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Purpose: This narrative review explores papers published in peer-reviewed journals reporting research from a practice research module of a qualifying program to examine their potential contribution to knowledge in mental health social work. Methods: A narrative review was undertaken according to the PRISMA extension for scoping reviews of papers published by the first three cohorts of a practice research module. Results: Eleven papers were included in the review which found, for example, some deficits in practitioners' knowledge, confidence and understanding. The studies were modest and had some common limitations, but a high number of online views indicate that the papers have the potential to impact on practice. Conclusion: This review found that it is possible to use a practice research module of a qualifying program to train social workers to undertake and publish high-quality research which has the potential to influence policy or practice beyond a students' own learning. [ABSTRACT FROM AUTHOR]

Coaching has become increasingly popular as a mechanism to support learning across the health professions education (HPE) continuum. While there is a growing body of literature in this area, there is minimal guidance related to the design and implementation of academic coaching in health professional courses. This paper seeks to contribute to this literature by presenting guidance for academic developers who are considering introducing academic coaching into a health professional course. The 12 tips are based on the authors' collective experiences of designing and implementing academic coaching in university medical courses in Australia and the UK. Although focused on medical education, this paper is intended to have applicability across the health professions, and potentially across university and postgraduate training contexts. Together, the tips offer a strategic and operational framework to guide the design and implementation of academic coaching initiatives in health professions education. [ABSTRACT FROM AUTHOR]

In the early twentieth century, Mongolia saw the establishment of Western medicine and educational system, supplementing its pre-existing history of eastern medicine. As a lower-middle-income country with vast landmass and low population density, Mongolia's medical education landscape has evolved significantly. The inception of the Mongolian National University of Medical Sciences in 1942 marked a pivotal moment, initiating the modern era of medical sciences and specialized training programs in the country. Initially shaped by Soviet Union-styled medical curriculum, the system has undergone substantial reform since the constitutional shift to a market economy in the 1990s. This transformation aligned the curriculum with international standards and modern educational approach, focusing on producing skilled medical professionals. Presently, over 10 public and private institutions of higher education in Mongolia provide comprehensive undergraduate, graduate and post-graduate training for medical training. These institutions vary in student enrollment, teaching staff, learning environments, and program models, contributing to the diverse landscape of medical education in the country. [ABSTRACT FROM AUTHOR]

Objective: To investigate whether a gap year for either research or a master's degree is associated with interview offers or match outcomes among otolaryngology applicants. Methods: Using the Texas Seeking Transparency in Application to Residency (Texas STAR) database, we conducted a cross-sectional analysis of otolaryngology applicants from 2018 to 2022. Applicants were stratified based on the presence and type of gap year during medical school. Applicant characteristics, signaling, research productivity, and application costs were analyzed, with primary outcomes including number of interview offers and match status. Results: Among 564 otolaryngology applicant respondents to the Texas STAR survey, 160 (28%) reported a gap year, including 64 (40%) applicants participating in a research year, 65 (41%) completing a Master of Public Health or Science (MPH and MSc), and 31 (19%) completing a Master of Business Administration, Education, or other degree (MBA and MEd). Gap-year applicants who completed a research year or MPH/MSc degree received more interview offers (P <.01) than MBA, MEd applicants, or those without a gap year. Applicants with a research year had the most publications, oral presentations, abstracts, posters, and research experiences (all P <.01). When controlling for USMLE scores, clerkship honors, and applications submitted, applicants completing a research year or an MPH/MSc-degree received increased interview offers (P <.01). No significant differences were seen in expenditures or match rates. Conclusions: Research and MPH/MSc gap years were associated with increased residency interview offers but not increased match success. Further longitudinal studies are needed to assess how yearlong experiences affect long-term career outcomes. [ABSTRACT FROM AUTHOR]

Student engagement is an important construct predicting students' academic achievement and success. In order to broaden the choice of short, complete, effective, and Italian language scales for the measurement of this construct, the goal of the present study was to carry out an adaptation and initial validation, accompanied by appropriate psychometric analyses, of an Italian version of the Higher Education Student Engagement Scale (I-HESES) in a sample of 335 Swiss-Italian and South-Italian adult students. Exploratory and confirmatory factor analyses permitted to validate the Italian adapted version of the HESES, resulting in an instrument with three second order dimensions (academic engagement, psychological engagement and social engagement) each one having two subdimensions. Each subdimension is measured using three items. The internal consistencies were adequate for all subscales, ranging from.63 to.86. Evidence of partial strong measurement invariance across gender and countries was observed. Moreover, as expected, the I-HESES dimensions were meaningfully related to student self-efficacy and value accorded to education. These findings indicate that the I-HESES might be a valid instrument for assessing and studying student engagement of adults attending higher education in the Swiss-Italian and South-Italian contexts. [ABSTRACT FROM AUTHOR]

We examined the degree that optimism and hope predicted coping and perceived competence in counselling psychology practicum students. Masters students from a Northern California university (N = 74) completed surveys at four points during practicum year: (T1) baseline, (T2) one month, (T3) mid-year, and (T4) final month. Measures assessed dispositional optimism and hope, adaptive and maladaptive coping, and perceived clinical competence. Over time, self-reported competence increased. There was a T1 optimism X time Interaction predicting perceived competence, but no T1 hope X time interaction. This interaction continued to be significant when covarying adaptive and maladaptive coping and appeared driven by the fact that low-optimism trainees initially had worse perceived competence than high-optimism trainees. In the absence of previous counselling experience, there was a relationship between trainees' levels of optimism and their perceived clinical competence. Specifically, low-optimism students saw themselves as less competent at baseline than high-optimism students, but this perceived competence subsequently increased over time, with both groups seeing themselves as similarly competent by end of year. Past authors theorized that individuals with high levels of positive expectancies initially overestimate their abilities in novel situations. This may explain why high-optimism students rated their competence as relatively great at baseline. [ABSTRACT FROM AUTHOR]

The behavioral health workforce shortage is pervasive across the United States. To address this need, it is important to establish effective and culturally relevant trainings for behavioral health practitioners. This study examines the results of a Health Resource Service Administration (HRSA) Behavioral Health Workforce Education and Training (BHWET) funded program intended to increase the qualified workforce meeting high need and demand. Over the four-year funding of the program, 119 Masters of Social Work students graduated from the social work program with specialized training. The program was successful providing innovative training focused on interdisciplinary collaboration, evidence-based practices, and culturally responsive services. [ABSTRACT FROM AUTHOR]

