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Rouse PC, Ingram T, Standage M, Sengupta R. Fear of movement and competence frustration mediate the relationship between pain catastrophising and physical function in people living with axSpA: an online cross-sectional survey. Rheumatol Int 2024; 44:933-941. [PMID: 38506923 PMCID: PMC10980646 DOI: 10.1007/s00296-024-05557-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2023] [Accepted: 02/09/2024] [Indexed: 03/22/2024]
Abstract
The objective of this study is to examine the contribution of pain catastrophising to Axial Spondyloarthritis (axSpA) patient's physical function and to test the mediating role of fear of movement, and uniquely, the contribution of competence frustration to the fear-avoidance model. Participants (N = 98, 70% female, M age = 45.62, SD 12.16) completed an online survey (December 2020-May 2021) distributed in the United Kingdom via the National Axial Spondyloarthritis Society (n ≈ 3500; NASS, 2019). The PROCESS SPSS macro was used to test three mediation models using percentile bootstrap 95% confidence intervals (PBCI). A significant indirect effect on the relationship between pain and physical function via fear of movement (β = 0.10, 95% PBCI = 0.030-0.183) was observed (Model 1). Model 2 showed the relationship between pain catastrophising and physical function to be significantly mediated by fear of movement (β = 0.16, 95% PBCI = 0.005-0.322). Finally, Model 3 showed a significant indirect effect on the relationship between pain catastrophising and physical function via competence frustration (β = 0.15, 95% PBCI = 0.014-0.309) but not through fear of movement (β = 0.062, 95% PBCI = - 0.134 to 0.248). To our knowledge, this is the first study to examine and demonstrate the unique contribution of competence need frustration to the Fear-avoidance model in people that live with axSpA. Identifying modifiable factors that contribute to disease outcomes such as physical function can improve the care and quality of life for people living with a disease currently without a cure.
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Affiliation(s)
- Peter C Rouse
- Centre for Motivation and Health Behaviour Change, Department for Health, University of Bath, Bath, BA2 7AY, UK.
| | - Thomas Ingram
- Centre for Motivation and Health Behaviour Change, Department for Health, University of Bath, Bath, BA2 7AY, UK
| | - Martyn Standage
- Centre for Motivation and Health Behaviour Change, Department for Health, University of Bath, Bath, BA2 7AY, UK
| | - Raj Sengupta
- Royal National Hospital for Rheumatic Diseases, Royal United Hospitals NHS Foundation Trust, Combe Park, Bath, Avon, BA1 3NG, UK
- Department of Pharmacy and Pharmacology, University of Bath, Bath, BA2 7AY, UK
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Gosling J, Simmonds-Buckley M, Kellett S, Duffy D, Olenkiewicz-Martyniszyn K. Development and initial evaluation of a treatment integrity measure for low-intensity group psychoeducational interventions. Behav Cogn Psychother 2024; 52:317-330. [PMID: 38014558 DOI: 10.1017/s1352465823000528] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2023]
Abstract
BACKGROUND Despite the importance of assessing the quality with which low-intensity (LI) group psychoeducational interventions are delivered, no measure of treatment integrity (TI) has been developed. AIMS To develop a psychometrically robust TI measure for LI psychoeducational group interventions. METHOD This study had two phases. Firstly, the group psychoeducation treatment integrity measure-expert rater (GPTIM-ER) and a detailed scoring manual were developed. This was piloted by n=5 expert raters rating the same LI group session; n=6 expert raters then assessed content validity. Secondly, 10 group psychoeducational sessions drawn from routine practice were then rated by n=8 expert raters using the GPTIM-ER; n=9 patients also rated the quality of the group sessions using a sister version (i.e. GPTIM-P) and clinical and service outcome data were drawn from the LI groups assessed. RESULTS The GPTIM-ER had excellent internal reliability, good test-retest reliability, but poor inter-rater reliability. The GPTIM-ER had excellent content validity, construct validity, formed a single factor scale and had reasonable predictive validity. CONCLUSIONS The GPTIM-ER has promising, but not complete, psychometric properties. The low inter-rater reliability scores between expert raters are the main ongoing concern and so further development and testing is required in future well-constructed studies.
