Major open questions in the hepatitis B and D field - Proceedings of the inaugural International emerging hepatitis B and hepatitis D researchers workshop

The early and mid-career researchers (EMCRs) of scientific communities represent the forefront of research and the future direction in which a field takes. The opinions of this key demographic are not commonly aggregated to audit fields and precisely demonstrate where challenges lie for the future. To address this, we initiated the inaugural International Emerging Researchers Workshop for the global Hepatitis B and Hepatitis D scientific community (75 individuals). The cohort was split into small discussion groups and the significant problems, challenges, and future directions were assessed. Here, we summarise the outcome of these discussions and outline the future directions suggested by the EMCR community. We show an effective approach to gauging and accumulating the ideas of EMCRs and provide a succinct summary of the significant gaps remaining in the Hepatitis B and Hepatitis D field.

Psychologists and Integrated Behavioral Health Simulation Training: A Survey of Medical Educators and Perspectives of Directors of Clinical Training

It is well established that the integration of behavioral healthcare into the medical home model improves patient outcomes, reduces costs, and increases resident learning. As academic health centers increasingly integrate behavioral healthcare, targeted training for interprofessional collaboration around behavioral healthcare is needed. Simulation educational approaches potentially can provide this training. Health service psychologists are well-poised to support this because of their specialized training in integrated healthcare. The present exploratory study aimed to evaluate existing simulation programs and develop recommendations for integrated behavioral health training and evaluation. Directors of ACGME accredited residency programs that are high utilizers of the medical home model (Pediatrics, Internal Medicine, Medicine/Pediatrics, Family Medicine) as well as Psychiatry residencies and medical schools with membership in the Society for Simulation in Healthcare were recruited to complete a 26-item survey to assess program usage of psychologists as part of simulation training for integrated behavioral healthcare services. Of 79 participants who completed initial items describing their training program, only 32 programs completed the entire survey. While many academic health centers offered integrated team and behavioral health simulations, few utilized psychology faculty in design, implementation, and evaluation. Other behavioral health providers (psychiatrists, social workers) were often involved in medical school and pediatric residency simulations. Few institutions use standardized evaluation. Qualitative feedback and faculty-written questionnaires were often used to evaluate efficacy. Survey responses suggest that psychologists play limited roles in integrated behavioral healthcare simulation despite their expertise in interdisciplinary training, integrated behavioral healthcare, and program evaluation.

Assessment of the psychometric properties of the italian version of the midwifery student evaluation of practice (MIDSTEP-IT): A validity and reliability study

BACKGROUND

Clinical learning is a crucial component of the midwifery education program, necessary to support the acquisition of professional abilities through the integration of theoretical and practical learning experiences. Evaluating Bachelor of Midwifery students' perception of their clinical learning experiences is important to improve midwifery educational programs.

AIM

the objective of this study was the translation, cultural adaptation, and validation of the Midwifery Student Evaluation of Practice (MidSTEP) in a group of Italian midwives' students.

METHODS

"Translation and Cultural Adaptation of Patient Reported Outcomes Measures - Principles of Good Practice" guidelines were adopted to achieve the MidSTEP Italian version. Exploratory Factor Analysis was performed. Internal consistency for reliability was assessed using Cronbach's alpha reliability coefficient (α) and Omega coefficient (ω), while Intraclass Correlation Coefficients (ICC) were used to determine if the tool was stable over time.

FINDINGS

The Italian version of MidSTEP (MidSTEP-IT) has good internal consistency: considering the Clinical Learning Environment Scale, Cronbach's α was 0.839 (for the "Skill Development" subscale α was equal to 0.739 and for the "Philosophy of Midwifery Practice" subscale α was equal to 0.825) while considering the Midwifery Preceptor Scale, Cronbach's α was 0.920. Factor analysis does not fully reflect the factorial analysis of the original version.

CONCLUSION

The MidSTEP-IT had been proven to be a valid and reliable tool, easy and fast to administer, that could be effectively helpful for investigating and measuring the Italian midwifery students' perception of their clinical learning experiences, according to the setting and impact of mentors on their professional growth. It is an innovative tool, valuable in both clinical practice and research to highlight the importance of encouraging a supportive clinical learning environment and an efficient preceptorship.

Increasing Trainee Engagement in Surgery Societies: The Society of Asian Academic Surgeons Experience

INTRODUCTION

Surgical societies provide a plethora of resources for trainees; however, these opportunities are often underused due to suboptimal guidance, sponsorship, or mentorship. Here, we present the Society of Asian Academic Surgeons (SAAS) experience in enhancing the trainee experience and engagement in a surgical society focused on professional development.

MATERIALS AND METHODS

We conducted an interactive idea-generating session during the 2022 SAAS Conference with all Associate Members (trainees) present in Honolulu, HI. Recurrent themes, concepts, and ideas/suggestions were carefully considered when planning the next SAAS Conference in Baltimore, MD. We employed a more targeted approach to trainee engagement at the 2023 SAAS Conference, with breakout sessions geared toward various levels of trainees, in addition to increased social events and networking opportunities. We obtained feedback from trainees in attendance through an electronic survey and informal conversations with faculty and Associate Members.

RESULTS

Opportunities for surgical subspecialty networking was the most well-received portion of our formal Career Development program. The majority of trainees in attendance were medical students or junior residents who valued the exposure to junior faculty and those in leadership positions at academic institutions. The addition of a group text for easy communication among trainees and informal social activities for Associate Member networking among themselves were crucial in improving the overall conference experience.

CONCLUSIONS

Opportunities to maximize trainee engagement in surgical societies are heightened during in-person conferences. Targeted session topics, guided networking opportunities, and creating channels for easier communication along with more social events have enhanced the overall experience for aspiring and current surgical trainees.

A new role for spinal manual therapy and for chiropractic? Part I: weaknesses and threats

Spinal manual therapy is central to chiropractic history, clinical practice, and professional identity. That chiropractors have developed an expertise in this domain has provided some considerable advantages. However, we contend it is also at the crux of the ideological schism that fractures the chiropractic profession. In this article, which is the first in a series of two, we discuss chiropractors' understanding and use of spinal manual therapy and do so with particular emphasis on what we see as weaknesses it creates and threats it gives rise to. These are of particular importance, as we believe they have limited the chiropractic profession's development. As we shall argue, we believe that these threats have become existential in nature, and we are convinced that they call for a resolute and unified response by the profession. Subsequently, in part II, we discuss various strengths that the chiropractic profession possesses and the opportunities that await, provided that the profession is ready to rise to the challenge.

Leadership training effectiveness for high-performing young nurses in a teaching hospital - A quasi-experimental study

BACKGROUND

Good nursing leadership management positively correlates with patient care quality and an organization's performance. Plans to nurture top-notch talents and strengthen management functions are essential to retain key talents and achieve sustainability. The leadership training for nursing staff should begin early to cope with complex clinical situations.

OBJECTIVES

To compare the impact of leadership training on high-performing young nurses' (young nursing elite) management functions and team behavior.

SETTING

A public teaching hospital in Taipei, Taiwan.

METHODS

This research implemented a longitudinal quasi-experimental study with a fixed time series design; the target subjects were youth nursing elites who received training, along with their direct managers and peers, for a total of 102 participants. The training course intervention included the classroom teaching of leadership management functions, arranging internships in the hospital's internal administrative units and professional nursing institutions, and the direct managers sharing their experiences during teaching. We measured the outcome indicators before the course intervention, at the end of the course intervention, and three months after using the management function and team behavior scales.