Introduction: Despite tenacious efforts of continuing professional development (CPD) developers and educators, physician engagement in CPD is fraught with challenges. Research suggests that these educational interventions and the maintenance of professional competence systems that mandate them are often seen as impractical, decontextualized and check‐box activities by participants. This study explores physicians' learning post graduate medical education (GME) training across their CPD journey to understand how they (a) conceive of themselves as learners and (b) engage in lifelong learning across the course of their professional careers. Methods: Using narrative inquiry and holistic narrative analysis situated within a social constructivist orientation, we carried out individual interviews with physicians from across a large children's hospital network including academic hospitals, community hospitals and primary care practices. Timelines and story arcs were used to support the narrative analysis's re‐storying. Results: Twelve physicians from six different sub‐specialties were interviewed. We identified three noteworthy challenges as particularly salient across participants' re‐storied narratives: (i) train‐on‐a‐track to treading water, (ii) learning takes a backseat, and (iii) learning through foraging or hunting and gathering. Participants described significant change when transitioning from GME to CPD learning. While participants identified as learners, they described the disorienting impact of losing GME's formal supports and structures. They articulated that patient care trumped learning as their top priority. They lamented having limited insight into their learning needs (e.g. little feedback data) and so resorted to engaging in CPD activities that were readily at hand—but not necessarily relevant—and to finding learning resources that might not be formally recognised for CPD credit. Conclusions: Physicians' learning journeys post‐GME are challenging, and the systems created to support that learning are ill equipped to meet the needs of physicians transitioning from GME to CPD. To encourage meaningful learning, the complex interplay of factors impeding CPD engagement should inform future innovations. What do physician learning journeys after formal training look like? Allen ete al. used narrative analysis to explore how physicians' learning journey changes across their careers. [ABSTRACT FROM AUTHOR]

Background: The development, approval and adoption of the malaria vaccine has provided effective supplemental protection against malaria for children in Ghana. However, heightened awareness of the new vaccine will play a critical role in its mass deployment and acceptance among potential recipients. This study therefore determined the sociodemographic characteristics associated with malaria vaccine awareness and ascertained the influence of traditional media exposure on awareness in Ghana. Methods: The study used the Demographic and Health Survey 2019 Malaria Indicator Survey Data. After necessary recoding, chi-square and complex survey bivariate/multivariate logistic regression analyses were performed using STATA 18.0. Results: Among the participants, 35.65% (95% CI: 33.83%–37.51%) had heard about the malaria vaccine. Positive predictors of awareness included higher education attainment (AOR = 1.92, 95% CI: 1.28–2.88), rural residency (AOR = 1.28, 95% CI: 1.05–1.56) and being in the northern part of the country (AOR 1.54, 95% CI: 1.14–2.07). Other positive predictors of awareness were Guan ethnicity (AOR = 1.75, 95% CI: 1.09–2.81), malaria health education (AOR = 1.73, 95% CI: 1.45–2.07) and radio set ownership (AOR = 1.39, 95% CI: 1.19–1.62). Television ownership (AOR = 0.84, 95% CI: 0.69–1.01) showed no significant relationship with awareness. Conclusion: The general nationwide awareness has not yet reached a desirable level. This study suggests that, the awareness drive, preferably through radio campaigns, must target individuals with less than tertiary education and urban communities. Awareness campaigns on televisions should be evaluated and possibly redesigned for effectiveness. [ABSTRACT FROM AUTHOR]

Background: Patient safety (PS) is a core competency for registered nurses. However, there is a gap between the PS competence of nursing students and their clinical experience in PS. This study explored the effect of PS competence levels on the occurrence of adverse events (AEs) among nursing master's students in China. Methods: A sequential mixed methods design was used, with a purposive sample across seven colleges. A total of 327 graduate nursing students, aged 22 to 38, participated in the survey, and 15 participated in qualitative interviews. The Health Professional Education in Patient Safety Survey (H-PEPSS) assessed the students' competence levels in PS. The respondents also reported any AEs that they had been involved in over the past year. Results: A total of 78 AEs occurred in the past year, with 17.7% of the participants involved 1 to 3 AEs. The most common AEs were medication administration errors (30.77%) and improper use of medical equipment/supplies (28.20%). Students acquired more competencies from the clinical setting than from the classroom setting. Three competencies learned from classroom settings were associated with clinical AEs: low clinical safety skills [OR = 0.61], inappropriate identify, response to and disclosing AE and close calls [OR = 0.454], and low confidence in working in teams with other health professionals [OR = 2.168]. Qualitative data analysis revealed five themes: recognizing AEs, reducing harm by addressing immediate risks to patients and others involved, promoting safe medication and clinical practice, managing members' authority and team dynamics, and dealing with inter-professional conflict. Conclusions: The quantitative and qualitative data align, supporting the enhancement of students' PS competence. [ABSTRACT FROM AUTHOR]

This study sought to analyze an explanatory model on the relationship among sociodemographic factors, health-promoting lifestyle behaviors and psychological distress (depression, anxiety and stress) in college students. This is an observational, analytical and cross-sectional study conducted on a national sample of 4203 students who entered a macro university in Honduras in 2021, 2022 and 2023. We used a sociodemographic survey, the Health-Promoting Lifestyle Profile (HPLP-II) and the Depression, Anxiety and Stress Scales (DASS-21). Univariate analysis and a multivariate structural equation model were conducted. The average HPLP-II score was 117.45 (± 23.41), and the average DASS-21 score was 20.06 (± 14.16). The multivariate model showed a good data fit (comparative fit index = 0.951; Tucker–Lewis index = 0.957; root mean square error of approximation = 0.067 [90% CI = 0.067–0.068]). Results indicate that being a woman (β = 0.11; p  < 0.001) and being enrolled in biological and health sciences (β = 0.09; p  < 0.001) significantly predict HPLP-II scores. Furthermore, being a woman (β = 0.17; p  < 0.001), age (β = 0.10; p  < 0.001) and having pre-existing medical conditions (β = 0.16; p  < 0.001) significantly explain part of the variance of DASS-21. A significant reverse relationship between health-promoting behavior and psychological distress was shown (r  = −0.36; p  < 0.001). This study identifies protective and risky sociodemographic factors linked to health-promoting lifestyle behaviors and psychological distress. Our findings have implications for developing comprehensive intervention policies and strategies to promote health in higher education settings. [ABSTRACT FROM AUTHOR]

The International Covenant on Economic, Social, and Cultural Rights calls for accessible higher education (HE), stating that it is necessary for the full development of the human personality and the sense of its dignity. Within this context, our research is centred on the Aristotelian principles of equity and fairness. To achieve these outcomes, our completed, Stage One research (2008–2019, 5603 participants), took place inside the university context and focused on designing out identified barriers to access and participation in mandatory assessment tasks for all students, including those with a disability. Building on our Stage One learnings and to generate increased inclusion, Stage Two involved the development of authentic HE assessment tasks which generate external, reflective, and inclusive practitioners who value shared social membership. This research seeks to support and strengthen the core philosophy of HE and the guiding principles of the participating university, Queensland University of Technology, which state: ' ... the real world asks us ... to guide it towards collective benefit.' To achieve these outcomes, this university ' ... partners with students to develop their self-knowledge, professional integrity and ethical leadership to enable them to become ... global citizens who create positive social change'. This Stage Two research has been facilitated by the unique, author created integration of the Teaching and Assessing of Reflective Learning Model and the Experiential Learning Model (TARLEM). TARLEM focuses simultaneously on developing discipline-based content, the mastery of reflective practice skills, and an understanding of the reason for the task in terms of the social impacts of international business decision-making. The cross-cultural, cross-discipline and online/on campus participants are enrolled students in a UG IBU degree (622 responses).e [ABSTRACT FROM AUTHOR]

