policies that align with the 1:500 recommended ratio for school psychologists.Preservice and in‐service educators are often unaware of the professional differences across school‐based mental health providers.There is a need for coordinated training pathways for individuals to become school psychologists. [ABSTRACT FROM AUTHOR]

Background: Only 62.6% of fellowship‐trained and American Board of Internal Medicine (ABIM)‐certified geriatricians maintain their specialty certification in geriatric medicine, the lowest rate among all internal medicine subspecialties and the only subspecialty in which physicians maintain their internal medicine certification at higher rates than their specialty certification. This study aims to better understand underlying issues related to the low rate of maintaining geriatric medicine certification in order to inform geriatric workforce development strategies. Methods: Eighteen‐item online survey of internists who completed a geriatric medicine fellowship, earned initial ABIM certification in geriatric medicine between 1999 and 2009, and maintained certification in internal medicine (and/or another specialty but not geriatric medicine). Survey domains: demographics, issues related to maintaining geriatric medicine certification, professional identity, and current professional duties. Results: 153/723 eligible completed surveys (21.5% response). Top reasons for not maintaining geriatric medicine certification were time (56%), cost of maintenance of certification (MOC) (45%), low Medicare reimbursement for geriatricians' work (32%), and no employer requirement to maintain geriatric medicine certification (31%). Though not maintaining geriatric medicine certification, 68% reported engaging in professional activities related to geriatric medicine. Reflecting on career decisions, 56% would again complete geriatric medicine fellowship, 21% would not, and 23% were unsure. 54% considered recertifying in geriatric medicine. 49% reported flexible MOC assessment options would increase likelihood of maintaining certification. Conclusions: The value proposition of geriatric medicine certification needs strengthening. Geriatric medicine leaders must develop strategies and tactics to reduce attrition of geriatricians by enhancing the value of geriatric medicine expertise to key stakeholders. See related articles by Ouslander et al., Colenda and Applegate, and Chad Boult in this issue. [ABSTRACT FROM AUTHOR]

To address high rates of mental health and developmental concerns facing young children ages 0–6 in the United States and internationally, providers across professional sectors need Infant and early childhood mental health (IECMH) training and support. The training and teleconsultation program (TTP) is a state‐funded program developed in one Mountain West state in the United States to provide free IECMH training and teleconsultation to any provider working with young children. The TTP included access to webinars and individual or group consultation with licensed mental health providers. Webinars focused on increasing awareness and knowledge related to attachment and child development, supporting parents and caregivers, trauma‐informed practice, supporting emotional health of staff and providers, and culturally responsive practices with infants, young children, and caregivers. Teleconsultation included case consultation, reflective individual and group supervision, and collaboration supports/referrals. During the 18‐month evaluation period, 1568 unique providers engaged in either training or teleconsultation services, an average of 9% growth in new providers each month, with representation from all professional sectors and all state counties. This program demonstrates the feasibility and need for statewide training and teleconsultation programs to help meet the needs of providers who interact with and support young children and caregivers. [ABSTRACT FROM AUTHOR]

The article comments on a study which investigated the use of peer support services in the treatment of substance use disorder (SUD) including opioid use disorder. It considers peer recovery support specialists (PRSS) as a recovery-oriented model of care and a more active support than traditional approaches. It agrees with supporting the work of PRSS in the emergency room and suggests the need to examine elements of emergency room-based peer support programs for opioid overdose survivors.

Issue Addressed: Queensland children have a higher level of developmental vulnerability compared to the Australian average. This paper reports on Healthy Kids—a capacity building strategy for the early childhood education and care (ECEC) sector targeting communities experiencing socio‐economic and child development vulnerabilities. These communities may face additional barriers when engaging and participating in health promotion models. This paper reports on the development, key components and principles of a capacity building model referred to as Healthy Kids, that strategically responds to these barriers and supports these communities. Methods: The development of the Healthy Kids model emerged through a quality improvement process that included an environmental scan, and review of existing capacity building, health promotion, and workforce development approaches. It also involved consultation and engagement with the ECEC sector. Results: Evidence indicates Healthy Kids to be an innovative health promotion model focussed on building capacity through a workforce development strategy for the ECEC sector in a way that is accessible, low cost, and sustainable. So What?: This paper shares a model for building capacity through the establishment of localised cross‐sector communities of practice across a large geographic region with a centralised coordinating hub. The hub and spoke model has facilitated community ownership to grow and be sustained over time. This model offers opportunities for partnerships, transferability, and contextualisation for those interested in contemporary health promotion, capacity building, and workforce development. The model offers an approach for those willing to step outside traditional boundaries to work across sectors and settings to achieve sustainable knowledge and skills, processes and resources that enables a collective commitment to improving health outcomes. [ABSTRACT FROM AUTHOR]

This study was conducted to gather information to inform key stakeholders in Virginia's Early Childhood Mental Health workforce who are involved in the Infant Mental Health Endorsement®. An "Endorsement® indicates an individual's efforts to specialize in the promotion and practice of infant or early childhood mental health within his/her own chosen discipline" (Virginia Association for Infant Mental Health, 2021). The following research questions guided this study: (1) who is part of the infant mental health endorsed workforce in Virginia; (2) what are the benefits and barriers to the Endorsement® process. A total of 115 individuals who were or are involved in the Endorsement® as endorsees or advisors were participants in the study. Participants cited many benefits of obtaining their Infant Mental Health Endorsement®, including general professional development and connecting to other professionals in the field. Barriers to obtaining the Endorsement® included time and financial restraints related to obtaining reflective supervision from a qualified Reflective Supervisor. Results from the study will be used to inform the Infant Mental Health Endorsement® process, and applied to the Early Childhood Mental Health Endorsement® in 2023. [ABSTRACT FROM AUTHOR]