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Affiliation(s)
- Jonah Gosling
- Department of Psychology, University of Sheffield, Sheffield, UK
| | - Melanie Simmonds-Buckley
- Department of Psychology, University of Sheffield, Sheffield, UK
- Rotherham Doncaster and South Humber NHS Foundation Trust, UK
| | - Stephen Kellett
- Department of Psychology, University of Sheffield, Sheffield, UK
- Rotherham Doncaster and South Humber NHS Foundation Trust, UK
| | - Daniel Duffy
- Sheffield Health and Social Care NHS Foundation Trust, UK
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Allvin R, Thompson C, Edelbring S. Variations in measurement of interprofessional core competencies: a systematic review of self-report instruments in undergraduate health professions education. J Interprof Care 2024; 38:486-498. [PMID: 37589390 DOI: 10.1080/13561820.2023.2241505] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2022] [Accepted: 06/27/2023] [Indexed: 08/18/2023]
Abstract
Educating health care professionals for working in interprofessional teams is a key preparation for roles in modern healthcare. Interprofessional teams require members who are competent in their roles. Self-assessment instruments measuring interprofessional competence (IPC) are widely used in educational preparation, but their ability to accurately and reliably measure competence is unknown. We conducted a systematic review to identify variations in the characteristics and use of self-report instruments measuring IPC. Following a systematic search of electronic databases and after applying eligibility criteria, 38 articles were included that describe 8 IPC self-report instruments. A large variation was found in the extent of coverage of IPC core competencies as articulated by the Interprofessional Education Collaborative. Each instrument's strength of evidence, psychometric performance and uses varied. Rather than measuring competency as "behaviours", they measured indirect proxies for competence, such as attitudes towards core interprofessional competencies. Educators and researchers should identify the most appropriate and highest-performing IPC instruments according to the context in which they will be used.Systematic review registration: Open Science Framework (https://archive.org/details/osf-registrations-vrfjn-v1).
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Affiliation(s)
- Renée Allvin
- Clinical Skills Centre, Örebro University Hospital, Örebro, Sweden
- School of Health Sciences, Örebro University, Örebro, Sweden
| | - Carl Thompson
- School of Healthcare, University of Leeds, Leeds, UK
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Xiang Y, Vélez N, Gershman SJ. Optimizing competence in the service of collaboration. Cogn Psychol 2024; 150:101653. [PMID: 38503178 PMCID: PMC11023779 DOI: 10.1016/j.cogpsych.2024.101653] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2023] [Revised: 03/12/2024] [Accepted: 03/13/2024] [Indexed: 03/21/2024]
Abstract
In order to efficiently divide labor with others, it is important to understand what our collaborators can do (i.e., their competence). However, competence is not static-people get better at particular jobs the more often they perform them. This plasticity of competence creates a challenge for collaboration: For example, is it better to assign tasks to whoever is most competent now, or to the person who can be trained most efficiently "on-the-job"? We conducted four experiments (N=396) that examine how people make decisions about whom to train (Experiments 1 and 3) and whom to recruit (Experiments 2 and 4) to a collaborative task, based on the simulated collaborators' starting expertise, the training opportunities available, and the goal of the task. We found that participants' decisions were best captured by a planning model that attempts to maximize the returns from collaboration while minimizing the costs of hiring and training individual collaborators. This planning model outperformed alternative models that based these decisions on the agents' current competence, or on how much agents stood to improve in a single training step, without considering whether this training would enable agents to succeed at the task in the long run. Our findings suggest that people do not recruit and train collaborators based solely on their current competence, nor solely on the opportunities for their collaborators to improve. Instead, people use an intuitive theory of competence to balance the costs of hiring and training others against the benefits to the collaboration.