Data literacy, a multifaceted competency in working with data, has emerged as an essential skill that holds significance in both personal and professional lives. Nonetheless, there is a lack of a precise definition of data literacy, and individuals' perceptions of their data literacy have not been thoroughly investigated. This study aims to develop and validate a scale designed for measuring self‐efficacy in data literacy within the context of higher education. Both exploratory and confirmatory factor analyses were conducted to determine construct validity and reliability. The resulting data literacy self‐efficacy scale comprises 31 items organized into three factors: data identification, data processing, and data management and sharing. These factors represent distinct yet interconnected dimensions, highlighting the multifaceted nature of data literacy. [ABSTRACT FROM AUTHOR]

Background: Higher vocational education is an essential part of the higher education system that complements conventional education. In the context of information and communication technology (ICT) development and academic competition, more and more literature has proved the importance of ICT use in educational development (academic achievement and mental health) and the relationship between information literacy and the educational development of higher vocational students. Objectives: Based on one of the most extensive surveys of higher vocational students, the study combined the Opportunity‐Propensity (O‐P) framework and ecological model to explore the direct effects of different types of ICT use on educational development and the indirect effects from psychological and social factors. Methods: The data involved 28,956 students from seven higher vocational colleges. The class fixed effect and causal mediation analysis models verified the results. Results and Conclusion: The results found differential effects of different types of ICT use on academic achievement and mental health. Information literacy ability can improve the academic achievement of higher vocational students, but at the cost of mental health. ICT use not only directly impacts the academic achievement and mental health, but also has an indirect impact through psychological factors represented by self‐efficacy and technostress and social factors represented by social support. Implications: This study promotes integrating and expanding the O‐P framework and ecological model, enriching the relevant research in ICT use and educational development. Meanwhile, it also provides practical suggestions for realizing rational interventions in ICT use and improving the educational development level of higher vocational students. Lay Description: What is already known about this topic: Information and communication technology (ICT) use is closely related to the educational development of higher vocational students.The trend of ICT use in higher vocational education has become increasingly apparent.The effects of ICT use are heterogeneous among groups with different information literacy. What this paper adds: O‐P framework and ecological model provide the perspective of theoretical integration.The impact of different types of ICT use on educational development varies.Information literacy can improve academic achievement at the cost of mental health.Psychological and social factors play a mediating role in educational development. Implications for practice and/or policy: The research is helpful to guide students to allocate their time reasonably for different ICT uses.Mental health counselling should be strengthened while cultivating information literacy ability.Develop appropriate ICT usage strategies for students with different information literacy.It is helpful to develop appropriate interventions from a psychological and social perspective. [ABSTRACT FROM AUTHOR]

Personal and Professional Development (PPD) has been long considered a central component of counselling and psychotherapy training. Key literature in respect of PPD approaches for psychotherapy training is reviewed, and the scant literature specifically relating to systemic psychotherapy noted. The 'Four Selves' PPD Framework, developed in Northern Ireland by the lead author as part of qualifying‐level Systemic Psychotherapy training, is presented, including its diagrammatic representation, constituent elements and an illustrative example. This is followed by guidance from the PPD tutor (lead author) based on her experience of utilising the Framework to facilitate tailored PPD sessions across the two‐year clinical Masters programme aimed at enhancing trainee self‐reflexivity, supplemented by feedback on the 'model‐in‐practice' from a recent cohort of students. The article concludes by encouraging readers to consider the applicability of The 'Four Selves' PPD Framework to their own psychotherapy training contexts. [ABSTRACT FROM AUTHOR]

Purpose: Although the scholarship of teaching and learning literature in the area of augmentative and alternative communication (AAC) continues to grow, there is a need for research focused on preservice speech-language pathologists' (SLPs') preparedness for practice and the roles related to AAC they will assume as professionals. The purpose of this study was to explore students' perceptions of learning outcomes and perceived preparedness for roles related to AAC service provision. Method: Forty master's level speech-language pathology students enrolled in two graduate-level AAC courses read about, discussed, and reflected on roles related to AAC at the beginning and end of the course. A mixed-methods approach was used to analyze and compare participants' (a) perceived level of preparedness, self-rated using a Likert scale; (b) reflections on preparedness at the beginning and end of the course; (c) learning priorities at the beginning of the course; and (d) perceptions of learning outcomes at the end of the course. Results: Overall, participants' perceived preparedness improved from the beginning to the end of the course for all roles. Improvements in ratings for the roles of general practice SLP, AAC finder, AAC facilitator/communication partner, and AAC clinical specialist were statistically significant. The data revealed what and how students wanted to learn and the impact of course learning activities on their professional identity development, particularly related to the roles they envision taking on as practicing professionals. Conclusions: The findings have direct implications for teaching and learning in AAC coursework and advancing preservice education in the area of AAC. This study adds to the literature by describing a low-stakes, efficient reflection task that has the potential to impact professional identity development among students and perhaps practitioners as well. [ABSTRACT FROM AUTHOR]

Background: Mentoring is crucial for professional development and retention of newly hired nurse faculty, yet little is known about the actual mentoring experiences of clinical nurses in their first few years following transition into academic teaching. Method: Individual semistructured interviews were conducted with 23 full-time nontenure-track faculty from 10 higher education institutions in seven states in the United States. All of the faculty were in the first 3 years of teaching in 4-year undergraduate nursing programs. Results: Five themes emerged: (1) chaotic work environments characterized by unpredictable workloads, absence of reliable support, and inconsistent access to information; (2) a de facto do-it-yourself system in which nurses pieced together their own support; (3) reliance on personal social networks; (4) yearning for real mentorship; and (5) future plans about staying in the role. Conclusion: A gap exists between widely touted recommendations about mentoring and the reality of mentoring for newly hired nontenure-track faculty. [J Nurs Educ. 2024;63(8):525–532.] [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to delve into societal stigma surrounding severe mental disorders and intellectual disabilities, emphasizing gender differences and students' proximity influence. Design/methodology/approach: Involving 572 Spanish master's students, this nonexperimental study categorizes participants based on contact frequency, using Goratu and CAEE questionnaires to measure stigma. Findings: Gender-based stigma differences are absent; however, increased contact correlates with lower stigma levels. Notably, greater closeness is associated with more positive attitudes toward intellectual disability, resulting in diminished stigma toward severe mental disorders. Practical implications: This research sheds light on the pervasive stigma faced by individuals with intellectual disabilities and severe mental disorders among postgraduate university students. Notably, the recognition of widespread stigma among individuals with higher education highlights a more significant societal problem. The findings underscore the urgent need for targeted interventions, especially in higher education contexts, to enhance understanding and reduce societal bias. Social implications: By identifying factors influencing stigma and emphasizing the importance of contact in fostering empathy, the study lays the groundwork for informed socioeducational strategies. These strategies have the potential to promote inclusivity, challenge stereotypes and contribute to the well-being and social integration of those affected by intellectual disabilities and severe mental disorders. Originality/value: The findings highlight the efficacy of direct contact in reducing stigma and underscore the necessity for nuanced understanding. The study suggests fostering positive attitudes through increased contact can combat prejudice and promote social inclusion. Nevertheless, further research is crucial to explore factors influencing stigma reduction and design comprehensive socioeducational interventions addressing diverse cultural proficiencies. This study contributes valuable insights for mitigating stigma, fostering inclusivity and informing future interventions. [ABSTRACT FROM AUTHOR]