Introduction: Enterprise data warehouses (EDWs) serve as foundational infrastructure in a modern learning health system, housing clinical and other system‐wide data and making it available for research, strategic, and quality improvement purposes. Building on a longstanding partnership between Northwestern University's Galter Health Sciences Library and the Northwestern Medicine Enterprise Data Warehouse (NMEDW), an end‐to‐end clinical research data management (cRDM) program was created to enhance clinical data workforce capacity and further expand related library‐based services for the campus. Methods: The training program covers topics such as clinical database architecture, clinical coding standards, and translation of research questions into queries for proper data extraction. Here we describe this program, including partners and motivations, technical and social components, integration of FAIR principles into clinical data research workflows, and the long‐term implications for this work to serve as a blueprint of best practice workflows for clinical research to support library and EDW partnerships at other institutions. Results: This training program has enhanced the partnership between our institution's health sciences library and clinical data warehouse to provide support services for researchers, resulting in more efficient training workflows. Through instruction on best practices for preserving and sharing outputs, researchers are given the tools to improve the reproducibility and reusability of their work, which has positive effects for the researchers as well as for the university. All training resources have been made publicly available so that those who support this critical need at other institutions can build on our efforts. Conclusions: Library‐based partnerships to support training and consultation offer an important vehicle for clinical data science capacity building in learning health systems. The cRDM program launched by Galter Library and the NMEDW is an example of this type of partnership and builds on a strong foundation of past collaboration, expanding the scope of clinical data support services and training on campus. [ABSTRACT FROM AUTHOR]

Issues Addressed: Well‐being intervention frameworks may help improve well‐being. The Wheel of Well‐being (WoW) is designed to empower individuals to understand and use the WoW framework for themselves, their communities and in workplaces. This paper evaluates the well‐being impacts on participants of a well‐being capacity building programme using WoW, in Australia. Methods: The programme collected quantitative data from participants at two time points, once at the beginning of the programme (Time 1) and on the final session (Time 2). Surveys assessed well‐being outcomes as well as life satisfaction, knowledge and understanding of well‐being and behavioural changes. Results: Results of a total of 162 participants were included in this evaluation of the programme across nine cohorts. Between Time 1 and Time 2 the participants saw a small, but significant increase in well‐being scores, with no difference between age groups. The number of participants regarded as having a "High" well‐being score increased from 11% to 24%. Increases in knowledge, understanding and the implementation of actions and behaviours to improve well‐being were also observed. Conclusion: This evaluation provides evidence that participation in a short, intensive WoW programme can positively impact well‐being, behaviour and knowledge and understanding regarding well‐being. This suggests WoW may be an effective framework around which individuals can improve their well‐being. So What?: Consideration should be given to the implementation of comprehensive health promotion frameworks, including WoW, to improve the well‐being of individuals. Further evaluation is needed to see if improved well‐being is maintained over longer time periods. [ABSTRACT FROM AUTHOR]

Background: Communities of practice have been proposed as a workforce development strategy for developing dietitians, yet little is known about how they work and for whom, as well as under what circumstances. We aimed to understand the mechanisms by which dietitians working in Aboriginal and Torres Strait Islander health benefit from communities of practice. Methods: A realist evaluation of 29 interviews with non‐Indigenous dietitians and nutritionists was employed, which was conducted over the course of two communities of practice (2013 and 2014) and follow‐up interviews in 2019. Programme theory was developed from analysis of initial interviews and used to recode all interviews and test theory. The identification of patterns refined the programme theory. Results: Six refined theories were identified: (1) a community of practice fosters the relationships that support navigation of the many tasks required to become more responsive health professionals; (2) committed and open participants feel supported and guided to be reflexive; (3) sharing, reflexivity, feedback and support shift awareness to one's own practice to be able to manoeuvre in intercultural spaces; (4) through sharing, feedback, support and collaboration, participants feel assured and affirmed; (5) connection through feelings of understanding and being understood contributes to commitment to remain working in the area; and (6) through sharing, feedback, support and collaboration, participants with varied experience and roles see the value of and gain confidence in new perspectives, skills and practices. Conclusions: Further research is required to test this model on a much larger scale, with communities of practice inclusive of Aboriginal and non‐Aboriginal health professionals together, and across a diverse group of dietitians. Key points: We conducted a realist evaluation of 29 interviews with non‐Indigenous dietitians and nutritionists engaged in communities of practice to understand how communities of practice work and for whom, as well as under what circumstances.Using a series of interviews over a period of 6 years, the evaluation found that a range of outcomes (responsive health professionals, ability to manoeuvre in intercultural spaces, retention in this area of practice, increased confidence) were possible in contexts where participants were committed, open and willing to share and were activated by being supported and guided through reflexive practice, peer feedback and being understood.Engaging in reflexive practice and peer feedback with people who understand your work experiences (empathy) where new perspectives and practices are valued, were critical for supporting achievement of outcomes. [ABSTRACT FROM AUTHOR]

Issues addressed: People with severe mental illness have adverse health outcomes compared to the general population. Lifestyle interventions are effective in improving health outcomes in this population. Current cultural processes in mental health services do not generally incorporate physical health care practices. Innovative education is required to improve knowledge and confidence of staff in the delivery of preventative health measures. Methods: The Keeping our Staff in Mind (KoSiM) program delivered a brief lifestyle intervention to mental health staff. A qualitative analysis following the Standards for Reporting Qualitative Research was undertaken. Semi‐structured interviews designed to elicit information about the acceptability of the program and the impact of the intervention on participants' personal and professional lives. The interviews were analysed using thematic analysis, with coding independently developed and reviewed by three authors. Results: Of the 103 eligible participants, 75 were interviewed. Responses revealed four main themes: (i) positive changes in clinician's approach to physical health care, (ii) improvements in attitudes to self‐care and family wellbeing, (iii) positive changes in workplace culture associated with physical health care delivery and (iv) high levels of acceptability of the program. Conclusion: The KoSiM model may be useful in other settings as a means of changing the culture of mental health services to better integrate physical health care as a core part of mental health service provision. So what?: A novel approach using staff focussed lifestyle interventions model may cut through the resistance that is encountered when implementing proven methods of clinical intervention where cultural barriers exist. [ABSTRACT FROM AUTHOR]

Recent frameworks, models, and reports highlight the critical need to address social determinants of health for achieving health equity in the United States and around the globe. In the United States, data play an important role in better understanding community‐level and population‐level disparities particularly for local health departments. However, data‐driven decision‐making—the use of data for public health activities such as program implementation, policy development, and resource allocation—is often presented theoretically or through case studies in the literature. We sought to develop a preliminary model that identifies the factors that contribute to data‐driven decision‐making in US local health departments and describe relationships between them. Guided by implementation science literature, we examined organizational‐level capacity and individual‐level factors contributing to using data for decision‐making related to social determinants of health and the reduction of county‐level disparities. This model has the potential to improve implementation of public health interventions and programs aimed at upstream structural factors, by elucidating the factors critical to incorporating data in decision‐making. [ABSTRACT FROM AUTHOR]