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Affiliation(s)
- Yang Xiang
- Department of Psychology, Harvard University, United States of America.
| | - Natalia Vélez
- Department of Psychology, Princeton University, United States of America
| | - Samuel J Gershman
- Department of Psychology, Harvard University, United States of America; Center for Brain Science, Harvard University, United States of America; Center for Brains, Minds, and Machines, MIT, United States of America
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Zou J, Wu J, Jiang X. National norms for the obstetric nurses' and midwives' health education competence, and its influencing factors: a nationwide cross-sectional study. BMC Med Educ 2024; 24:389. [PMID: 38594699 PMCID: PMC11005198 DOI: 10.1186/s12909-024-05249-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/30/2023] [Accepted: 03/01/2024] [Indexed: 04/11/2024]
Abstract
BACKGROUND Strengthening obstetric nurses' and midwives' health education competence is the investment and guarantee for the population's future health. The purpose of study is to establish national norms for their health education competence, and explore possible influencing factors for providing an uniform criterion identifying levels and weaknesses. METHODS An online questionnaire with a standard process was used to collect data. Three normative models were constructed, and multiple linear regression analysis analyzed possible influencing factors. RESULTS The sample respondents (n = 3027) represented obstetric nurses and midwives nationally. Three health education competency normative norms (mean, percentile and demarcation norm) were constructed separately. Locations, hospital grade, department, marital status, training times and satisfaction with health education training influenced obstetrical nurses' and midwives' health education competence (P<0.05). CONCLUSION This study constructed the first national standard for assessing obstetric nurses' and midwives' health education competence, providing a scientific reference to evaluate the degree of health education competence directly. These known factors could help clinical and policy managers designate practice improvement measures. In future research, Grade I hospitals should be studied with larger sample sizes, and indicators need to improve to reflect health education's effect better.
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Affiliation(s)
- Jingjing Zou
- School of Nursing, Fujian University of Traditional Chinese Medicine, Fuzhou, Fujian Province, China
| | - Jingling Wu
- Women's Hospital, School of Medicine, Zhejiang University, Hangzhou, Zhejiang Province, China
| | - Xiumin Jiang
- Fujian Maternity and Child Health Hospital College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, No.18 Daoshan, Fuzhou, Fujian Province, China.
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Westman A, Kurland L, Hugelius K. Non-technical skills needed by medical disaster responders- a scoping review. Scand J Trauma Resusc Emerg Med 2024; 32:25. [PMID: 38566146 PMCID: PMC10988843 DOI: 10.1186/s13049-024-01197-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2023] [Accepted: 03/17/2024] [Indexed: 04/04/2024] Open
Abstract
BACKGROUND There is no universal agreement on what competence in disaster medicine is, nor what competences and personal attributes add value for disaster responders. Some studies suggest that disaster responders need not only technical skills but also non-technical skills. Consensus of which non-technical skills are needed and how training for these can be provided is lacking, and little is known about how to apply knowledge of non-technical skills in the recruitment of disaster responders. Therefore, this scoping review aimed to identify the non-technical skills required for the disaster medicine response. METHOD A scooping review using the Arksey & O´Malley framework was performed. Structured searches in the databases PuBMed, CINAHL Full Plus, Web of Science, PsycInfo and Scopus was conducted. Thereafter, data were structured and analyzed. RESULTS From an initial search result of 6447 articles, 34 articles were included in the study. These covered both quantitative and qualitative studies and different contexts, including real events and training. The most often studied real event were responses following earthquakes. Four non-technical skills stood out as most frequently mentioned: communication skills; situational awareness; knowledge of human resources and organization and coordination skills; decision-making, critical-thinking and problem-solving skills. The review also showed a significant lack of uniform use of terms like skills or competence in the reviewed articles. CONCLUSION Non-technical skills are skills that disaster responders need. Which non-technical skills are most needed, how to train and measure non-technical skills, and how to implement non-technical skills in disaster medicine need further studies.
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Affiliation(s)
- Anja Westman
- Faculty of Medicine and Health, Örebro University, Örebro, Sweden.
