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Yusuf A, Aditya RS, Sulistyorini A, Rahmatika QT, Sunaryo EYAB, Masfi A, Afiani N, Widjayanti Y, Ramadhan MP, Evi N, AlMutairi RI, Al Razeeni DM. Stakeholder Recommendations for Sports-Focused Undergraduate Nursing Curriculum: A Qualitative Study. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2024; 15:1-13. [PMID: 38192542 PMCID: PMC10771788 DOI: 10.2147/amep.s418529] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/02/2023] [Accepted: 12/01/2023] [Indexed: 01/10/2024]
Abstract
Background Growing demand for nurses in the sports medicine field has raised awareness in preparing prospective nurses with the basic concepts of sports nursing. Recognizing this need, nursing study program need to continue to evolve and the first step begin with the analysis of the major concepts related to various domains involved in the curriculum. Stakeholders are the most important people to get involved in the curriculum development process. Objective The purpose of this paper is to explore stakeholders' recommendation for establishing a strategy that would best enable the development of sports-focused undergraduate nursing curriculum. Methods We conducted a focus group discussion using a a series of open-ended questions. Nineteen stakeholders participated in this study. Data was analyzed using a thematic analysis. Results The results of this study found three themes consisting of sports nursing, advanced sports nursing, and sports in the discipline of nursing. On the theme of sports nursing, several sub-themes were obtained, the concept of sports nursing, the basics of sports physiology, adaptation of physiology to sports, psychology and sports injuries, problems in sports, education in sports, pathology in sports, and assistance in sports injuries. Conclusion Identifying, understanding, and managing Stakeholder involvement in curriculum development is the main driver for creating nursing study programs that focus on sports nursing. Nursing can contribute to sports and create more specific areas of expertise. Sports nursing.
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Affiliation(s)
- Ah Yusuf
- Faculty of Nursing, Universitas Airlangga Surabaya, Surabaya, Indonesia
| | | | | | | | | | - Achmad Masfi
- Faculty of Sport Science, Universitas Negeri Malang, Malang, Indonesia
| | - Nurma Afiani
- Faculty of Sport Science, Universitas Negeri Malang, Malang, Indonesia
| | - Yhenti Widjayanti
- Faculty of Sport Science, Universitas Negeri Malang, Malang, Indonesia
| | | | - Nurul Evi
- Faculty of Sport Science, Universitas Negeri Malang, Malang, Indonesia
| | - Reem Iafi AlMutairi
- Department of Public Health, School of Public Health and Health Informatics, Hail University, Hail, Saudi Arabia
| | - Daifallah M Al Razeeni
- Department of EMS, Vice Dean for Academic Affair Prince Sultan Bin Abdulaziz College for EMS (PSEMS), King Saud University (KSU), Riyadh, Saudi Arabia
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Emanuela P, Alessandro S, Florian S, Gennaro R, Ina D, Rosario C, Ippolito N. Psychometric Validation of the Nursing Professional Competence Scale Among Italian Nurses and Albanian Nursing Students. J Nurs Meas 2023; 31:595-605. [PMID: 37558253 DOI: 10.1891/jnm-2021-0060] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/11/2023]
Abstract
Background and Purpose: The main aim of this study has been the psychometric validation of an Italian translation of the Nurse Professional Competence Scale-Short Form (I-NPCS-SF), testing its validity and reliability. Methods: A multiphase design was used for the I-NPCS-SF translation and psychometric validation: (a) cultural and linguistic validation, (b) content and face validity, and (c) construct validity. Results: The I-NPCS-SF showed adequate linguistic translation, cultural adaptation, and content validity. Confirmatory factor analysis supported a four-factor structure of the I-NPCS-SF, in explaining data obtained from nurses and nursing students. Conclusions: The I-NPCS-SF demonstrated evidence of validity and reliability in measuring four professional competencies. Having an appropriate tool to be applied in the Italian context for professional competence self-assessment constitutes an essential step in measuring professional competencies.