RESULTS

The mean score of the direct managers' assessments regarding the youth nursing elite's pre-test team behavior was 4.18. This improved by 0.68 points (p < .001) after the program intervention and improved by 0.65 points (p < .001) three months after the program compared to the pre-test. There was no statistically significant difference between the two groups as analyzed using GEE. The mean score of the pre-test self-assessment management function of the young nursing elite was 3.27. This improved by 1.06 points (p < .001) after the program intervention and by 1.14 points (p < .001) three months after the program compared to the pre-test. There was no statistically significant difference between the three groups using GEE analysis.

CONCLUSIONS

Leadership training enhances young nursing professionals' leadership function and team behavior.

Increasing pediatric radiation oncology capacity in sub-saharan Africa using technology: a pilot of a pediatric radiation oncology virtual training course

BACKGROUND

The shortage of skilled healthcare professionals in pediatric oncology and the limited access to training programs remain significant challenges in Nigeria and sub-Saharan Africa. The the Pediatric Radiation Oncology (Virtual) Course, 'PedROC' project aims to contribute to improving pediatric cancer outcomes in Nigeria by increasing the capacity of radiation oncology professionals. To address the gap in access to pediatric radiation oncology professional development, the PedROC project was created, harnessing technology to improve radiation oncology training via a curriculum delivered through web-conferencing. This study aimed to evaluate the effectiveness of the PedROC pilot in enhancing the capacity, confidence, and skill of radiation oncologists in decision-making, prescribing, and treatment planning of radiotherapy for children diagnosed with cancer.

METHODS

A multidisciplinary faculty of specialists in radiation oncology, pediatric oncology, oncology nursing, radiation therapy technology, and medical physics collaborated to identify the key learning needs in pediatric radiation oncology in the country. The team collaborated to develop a comprehensive curriculum covering the most common pediatric cancers in sub-Saharan Africa for the training program. The training course was conducted over two days, delivering twenty-four half-hour sessions for a total of 12 h, from July 31 to August 01, 2021.

RESULTS

Analysis of pre and post - training surveys showed a significant increase in self-reported confidence measures across all domains among radiation oncologists. The program successfully improved participants' knowledge and confidence levels in managing common pediatric cancers using radiotherapy, particularly addressing radiotherapy-specific issues such as appropriate dose, target volume delineation, treatment planning, dose constraints, and plan evaluation.

CONCLUSION

The PedROC pilot showed the efficacy of this model in enhancing the capacity and confidence of radiation oncology professionals involved in the treatment of pediatric cancer. The findings indicate that technology holds significant potential to increase pediatric radiation oncology capacity in Africa, ensuring improved access to proper treatment and ultimately improving pediatric cancer outcomes.

Opinions on advanced practice among diagnostic and therapeutic radiographers: Survey results of an European congress of radiology study

INTRODUCTION

The exploration of Advanced Practice (AP) in both diagnostic and therapeutic radiography has become a prominent topic of discussion within the radiographic community, prompting an investigation into radiographers' perceptions and the current global status of advanced roles. This study aimed collect data on radiography and radiation therapy AP career paths, and understand radiographers' perceptions of advanced practice at the European Congress of Radiology (ECR) 2020.

METHODS

A concise, 15-question web-based survey was distributed through the EFRS Research Hub during ECR 2020. Topics covered included respondents' demographics, educational background, current radiography skills, the landscape of AP in radiography, potential progression avenues in their countries, and key benefits linked to role advancement.

RESULTS

The survey garnered responses from 83 radiographers, with a predominant 79.5% (n = 66) representing Europe. Information on the total number of participants approached during the ECR and thus the resulting response rate is not available. Among the findings, a meaningful portion (30%, n = 25) of participants indicated the absence of AP opportunities in their respective country. Notably, an overwhelming majority (97.5%, n = 81) expressed a personal willingness to embrace AP roles. Areas of particular interest to the respondents included radiography reporting (38.6%, n = 32), performing ultrasound examination (13.2%, n = 11), conducting interventional procedures (13.2%, n = 11) and engaging in radiography research (10.8%, n = 9).

CONCLUSION

The study indicates a keen interest among surveyed radiographers in pursuing AP, emphasizing the necessity for role recognition. Education, research and job satisfaction emerged as pivotal for AP progression. Despite this, AP availability in Europe is limited.

IMPLICATION FOR PRACTICE

There is a need to recognize and address barriers, provide targeted education and training, and promote job satisfaction to facilitate the development of AP in radiography.

Professional development through mentoring: Final evaluation of the pilot mentoring programme of the European society of radiotherapy and oncology

The European SocieTy for Radiotherapy and Oncology (ESTRO) organized a one-year pilot mentoring programme. At evaluation after one year, both mentors and mentees scored the programme with a median score of 9 on a scale of 10. All of the mentors indicated that they wanted to participate again as mentors.

A news update from the students and new professionals group of the International Society of Biometeorology

An update from the new Chair and Executive Committee of the Students and New Professionals Group of the International Society of Biometeorology.

Exploring teachers' perspectives on movement integration using a job-embedded professional development intervention

PURPOSE

The purpose of this study was to gain teachers' insight and evaluate a teacher training intervention on movement integration (MI).

METHODS

An embedded mixed methods study was used to combine post-intervention qualitative and quantitative data from 12 teachers.

RESULTS

Four themes were generated: employable strategies, increased student engagement, value of additional support, and space, time, and behaviour management. These themes illustrate the intrapersonal, institutional, and public policy barriers that impact MI implementation.

CONCLUSION

An evidence-based teacher MI implementation intervention that utilizes best practices can address intrapersonal barriers to MI use but does not alleviate institutional and public policy barriers.

Practitioners in search of an identity: A Delphi study of sport psychology professional identity

The existence of a professional identity among sport psychology practitioners (SPPs) can increase ethical and effective practice while also leading to more satisfactory careers and advancing awareness of professional roles. There is currently no consensus regarding a sport psychology professional identity (SPPI), a definition of this construct, and the factors influencing it. As such, in the present study, we sought consensus on a definition of SPPI and aimed to identify associated factors. A multinational panel of 39 SPPs from 6 different continents participated in a 3-round Delphi study. The panelists in this study, who were recruited based on their applied and scholarly experiences, constructed a shared definition of SPPI as an individual's professional self-concept concerning their sense of belonging and fit within the sport psychology profession. Further, the panelists also constructed a list of factors supporting (n = 13; e.g., knowledge and philosophy of the profession, personal meaning) and hindering (n = 10; e.g., isolation, non-traditional roles, lack of practitioner-environment fit) the development of SPPI. Professional organizations might use these results to advance professional development and training by integrating them into curricula for qualification processes. A clear understanding of what SPPI is and the factors that foster and hinder its development can support practitioners' wellbeing and practice as well as raise public awareness of what is the sport psychology profession.

It's very difficult to set the boundaries, it's human nature to want to respond: exploring health professions educators' responses to student mental health difficulties through a positioning theory lens

By virtue of their teaching role and contact with students, health professions (HP) educators are often the first point of connection for students who are experiencing mental health difficulties. Educators are increasingly expected to include some form of pastoral care in their role. Mental health-related interactions with students may have a negative emotional impact on educators, particularly when roles and expectations are not clearly defined and where boundaries are not managed effectively. Using positioning theory as a lens, this study explored how educators experienced such interactions and how this manifested in positions, storylines, and speech acts. Interviews were conducted with 27 HP educators at a faculty of medicine and health sciences. Reflexive thematic analysis using inductive coding identified themes corresponding to the nearing, weighted, ambivalent, and distancing positions participants adopted in relation to students with mental health difficulties. There was fluidity in and between positions, and more than one position could be occupied simultaneously; participants each moved through different positions in response to different relational situations. Multiple storylines informed these positions, representing how moral- and care-informed responsibility intersected with responsiveness to make certain actions possible or impossible. Normative and personal value narratives were evident in storylines, in many cases underscored by care or justice ethics. The value of positioning theory in facilitating reflective faculty development initiatives for educators engaged in these interactions is discussed.