Social work external accrediting bodies are moving towards competency-based models that require educational providers to demonstrate that students meet specific competencies at graduation. It is expected that all social work students at accredited social work programs in Australia will have acquired specific graduate attributes and demonstrated the associated learning outcomes by the completion of their degree. The purpose of this study was to investigate the experiences and benefits of using an ePortfolio with Master of Social Work students (n = 43) to critically reflect on their own learning and demonstrate how they met the Australian Association of Social Work graduate attributes necessary for accreditation. The findings revealed that students' perceived level of readiness for practice and identity as a professional social worker increased with the successful completion of the ePortfolio. The study also identified barriers and enablers in implementing the ePortfolio as an assessment piece to document overall program learning outcomes. The conclusion discusses how ePortfolios are a viable assessment tool in the online and blended learning space that has benefit for both the student and the program in demonstrating learning outcomes and compliance with accreditation graduate standards. Academic ePortfolios are an effective tool for student reflection and communication of competence of required graduate outcomes. Student self-assessment of graduate attributes can strengthen professional identity and preparedness for professional practice. The ePortfolios benefit students and social work educators by sharing the accreditation-obligated responsibility of ensuring that AASW graduate competencies are met. [ABSTRACT FROM AUTHOR]

With increasing numbers of international students entering Australian social work programs, research has focused on the challenges of teaching these students due to perceived cultural differences and language comprehension. However, limited research has examined their experiences when transitioning to practice. Semi-structured interviews were conducted with 15 international MSW graduates originating from 10 countries and residing across three Australian states. Participants' transition to practice involved similar challenges to those described in research for the broader cohort of newly qualified social workers. However, for the current cohort, initial concerns are equally focused on "fitting in", due to a learned perspective that their cultural and linguistic difference would inhibit practice. Drawing on ecological systems theory, belonging was influenced by contextual factors relating to levels of cultural diversity within workplaces; co-worker support; and participants' sense of preparedness from their education. For all participants, these feelings of difference lessened over time, with some later reflecting that their cultural difference and lived experience was beneficial to their practice. Findings suggest that the strengths of these diverse students could be more readily recognised during education and the field, for improving preparedness for practice, and inclusivity in Australian social work. Problematising international social work students and focusing on their perceived deficits can erode graduates' confidence when first transitioning to the field. The need for cross-cultural learning opportunities for educators, students, and field education agencies is highlighted for recognising the benefits of diversity and for improved preparation of early career social workers for the current professional field. Advances in training and education are needed in organisations where more culturally diverse graduates are securing employment, to ensure that international graduates are supported in early practice, and that diversity is valued in workplaces. [ABSTRACT FROM AUTHOR]

To inform a new European-based online master's programme in active aging and age-friendly society, a scoping review was performed to identify previously reported learning needs and learning outcomes on this topic. Four electronic databases (PubMed, EBSCO [Academic Search Complete], Scopus, and ASSIA) were systematically searched, along with gray literature. Dual, independent review of an initial 888 studies led to 33 included papers which underwent independent data extraction and reconciliation. Just 18.2% of studies employed a student survey or similar to determine learning needs, with the majority reporting educational intervention objectives, learning outcomes or curriculum content. Main study topics were intergenerational learning (36.4%), age-related design (27.3%), health (21.2%), attitudes toward aging (6.1%), and collaborative learning (6.1%). This review found limited literature on student learning needs in healthy and active aging. Future research should elucidate student- and other stakeholder-determined learning needs, with robust evaluation of post-education skills, attitudes, and practice change. [ABSTRACT FROM AUTHOR]

This study sheds light on how to develop inclusive pedagogy in higher education, from the point of view of 42 inclusive faculty members from 6 Spanish universities. A qualitative methodology was used through semi-structured in-depth interviews. Data analysis was inductive, using a system of categories and topics. The results reveal that the faculty members which develop inclusive pedagogy in general have beliefs linked to the social model of disability and inclusive education approaches. They do not usually have specific training or knowledge about disability. They design their curricula in a flexible and open way to accommodate all students. They show a positive attitude toward students with disabilities and use diverse and participatory teaching methodologies, giving prominence to students. These data are consistent with those found in previous studies and offer keys to those faculty members who are interested in developing an inclusive pedagogy at the university. This paper examines in detail how faculty members of six faculties of educational sciences develop a theoretical framework comprising beliefs, knowledge, designs and actions. The research has found that faculty members hold beliefs about disability based on the social model of disability and inclusive approach. In general, inclusive faculty members' knowledge of disability and attention to diversity issues is scarce. The design of courses and teaching programmes led by inclusive university faculty is characterised by being open, flexible and providing clear and detailed information to students. Faculty who develop inclusive pedagogy use varied, participative and active methodologies, which are combined with a positive and approachable attitude towards students with disabilities. [ABSTRACT FROM AUTHOR]

The authors, who are nursing faculty members and leaders at a faith-based institution of higher education, discuss their concept of wisdom and how it guides their teaching and practice. Wisdom is seen by them as a universal humanuniverse living experience that is inspired and cocreated with their faith and understanding of God with others. They apply the concept of wisdom in global service experiences that their institution supports. These experiences strengthen their inherent core whatness as they cocreate what is important in the moment while participating in teaching-learning. [ABSTRACT FROM AUTHOR]

Purpose The benefits of pharmacists' involvement in medical emergencies are well established, but optimal methods of training pharmacists for emergency response are unknown. The primary objective of this report is to describe the design and evaluation of a pharmacy resident medical emergency response training (PR-MERT) program for preparing trainees to respond to hospital medical emergencies, including cardiac arrest and rapid sequence intubation (RSI). Summary The PR-MERT program was a year-long longitudinal experience designed to prepare postgraduate year 1 pharmacy residents for medical emergency response. During the first month, the residents completed an orientation session that encompassed several lectures, certification by the American Heart Association in basic life support and advanced cardiovascular life support, standardized simulation scenarios, and mock medical emergencies. The trainees continued to utilize these skills and clinical knowledge through a longitudinal didactic lecture series, resident case conferences, and practice-based application by responding to real-life medical emergencies. Residents were assessed and coached throughout the program by clinical pharmacy preceptors and a "code coach" with extensive medical emergency response experience. After the year-long training, residents completed an anonymous survey assessing self-confidence and the structure of the program. The results showed improved confidence in medication selection and dosing, as well as anticipating the needs of the team and speaking up in cardiac arrest and RSI situations. Residents were satisfied with the training offered and structure of the program. Conclusion The development of a PR-MERT program at an academic medical center was successful in achieving longitudinal learning objectives and improving residents' confidence in responding to medical emergencies. The implementation of a similar medical emergency training curriculum in inpatient pharmacy residency programs may be beneficial. [ABSTRACT FROM AUTHOR]