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Affiliation(s)
| | | | | | - Rocco Gennaro
- Catholic University "Our Lady of Good Counsel", Tirana, Albania
| | - Dedi Ina
- University of Rome "Tor Vergata", Rome, Italy
| | - Caruso Rosario
- Health Professions Research and Development Unit, IRCCS Policlinico San Donato, San Donato Milanese, Italy
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Pfund C, Sancheznieto F, Byars-Winston A, Zárate S, Black S, Birren B, Rogers J, Asai DJ. Evaluation of a Culturally Responsive Mentorship Education Program for the Advisers of Howard Hughes Medical Institute Gilliam Program Graduate Students. CBE LIFE SCIENCES EDUCATION 2022; 21:ar50. [PMID: 35862583 PMCID: PMC9582832 DOI: 10.1187/cbe.21-11-0321] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/19/2021] [Revised: 05/19/2022] [Accepted: 06/08/2022] [Indexed: 05/31/2023]
Abstract
Effective mentorship is critical to the success of trainees in research career pathways, significantly impacting their research productivity, academic and research self-efficacy, and career satisfaction. Research faculty may be unaware of or unprepared to address mentor-mentee dynamics in mentoring relationships, especially those that go beyond traditional scientific skill development. Addressing mentorship dynamics can be even more challenging for mentors from well-represented backgrounds working with mentees from historically excluded racial/ethnic groups. The Howard Hughes Medical Institute supports programmatic interventions, like the Mentorship Skills Development (MSD) course, an innovative program that aims to advance the mentorship competencies and cultural diversity awareness of mentors. Between 2015 and 2020, more than 200 faculty mentors participated in the MSD. Quantitative and qualitative data reveal significant gains in mentorship skills and cultural awareness, with mentors reporting increases in their confidence to have conversations around race and culture with their mentees. More than 85% reported actual or intended changes to their cultural responsiveness or mentorship behaviors. Importantly, behavioral changes were also observed by their mentees. These data indicate that culturally responsive mentorship education can increase knowledge and efficacy in effective mentorship practices and improve mentorship experiences of both mentors and mentees.
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Affiliation(s)
- Christine Pfund
- Center for the Improvement of Mentored Experiences in Research, Wisconsin Center for Education
- Institute for Clinical and Translational Research, and
| | | | | | - Sonia Zárate
- Science Education, Howard Hughes Medical Institute, Chevy Chase, MD 20815
| | - Sherilynn Black
- Office of the Provost and Division of Medical Education, Duke University, Durham, NC 27708
| | - Bruce Birren
- Diversity, Education, and Outreach Office and Genomic Center for Infectious Diseases, Broad Institute of MIT and Harvard, Cambridge, MA 02142
| | - Jenna Rogers
- Center for the Improvement of Mentored Experiences in Research, Wisconsin Center for Education
- Institute for Clinical and Translational Research, and
| | - David J. Asai
- Science Education, Howard Hughes Medical Institute, Chevy Chase, MD 20815
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Sueningrum AASAS, Simadibrata M, Soemantri D. Clinical teachers' professional identity formation: an exploratory study using the 4S transition framework. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2022; 13:10-18. [PMID: 35092670 PMCID: PMC8995016 DOI: 10.5116/ijme.61dd.7764] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/05/2021] [Accepted: 01/11/2022] [Indexed: 05/31/2023]
Abstract
OBJECTIVES The aim of this study was to explore factors that may influence the formation of professional identity in clinical teachers, specifically during the transition period from practitioner to teacher. METHODS This was a descriptive qualitative study. We used Schlossberg's 4S framework to explore influential factors comprised of the following: situation, self, support, and strategies. This study was conducted in teaching hospitals of a relatively new private medical school in Bali, a province in Indonesia. The participants were 30 clinical teachers who were selected using a maximum variation sampling strategy based on length of work experience, gender, specific educational roles as coordinators, and clinical specialty. Data were derived from three focus-group discussions and 13 in-depth interviews. A thematic analysis method was used to analyse the data. RESULTS The thematic analysis revealed that 12 subthemes related to the 4S framework influenced the development of clinical teachers' identity. It was also shown that reflective ability and community of practice, which was included in the self and strategy factors, respectively, were the two most important factors during the transition period in the development of professional identity. CONCLUSIONS Factors, both within and outside the self, can either support or hinder the formation of professional identity in clinical teachers. We suggest that when faculty development programs are designed, these factors should be incorporated, such as including a community of practice as part of the formal faculty development programs and the development of a teaching portfolio that nurtures reflective practice.