Training pediatric physicians and staff to obtain data from the electronic health record

Electronic health records (EHRs) have provided physicians with user-friendly self-service reporting tools to extract patient data from the EHR. Despite such benefits, physician training on how to use these tools has been limited. At our institution, physicians were faced with prolonged wait time for EHR data extraction requests and were unaware of self-service reporting tool availability in the EHR. Our goal was to develop an EHR data reporting curriculum for physicians and staff and examine the effectiveness of such training. In 2019, physician informaticists developed two interactive sessions to train physicians and staff on self-service reporting tools (Epic® SlicerDicer and Reporting Workbench (RWB)) available in our tertiary children's hospital EHR. We assessed participants' knowledge, confidence, and tool utilization before, after, and 3-months post training via survey. Training sessions occurred between April and August 2021. Thirty-six participants completed the study, with 25 surveys collected immediately post and 22 surveys collected at 3-months post training. Data literacy knowledge pre-test average score improved from 62% to 93% (p < 0.05) immediately post-session and 74% at 3-months post assessment (p = 0.05). Regular tool utilization increased from 29% (RWB) and 34% (SlicerDicer) pre-session to 56% and 44% at 3-months post, respectively. Participants reported increased confidence in performing SlicerDicer model selection, criteria selection, and data visualization as well as RWB report navigation, report creation, report visualization, and describing report's benefits/limitations. Ultimately, physician and staff self-service reporting tools training were effective in increasing data literacy knowledge, tool utilization, and confidence.

A Mixed Methods Study of Resources Available for the Professional Development of Mid-Career Faculty

OBJECTIVE

To determine what resources are available and useful for the professional development of mid-career faculty (MCF) in pharmacy education to foster career advancement.

METHODS

A 37-question survey was sent to 7236 members of the American Association of Colleges of Pharmacy, an estimated 4640 of whom represented the target population of associate professors, full professors, and administrators. Semi-structured focus groups involving these 3 groups of faculty were held to provide additional insight.

RESULTS

Of 4640 targeted pharmacy faculty, 825 completed the survey (18% response rate). At least one response was received from 98% of colleges and schools of pharmacy. Over 75% of MCF indicated a goal to advance to full professor, of whom only 55% were very or extremely confident they would be promoted. Clarity in expectations for advancement was identified as the most important factor for advancement; however, only 57% of MCF respondents agreed that their department/division has clearly delineated expectations for promotion. Protected time for research/scholarship was perceived by MCF as another important factor for advancement but was not provided as a resource to 61% of faculty. Thematic analysis of 7 focus groups including 31 faculty revealed 10 themes reinforcing the survey results.

CONCLUSION

This study identified misalignment between the needs of MCF and the resources available to facilitate development/advancement.

Development of Adolescents' perceptions of the nursing image scale and evaluation of its psychometric properties: A methodological study

BACKGROUND AND PURPOSE

It is important to assess the perception of the nursing image among adolescents, the group closest to the career decision, to enhance their view of the nursing image. This study was conducted to develop the Adolescents' Perceptions of Nursing Image Scale (APNIS) and evaluate its psychometric properties.

METHOD

The study has a descriptive, cross-sectional, correlational, and methodological design. The study was conducted with 614 adolescents aged 12-18 years in Turkey between October 15, 2022, and December 15, 2022. The data were analyzed using the Kaiser-Meyer-Olkin coefficient, Barlett's test, factor analyses, Cronbach's alpha reliability coefficient, split-half analysis, item sum statistics, Hotelling's T2, and test-retest analysis.

RESULTS

As a result of the explanatory factor analysis, the items on the scale were collected under six sub-dimensions, and the scale explained 62.843% of the total variance. Confirmatory factor analysis showed that the model fit was adequate. The total internal consistency Cronbach alpha value of the scale is 0.90, and the sub-dimension Cronbach alpha values are between 0.70 and 0.90. The Spearman-Brown coefficient of the scale was 0.94, the Guttman-split-half coefficient was 0.94, Hotelling's T2 value was 373.829, F = 9.510, and p < 0.001. As a result of the Tukey summability analysis, F = 0.431 and p > 0.05, the scale was found to be summable. The test-retest result of the scale was r = 0.899.

CONCLUSION

The 38-item APNIS is a valid and reliable tool that assesses adolescents' perceptions of the nursing image.

PRACTICE IMPLICATIONS

The scale, including universal items about the nursing image, is easy and practical to use.

Improved professional competencies and leadership in PhD-prepared nurses and doctoral students after participating in the cross-national and web-based Nurse-Lead program

BACKGROUND

Doctor of Philosophy (PhD)-prepared nurses are expected to exercise leadership in their various roles. Therefore, European nurse scholars developed a cross-national web-based Nursing Leadership and Mentoring Educational (Nurse-Lead) program.

PURPOSE

To evaluate changes in leadership practices, professional and research competencies as well as career development of PhD-prepared nurses and doctoral nursing students after participation in the Nurse-Lead program.

METHODS

A pre-post-test evaluation was conducted. Surveys addressed leadership, professional and research competencies, and career development. Quantitative data were analyzed with descriptive statistics and paired sample t-tests. Content analysis was used for qualitative data.

DISCUSSION

The 30 participants showed significant improvements in all leadership practices, professional competencies, and most research competencies. Participants reported increased confidence in decision-making, taking on new responsibilities, and becoming more visible within research teams.

CONCLUSION

Web-based, international leadership and mentoring programs are promising tools for the leadership and professional development of PhD-prepared nurses and doctoral nursing students.

An Exploration of the Pillars of Leadership in Cancer Education

Leadership plays a key role in cancer education (CE) and the success of its practices. Leaders in CE must effectively use their leadership skills to be able to communicate, collaborate, and educate their team members. There is a lack of formalized and standardized curriculums for institutions in developing leadership programs, including what themes to focus on in CE. In this article, the authors describe key pillars of leadership in CE that have presented themselves throughout their experience and within the literature. A search was conducted using the Ovid MEDLINE® database and articles were reviewed for eligibility. In this review, thirty articles were selected for their relevance to CE. With this literature search and the authors' reflections, four pillars of leadership in CE were identified: (1) leadership development, (2) collaboration, (3) diversity and equity, and (4) implementation. Within these themes, key areas of importance were discussed further, and barriers to CE leadership were identified. By reflecting upon pillars of leadership in CE, this article may be helpful for developing future leadership programs within CE. It is vital that initiatives continue to be held and barriers are addressed to increase leadership effectiveness within CE.

Perceptions of radiographers regarding professional development in clinical practice in KwaZulu-Natal, South Africa

INTRODUCTION

Professional development is a concept inclusive of all learning such as postgraduate qualifications, staff development, and reflective practice, pursued for the betterment of radiographers' professional expertise. Professional development is associated with professional capabilities and quality service delivery to the patient, and this understanding of professional development applies to the radiography profession. The study aimed to explore and describe the perceptions of KwaZulu-Natal (KZN) radiographers regarding the role of professional development in clinical practice.

METHODS

The study followed a qualitative exploratory-descriptive design, whereby the data was collected from 13 radiographers working in rural and urban KZN using one-on-one semi-structured interviews and analysed using Tesch's eight steps of thematic analysis.