Clinically integrated teaching (CIT) is an effective approach for promoting evidence-based practice (EBP) competencies among medical students. Challenges towards the implementation of CIT in rehabilitation curricula include educators' different conceptualizations of EBP, the perceived complexity of EBP and the boundaries between the academic and the clinical setting. This study aimed to identify tailored strategies to implement in rehabilitation programs and their affiliated clinical sites to support the development of EBP competencies among students in occupational therapy (OT), physical therapy (PT) and speech-language pathology (S-LP). Nominal group technique (NGT) with stakeholders from three rehabilitation programs in Canada, offering the professional master's in OT and PT (n = 35 participants) and in S-LP (n = 8). The top two strategies identified in the OT/PT NGT were: 1) Developing a flexible definition of EBP that recognizes its complexity; 2) Providing clinicians with more access to the teaching content by pairing faculty with preceptors. The top two strategies identified in the S-LP NGT were: 1) Providing students with opportunities for decision-making with experienced clinicians; 2) Increasing interactions between faculty and preceptors using formal group meetings. Findings laid foundations for future integrated knowledge translation projects to collaboratively implement, and test identified strategies. Rehabilitation professions including occupational therapy, physical therapy and speech-language pathology acknowledge the importance of evidence-based practice (EBP). Current challenges in the teaching of EBP among rehabilitation students include educators' different conceptualizations of EBP, the perceived complexity of EBP, and the boundaries between the academic and the clinical setting. This study shows that increasing interactions between faculty and preceptors, for instance through an online community of practice, constitutes a stakeholder-endorsed priority to advance EBP education in rehabilitation. [ABSTRACT FROM AUTHOR]

BACKGROUND: Research is critical for the advancement of respiratory care. Fellows of the American Association for Respiratory Care (FAARCs) are nominated based on their significant contributions to the respiratory care profession. Research output is potentially an important component of qualification for FAARC. The purpose of this study is to report the academic output of respiratory therapist (RT) FAARCs. METHODS: We identified FAARCs from the AARC web site. Research output was assessed by searching the Scopus and PubMed databases. We collected total research documents, citations, h-index, co-authors, and document type. We compared those with only the FAARC designation with RTs who are fellows in both the Society of Critical Care Medicine (FCCMs) and FAARC. RESULTS: We identified a total of 371 RT FAARCs, 4 RT FCCMs, and 10 with both designations. FAARCs were 70% male, 22% had a doctorate, 37% had a master's, 13% had a bachelor's, and 29% did not have a degree reported. There were no differences in sex or highest degree between FAARCs and FCCMs. FAARCs had a total of 3,724 publications and 110,207 citations while those with both designations had 1,304 publications and 43,181 citations. In Scopus, 46% of FAARCs had no publications, and 27% had 6 10 publications; of those with both credentials, 10% had no publications, and 70% had 6 10 publications. FAARCs inducted in 1998 and 1999 had significantly (P < .001) more publications than other eras. Compared to those with both credentials, FAARCs had fewer median publications (1 vs 50), lower h-index (1 vs 18), and fewer citations (1 vs 1,486), P < .001 for all. Total publications in PubMed were lower, and differences in publications were similar. CONCLUSIONS: RT FAARCs had a large number of publications and citations, although nearly half did not have any publications. Those with both FAARC and FCCM had significantly more academic output per fellow, although there are only 10 individuals with both credentials. [ABSTRACT FROM AUTHOR]

Social work is a practice-based profession with social justice as a core value and ethical principle. Social work programs incorporate social justice into both the explicit and implicit curricula. However, there has been a longstanding divide in how to address social justice at systemic levels while fostering socially just and competent practice. The aim of this qualitative study was to examine how MSW students describe their learning about social justice and social work practice. To explore this area of inquiry, we conducted three focus groups (N = 16) with current MSW students or recent MSW graduates from Canadian social work programs. Participants described the following five themes that either facilitated or created barriers in their learning about social justice and social work practice: 1) reflection on practice, 2) negotiating discomfort, uncertainty, and safety, 3) learning from lived experiences, 4) learning how to embody social justice in practice, and 5) receiving support, supervision, and coaching. We discuss the implications for social work education and practice. [ABSTRACT FROM AUTHOR]

Aim: This study adopted the qualitative research method, aiming to explore the learning experience of nursing graduate professional curricula in China from the perspective of students and provided a basis for the continuous improvement of nursing graduate training. Design: A qualitative study. Methods: A purposive sampling method was employed to conduct semi‐structured in‐depth interviews with 14 nursing master's students enrolled in professional curricula from September 03, 2021, to December 8, 2022. The Colaizzi seven‐step analysis method was utilized for data analysis, summarization and extraction. Results: Four themes emerged from the study findings: (i) The study of professional curricula is the cornerstone of scientific research work, but it is relatively boring; (ii) The teaching methods and assessment methods of postgraduate education need to be diversified; (iii) The postgraduate education needs to increase the study time of specialized courses and highlight the specialty characteristics; (iv) the study of professional curricula can enhance the comprehensive ability of postgraduate students. Conclusion: The study of professional curricula for post‐graduate nursing students plays an important role in the development of post‐graduate research and can statistically significant improve their comprehensive ability, but there are some problems such as boring courses, single teaching assessment methods and insufficient time. In the future teaching reform, it is necessary to highlight the specialty characteristics of nursing scientific research, optimize curriculum education and improve students' scientific research knowledge and thinking. Patient and Public Contributions: We thank all participants for their valuable input throughout the study. [ABSTRACT FROM AUTHOR]

Background: Despite the direct access to clients in physiotherapy worldwide, Iran has yet to achieve significant improvements in the educational standards and professional responsibilities of physiotherapists. Currently, Iranian physiotherapists do not have direct access to patients. This study aims to present solutions for the professional development of physiotherapy, based on the perspectives of scholars in this field. Methods: This qualitative content analysis study explored the experiences of 12 physiotherapy scholars from three levels of study (bachelor's, master's, and doctorate) through structured and semi-in-depth face-to-face interviews. Data analysis was conducted concurrently with data collection using Granheim and Ludman's content analysis method. Results: The identified potential solutions include continuous review of the curriculum, strengthening clinical education, elevation of the basic level of physiotherapy education to a professional doctorate or master's degree, post-graduation competency assessment, revision of educational priorities, establishing a strong presence in hospital and community departments, preventing the influence and interference of other disciplines, raising public awareness of the capabilities and potential of the profession, and paying greater attention to professional ethics. Conclusion: In the absence of entry-level general doctor of physiotherapy and direct access to patients, the quality of physiotherapy services will not improve, leading to suboptimal health outcomes for clients and consequent waste of time and financial resources for both patients and insurance providers. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Experiential learning provides a foundational understanding of the principles of group work. This qualitative study of majority female-identified, Black, Indigenous, and people of color (BIPOC) students in both Bachelor of Social Work and Master of Social Work programs evaluated the experiences of student learning. Students facilitated groups, were tasked to observe, and evaluate their peers' facilitation skills. Data were collected from observational feedback forms, and thematic analysis was used. The study's results indicate that group courses were effective in students' learning and understanding the power of group process, cohesion, inclusion, and facilitation skills. These skills included helping the group stay on track, providing feedback, and the use of confrontation, when necessary. In addition, the experiential groups had several unanticipated learning outcomes: a) students learned the importance of diversity and inclusion in groups, b) interventions have different outcomes for group members and c) the power of silence in group process skills. [ABSTRACT FROM AUTHOR]