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Affiliation(s)
| | - Marcellus Simadibrata
- Department of Internal Medicine, Faculty of Medicine Universitas Indonesia, Cipto Mangunkusumo General Hospital, Jakarta, Indonesia
| | - Diantha Soemantri
- Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
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Yang L, Zheng S, Xu X, Sun Y, Wang X, Li J. Medical Data Mining Course Development in Postgraduate Medical Education: Web-Based Survey and Case Study. JMIR MEDICAL EDUCATION 2021; 7:e24027. [PMID: 34596575 PMCID: PMC8520135 DOI: 10.2196/24027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/01/2020] [Revised: 11/16/2020] [Accepted: 08/08/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Medical postgraduates' demand for data capabilities is growing, as biomedical research becomes more data driven, integrative, and computational. In the context of the application of big data in health and medicine, the integration of data mining skills into postgraduate medical education becomes important. OBJECTIVE This study aimed to demonstrate the design and implementation of a medical data mining course for medical postgraduates with diverse backgrounds in a medical school. METHODS We developed a medical data mining course called "Practical Techniques of Medical Data Mining" for postgraduate medical education and taught the course online at Peking Union Medical College (PUMC). To identify the background knowledge, programming skills, and expectations of targeted learners, we conducted a web-based questionnaire survey. After determining the instructional methods to be used in the course, three technical platforms-Rain Classroom, Tencent Meeting, and WeChat-were chosen for online teaching. A medical data mining platform called Medical Data Mining - R Programming Hub (MedHub) was developed for self-learning, which could support the development and comprehensive testing of data mining algorithms. Finally, we carried out a postcourse survey and a case study to demonstrate that our online course could accommodate a diverse group of medical students with a wide range of academic backgrounds and programming experience. RESULTS In total, 200 postgraduates from 30 disciplines participated in the precourse survey. Based on the analysis of students' characteristics and expectations, we designed an optimized course structured into nine logical teaching units (one 4-hour unit per week for 9 weeks). The course covered basic knowledge of R programming, machine learning models, clinical data mining, and omics data mining, among other topics, as well as diversified health care analysis scenarios. Finally, this 9-week course was successfully implemented in an online format from May to July in the spring semester of 2020 at PUMC. A total of 6 faculty members and 317 students participated in the course. Postcourse survey data showed that our course was considered to be very practical (83/83, 100% indicated "very positive" or "positive"), and MedHub received the best feedback, both in function (80/83, 96% chose "satisfied") and teaching effect (80/83, 96% chose "satisfied"). The case study showed that our course was able to fill the gap between student expectations and learning outcomes. CONCLUSIONS We developed content for a data mining course, with online instructional methods to accommodate the diversified characteristics of students. Our optimized course could improve the data mining skills of medical students with a wide range of academic backgrounds and programming experience.
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Affiliation(s)
- Lin Yang
- Institute of Medical Information and Library, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Si Zheng
- Institute of Medical Information and Library, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Xiaowei Xu
- Institute of Medical Information and Library, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Yueping Sun
- Institute of Medical Information and Library, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Xuwen Wang
- Institute of Medical Information and Library, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Jiao Li
- Institute of Medical Information and Library, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
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Fennelly O, Desmeules F, O'Sullivan C, Heneghan NR, Cunningham C. Advanced musculoskeletal physiotherapy practice: Informing education curricula. Musculoskelet Sci Pract 2020; 48:102174. [PMID: 32560874 DOI: 10.1016/j.msksp.2020.102174] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/14/2020] [Revised: 04/15/2020] [Accepted: 04/22/2020] [Indexed: 11/30/2022]
Abstract
INTRODUCTION Physiotherapists are operating at an advanced level of practice, usually on ad hoc basis with inhouse training, in response to the increasing burden of musculoskeletal (MSK) disorders. Discrepancies in role-specific education of advanced practice physiotherapists (APPs) creates challenges in ensuring a quality service, workforce mobility and formal recognition. This study reviewed existing MSK APP competency frameworks and education offerings, and explored physiotherapist learning needs with a view to informing international standardisation of MSK APP education curricula. METHODS A scoping review of the literature and relevant university and regulatory websites identified APP competency frameworks and education curricula, which were verified by international experts. Content analysis, performed on the identified competencies and modules, produced a list of themes existing in MSK advanced practice internationally. A survey based on those themes identified the learning priorities of physiotherapists (n = 25) participating in an APP symposium in Ireland. RESULTS Six APP competency frameworks and eleven curricula from the UK, Canada and Australia were identified. Themes emerging, regarding MSK APP practice internationally, included both entry-level physiotherapy (e.g., Assessment and Diagnosis) and traditionally medically-controlled tasks (e.g., Injection Therapy), as well as Research, Leadership, Service Development, Professional-related Matters and Education. Participating physiotherapists more commonly prioritised competencies which would be deemed beyond entry level physiotherapy skills (i.e., Radiology versus Manual Therapy). CONCLUSION Despite variances in profiles of APPs both between and within countries, common themes emerged regarding their expected competencies and skills. This study provides the foundation for the adoption of internationally-recognised MSK APP competencies and education standards.