Public health nurses (PHNs) face difficulties supporting vulnerable individuals and families. On‐the‐job training (OJT) is essential for improving nurses' competencies. However, PHN managers lack the knowledge to systematically implement OJT. The aim of this study was to develop a hypothetical model to systematically promote OJT for PHNs through case conferences (CC). Literature review, based on an integrative approach, has three stages: (1) theoretical framework development, (2) literature review, and (3) modeling. Literature review from five databases (MEDLINE, CINAHL, PsycInfo, Cochrane Central Register of Controlled Trials, Japan Medical Abstract Society) was conducted to identify the OJT process, its outcomes, and the conditions associated with OJT according to the theoretical framework. Based on 18 articles, this model progressed from "OJT process through CC," comprising the CC design, implementation, and evaluation to OJT produced "outcomes through CC." Outcomes included staff perception and behavior changes, improvements in client's condition, and staff turnover reductions. The OJT model involved "conditions for implementing CC as OJT" and "individual and organizational conditions." Future research should incorporate the social, political, and historical contexts of specific practice situations into the hypothetical model to help refine the model to be used in practice. [ABSTRACT FROM AUTHOR]

This review of reviews aimed to identify and synthesise evidence to support the design of learning interventions for non‐registered practitioners supporting older people in long‐term care (people's own homes, hospices or residential/nursing care). Our objectives were to inform the analysis part of the Analysis, Design, Development Implementation and Evaluation framework by finding evidence on the following five components of learning: content, format (teaching strategies and resources/media), structure, contextual factors (barriers and enablers) and measures used when monitoring the effectives of learning. Databases searched included Pro‐quest (ASSIA), Scopus, Ovid (PsycINFO, Medline, Embase and Social Policy and Practice), SCIE Online and Cochrane Reviews and reference searching, with the last search being conducted in April 2021. Fifteen papers were identified as eligible for inclusion. Most of the interventions aimed to improve dementia care (n = 10), with others exploring LGBT+ competency (n = 2), or other forms of professional development (n = 3). Common features of effective learning included a multifaceted approach, with in‐practice learning being blended with additional implementation strategies (e.g. supervision) and didactic learning/worksheets. An important contextual factor was working within an organisational culture which supported shared learning and reflection. This may also help encourage engagement with training, where staff are unwilling to attend if it may compromise care delivery. Future research should focus on the characteristics of trainers and the structure of learning, with more research being needed in in mental and physical morbidities outside the remit of dementia to improve the overall quality of the social care workforce. [ABSTRACT FROM AUTHOR]

Employment is frequently desired by persons who experience homelessness yet is often elusive. Little is known about the range and effectiveness of employment‐based interventions evaluated in existing literature on key psychosocial outcomes including employment participation, mental well‐being, housing tenure, community integration and substance use. To identify and synthesise existing studies, we conducted a systematic review of effectiveness using the methodology proposed by the Joanna Briggs Institute (JBI) following Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) guidelines. Following the removal of duplicates, we screened 13,398 titles and abstracts, and reviewed 79 studies at the full‐text review stage using two independent raters. A total of 16 studies met criteria for inclusion in a narrative synthesis and were subjected to critical appraisal. The majority of studies were conducted in the US (n = 14; 87.5%) with other studies published in Canada (n = 1; 6.3%) and Australia (n = 1; 6.3%). Interventions evaluated in existing studies included combined substance use and vocational skills interventions (n = 7; 43.8%), supported employment (n = 6; 37.5%), and integrated supports including an employment component (n = 3; 18.8%). The effectiveness of these interventions on employment, mental well‐being, housing tenure, community integration, and substance use is presented. Findings suggest that research evaluating employment interventions for persons who experience homelessness is in an early stage of development. Researchers and practitioners may consider collaborating with persons with lived experiences of homelessness and practitioners in co‐designing and modifying existing approaches to target key outcomes more effectively. Policymakers may consider allocating resources to such initiatives to further the development of practice and research aimed at supporting persons who experience homelessness to secure and sustain employment during and following homelessness. [ABSTRACT FROM AUTHOR]

Introduction: To address Australian workforce needs, we developed a Learning Healthcare System (LHS) Academy fellowship program for clinicians. In the Academy, fellows complete foundational coursework, an LHS project, and other professional development deliverables to foster their future as digital health champions within their organizations. In this paper, we describe the 11‐month‐long program, as well as our evaluation results from the first 2 months of the program. Methods: In the first week of the program, we sent all fellows an open‐ended survey asking fellows to describe their digital health professional identities and what they expected to achieve from the fellowship program. At 2 months, we sent a follow‐up open‐ended survey that captured identical measures, their perceived barriers to participation in the program, perceived use of topics in the workplace and to their projects, and recommendations for program improvement. We analyzed the open text responses using qualitative content analysis, to identify categories of responses. Results: Overall, 2 months into the program, it was evident that participants were finding the teaching model engaging, useful, valuable, and applicable to their work and projects. Fellows perceived barriers to engagement in the program as balancing other commitments, lacking technical expertise, and having difficulty seeing themselves as leaders. Fellows expected that the program will allow them to implement new models of care, provide them with enough expertise to become leaders and champions in digital health, and become mentors for future generations. As far as changes in their professional identity, there was a notable increase in the number of fellows perceiving themselves as leaders. Conclusion: Fellowship programs are one promising means of developing the healthcare workforce in LHS capabilities. Future studies should describe and evaluate LHS programs, to provide insights and recommendations for other educators interested in implementing similar programs of work within their own institutions. [ABSTRACT FROM AUTHOR]

Aim: To explore final year nursing students' perceptions of the general practice environment and their priorities when choosing a workplace. Design: Online survey, reported following the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines. Methods: The validated Profession Scale from the Scale on Community Care Perceptions (SCOPE) tool was used to identify characteristics within the general practice environment and the importance of these in choosing a workplace. To explore the factor structure, exploratory factor analysis was undertaken which was used to revise the survey language and flow before widespread dissemination. Results: Three hundred and fifty‐five responses were received. Factor analysis revealed three factors: Provision of care, Employment conditions and Nature of work. Respondents exposed to general practice in the Bachelor of Nursing program or who had a general practice clinical placement had significantly different perceptions across all factors. Although wages, advancement opportunities, work pressures and the physical nature of work were perceived as important in choosing a workplace, they were seen as only moderately present in general practice. [ABSTRACT FROM AUTHOR]