Background: There is a growing number of online nursing graduate degree programs to address the professional development needs of working nurses. Work-related antecedents of online student engagement in graduate nursing studies are under-explored in the literature. Aim: The aim of the study is to examine the relationship among demographic and work characteristics, work-life balance (WLB), and online student engagement (OSE) among registered nurses enrolled in online graduate studies. Methods: This study design is convergent-parallel mixed methods, utilizing a survey approach to collect both quantitative and qualitative data. The target population is students of an online Master of Arts in Nursing program at a university in Cabanatuan City, Philippines. Respondents were recruited via email. Google Forms were used for data collection. Non-parametric, inferential statistical tests were used to examine relationships among variables. Inductive qualitative content analysis was used to draw insights from open-ended responses. Results: A total of 173 graduate students responded to the survey. Quantitative results indicate high levels of WLB (Mdn = 4.8, IQR = 1.5) and OSE (Mdn = 3.7–4.0, IQR = 0.5–1.0). WLB was significantly lower among females (U = 3297.5, p < 0.01). Emotion OSE was significantly higher for respondents with managerial positions (U = 2987.5, p < 0.05). WLB had significant low to moderate positive correlations with the domains of OSE (r = 0.22 to 0.32, p < 0.01). Qualitative findings reveal various appraisals of online learning and factors influencing work-life-study balance, such as work, personal life, and school. Conclusion: Work-life balance facilitates better online student engagement among graduate nursing students and is influenced by time management, work (i.e. job environment and stressors), personal (i.e. home life and leisure activities), and university factors (i.e. curriculum, modality, and professors). Impact statement: Empirical evidence on the link between WLB and OSE can inform graduate nursing academics in developing initiatives to ensure the timely completion of the degree program. [ABSTRACT FROM AUTHOR]

Purpose The study objectives were to (1) quantify the overall incidence of residency publications of postgraduate year 1 (PGY1) residency alumni; (2) evaluate annual fluctuations in publications over time; and (3) compare the career types of residency alumni who published their PGY1 residency research projects to those for alumni who did not. Methods A retrospective cohort study was performed among individuals who completed a PGY1 acute/ambulatory care residency between 2010 and 2021. A list of residency alumni was obtained along with the corresponding titles of their research projects. Each resident's name was entered into PubMed and Google Scholar to find the corresponding publication. LinkedIn and other publicly available resources were used to determine the career types of residents immediately after residency as well as their current career types. Results In total, 178 residency alumni completed an acute/ambulatory care PGY1 residency, of whom 16.7% (30/178) published their residency research project. Publication was associated with career type among those who pursued a postgraduate year 2 residency but was not associated with career type immediately after the PGY1 residency or current career type. The presence of an academic preceptor was associated with a higher probability of publishing compared to residents who did not have an academic preceptor (31.5% vs 10.5%; P < 0.01). Conclusion The frequency of publications was within the range reported elsewhere, with fluctuations over time. Presence of an academic preceptor improved the probability of publication. [ABSTRACT FROM AUTHOR]

Aim: To describe the expectations, acceptability, and challenges identified by nurses and key healthcare stakeholders regarding the implementation of advanced practice nursing in Gabon. Background: Advanced practice nursing presents an opportunity to address the epidemiological transition and the shortage of healthcare professionals in Africa. In anticipation of establishing a master's degree program in advanced practice nursing and its subsequent implementation, it is important to understand Gabon's specific needs and characteristics. Design: This study used a multicenter cross‐sectional mixed‐method design. Methods: From April to May 2022, a total of 187 healthcare professionals were included from two hospitals and two universities in Gabon. Data were collected through questionnaires and complemented by focus group discussions, guided by the existing literature, the PEPPA framework, and Hamric's model. Results: The implementation of advanced practice nursing was generally well accepted. Factors influencing acceptability included being female, awareness of advanced practice nursing, and supporting the role of advanced practice nurses in diagnosing chronic diseases. Barriers to implementation included the absence of a legal framework for the profession and a lack of recognition of nursing skills by both nurses and doctors. Facilitators included the establishment of a master's degree program, formalization of a legal framework, raising awareness, providing training to medical doctors and other healthcare professionals about advanced practice nursing, and the development of nursing leadership. Implications for nursing: Advanced practice nursing can play a crucial role in addressing healthcare resource shortages and the dual burden of chronic and infectious diseases in Gabon, as well as in other African countries. Implications for nursing policy: To successfully implement advanced practice nursing in Gabon and French‐speaking Africa, it is essential to regulate the nursing and advanced nursing professions by creating a legal framework and establishing nursing councils. An effective implementation strategy for advanced practice nurses should be based on the specific needs of the country. Guidelines: COREQ, STROBE [ABSTRACT FROM AUTHOR]

Aim: To explore factors associated with academic performance in the Master of Nursing programme. Background: Advanced practice nursing preparatory education generally involves completion of the Master of Nursing programme. While prior clinical experiences and on‐the‐job training are believed to underpin the preparation for such education, studies have suggested only weak or no associations between nurses' academic success in graduate schools and their clinical experiences. Methods: A retrospective cohort study was conducted in the nursing department of a university in Singapore. Academic and demographic data were extracted in February 2020 from a shared repository of anonymised teaching and learning data. R was used to select and merge data tables into a usable format for subsequent analysis. Students enrolled between 2010 and 2017 were included for the analysis (n = 246). Results: Age was statistically significantly associated with overall cumulative academic performance (p < 0.001). Younger students on average academically outperformed older students. Unmarried students were associated with better cumulative academic performance in the Clinical Practicum 2 module (p = 0.018). Conclusion: Younger students have historically outperformed their older counterparts in the Master of Nursing programme. There is a need to reassess the requirement of five years of clinical experience as an admission criterion for the Master of Nursing programme in Singapore. Implications for nursing policy: There is a need to re‐evaluate the admission criteria to better engage and retain younger nurses interested in advanced nursing practice. Nursing educators and leaders can partner with academics to develop advanced practice‐specific education for pre‐master nurses with the aptitude and interest in pursuing this track. [ABSTRACT FROM AUTHOR]