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Affiliation(s)
- Orna Fennelly
- School of Public Health, Physiotherapy and Sports Science, University College Dublin, Belfield, Dublin, Ireland.
| | | | - Cliona O'Sullivan
- School of Public Health, Physiotherapy and Sports Science, University College Dublin, Belfield, Dublin, Ireland.
| | - Nicola R Heneghan
- School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham, United Kingdom.
| | - Caitriona Cunningham
- School of Public Health, Physiotherapy and Sports Science, University College Dublin, Belfield, Dublin, Ireland.
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Stakeholders' perspective about their engagement in developing a competency-based nursing baccalaureate curriculum: A qualitative study. J Prof Nurs 2019; 36:141-146. [PMID: 32527636 DOI: 10.1016/j.profnurs.2019.09.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2019] [Revised: 08/26/2019] [Accepted: 09/04/2019] [Indexed: 11/23/2022]
Abstract
BACKGROUND AND PURPOSE Stakeholder engagement is the basis of an emerging and innovative educational model called competency-based education. However, although several studies have analysed the stakeholders' perspective in nursing, few studies have analysed the stakeholders' perspective in competence-based curriculum design. Thus, the aim of this study was to analyse the opinions and perspectives of stakeholders about the development of a competency-based baccalaureate nursing curriculum with stakeholder engagement. METHODS A phenomenological study was conducted. This method combines descriptive features (Husserlian) and interpretive phenomenology (Gadamerian). The interviews were ended when data saturation was achieved, specifically the redundancy of themes. RESULTS The content analysis identified three main categories: (1) a "bridge" that merges education and the work context, (2) stakeholder engagement - a contentious issue; and (3) stakeholder engagement - structuring a methodology. CONCLUSIONS Through the stakeholder engagement, university could have a constant interaction between the didactics and professional practice and could improve professional identity and job satisfaction among nurses.
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Abstract
This article focuses on the non-medical prescribing (NMP) module for community prescribers in a nurse education context. The module mainly attracts registered nurses (RNs) from community settings (such as health visiting, school nursing, district nursing and practice nursing), and is provided in higher education institutions (HEIs) as part of a specialist programme or a continuing workforce development module. The article discusses changes to the way the module was taught that can enhance student learning within the NMP module and facilitate wider success and confidence among community nurse prescribers. The move from Nursing and Midwifery Council standards for prescribing to a single competency framework from the Royal Pharmaceutical Society (RPS) has encouraged academics to revisit teaching strategies and consider an approach that offers wider student participation in learning. The use of technology-enhanced learning (TEL) in HEIs is part of national recommendations to improve the student experience and increase success.
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Affiliation(s)
- Elaine Walls
- Senior Lecturer, Northumbria University, Newcastle upon Tyne
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Austin Z. Competency and Its Many Meanings. PHARMACY 2019; 7:pharmacy7020037. [PMID: 31013596 PMCID: PMC6631512 DOI: 10.3390/pharmacy7020037] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2019] [Revised: 04/03/2019] [Accepted: 04/15/2019] [Indexed: 01/25/2023] Open
Abstract
Competency and competency assessment are central to much of professional education, regulation, and practice. In the name of safe and effective professional practice, elaborate competency education and competency assessment systems have evolved, and consume significant time, energy, and financial resources. This paper will review the evolution of competing competency discourses in pharmacy and discuss implications of these approaches on professional practice, with particular emphasis on understanding the consequences of outsized focus on competency at the expense of other potential lenses for understanding professional practice.
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Affiliation(s)
- Zubin Austin
- Leslie Dan Faculty of Pharmacy and Institute for Health Policy, Management, and Evaluation-Faculty of Medicine, University of Toronto, Toronto, ON M5S 3M2, Canada.
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