Background: Internationally, pharmacy assistants and technicians have expanded their roles to allow pharmacists to concentrate on more clinical duties. The Australian model of care is currently exploring avenues for strategic role expansion for these support staff. Aim: To qualitatively explore pharmacist and support staff views on the training needs of Australian pharmacy support staff. Methods: Ethics approval was obtained from both Metro South Human Research Ethics Committee and UnitingCare HREC prior to the commencement of the study. Semi‐structured interviews were conducted with personnel from the private and public settings to explore key issues identified in the literature. Interviews were conducted either face‐to‐face or via telephone between October 2017 and August 2018, with a mean duration of 39.85 min. NVivo® 11 qualitative software was used to consolidate the data. The general inductive approach was used for thematic data analysis, which allowed for the emergence of new themes and sub‐themes within the research topic. Results: A total of 25 participants consisting of 10 pharmacists and 15 pharmacy support staff were recruited from a private (n = 13) and a public (n = 12) hospital in South‐East Queensland. Participants across both pharmacist and pharmacy support staff expressed inadequacy in current certification level, resulting in a need for further on‐the‐job training. The main reported facilitators to pursue further training were organisational support, career progression and remuneration. The main reported barriers were training cost and lack of time. Conclusions: This exploratory study provides critical insights into the evolving needs of support staff that can inform innovative strategic role expansion for efficient and sustainable training. [ABSTRACT FROM AUTHOR]

Objective: Evaluate the knowledge, skills, and attitudes (KSA) of public health nurses (PHNs) related to the eight Domains of the 2011 Quad Council Competencies for Public Health Nurses (QCC‐PHN). This manuscript is Part 2 of an exploratory study published in the Public Health Nursing journal on PHNs' knowledge, skills, attitudes, and application of the Quad Council Competencies (Harmon et al., 2020). Design: In this mixed‐method descriptive research study, the multisite team conducted an online survey among a convenience sample of 296 PHNs to determine differences in KSA for each of the eight QCC‐PHN Domains. Measurements: Analysis of variance (ANOVA) testing revealed differences in KSA for the QCC‐PHN, Domains. Post‐hoc tests and qualitative thematic analysis of PHNs open‐ended comments were used to provide additional data. Results: ANOVA results showed significant differences in knowledge and skills in all Domains and a significant difference in attitude in only one domain, Domain 7. Post‐hoc test results showed significant differences in KSA between position titles for most Domains. Conclusions: Recommendations include using the QCC‐PHN to standardize the professional and diverse roles of the PHN workforce. [ABSTRACT FROM AUTHOR]

Introduction: Internationally, clinical/practice supervision is considered essential in the development and maintenance of professional proficiency across health disciplines. Among alcohol and other drug (AOD) workers, however, access to effective clinical supervision is limited. This study examined perceived barriers and facilitators to: (i) AOD workers accessing effective clinical supervision; and (ii) effective implementation of a clinical supervision exchange model in the AOD sector. Methods: Qualitative interviews with frontline workers (n = 10) and managers (n = 11) employed by eight government and non‐government AOD treatment services in Brisbane, Australia were undertaken. Interviews were audio recorded, transcribed and data were thematically analysed. Results: Frontline workers and managers shared similar views. Reported barriers and facilitators to accessing effective clinical supervision included limited time, the high cost of providers, availability of skilled clinical supervisors, supervisor–supervisee matching and supervision modality. Participants considered the implementation of a clinical supervision exchange model to be a resource‐effective strategy to increase access to external, individual clinical supervision while also exposing workers to a greater diversity of perspectives, increasing sector collaboration and improving the perceived value of clinical supervision among the workforce. Discussion and Conclusions: The findings of this study suggest that limited time, cost and availability of skilled supervisors are primary barriers to AOD workers accessing high‐quality clinical supervision. Implementation of a clinical supervision exchange model is perceived by frontline workers and service delivery managers to be a resource‐effective strategy for increasing access to high‐quality clinical supervision among workers. [ABSTRACT FROM AUTHOR]

Workforce development has been a primary focus of funding throughout the United States, with significant increases over the past 10 years (The Council for Community and Economic Research, 2019). As funding expands, policies related to workforce development and college and career readiness (CCR) will continue to have implications for adult education students, including adult English Learners (ELs). To closely examine how these policies influence the literacy development of adult ELs, I observed a newly implemented CCR class at a community‐based organization in New York City over a 10‐month period. The content of the course was driven in part by the nation‐wide College and Career Readiness for Adult Education Standards as well as funding from the Workforce Innovation and Opportunity Act; however, since the CCR standards are not a curriculum, states (and individual organizations) can individually interpret the standards. The result is a range of instructional practices not only across states, but also across organizations and even specific classes. In this Column, I argue for a broader understanding of the challenges many adult ESL instructors face when balancing policy requirements and the breadth of literacy instruction necessary to improve students' access to careers and college. [ABSTRACT FROM AUTHOR]

Science policy focuses on the allocation of resources within the scientific enterprise and the downstream impacts of these investments. Here, I describe my journey from being a curious kid, to becoming a signaling biologist, to my current role as a science policy professional focusing on the areas of biomedical research training, workforce diversity, and promoting basic research. I provide insights on skills important in this career track—collaboration, diplomacy, adaptability, and resilience. Finally, I share the vision that animates my work—"science by all, science for all"—and encourage you with the career advice my mother gave: "never self‐eliminate." [ABSTRACT FROM AUTHOR]