Discovering some of the impact of the hidden curriculum (HC) while doing a postgraduate diploma in pediatric palliative care (PPC) in South Africa (SA), six graduates reflected on their formal and informal learning. To navigate the HC the transformative learning theory is used as a bridge connecting the formal and informal learning between interprofessional education where diversity is an enabler to enhance learning outcomes and shift perspectives to enhance patient care. The graduates were guided through the stages of the competency model to reflect on their learning experience. The authors believe that the experiential lessons reflected on, both clinical and psychosocial, can assist with not only strengthening the particular multidisciplinary needs of students, but also to align the HC and formal curricula. These lessons can also aid toward upscaling the need for PPC education in the SA context. [ABSTRACT FROM AUTHOR]

Background: Bariatric surgery is one of the clinical pathways of the Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) Masters Program, and laparoscopic adjustable gastric banding (LAGB) is one of the three anchoring bariatric procedures. To improve surgeon lifelong learning, the Masters Program seeks to identify sentinel articles of each of the 3 bariatric anchoring procedures. In this article, we present the top 10 articles on LAGB. Methods: A systematic literature search of papers on LAGB was completed, and publications with the most citations and citation index were selected and shared with SAGES Metabolic and Bariatric Surgery Committee members for review. The individual committee members then ranked these papers, and the top 10 papers were chosen based on the composite ranking. Results: The top 10 sentinel publications on LAGB contributed substantially to the body of literature related to the procedure, whether for surgical technique, novel information, or outcome analysis. A summary of each paper including expert appraisal and commentary is presented here. Conclusion: These seminal articles have had significant contribution to our understanding and appreciation of the LAGB procedure. Bariatric surgeons should use this resource to enhance their continual education and acquisition of specialized skills. [ABSTRACT FROM AUTHOR]

This article examines the relationship between mental health dimensions such as meaning in life, life satisfaction, and job satisfaction, and the religious experience of God's presence and God's absence in the lives of Polish nurses with a bachelor and master's degree. The research was carried out in the city of Kraków, Poland. All nurses were brought up in Catholic families and declared themselves believing and practicing. The following research tools were used: the Meaning in Life Questionnaire, the Satisfaction with Life Scale, the Satisfaction with Job Scale, and the Intensity of Religious Experience Scale. Data analysis showed that the education level of Polish nurses does not significantly differentiate the analyzed variables. The correlation analysis showed that the strongest relationship was between satisfaction with life and satisfaction with job in the group of nurses with a bachelor's degree and nurses with a master's degree. The regression analysis showed that the strongest predictor of God's presence in the group of nurses with a bachelor's degree was satisfaction with job, and in the group of nurses with a master's degree it was satisfaction with life. The structural equation analysis revealed that the satisfaction with life plays an important and positive mediation role between the presence of the meaning in life and the search for the meaning in life, and the experience of God's presence and the experience of God's absence in the life of nurses. [ABSTRACT FROM AUTHOR]

Whilst increasing literature elucidates academic ableism and its impact upon faculty and PhD students, far less attention is paid to aspiring academics who are excluded from academia altogether. Through a first-person narrative, this article explores the experiences of a disabled postgraduate seeking a PhD placement, who is largely unable to leave home owing to the interplay between 'rare' and neglected health conditions and an ableist society. The impact of academic exclusions, notably institutional resistance to providing remote access, is explored through the lens of psycho-emotional disablism. It is contended that, for all the talk of equality, diversity and inclusion, the academy represents yet another landscape of power and exclusion where disabled people struggle to be recognised as fully-fledged citizens. The emergence of long Covid and persistent threat of infection adds urgency to the academic and wider social need to include disabled people who are unable to leave the home. [ABSTRACT FROM AUTHOR]

There is limited empirical research and insight into the experiences of therapy trainees who are being taught more than one psychotherapeutic approach during their training. Further understanding is warranted to ensure that a dual modality approach to training (that is, where therapists are trained in two paradigmatically distinct modalities) is experienced as worthwhile and acceptable to trainees and to better understand any challenges faced when transitioning between approaches. The aim of this study was to investigate trainees' experiences of transitioning from psychodynamic counselling to cognitive behavioural therapy (CBT) on a two‐year master's degree that offers a dual modality approach to training. Data were collected from a sample of 8 trainees using an online semistructured questionnaire. These data were analysed using Braun and Clarke's (2020) reflexive thematic analysis. Four main themes were identified: (1) perceived competence; (2) preparedness; (3) professional advantages; and (4) external challenges. The findings suggested considerable individual variation in the ease with which participants navigated the transition between therapeutic modalities. Those who found the transition easier used the structure of CBT to provide a framework and point of difference that allowed them to temporarily suspend their psychodynamic learning in order to embrace a new therapeutic approach. Others experienced the move to CBT as posing a threat to their developing identities as counsellors. Recommendations are made on how to prepare trainees for the transition including exploring the psychological impact of transitions, increasing opportunities for reflective practice and facilitating exploration of what it means to be a therapist trained in two distinct therapeutic modalities. [ABSTRACT FROM AUTHOR]

Differential attainment (DA) in post graduate medical training is a recognised challenge and refers to unexplained variation across groups when split by several protected characteristics. The Royal College of Radiology is committed to fostering diversity, inclusivity, and equality with the goal of narrowing existing gaps and improving training outcomes. This was a mixed methods study aiming to understand the causes of DA with view to helping the RCR develop strategies to address this. A cross-sectional survey was completed by 140 clinical oncology trainees in September 2022. Trainees and trainers (17 and 6 respectively) from across England, Scotland, Wales and Northern Ireland, took part in focus group and interviews from August to December 2022. Quantitative and qualitative data merged and interpreted. Results showed international medical graduates and trainees from ethnic minority backgrounds were more likely to encounter challenges. The qualitative findings were used to identify three themes through which these problems could be framed. The trainee as a "space invader," the hidden curriculum of clinical oncology training and the process of navigating and tacking the training journey. Differential attainment is the product of a complex interplay between the trainee, trainer, and the training environment. Therefore, interventions must be tailored to different people and contexts. At a national level, the RCR can adopt general policies to promote this such as mentorship programmes, protected time for supervision and cultural competency training. Efficacy of proposed interventions for trial and their impact on DA should be evaluated to drive evidence-based changes. • The GMC and Royal Colleges are committed to bridging existing gaps and addressing differential attainment. • A mixed-method research approach to provide a holistic understanding of differential attainment in Clinical Oncology. • Analysis of exclusionary mechanisms identified three main themes: space invaders, hidden curriculum and navigating. [ABSTRACT FROM AUTHOR]

Postgraduate nursing education serves as a crucial connection between theoretical knowledge and clinical practice, playing an important role in enhancing the competencies of nurses in specialised fields, such as perioperative nursing. The delivery of higher education has undergone a transformation, focussing on online and blended learning, making higher education more accessible and more flexible to adult learners than traditional face-to-face education programs. However, acquiring hands-on surgical skills poses a potential challenge for online education. The expanding need for surgical service delivery from Perioperative Nurse Surgical Assistants (PNSAs) is increasing the demand for novice practitioners to acquire surgical skills. Simulation-based learning is an effective way to enhance skills in learners, and cost-effective solutions using innovative methodologies, that are explored in this discussion, pave the way for immersive learning experiences that enhance proficiency in surgical skills and ensure patient safety. [ABSTRACT FROM AUTHOR]