RESULTS

Three principal themes emerged from the data analysis. The first theme was the radiographers' views of what constitutes professional development. The second theme highlighted radiographers' views of what promotes professional development among professionals and the final theme concerned the radiographers' views of what hinders professional development.

CONCLUSION

South African radiographers experience a range of challenges regarding professional development participation. There is a need to assist radiography managers to facilitate the professional development of their staff; to develop a culture of professional development among their staff; to recognise and reward radiographers for participating in professional development and to provide relevant and effective professional development opportunities for radiographers.

Navigating the Path to Independent Dentist: A Qualitative Phenomenological Exploration

OBJECTIVE

The objective of this study was to explore the process of becoming an independent dentist, extending beyond the entry-level period.

MATERIALS AND METHODS

Fifteen general dental practitioners were interviewed. The recorded interviews were transcribed verbatim, and utilizing Colaizzi's descriptive phenomenological method, we sought to exclude subjectivity and derive meanings and themes from participants' experiences concerning the process of becoming independent dentists.

RESULTS

The study identified 3 phases in the process of developing as an independent dentist: (1) the foundation phase, involving dental training as a student under faculty supervision; (2) the extension phase, expanding experience as an entry-level dentist; (3) the equilibrium phase, characterized by providing stable dental care based on diverse experience and professionalism.

CONCLUSION

Becoming an independent dentist entails more than unsupervised treatment provision; it involves developing the professionalism necessary for delivering quality dental care through deliberate practice and reflection.

CLINICAL RELEVANCE

The study outlines the stages of transitioning to an independent dentist, spanning foundational training, entry-level experience, and achieving stable care provision. Emphasizing the importance of professionalism and reflection, it provides a valuable framework for enhancing dental education and on-going professional development, fostering both technical proficiency and a commitment to quality patient care.

Turkish validity and reliability study of midwifery student evaluation of practice (MidSTEP) tool

BACKGROUND

In midwifery education, clinical learning environments have a significant impact on students' acquisition of clinical competence and professional self-identity. The Turkish version of the MidSTEP can be used a measurement tool to assess midwifery students' perceptions of their clinical learning environment experiences and the positive effects of preceptor on the professional development of midwifery students.

AIM

This research was conducted to determine the Turkish validity-reliability of MidSTEP.

METHOD

This research, which was designed as a methodological study, was conducted with volunteer students studying in the first, second, and third years of midwifery at a university in Turkey. The MidSTEP consists of the Clinical Learning Environment Scale and Impact of the Midwifery Preceptor Scale, each with two subscales. The validity and reliability of the MidSTEP were assessed using Exploratory Factor Analysis, Cronbach's alpha, and Intraclass Correlation Coefficient.

PARTICIPANTS

In this study, 205 students were included in the research sample, considering that it may not be sufficient to reveal the factor structure when the number of scale items and the sample size is less than 200.

RESULTS

As a result of the factor analysis a 26 item measurement tool of two scales and each with two sub-dimensions was achieved. The Turkish version of the MidSTEP Tool matched the original scale in terms of the number of items and factor structure.

CONCLUSIONS AND IMPLICATIONS FOR PRACTICE

The Turkish version of the MidSTEP is a valid and reliable instrument. The measurement tool can confidently be used in undergraduate midwifery clinical education.

The Mid-Career Crisis: Moving on to Your Next Job or Staying Comfortable

The mid-career in a surgeon's life is not well defined in the literature. I define the mid-career as having two phases: the early phase, which is approximately 10 to 15 years in practice, and the later phase, which is at 15 to 25 years. However, these ranges are not the same for all; what matters is experience, exposure, repetition, and judgment, which come with time and commitment. During the mid-career, a surgeon becomes more confident in mastering techniques and teaching the next generation. If one's next job is a leadership position, one must realize that leadership is not about oneself but about elevating others.

Leadership development in health professions

BACKGROUND AND PURPOSE

Despite changing clinical care dynamics, health professions education has been slow in addressing gaps in leadership development as teaching and assessment of clinical care-related knowledge, skills, and attitudes remain central across curricula. While accreditation standards across health professions programs acknowledge the importance of leadership development within curricula, it remains an underrepresented aspect of health professions training.

EDUCATIONAL ACTIVITY AND SETTING

Given the varied approach to leadership training, we set out to develop a tailored approach to leadership development that integrated the Center for the Advancement of Pharmacy Education (CAPE) outcomes and was based on self-awareness, skill-building, and application. This pilot included three cohorts of doctor of pharmacy students and measured their knowledge, skills, and self-awareness as they progressed through this year-long program. It also measured leadership competency attainment using a pre- and post-assessment in one cohort.

FINDINGS

Participant satisfaction was assessed using session and program evaluations, while self-perception of growth and leadership competency attainment was assessed using a survey that was administered before and after program participation. Participants found the program to be beneficial in meeting stated objectives and in creating a conducive learning environment. Results of the pre- and post-assessment indicated growth in all dimensions of self-perception of knowledge, skills, and self-awareness, as well as attainment of leadership competency personal leadership commitment and leadership knowledge.

SUMMARY

Offering co-curricular leadership development programs based on CAPE outcomes and leadership competencies provided students with the opportunity to develop leadership skills and acquire knowledge needed to be effective healthcare leaders.

Genetic counselling supervision: Luxury or necessity? A qualitative study with genetic healthcare professionals in Portugal

In recent years, there has been a significant technological evolution in the field of genetics, leading to an increase in the number of professionals working in medical genetics and, consequently, a tremendous growth in genetic counselling. At the same time, there has been a growing recognition of the parameters on which to base a safe practice, not only regarding the technical skills of the professional but also regarding their counselling skills, including relational and empathy skills and the acknowledgement of the emotional impact that genetic counselling practice can have. However, despite this growing knowledge, there are still significant differences between the various European countries, and one area where this discrepancy is particularly evident is genetic counselling supervision. Thus, if there are countries where genetic counselling supervision is not even known by the professionals, there are others where it is mandatory for practice. This research had as an objective to understand if and how genetic counselling supervision is provided in Portugal, to identify routines, challenges and impacts of genetic counselling that should be explored in a supervision process and comprehend how professionals believe supervision should be conducted to be effective. A total of sixteen medical geneticists from main Portuguese genetic services were present in two online focus groups. None of the participants had access to genetic counselling supervision as a programmed routine and there was a consensus that a service of this kind would be particularly important for the professionals as genetic counselling has frequently challenging and emotional moments. Aspects regarding clinical supervision, the characteristics of the supervisor and the practical aspects of genetic counselling supervision implementation were also mentioned during the discussions. These results highlight the relevancy of the establishment of GC supervision routines and standardized guidelines in our country, as well as a need for evidence-based research focused on its impact at professional and practice level.

The physician's role in reducing health disparities for persons with epilepsy and intellectual disability: "it's not just epilepsy…you really have to take a deeper dive."