Issue addressed: Ethical values underpin the health promotion discipline and profession, and competencies required for professional practice. Understanding how ethical values are translated into professional practice is critical. The aim of this exploratory sequential mixed methods study was to explore Australian health promotion stakeholder perspectives about ethical health promotion practice. Methods: A face‐to‐face group‐based workshop (n = 15), online survey (n = 77) and in‐depth individual interviews (n = 15) collected qualitative and quantitative data from health promotion stakeholders. Descriptive statistics were used to analyse quantitative and thematic analysis to analyse qualitative data. Results: Tensions emerged regarding the nomenclature of ethical health promotion practice, with ethics framed largely by participants as related to formal approval for research. A range of barriers and enablers to ethical practice were identified. Barriers related to obtaining ethical approvals and working with specific population groups and communities. Enablers included professional development opportunities, access to a specialised human research ethics committee and a better understanding of what is meant by 'ethical practice'. Conclusion: Findings suggest the need for an ethical health promotion practice framework and resources for practitioners and organisations throughout Australia. We propose a framework comprising two pillars: (a) developing critical practice; and (b) building the evidence‐based for health promotion. So what?: This study recognises the need for increased dialogue about the ethical foundations of health promotion. The development of a health promotion ethics framework can better support the development of ethical practice in the Australian health promotion discipline and profession. [ABSTRACT FROM AUTHOR]

The bioeconomy is a complex, multivariate, and interdisciplinary system that requires a comprehensive assessment of its independent parts if it is to be understood fully. Hence, this article presents a holistic perspective of industry, public policy, and education aspects of the US bioeconomy. It is premised on the idea that a successful bioeconomy industry relies on the balanced development of all stages of the supply chain. For this balance to be struck, a strong interdisciplinary workforce must find novel solutions to multifaceted problems across the entirety of the supply chain. These solutions require innovative technologies that can improve the climate benefit of bioproducts, decrease their production costs, and make them more economically competitive. Increasing consumer education and awareness about the bioeconomy goes hand in hand with the development of a robust market for bioproducts. To guide these interdependent efforts, public policies must encourage demand, support competitive markets, promote the entry of renewable options, and stimulate growth by reducing financial barriers. We contend that a combination of policies is likely to be more effective than any singular policy on its own. Supporting the bioeconomy also entails attending to an existing lack of public awareness as well as workforce‐ready professionals. To address these gaps, the USA must increase the intensity and intentionality of its efforts to educate students about the bioeconomy, particularly at the K‐12 level. Furthermore, these efforts should encompass both formal and informal learning contexts in order to meet the workforce challenges facing the bioeconomy now and in the future. © 2021 The Authors. Biofuels, Bioproducts and Biorefining published by Society of Industrial Chemistry and John Wiley & Sons Ltd. [ABSTRACT FROM AUTHOR]

Aim: Early warning scores are commonly used in hospital settings, but little is known about their use in care homes. This study aimed to evaluate the impacts of National Early Warning Scores alongside other measures in this setting. Design: Convergent parallel design. Methods: Quantitative data from 276 care home residents from four care homes were used to analyse the relationship between National Early Warning Scores score, resident outcome and functional daily living (Barthel ADL (Barthel Index for Activities of Daily Living)) and Rockwood (frailty). Interviews with care home staff (N = 13) and care practitioners (N = 4) were used to provide qualitative data. Results: A statistically significant link between National Early Warning Scores (p =.000) and Barthel ADL (p =.013) score and hospital admissions was found, while links with Rockwood were insignificant (p =.551). Care home staff reported many benefits of National Early Warning Scores, including improved communication, improved decision‐making and role empowerment. Although useful, due to the complexity of the resident population's existing health conditions, National Early Warning Scores alone could not act as a diagnostic tool. [ABSTRACT FROM AUTHOR]

Workforce development and career and technical education (CTE) have long provided reliable pathways to middle skill jobs and a gateway to the middle class. Given recent changes in middle skills jobs, the education landscape, and federal policy priorities, the role of CTE in the U.S. educational landscape is evolving more rapidly, encompassing a broader range of education, and practices are changing ahead of research. The first part of this report provides an overview of the current state of CTE in the United States, as well as the state of CTE research, and presents an argument for a broader definition of CTE that incorporates workforce development through postsecondary institutions. The second part provides operational definitions and typologies to facilitate future research. Our aim is to build a research framework for CTE that is grounded in a normative path through CTE: getting in (preparation and recruitment), getting through (retention and skill acquisition), getting out (completion and initial hire), and getting on (career progression). Key challenges and priorities for future research are discussed. Report Number: RR‐21‐07 [ABSTRACT FROM AUTHOR]

Objective: Older workers are increasingly prevalent in health and human services, including the alcohol and other drug (AOD) sector. Their turnover intentions have important implications for service system stability and retention. Methods: Descriptive and regression analyses of survey data examined age‐related differences (<50, ≥50 years old) in non‐government workers' demographic, health and professional profiles and predictors of turnover intention. Results: Older workers (≥50 years, n = 86) comprised one‐third of this workforce. Compared to younger workers (n = 164), they experienced greater discrimination but higher work‐life balance and work engagement. Turnover intention was predicted by job satisfaction, discrimination and work engagement. Conclusion: Older workers' well‐being and workforce retention are essential for effective leadership, succession planning and service continuity. Their needs and retention motivations are identified. Age‐specific support mechanisms, proactive retention and anti‐discrimination strategies are identified priorities. [ABSTRACT FROM AUTHOR]

The optimal relational experiences of infants and young children demand a cross‐sector workforce informed by Infant and Early Childhood Mental Health (IECMH) principles and practices. A recent review by the Alliance for the Advancement of Infant Mental Health, Inc identified seven themes that help define "What makes an IECMH association strong?": (1) Identity, (2) Cross‐Systems Collaborations, (3) Sound Organizational Structure, (4) Competency‐Informed Training, (5) Reflective Supervision Capacity, (6) Policy, and (7) Higher Education. The present paper documents the story of the Association of Infant Mental Health in Tennessee (AIMHiTN) and the role of the Endorsement for Culturally Sensitive, Relationship‐Focused Practice Promoting IECMH in that growth across those seven themes with the additional themes of (8) Funding and, (9) Diversity, Equity, Inclusion, and Belonging. First, foundational literature is reviewed to summarize IECMH‐informed workforce development. Next, AIMHiTN's story of workforce development is mapped onto the nine themes and challenges and lessons learned are summarized. The article aims to serve as a roadmap for other states, provinces, territories, or nations hoping to develop their own Association for Infant Mental Health (AIMH) as well as a guide for those with existing AIMHs for promoting continued growth and sustainability. [ABSTRACT FROM AUTHOR]