Background: Learning in placement is essential to postgraduate critical care nursing students' education. Assessment of students' competence in placement is important to ensure highly qualified postgraduate critical care nurses. The placement model applied in Norway involves students being assessed by a preceptor in practice and a teacher from the university. The teacher has a more distant role in placement, and the aim of this study was to explore how the teachers experience the assessment of postgraduate critical care nursing students' competence in placement. Additionally, to explore the content of assessment documents used for postgraduate critical care nursing placement education in Norway. Methods: This study has a qualitative design with main data collection from individual interviews with 10 teachers from eight universities and colleges in Norway. Additionally, we performed a document analysis of assessment documents from all 10 universities and colleges providing postgraduate critical care nursing education in Norway. We followed the Consolidated Criteria for Reporting Qualitative Research. Results: The teachers experienced the assessment of postgraduate critical care nursing students' competence in placement as important but complex, and some found it difficult to determine what critical care nursing competence is at advanced level. A thematic analysis resulted in one main theme: "Teacher facilitates the bridging between education and practice." Furthermore, three themes were identified: "Assessment based on trust and shared responsibility"; "The teacher's dual role as judge and supervisor"; and "A need for common, clear and relevant assessment criteria". Conclusions: Teachers have a key role in placement as they contribute to the bridging between education and practice by providing valuable pedagogical and academic input to the assessment process. We suggest that more teachers should be employed in joint university and clinical positions to enhance the collaboration between practice and education. Clear and relevant assessment criteria are essential for providing assessment support for both students and educators. Education and practice should collaborate on developing assessment criteria. Further, there is a need to collaborate on developing, both nationally and internationally, common, clear, relevant and user-friendly assessment tools. [ABSTRACT FROM AUTHOR]

Background: The health care systems in the Nordic countries and worldwide are under pressure due to increased longevity and a shortage of nurses. Providing nurses with a high level of education, such as advanced practice nursing, is of great importance to ensure effective, safe and high-quality care. Aim: The aim of this study was to investigate self-reported competence using the Nurse Professional Competence Scale Short-Form for the first time among master's students of advanced practice nursing in the Nordic countries and to relate the findings to age, work obligations, child-rearing responsibilities, level of education and clinical nursing experience. Methods: A multicentre, cross-sectional design was used in this study conducted at five universities in Denmark, Finland and Norway. The Nurse Professional Competence Scale Short-Form consisting of six competence areas was used with a maximum score of 7 per item for the analysis of single items and a transformed scale from 14.3 to 100 for analysing the competence areas (higher score equals higher self-reported competence). Descriptive and comparative statistics were used to analyse the data. Results: The highest mean score was found for the competence area 'Value-based nursing care'. Students living with home-dwelling children (≤ 18 years) reported significantly higher competence in 'Nursing care', while students ≥33 years reported significantly higher competence in 'Nursing care' and 'Value-based nursing care'. No significant differences were found between students working and those not working alongside their studies, between students with and without further nursing-related education, or between students with long and short experience as nurses. Conclusions: The findings from this study might help to further develop curricula in advanced practice nursing master's programmes to ensure high-quality nursing and sustainable health care in the future. Future high-quality master's programmes might benefit from systematic collaboration between Nordic higher education institutions as also Sweden is planning master's programme. Higher age, having children at home and working while studying should not be considered causes for concern. [ABSTRACT FROM AUTHOR]

Practitioners who work with children and young people such as educators, psychologists, and social workers, are required to understand and respond to various sexual behaviours in children and young people. However, there is a dearth of training programmes dealing with sexual development. To reduce over- and under-reporting of risk, which can have serious adverse outcomes, it is essential to educate practitioners in understanding and responding appropriately to sexual behaviours. This study evaluated Traffic Lights® professional development training programme – a one-day programme offered across Queensland, Australia, with the goal of educating practitioners and promoting safe and respectful sexual health among children and young people. Thirty postgraduate psychology students working with/interested in working with children and young people received Traffic Lights® training, and accuracy of understanding and responding to sexual behaviours presented in scenarios was assessed pre- and post-training. Participant responses were scored using criteria developed by a local sexual health organisation's research specialists. Findings revealed no significant improvement in understanding and responding to sexual behaviours in children and young people. Implications of this study include recommendations for small-scale evaluations with sexual health experts and follow-up research, which is critical given the need for evidence-based practice in this area. [ABSTRACT FROM AUTHOR]

Despite the growth in the number of digital services in higher education, a comprehensive success model is still lacking. DeLone and McLean's information system success model, one of the most widespread ones, does not specifically encompass concepts that recently gained much attention: user experience (UX) and co-creation. The goal of the study was to develop and validate a broader model fit for measuring the success of digital services in higher education. Based on the feedback from over 550 end-users, the analysis confirms the importance of UX and co-creation as success factors of digital services in higher education. In that, higher-order construct analysis provided a means to examine the digital service quality construct comprehensively and bring forth the much-needed multi-dimensional perspective on the topic. More specifically, the influence of co-creation on the higher level of perceived benefits of digital services adds to the body of knowledge that promotes the evolution of service-dominant logic. [ABSTRACT FROM AUTHOR]

Introduction: Underemployment of people with visual impairments has long been a concern among professionals in the field of blindness and low vision, but limited research has been conducted on this topic. In this study, we assessed educational underemployment of employed college graduates with and without visual impairments to evaluate differences between them. Methods: To determine underemployment in our American Community Survey sample, we utilized Bureau of Labor Statistics data to identify the typical entry-level education requirement for the job each person held and compared their actual education level to this criterion. We used logistic regression to predict underemployment based on visual impairment and 11 independent variables including individual and job-related characteristics. Results: Underemployment was more common among people with visual impairments (62.4%) compared to people without visual impairments (55.7%). Visual impairment predicted underemployment in the multivariate model, but it interacted with master's degree. People with visual impairments who held associate, bachelor's, doctoral, or professional degrees were slightly more likely to be underemployed, while those who held a master's degree were not more likely to be underemployed than people without visual impairments. Discussion: Overeducation is a substantial issue for the entire U.S. population of college graduates, and more so for people with visual impairments except for those with master's degrees. Although all people with master's degrees have high odds of being underemployed compared to people with bachelor's degrees, odds were slightly larger for people without visual impairments. Implications for Practitioners: Our findings, combined with current trends in the labor market, highlight the importance of having a specific career goal and awareness of the skills necessary to qualify for that career. Rehabilitation professionals should be prepared to assist individuals with identifying skills needed for their selected careers, assessing their current skills, and creating a plan to obtain the necessary skills. [ABSTRACT FROM AUTHOR]

The development and implementation of trauma-informed practices in higher education is presented.

Copyright of ESTUDAM Public Health Journal is the property of ESTUDAM Public Health Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)