Epilepsy affects approximately 25 % of people with intellectual disability (ID). Despite this high prevalence, evidence of health disparity exists in healthcare access and health outcomes for this population. Patients with ID experience additional challenges in accessing appropriate epilepsy care, and are at greater risk of experiencing inappropriate prescribing, polypharmacy and misdiagnosis compared with the general population. The expectations, attitudes and actions of physicians are key in addressing health inequalities, particularly those which disproportionately impact a specific group of patients, such as patients with ID and epilepsy. This qualitative study aimed to explore the views of specialist physicians as to why they believe this patient group are at a disadvantage when it comes to accessing appropriate epilepsy care, and how physicians can intervene to ensure that patients with ID are given equal access to suitable epilepsy care, and equal opportunity to achieve the best possible treatment outcomes. Semi-structured interviews were carried out with six physicians, located in six countries, who specialise in the care of persons with ID who have epilepsy. Interviews sought views on prognostic expectations, experiences of disparities in epilepsy care, and suggestions for advocacy interventions. Interviews were analysed using reflexive thematic analysis. Three core themes and nine subthemes were identified. Core themes included (1) 'Nervousness in care and treatment,' which reflected participants' descriptions of a nervousness by colleagues when treating epilepsy in patients with ID. (2) 'Taking a deeper dive' captured the harmful effects of accepting "common dogma," as well as the issue of a lack of clarity around treatment pathways for patients with epilepsy and ID. (3) 'Teach me' illustrated the importance of shared expertise, reflective practice and continued research and advocacy. Findings reflected participants' recommendations to address disparities in epilepsy care for patients with ID. These recommendations highlighted education and training, taking time to learn how to communicate in different ways, and regular reflection on personal assumptions and biases as important contributors to addressing inequalities in epilepsy care for patients with ID. It is hoped that findings will prompt those providing epilepsy care to reflect on their own practice and identify ways in which they might intervene to minimise inadvertent harm and reduce health disparities in epilepsy care for patients with ID.

Transitioning to Medical School: An Innovative Pre-matriculation Program

Medical schools use pre-matriculation programs consisting of knowledge-based curricula to prepare at-risk students. There is limited evidence showing the direct benefit of these programs with long-term success. We propose a pre-matriculation program focused on professional development and wellness to facilitate student acclimation and, in turn, academic success.

Creating an anti-ableist learning environment: Development of a novel disability-related microaggressions session for medical and dental students and mixed methods analysis of impact on learning and empowerment

BACKGROUND

Disability-related microaggressions are unique among microaggressions in the assumptions they reflect and the verbal and non-verbal forms they take. They impact patients and providers alike. Yet, medical and dental students are not routinely educated about disability-related microaggressions. A medical school student-faculty team harnessed Kern's six-step curriculum design process to co-produce a novel 90-min educational intervention centered on recognizing and responding to disability-related microaggressions. The session was piloted in February 2022 as a required element of the school's mandatory professional development training for first-year medical and dental students.

OBJECTIVE

This mixed-methods study examined session impact on student-reported learning pertinent to addressing and mitigating disability-related microaggressions.

METHODS

Voluntary surveys were distributed to all first-year students to capture pre-/post-session self-assessment of knowledge, skills, and comfort, as well as post-session reflection on lessons learned. Quantitative data was analyzed using summary statistics, unpaired t-tests, and Mann Whitney U tests; qualitative data was analyzed using a hybrid inductive-deductive approach.

RESULTS

Survey response rate was 61 % (100/164) pre-session and 25 % (41/164) post-session. Post-session, there was significantly increased student agreement with statements addressing microaggressions knowledge, comfort teaching others, and strategies to support disability-sensitive workplaces. Post-session narrative reflections revealed learning within five themes: nature of microaggressions, identifying microaggressions, preventing microaggressions, responding to microaggressions, and medical student empowerment. Ninety-three percent of post-session respondents (38/41) agreed the session empowered them to actively contribute to anti-ableist learning environments.

CONCLUSIONS

The pilot educational intervention provides a promising strategy to foster anti-ableism and advocacy among first-year medical/dental students. While limited by low response rate, small sample size, participant self-selection for survey participation, and unlinked individual pre- and post-session responses, mixed methods analysis suggests the session had a positive impact on student action-oriented knowledge and empowerment.

Impact of Clinical Anatomy Peer Mentorship Program on Student Leaders: A Mixed-Methods Study

INTRODUCTION

Clinical Anatomy Mentorship Program (CAMP) was developed as a student-led approach to providing hands-on surgical experience and mentorship to third-year medical students during their surgery clerkship at an academic institution. Fourth-year medical students were selected to lead these educational events, teaching underclassmen surgical curriculum and skills in a near-peer method of clinical teaching.

METHODS

A focus group and survey were administered to the fourth-year medical students who served as CAMP leaders from fall 2021 to spring 2022 to assess how their leadership role impacted their personal and professional development.

RESULTS

A 10-question survey was administered to 19 students, with 14 responding, for a response rate of 74%. Serving as a mentor facilitated the development of students' professional interests, including increased interest in future teaching roles (93%) and leadership positions (86%), particularly as surgical clerkship director (70%) and program director (90%). All students reported that their involvement in CAMP increased their confidence in teaching and surgical knowledge, and 86% reported improved surgical skills. A subset analysis of seven CAMP leaders via the focus group demonstrated several reported benefits to serving as a peer mentor in CAMP, including increased interaction with peers, improved sense of comradery and support, more authentic peer-mentorship connections, and increased confidence and perceived preparedness for surgical residency.

CONCLUSIONS

The confidence, leadership, and improved surgical knowledge and skills obtained through the CAMP leadership role led to improved personal and professional development of student leaders.

Making a Case for Faculty Advisor-Advisee Concordant Pairs

The Accreditation Council for Pharmacy Education Standards require schools and colleges of pharmacy to provide the needed resources for student success, including student advising. The faculty advisor's role in schools and colleges of pharmacy can be varied and may include modeling professional behavior, serving as students' advocate, and providing academic and professional guidance. This is especially important upon students entering pharmacy school when the risk of being overwhelmed has been documented. Various factors, including geographic distance from home, professional identity formation, and anxiety over career trajectory have been challenges to their perceived well-being. As in all human interactions, we believe that successful advisor/mentor-student relationships are more likely to develop if there is a deeper personal connection-some element(s) of shared demographic background-in addition to complementary professional, educational, or research backgrounds of the faculty advisor. Pharmacy students in Chinese and American universities and those in other health care disciplines have rated very highly their perceived value of the supporting role of the faculty advisor; hence, we postulated that using this criterion when matching faculty advisor-student pairs may produce better outcomes. In this commentary, we propose expanded criteria including demographics for producing faculty advisor-advisee concordant (or nearly so) pairs mindfully and strategically in a standardized stepwise process of advising aimed at facilitating success for students of all backgrounds, with the goal of promoting diversity, equity, and inclusion and the ultimate attendant benefits to patient care.

Teacher Knowledge Sharing and Reflection as Predictors of Teacher Professional Development: A Case of Iranian TEFL Faculty Members

Despite the accumulated body of research on teachers' professional development few have offered a relationship between professional development and knowledge sharing or reflective practice. We investigated whether Iranian Teaching English as a foreign language (TEFL) teachers' reflective teaching and their knowledge sharing can predict their professional success. To answer the research questions a quantitative approach was utilized. Then, 264 faculty members through available sampling were recruited using three questionnaires, namely reflective teaching measurement scale by Akbari et al. (System, 38(2): 211-227, 2010), teacher professional development scale by Soodmand Afshar and Ghasemi (J Teach Lang Skills 37: 169-210, 2018), and Teachers' knowledge sharing behavior by Ramayah et al. (Eval Rev 38(2): 1-28, 2014). Findings showed that knowledge sharing has a significant relationship with professional development (P < 0.001). In addition, teachers' reflective practice has a significant relationship with professional development (P < 0.001). Based on the findings we suggest that TEFL teachers should promote their knowledge sharing and reflection to improve their professional development.