When concerns about child safety and wellbeing are substantiated, decisions are made in the context of the options available—child(ren) remaining supported within family, short‐term removal with a plan for return home when parental issues are addressed, or permanent care placement. In New Zealand, families facing possible removal experience multiple challenges including poverty, family violence, parental mental health and substance abuse issues and historical and inter‐generational trauma. Lack of resources to facilitate the intensive intervention needed to address such complexity increases the risk that removal is seen as the only way to ensure safety. Criticism of increasing removal rates for young children with significant over‐representation of indigenous children has led to allocation of funding to establish Intensive Intervention services. New Zealand has a history of importing 'evidence‐based' models from other countries. A review of what is currently known about intensive intervention with families where there is risk of a child removal was undertaken to explore the challenges that might arise in our bi‐ and multi‐cultural environment. Critical factors for effective intervention are discussed before concluding with consideration of implications for other countries with histories of colonization and culturally diverse populations. [ABSTRACT FROM AUTHOR]

Background: Concern about the poor care of some people with an intellectual disability has highlighted the need for systemic, large‐scale interventions to develop a skilled workforce. Method: We outline how an implementation science theoretical model informed the development of a region‐wide Positive Behavioural Support (PBS) Workforce Development (WFD) approach. Results: We provide an example of the application of the model in practice and demonstrate how this enabled us to understand the competencies and development needs of the workforce; engage effectively with stakeholders; and develop, deliver and evaluate a PBS WFD model. Conclusion: The application of the model helped us to identify, prioritise, and address the multiple and complex factors that were relevant to the implementation of the PBS WFD approach. [ABSTRACT FROM AUTHOR]

The fourth industrial revolution, also known as Industry 4.0, has already begun enabling technological innovations in various domains, especially in the manufacturing and service industry. The conditions of the disruptive new product‐service emergence and quickly changing work environments require cultivating a competitive workforce that is equipped with essential knowledge and skills in Industry 4.0. The work presented herein identifies key competencies required for engineers in Industry 4.0 from the extant literature and offers a mechanism to facilitate knowledge and skills acquisition. Specifically, an automated planning software tool, iCoursePlanner, is proposed to recommend an optimized pathway to attain the identified competencies through not only offline courses in a college but also Massive Open Online Courses. This tool is based on a mobile app system in a cloud environment integrated with an optimization model for automated planning. iCoursePlanner uses the initial knowledge and goal knowledge of a learner to suggest a customized course plan. Case studies are conducted for industrial and manufacturing engineering students at Iowa State University and Bradley University to demonstrate how it can be used to help a student to acquire key competencies for Industry 4.0. The originality of the proposed automated course planning tool is rooted in the personalized course plan for each student that considers individual educational background and goal knowledge. [ABSTRACT FROM AUTHOR]

The most significant influence on nurses' professional growth is through work under direct guidance in clinical settings. Associate nurse unit managers perform direct patient care with the staff, as well as assist management work of nurse unit managers. They can be excellent role models for the staff. We examined their behaviors that help promote staff development, aimed to identify effective behaviors, and created a self‐checklist to evaluate them. We created 53 items to assess staff development behaviors, which were evaluated via a Delphi survey with 252 experts and a questionnaire survey with 124 associate nurse unit managers in Japan to evaluate whether the created item was appropriate. The results of the Delphi survey showed an agreement rate of over 90%, and associate nurse unit managers showed an acceptance rate of 82.6–99.2% for 40 of 53 items. Consequently, we created 40‐item self‐checklist of staff development behaviors for associate nurse unit managers with adequate validity. This checklist would be helpful for them to promote staff development while working in clinical settings and would contribute to enhancing the quality of nursing. [ABSTRACT FROM AUTHOR]

This program evaluation study describes 3 years of implementation of Arkansas's BehaviorHelp (BH) system, a statewide expulsion prevention support system for early care and education (ECE). BH coordinates three tiers of supports to ECE professionals, including phone support, on‐site technical assistance (TA), and infant and early childhood mental health consultation (IECMHC). We examine differences in characteristics of those served across BH service tiers, describe short‐term case outcomes, and explore factors associated with expulsions. BH accepted referrals for 1,195 children in 488 ECE programs. The majority of referrals involved male children over the age of three, and most cases were assigned to the TA tier (68.5%). Cases assigned to receive IECMHC (28.4%) were more likely to involve children in foster care, receiving developmental therapies, and with higher rates of exposure to potentially traumatic events. The expulsion rate among referred children was 2.9%, and reported teacher engagement with the support process was high. Teachers receiving IECMHC services reported significant improvements in children's symptoms of emotional and behavioral problems. Exploratory analyses revealed that risk factors for expulsion included being a male, in foster care, in a lower quality ECE environment, and having a teacher with less training in social–emotional development. [ABSTRACT FROM AUTHOR]

The United Kingdom (UK) government has commissioned numerous interventions across all stages of the criminal justice pathway for managing offenders likely to have a personality disorder, with the intention to reduce reoffending, improve psychological wellbeing, and develop workforce capabilities. Psychologically Informed Practice (PIP) models underpin these. To evaluate a modified PIP model within the post-imprisonment community stage of the Offender Personality Disorder (OPD) pathway, specifically workforce development, within all London (UK) probation supervised hostels (approved premises), we used both non-equivalent control group and pre-post repeated measure designs to compare changes in staff and offender outcomes before and after introduction of a PIP model across all 12 London approved premises. Findings revealed statistically significant improvements in a number of workforce outcomes (measured using the Personality Disorder - Knowledge, Attitudes and Skills Questionnaire and Maslach Burnout Inventory) which were moderated by age and gender. Data did not support associated improvements in resident offender outcomes (progressive moves, rearrests/reoffences, or breaches leading to recalls). The modified PIP is an effective intervention model for improving some workforce outcomes among probation supervised hostel staff, particularly for women, but our findings suggest that intervention development may be required for significant improvements to be observed in resident offending outcomes. In addition, further research is necessary to determine the longer term effects of PIP on absenteeism, employee turnover, quality of resident-staff interactions, and overall culture change among staff working within the post-imprisonment community stage of the OPD pathway. [ABSTRACT FROM AUTHOR]

Issue addressed: Smoking rates among people experiencing disadvantage are significantly higher than for the general population. Community service organisations (CSOs) have been suggested as appropriate settings to address tobacco use among this subgroup. This study aimed to (a) assess CSO staff members' interest in receiving smoking cessation training, (b) explore the factors associated with interest and (c) identify preferred cessation support information formats. Methods: An online survey was administered to CSO staff across Australia. Respondents were asked about the main groups targeted by their service, their role in the organisation and their interest in receiving smoking cessation training. Logistic regression analyses were used to identify factors associated with receptiveness to smoking cessation training. Results: Of the 242 CSO staff members responding to the survey, 53% were interested in receiving training. Having more frequent contact with clients and working at an organisation supporting people with a mental illness were positively associated with being interested in undertaking training. Online resources were identified as a preferred form of information relating to cessation support provision. Conclusions: CSO staff who have frequent contact with clients may be receptive to training that would enable them to provide smoking cessation support to people experiencing disadvantage. So what?: CSOs represent an important setting for smoking cessation interventions given their existing relationship with people who have high smoking rates and the apparent receptiveness of CSO staff to participate in such initiatives. [ABSTRACT FROM AUTHOR]

Objective: To explore home visitor expanded competencies aligned with family life education (FLE) competencies to inform the knowledge, skills, and attitudes addressed in preservice home visitor training. Background: Home visitor preparation in higher education should be informed by widely accepted competencies. Method: We aligned FLE competencies with the Collaborative for Understanding the Pedagogy of Infant/Toddler Development (CUPID) competencies into a framework of knowledge, skills, and attitudes to promote practices in the field while preparing to earn the Certified Family Life Educator (CFLE) credential. This framework was developed through an iterative process with stakeholders. Results: The full alignment includes 10 competencies. Implications: This comprehensive alignment may inform the scholarship of teaching and learning in home visiting coursework and FLE content area coursework. This alignment may also promote developing new courses on home visiting, enhancing existing courses to address home visiting competencies, or modifying existing pedagogy. In the future, National Council on Family Relations CFLE‐approved programs may want to incorporate the content of this alignment into their courses to promote the ability of preservice home visitors to apply for the CFLE credential. [ABSTRACT FROM AUTHOR]

Introduction: In the United Kingdom, policy and guidance changes regarding the role of dental therapists (DTs) were implemented in recent years with a view to changing dental care to a more preventive‐focussed, teamwork approach. However, success in the adoption of this model of working has been varied. Aims: Adopting a realist approach, our aim was, to examine the use of DTs in general dental practices in Wales, exploring what works, why, how and in what circumstances. Materials and Methods: The research comprised two stages. (a) A structured literature search, dual‐coding papers for high‐level factors describing the conditions or context(s) under which the mechanisms operated to produce outcomes. From this, we derived theories about how skill‐mix operates in the general dental service. (b) Six case studies of general dental practices (three with a dental therapist/three without a dental therapist) employing a range of skill‐mix models incorporating semi‐structured interviews with all team members. We used the case studies/interviews to explore and refine the theories derived from the literature. Results: Eighty‐four papers were coded. From this coding, we identified seven theories which reflected factors influencing general dental practices within three broad contexts: the dental practice as a business, as a healthcare provider and as a workplace. We tested these theories in interviews with 38 dental team members across the six care studies. As a result, we amended five of the theories. Conclusion: Our analysis provides theory about outcomes that DTs may facilitate and the mechanisms that may assist the work of DTs within different contexts of general dental practice. [ABSTRACT FROM AUTHOR]

Nurses are among the largest providers of home care services thus optimisation of this workforce can positively influence client outcomes. This scoping review maps existing Canadian literature on factors influencing the optimisation of home care nurses (HCNs). Arskey and O'Malley's five stages for scoping literature reviews were followed. Populations of interest included Registered Nurses, Registered/Licensed Practical Nurses, Registered Nursing Assistants, Advanced Practice Nurses, Nurse Practitioners and Clinical Nurse Specialists. Interventions included any nurse(s), organisational and system interventions focused on optimising home care nursing. Papers were included if published between January 1, 2002 up to May 15, 2015. The review included 127 papers, including 94 studies, 16 descriptive papers, 6 position papers, 4 discussion papers, 3 policy papers, 2 literature reviews and 2 other. Optimisation factors were categorised under seven domains: Continuity of Care/Care; Staffing Mix and Staffing Levels; Professional Development; Quality Practice Environments; Intra‐professional and Inter‐professional and Inter‐sectoral Collaboration; Enhancing Scope of Practice: and, Appropriate Use of Technology. Fragmentation and underfunding of the home care sector and resultant service cuts negatively impact optimisation. Given the fiscal climate, optimising the existing workforce is essential to support effective and efficient care delivery models. Many factors are inter‐related and have synergistic impacts (e.g., recruitment and retention, compensation and benefits, professional development supports, staffing mix and levels, workload management and the use of technology). Quality practice environments facilitate optimal practice by maximixing human resources and supporting workforce stability. Role clarity and leadership supports foster more effective interprofessional team functioning that leverages expertise and enhances patient outcomes. Results inform employers, policy makers and relevant associations regarding barriers and enablers that influence the optimisation of home care nursing in nursing, intra‐ and inter‐professional and inter‐organisational contexts. [ABSTRACT FROM AUTHOR]

Highlights: Community‐led parent education to strengthen resilience in low‐resource communityCommunity‐led partnership was driven by the commitment and cultural expertise of community workforce.Parent education as a new training model to engage and mobilize community resilience In this practice‐oriented program review, a mindfulness‐based, trauma‐informed parent intervention, called Safe, Secure and Loved™ (SSL), designed to strengthen nurturing parenting and children's resilience, was implemented in an underserved Latino community. Across 5 years, a volunteer community workforce of promotoras transformed an academic–community research partnership into a community‐led program partnership and established sustainable agency parent education programming. To better understand this transformation, we used a modified implementation science (IS) framework to structure interviews from members of the academic–community research partnership. Findings suggest that the commitment and cultural expertise of the volunteer community workforce acted as the major leadership drivers to create the community‐led program partnership. Employing mindfulness‐based, trauma‐informed parent education designed to promote nurturing parenting and children's resilience may be an effective training model to engage and mobilize a volunteer community workforce from an underserved community. [ABSTRACT FROM AUTHOR]