Coaching to Improve Individual and Team Performance in Anesthesiology

In addition to medical knowledge and psychomotor skills, anesthesiology practice requires the ability to work within a complex system, navigate social situations, manage conflict, and lead teams. Coaching has foundations in psychology and adult learning theory and uses a process of inquiry, reflection, and shared discernment to discover values, goals, and solutions. There is increasing use and evidence for coaching in medicine and anesthesiology to support personal and professional growth. Individual and group coaching for anesthesiologists may improve anesthesiologists' ability to communicate, collaborate and solve problems, improving well-being, culture, and plausibly, patient outcomes.

National clinical Genetic Networks - GENets - Establishment of expert collaborations in Denmark

Genetic conditions are often familial, but not all relatives receive counseling from the same institution. It is therefore necessary to ensure consistency in variant interpretation, counseling practices, and clinical follow up across health care providers. Furthermore, as new possibilities for gene-specific treatments emerge and whole genome sequencing becomes more widely available, efficient data handling and knowledge sharing between clinical laboratory geneticists and medical specialists in clinical genetics are increasingly important. In Denmark, these needs have been addressed through the establishment of collaborative national networks called Genetic Expert Networks or "GENets". These networks have enhanced patient and family care significantly by bringing together groups of experts in national collaborations. This promotes coordinated clinical care, the dissemination of best clinical practices, and facilitates the exchange of new knowledge.

Components of professional satisfaction among novice nurses

BACKGROUND

In Israel there are only 6.53 nurses per 1000 citizens, compared to 8.8 nurses per 1000 citizens in the OECD countries. The nursing shortage is even more severe in peripheral areas, especially in southern Israel. Nurses` professional satisfaction is crucial for preserving the nursing workforce. This study aimed to assess job satisfaction among novice nurses and identify components of professional satisfaction.

METHODS

Cross-sectional study of 216 novice nurses who graduated in 2018-2022 and were approached ten months after graduation. Job satisfaction components were constructed using factor analysis.

RESULTS

Professional satisfaction was based mainly on the intrinsic characteristics of the occupation related to personal accomplishment and organizational culture. In a multivariable model, a one-point increase in mean satisfaction with the training period during studies in the nursing department was associated with a more than a three-fold elevation in the odds for high and very high professional satisfaction (OR 3.0, 95% CI 1.7-5.1). Odds for high and very high professional satisfaction were more than four-fold and two-fold higher among graduates who rated their level of control over work schedule as high and medium vs. low (OR 4.2, 95% CI 1.0-16.7 and OR 2.8, 95% CI 1.2-6.3, respectively). Work-life balance without disturbance to daily life by work was found significantly associated with higher odds for high and very high satisfaction. Nurses who plan to continue professional development, i.e., an advanced professional course or Master's degree, had significantly higher mean professional satisfaction scales than others (4.2 vs. 3.7, p = .009 and 4.2 vs. 3.9, p < .001, respectively).

CONCLUSION

The most important components of professional satisfaction among novice nurses are self-accomplishment, which was built from work-related challenges, interest and variety of tasks, personal growth and development, and the possibility of contributing to patients` care and organizational culture, which was built from relationships with co-workers. Persons who manage nurses should cultivate an atmosphere of support and guidance, provide new nurses with interesting work tasks, and increase their ability to control their work schedule. Young nurses should be encouraged to continue their professional and academic education.

From Classroom to Boardroom: Self-Advocacy and Navigating the Transition for Students with Disabilities

PURPOSE

This article evaluates the effectiveness of Career Services in supporting college students with disabilities to self-advocate for their accommodation rights during the job search.

METHOD

A qualitative case study was conducted at one university to examine how their Career Services unit educates, trains, and supports students with disabilities in their professional development. Two rounds of interviews were conducted: one with university staff responsible for such services to assess policies and practices in providing support, and one with students and alumni with disabilities to gather feedback on their experiences with career planning and employment.

RESULTS

Three key themes emerged from the data: (1) Disability stigma negatively impacts a willingness to self-advocate among participants (this is especially true among those belonging to multiple marginalized groups); (2) the lack of transition support by the university further entrenches this stigma; and (3) participants report subsequent challenges in the crossover to employment.

CONCLUSION

These identified barriers discouraged participants from planning for and seeking workplace accommodations and highlighted the need for universities to provide more comprehensive support for their professional development.

Programmatic Support for Peer Specialists that Serve Transition Age Youth Living with Serious Mental Illness: Perspectives of Program Managers from Two Southern California Counties

Peer Specialists (PS) often work in outpatient mental health programs serving transition age youth (TAY). This study examines program managers' perspectives on efforts to strengthen PS' professional development. In 2019, we interviewed program managers (n = 11) from two Southern California Counties employed by public outpatient mental health programs (n = 8) serving TAY and conducted thematic analyses. We present themes and illustrative quotes. PS' roles are highly flexible; thus, PM support PS to strengthen skills to address organization-facing and client-facing responsibilities. PM addressed time management, documentation, PS integration into the organization, and workplace relationships. Trainings to better support clients included addressing cultural competency to serve LGBTQ TAY and racial/ethnic subgroups. Diverse supervision modalities address PS' diverse needs. Supporting PS' technical and administrative skills (e.g., planning, interpersonal communication skills) may aid their implementation of a complex role. Longitudinal research can examine the impact of organizational supports on PS' job satisfaction, career trajectories, and TAY clients' engagement with services.

Building a strong collaborative biostatistics workforce: Strategies for effective intra-unit professional development activities

Ongoing professional development is important for collaborative biostatisticians, as it enables them to remain current with the latest advances in statistical methodology and software, refine their analytical skills, and expand their domain knowledge, thereby facilitating their ability to contribute effectively to biomedical research. Although external opportunities for professional development, such as attending conferences and workshops, are widely recognized and valued in the field of biostatistics, there has been comparatively little attention given to internal opportunities for enhancing the skills and knowledge of biostatisticians which can be implemented with lower financial and time investment than external offerings. The purpose of this paper is to offer guidance for ongoing internal professional development activities that can be employed by collaborative biostatistics units in universities and academic medical centers to complement structured curricula and initial training. Specific examples of activities are provided so that collaborative biostatisticians and/or managers of biostatistical units can flexibly combine components to create an appropriately scaled, customized program that meets the needs of themselves or of the unit.

'You are not alone.' An exploratory study on open-topic, guided collaborative reflection sessions during the General Practice placement

BACKGROUND

To support professional development of medical students faced with challenges of the clinical phase, collaborative reflection sessions (CRSs) are used to share and reflect on workplace experiences. Facilitation of CRSs seems essential to optimise learning and to provide important skills for lifelong learning as a professional. However, little is known about which workplace experiences students share in CRSs without advance guidance on specific topics, and how reflecting on these experiences contributes to students' professional development. Therefore, we explored which workplace experiences students shared, what they learned from reflection on these experiences, and how they perceived the value of CRSs.

METHODS

We conducted an exploratory study among medical students (N = 99) during their General Practice placement. Students were invited to openly share workplace experiences, without pre-imposed instruction. A thematic analysis was performed on shared experiences and student learning gains. Students' perceptions of CRSs were analysed using descriptive statistics.

RESULTS

All 99 students volunteered to fill out the questionnaire. We found four themes relating to students' shared experiences: interactions with patients, complex patient care, diagnostic or therapeutic considerations, and dealing with collegial issues. Regarding students' learning gains, we found 6 themes: learning from others or learning from sharing with others, learning about learning, communication skills, self-regulation, determination of position within the healthcare team, and importance of good documentation. Students indicated that they learned from reflection on their own and peer's workplace experiences. Students valued the CRSs as a safe environment in which to share workplace experiences and helpful for their professional development.

CONCLUSIONS

In the challenging General Practice placement, open-topic, guided CRSs provide a helpful and valued learning environment relevant to professional development and offer opportunities for vicarious learning among peers. CRSs may also be a valuable tool to incorporate into other placements.