Highlights: The child‐ and youth‐serving workforce is an amorphous and complex area of practice and research.Workforce investments to promote child and adolescent skill development have lifetime benefits.Benefits are particularly important in low‐resource contexts as a way to reduce inequality.This special issue surveys the workforce landscape and identifies key challenges for the field.I offer organizing frameworks for the workforce and note challenges and areas for future research. This special issue addresses a neglected but important topic in our field: strengthening the child‐ and youth‐serving workforce. Investing in this workforce should be a national priority because considerable evidence has shown that investments in early childhood education and development, particularly in low‐resource contexts, that are reinforced through skills‐based programs in adolescence and adulthood, have beneficial impacts throughout life. Investing in quality child‐ and youth‐serving programs also has the additional benefit of creating a productive and capable future workforce. The editors and authors of the special issue should be commended for producing the first special issue on this topic in our field or in related fields, one that is long overdue. Articles in this issue survey the landscape of an amorphous and complex area of practice and research and describe key challenges for the field. In this commentary, I offer organizing frameworks to characterize the child‐ and youth‐serving workforce, note emerging issues when addressing specific challenges, and identify areas for future research. [ABSTRACT FROM AUTHOR]

Highlights: Technical assistance (TA) received by home visiting staff members differed based on staff members' characteristics.Supervisors received more TA hours and more remote and individual TA compared to home visitors.Home visitors more commonly participated in on‐site trainings for multiple staff members.TA received by staff members also differed by program characteristics including model, size, and maturity.Characteristics of the TA that staff members received did not predict staff members' turnover. The early childhood home visiting field lacks a basic understanding of home visiting program staff members' receipt of on‐the‐job training from experts outside of their programs who are not their immediate colleagues or supervisors. To address this gap, we created a unique dataset by asking program leaders to log the external technical assistance (TA) that staff members received, and we collected a survey from 288 of the same staff members. We performed descriptive analyses to learn how many hours of TA staff members were receiving, what topics the TA most commonly addressed, and what formats (e.g., in‐person or virtual/remote, individual, or group) the TA was most commonly provided in. We then associated characteristics of the TA received with staff and program characteristics, as well as with staff members' turnover. Multilevel analyses showed the TA supports that home visiting staff members received differed by role (home visitor or supervisor) and program characteristics, including home visiting model—Nurse Family Partnership (NFP) or Parents as Teachers (PAT)—program size, and maturity. About 23% of the home visiting staff members left their programs over the course of 18 months. PAT staff members were more likely to leave their programs than NFP staff members. We did not find that characteristics of TA received were predictive of staff members' turnover. Implications and the need for further research are discussed. [ABSTRACT FROM AUTHOR]

With the growing appreciation of the importance of early learning experiences for children's healthy development, attention to the cultivation and maintenance of a qualified workforce has steadily increased. Such a workforce must have not just the knowledge and skills related to child development and early learning, but also be linguistically and culturally prepared to meet the needs of an increasingly diverse child and family population. To ensure a highly qualified workforce, programs and policymakers must attend to both the "pipeline" through which new early childhood educators (ECEs) enter the workforce and the "pathways" by which ECEs work toward and obtain the necessary education and credentials for different roles within the field. In line with the aims of this special issue, this paper leverages the first‐person account style to describe barriers to and creative solutions for the development of practitioners in low‐resourced communities in Chicago, with the goal of informing practice and policy. We describe three prior and ongoing partnership programs between community‐based organizations and institutions of higher education, each tailored to support a unique population in the ECE pipeline on the pathway for increased educational attainment and credentialing. Each program is grounded in a specific community of Chicago, a diverse city with a sizable population of children raised in non‐English speaking homes. Each program addresses specific needs of the communities they serve, especially around the recruitment, retention, and promotion of bilingual ECEs. Program administrators and community members describe each programs' goals, development, and key components unique to their target population as well as key takeaways. We conclude with an overview of critical components that we identified across these programs in order to create pathways for change within the workforce and the communities they serve. Highlights: There is a national shortage of high‐quality early childhood educators.The workforce pipeline must be expanded to increase cultural and linguistic preparedness.This paper highlights three Chicago‐based partnerships to increase workforce skill and diversity.Each "grow‐your‐own" program is designed to meet the specific needs of the communities they serve.These community‐responsive examples can inform national conversation about workforce development. [ABSTRACT FROM AUTHOR]

Aim: The aim of this study was to identify the core competencies required of mental health professionals working in the early psychosis field, which could function as an evidence‐based tool to support the early psychosis workforce and in turn assist early psychosis service implementation and strengthen early psychosis model fidelity. Method: The Delphi method was used to establish expert consensus on the core competencies. In the first stage, a systematic literature search was conducted to generate competency items. In the second stage, a panel consisting of expert early psychosis clinicians from around the world was formed. Panel members then rated each of the competency items on how essential they are to the clinical practice of all early psychosis clinicians. Results: In total, 1023 pieces of literature including textbooks, journal articles and grey literature were reviewed. A final 542 competency items were identified for inclusion in the questionnaire. A total of 63 early psychosis experts participated in 3 rating rounds. Of the 542 competency items, 242 were endorsed as the required core competencies. There were 29 competency items that were endorsed by 62 or more experts, and these may be considered the foundational competencies for early psychosis practice. Conclusion: The study generated a set of core competencies that provide a common language for early psychosis clinicians across professional disciplines and country of practice, and potentially are a useful professional resource to support early psychosis workforce development and service reform. [ABSTRACT FROM AUTHOR]

Issue Addressed: Building health promotion workforce capacity and infrastructure is critical to ensure a strong evidence base for effective interventions, sustainability and ultimately positive health outcomes for the community. Accordingly, there is a need to build workforce capacity by providing pathways into the health promotion sector with opportunities for core health promotion competency development. Currently, there is a lack of transition programs and graduate-specific positions in health promotion.Methods: This study presents a descriptive case study of a 20-year health promotion scholarships program administered by the Australian Health Promotion Association (WA Branch) and Healthway for health promotion graduates and Aboriginal health workers. Scholarship recipients and supervisors reported on demographics, projects and perspectives on the value of participating in the program.Results: More than 2 million dollars has been invested to provide health promotion career pathways in WA via 100 scholarships. Key themes relating to program value included as follows: practical application of theoretical concepts; reciprocity; and building skills and capacity in both recipients and supervisors.Conclusions: The scholarships program results in a number of benefits to the recipient, host organisation and the overall health promotion sector and is an example of long-term investment to build health promotion capacity with potential for replication. SO WHAT?: Investment in competency-driven health promotion scholarships to create dedicated health promotion career pathways for new practitioners contributes to the capacity of an effective health promotion workforce. [ABSTRACT FROM AUTHOR]