Health sciences lifelong learning and professional development in the era of artificial intelligence

INTRODUCTION

In the field of healthcare, lifelong learning is considered a quality indicator due to its potential to enhance healthcare services and the knowledge and skills of healthcare professionals. The purpose of this research is to investigate and document the attitudes and behavior of healthcare professionals from different healthcare institutions toward lifelong learning using artificial intelligence.

THE STUDY ACHIEVES TWO OBJECTIVES

Identifying healthcare professionals' interest in formal lifelong learning and determining how they engage in lifelong learning. Additionally, this study aims to develop a dynamic web platform with several key features including an introduction page, navigation menu, document download form, document table, and download, delete, and resume buttons.

METHODOLOGY

The study was conducted from 07/04/2022 to 19/05/2022 and involved a sample of 114 healthcare professionals from various locations in Morocco. A questionnaire comprising three sections (personal information, lifelong learning for personal development, and lifelong learning for professional development) was used as the research instrument.

RESULTS

The average age of the participants was 43 years, and 76.8% had more than 11 years of experience in the field. The results indicate a correlation between professional development and lifelong learning among healthcare professionals. The two most important factors driving lifelong learning were identified as the advancement of the healthcare profession and the need to elevate the quality of care. Also, this research objective is to develop a dynamic online platform featuring an introduction page, navigation menu, document download form, document table, and download, delete, and resume buttons.

CONCLUSIONS

According to the findings, healthcare professionals consider lifelong learning an ongoing and continuous process essential to their work.

Examining arts-based practice in midwifery education: An integrative review

AIMS

The aim of this integrative review is to synthesise the literature on creative teaching methods in midwifery education. The review question seeks to investigate the experiences of student midwives and midwifery educators of using creative methods as a learning approach.

BACKGROUND

The benefits of creative teaching methods are widely acknowledged but the ways in which this may impact midwifery students' learning processes, or how this relates to their developing professional development, is not well understood. Research focused specifically on student midwives is yet to be synthesised.

DESIGN

An integrative review was undertaken using data comparison with reflexive thematic analysis to identify common themes.

METHODS

Eight electronic databases were searched with key terms in June 2022. English language studies from qualitative, quantitative, mixed-methods and wider literature were included.

RESULTS

Twenty-two texts were included in the synthesis. Four themes were generated from the data; 1) What is the offering - More than a lecture; exploring the educator and student exchange and environment for learning; 2) Working in parallel - examining the change in teaching dynamic and collaborative partnerships; 3) Journeying towards holism - focused on student's integration of learning processes; and 4) Stepping into the professional - engaging with how using creativity can aid students' growing sense of themselves as professionals. This highlights improvements in levels of confidence, professional development and emotional intelligence in midwifery students.

CONCLUSION

Creative teaching and learning methods enable student midwives to make meaningful connections between theoretical and practice learning environments, assisting knowledge and skills acquisition.

Interventions to enhance the research productivity of academic staff in higher education schools of nursing: A systematic review

AIM

Synthesize and present peer-reviewed evidence of interventions that enhance the research productivity of academics in Schools of Nursing in Higher Education Institutions.

BACKGROUND

Pressures on academics in Schools of Nursing worldwide to increase or maintain high research productivity persist and numerous Higher Education Institutions across the world have developed interventions to increase productivity. Given evidence that the COVID-19 pandemic has resulted in a withdrawal from research, understanding which interventions best support and improve research productivity is urgent. Increasing research capacity is crucial but only one element in increasing productivity. No recent attempt has been made to synthesise the knowledge gained from these more wide-ranging initiatives.

DESIGN

A mixed-methods systematic review, registered in PROSPERO, searching four academic databases (CINAHL, ERIC, MEDLINE, PsycINFO) from 1/01/2010-20/04/2022. All primary research studies of relevant interventions were included if they described the intervention, reported its outcomes and were published in the English language in peer-reviewed journals.

RESULTS

1637 studies were assessed against eligibility criteria, resulting in 20 included studies. No studies were excluded based on quality. Data pertaining to understandings of 'research productivity', barriers to research productivity, interventions and outcomes of interventions were extracted. The most often used measures were the frequency or staff-output ratio of funding, publications and presentations, while the less commonly used were the number of conference abstracts submitted/accepted and awards. Subjective measures were less commonly used. Barriers to research productivity fell into three broad categories: resource constraints, lack of priority for research and barriers related to the attitudes, knowledge and skills of School of Nursing academics. Interventions covered nine broad areas. Half of the interventions were multi-stranded, including a wide range of components to increase research productivity while the other half comprised one component only, such as writing groups and mentoring. All interventions had a positive impact on research productivity, however, heterogeneity in the measurement of impact, the duration of interventions, sources of comparative data and research design made comparison of interventions challenging.

CONCLUSIONS

The review identified a need for future research to explore the barriers among under-represented groups of academics in Schools of Nursing across a broader geographical area; and what works for various sub-groups of academics. It also identified a need for a valid, standardised tool to assess the effectiveness of interventions to increase research productivity of academics in Schools of Nursing.

Professional Development in Phonological Awareness for Early Childhood Educators in Low-Income, Urban Classrooms: A Pilot Study Examining Dosage Effects

Providing high-quality literacy instruction in early childhood may positively affect the long-term outcomes of children from disadvantaged backgrounds. Previous research has shown that educators are generally lacking in their own phonological awareness knowledge and skills which could negatively impact the provision of effective instruction in code-focused early literacy skills. The purposes of this pilot study were to examine the effects of differing dosages of professional development in phonological awareness on early childhood educators' (ECEs) own phonological awareness skills and instructional practices, and to examine the effects on child outcomes. The comparison group consisted of 10 ECEs who were receiving professional development in emergent literacy and a sample of 59 children from their classrooms. The intervention group was composed of 10 similar ECEs who were in the same general professional development program but received an increased dosage of training focused on phonological awareness, and a sample of 53 children from their classrooms. Results showed that ECEs in the intervention group exhibited significantly greater improvements in their own phonological awareness skills and the quality of their instructional practices than the comparison group of ECEs. In addition, children in the intervention classrooms exhibited significantly larger gains on phonological awareness skills and upper-case alphabet knowledge. The results suggest that providing increased dosages of professional development focused on code-focused early literacy skills benefits both the ECEs and children in their classrooms. Implications of the current study and directions for future research are discussed.

Identifying the Professional Development Needs Among Early Career Doctorally Prepared Oncology Professionals

This study aimed to identify the professional development needs of early career doctorally prepared professionals in psychosocial oncology. We used a cross-sectional descriptive survey design to assess professionally related skills deemed most important to participants' academic excellence and promotion, skills they felt most and least confident to engage in, and those they were most interested to learn more about. Seventeen participants completed the survey and were, on average, 39.3 years of age (range 29-55 years) and had completed doctoral or post-doctoral training 3.1 years previously (range 0-5 years). Participants identified seeking external funding as not only the most important skill to achieve their academic excellence and promotion, but also as the skill they felt least confident to engage in. They felt most confident to engage in career planning and getting published and were most interested to learn more about how to negotiate a career/position. Participants also expressed interest in having access to a forum wherein they could collaborate with others and receive mentorship from expert oncology professionals with doctoral degrees. The findings from this study point to the need for professional development opportunities for oncology professionals before and after they complete their doctoral or post-doctoral training. Study participants' perspectives offer insights about topics that may be enhanced in doctoral and post-doctoral mentorship programs.

Helping fourth year student pharmacists develop their professional brand

BACKGROUND AND PURPOSE

Building a professional brand is an important skill for student pharmacists, as this could provide them with a competitive edge given the current market environment and employment opportunities. One way to do this is through developing a personal digital brand. A pilot program was created to introduce fourth year pharmacy students to the basics of personal branding and positive uses of social media for professional development and networking.

EDUCATIONAL ACTIVITY AND SETTING

A two-part workshop series was developed to introduce student pharmacists to the concept of personal digital branding and to help them optimize their professional documents (i.e. curricula vitae, resumes, and letters of intent). The workshops were offered in a virtual format and involved subject matter experts as well as alumni stakeholders. Students were asked to participate in pre- and post-surveys relating to their perceptions of professional branding and the usefulness of the workshop series.

FINDINGS

Prior to the workshops, students expressed a moderate interest in using social media for professional purposes, yet few felt confident in how to do so. Following the workshops, students indicated the information provided had been beneficial, and they all had action plans for developing their social media profiles and revising their professional documents.

SUMMARY

Initial findings suggested students are interested in and would benefit from training on professional branding. While this first attempt at such programming had limitations, such as being delivered to a small sample, the results provide insights for expanding and improving these offerings in the future.

Autism Training for Law Enforcement Officers: A Scoping Review

Law enforcement officers are the primary individuals called and who respond to situations of heightened concern. They make split-second observations and decisions based on how best to react to given safety situations and those involved. Characteristics of autism spectrum disorders (ASD), if not properly understood and reacted to, may quickly escalate a law enforcement officer call in a negative way, making autism training for law enforcement officers imperative. To ascertain what is known about autism training for law enforcement officers, a scoping review was conducted. Five studies met final inclusion criteria. The trainees, context and development of the training, evaluation procedures, and training outcomes are synthesized to provide guidance for future training implementation teams. Areas for future research are presented.

A Call to Action for the Professional Development of Mid-Career Faculty

Despite taking on heavier teaching and service loads, an expanding research program, and serving as mentors to junior faculty, mid-career faculty often feel unsupported. Providing a solid foundation through resource allocation and sharing between and within institutions can facilitate establishment or improvement of faculty development initiatives, workload equity, transparent policies, routine performance evaluation, a process for faculty recognition, and a system of mentoring to create an environment where this essential group of faculty can continue to grow. The following discussion, which includes suggested methods to achieve these goals with a focus on mid-career faculty, serves as a call to action for pharmacy school administrators to assess the state of mid-career faculty at their institution, and if indicated, implement systems that promote success among this group.

Stakeholder expectations, experiences, and perceived outcomes: Implementation of a practice-integrated hospital pharmacist foundation residency program

INTRODUCTION

In 2017, a practice-integrated hospital pharmacist foundation residency program, modelling well-established international programs, was made available to all eligible hosting hospital pharmacy service providers in Australia. The South Australian public hospital pharmacy service implemented the nation's first accredited statewide residency model that also incorporates enrolment and completion of a tailored post-graduate qualification. This study aimed to explore stakeholder perspectives pertaining to implementation and adoption of the South Australian public hospital pharmacy statewide residency program.

METHODS

Eligible participants were recruited via purposeful sampling. Stakeholders overseeing preceptors and residents as well as those with authority to influence decision-making for future program planning were invited to participate in semi-structured interviews. Each interview was audio-recorded, transcribed, and organized using qualitative data analysis software. Reflexive thematic analysis was applied to data synthesis, and findings were discussed through the lens of the PRECEDE logic framework.

RESULTS

Thirty-three participants were consented and de-identified. Three themes were identified: resource capacity for program sustainability; current and expected future impact on workforce development and career progression; and conflicts around uniformity, selectivity, and individual motivations.

CONCLUSIONS

Research findings affirmed program benefits to overall workforce development whilst highlighting persisting program sustainability dilemmas. Findings have highlighted the need for a cost benefit analysis of each aspect of the residency program and the importance of tailoring to individual and site differences. Several strategies were recommended to optimize resources for increased capacity, to better support residents and preceptors, and to reduce program intensity.

Exploring School Professionals' Definitions of Childhood Trauma

PURPOSE

Little is known about school professionals' definitions of trauma outside of the context of trauma-informed school trainings.

METHODS

The present study used thematic analysis to explore school professionals' open-ended definitions of childhood trauma (N = 1271). Follow-up chi-square tests of independence were used to investigate differences in professionals' definitions based on their professional role and education.

RESULTS

Five themes were identified: effects of trauma, events of trauma, solutions to trauma, emotional responses, and no knowledge. Effects of trauma and events of trauma contained ten and five subthemes, respectively. School professionals who identified long-term effects of trauma on students most commonly listed general negative effects (e.g., "An experience or event that can negatively impact that child") instead of effects on specific domains such as behavior or emotions (e.g., "An experience that negatively impacted a child emotionally"). School professionals who identified an event of trauma most commonly provided examples of trauma (e.g., child maltreatment) or a general definition of trauma. School professionals' roles and education were somewhat related to their definitions of childhood trauma. Findings suggest that childcare providers and professionals without a bachelor's degree have gaps in their knowledge of child trauma.

CONCLUSIONS

These results suggest school professionals have some foundational knowledge about trauma, but it is not universal. To best serve school professionals working with this vulnerable population of students, researchers and practitioners should design future trauma-informed professional development opportunities around school professionals' prior knowledge and understanding of trauma as well as their potential misunderstandings of trauma.

From crisis management to multi-level interinstitutional partnerships: Development of the southeastern conference deans nursing coalition

The Southeastern Conference (SEC) Nursing Dean's Coalition is a purposeful alliance organized to collaboratively address several challenges that arose during the COVID-19 pandemic. Over the last three years, this strategic team of academic leaders has evolved from a crisis response team to a multidimensional support team, leveraging both individual and collective strengths, to provide several benefits to the dean members, as well as other SEC nursing faculty members, students, and institutions. Participation has grown from the original 12 deans to engage a broader team of associate deans and nurse leaders in faculty development, research, service, and diversity, equity, and inclusion. This article describes the origin, evolution, and outcomes of this coalition to date, as well as visions for the future.

The PNG Midwifery Leadership Buddy Program: An evaluation

PROBLEM

Papua New Guinea (PNG) has a high rate of preventable maternal and neonatal deaths.

BACKGROUND

Developing midwifery leadership is vital to addressing the current deficits in health outcomes for women and their babies. The PNG Midwifery Leadership Buddy Program responds to this need through leadership training and partnering of midwives across PNG and Australia. Participants in the program undertake a workshop in Port Moresby and commit to a 12-month peer support relationship with a midwife 'buddy'.

AIM

To evaluate participants' experiences of the Buddy Program and the impact of the program on leadership skills.

METHODS

All 23 midwives who had completed the program were invited to participate in the evaluation. The study used a concurrent mixed methods approach. Qualitative data were collected via interviews and then thematically analysed. Quantitative data were collected via a survey and analysed with descriptive statistics, then findings were triangulated.

FINDINGS

Participants reported increased confidence for leadership, action and advocacy. Numerous quality improvement projects were implemented in health services in PNG. Challenges to the success of the program included technological limitations, cultural differences and the COVID-19 pandemic.

DISCUSSION

Participants reported the PNG Midwifery Leadership Buddy Program was successful in increasing their leadership skills and collaborative opportunities, as well as strengthening midwifery more broadly. While there were barriers, most participants valued the experience and believed it benefited them professionally and personally CONCLUSION: The Buddy Program provides a practical model for building midwifery leadership capacity that may be transferrable to other contexts.