- Department of Emergency Care, Örebro University Hospital, Örebro, Sweden.
| | - Lisa Kurland
- Faculty of Medicine and Health, Örebro University, Örebro, Sweden
- Department of Emergency Care, Örebro University Hospital, Örebro, Sweden
| | - Karin Hugelius
- Faculty of Medicine and Health, Örebro University, Örebro, Sweden
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Chacón V, Chung M, Folta SC, Hennessy E, Macfarlane H, Roberto CA, Tovar A, Wilson NLW, Economos CD. The longitudinal association between caregivers' perceived competence and autonomy and children's dietary consumption before and 10 months into the COVID-19 pandemic. Appetite 2024; 195:107205. [PMID: 38242361 DOI: 10.1016/j.appet.2024.107205] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2023] [Revised: 01/05/2024] [Accepted: 01/08/2024] [Indexed: 01/21/2024]
Abstract
The COVID-19 pandemic has been stressful, potentially affecting caregivers' feeding choices. Caregivers play a role in shaping children's diets, yet few studies have explored how their competence and autonomy, defined by the Self-Determination Theory, impact children's diets. We examined the relationship between caregivers' autonomy and competence and their feeding practices before and during the first year of the pandemic. A national convenience sample of caregivers with 3-12-year-old children completed an online survey during two time-periods. Questions adapted from the Intrinsic Motivation Inventory measured perceived competence and autonomy for feeding fruits and vegetables (F/V) and limiting sugar-sweetened beverages (SSBs) and desserts. National Health and Nutrition Examination Survey Dietary Screener questions measured children's consumption of F/V, SSBs, and desserts. Paired t-tests examined how child consumption and caregiver's perceived competence and autonomy changed, and logistic regressions examined whether caregivers' competence and autonomy predicted the change in child consumption and if changes in competence and autonomy were associated with changes in child consumption. Caregivers (n = 597) were mostly Black/African American (33.0%) or Latina/o/x (42.7%) and older than 30 years (84.1%). Children's consumption did not change overall, but caregivers' competence for feeding F/V increased, and their competence for limiting SSBs and desserts decreased. Caregiver competence and autonomy before COVID-19 did not predict child dietary consumption during the pandemic. However, change in competence was a significant predictor of the change in child consumption of F/V [OR (95%CI): 0.70 (0.57, 0.86)]. The association between caregiver's perceived competence for feeding F/V and child consumption remained positive and significant in both periods [OR (95%CI) pre and during COVID: 2.09 (1.69, 2.57) - 2.40 (1.88, 3.06)]. This study can inform behavioral interventions supporting caregivers' competence and autonomy around feeding choices.
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Affiliation(s)
- Violeta Chacón
- ChildObesity180, Friedman School of Nutrition Science and Policy, Tufts University, 150 Harrison Ave, Boston, MA, 02111, USA.
| | - Mei Chung
- Division of Nutrition Epidemiology and Data Science, Friedman School of Nutrition Science and Policy, Tufts University, 150 Harrison Ave, Boston, MA, 02111, USA
| | - Sara C Folta
- ChildObesity180, Friedman School of Nutrition Science and Policy, Tufts University, 150 Harrison Ave, Boston, MA, 02111, USA
| | - Erin Hennessy
- ChildObesity180, Friedman School of Nutrition Science and Policy, Tufts University, 150 Harrison Ave, Boston, MA, 02111, USA
| | - Hannah Macfarlane
- ChildObesity180, Friedman School of Nutrition Science and Policy, Tufts University, 150 Harrison Ave, Boston, MA, 02111, USA
| | - Christina A Roberto
- Department of Medical Ethics & Health Policy, Perelman School of Medicine, University of Pennsylvania, 423 Guardian Drive Blockley Hall, Philadelphia, PA, 19104-4884, USA
| | - Alison Tovar
- Department of Behavioral and Social Sciences, Center for Health Promotion and Health Equity, Brown School of Public Health, Brown University, Providence, RI 02912 USA
| | - Norbert L W Wilson
- Duke Divinity School, Sanford School of Public Policy, and Director of the World Food Policy Center, Duke University, Durham, NC, 27708, USA
| | - Christina D Economos
- ChildObesity180, Friedman School of Nutrition Science and Policy, Tufts University, 150 Harrison Ave, Boston, MA, 02111, USA
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Abstract
OBJECTIVES Despite there being many models for how spiritual care should be provided, the way nurses actually provide spiritual care often differs from these models. Based on the premise that the way a person enacts their work role is related to how they understand that role, this study aims to describe the qualitatively different ways that nurses understand their spiritual care role. METHODS A convenience sample of 66 American nurses completed an anonymous, online questionnaire about what spiritual care means for them and what they generally do to provide spiritual care. Their responses were analyzed phenomenographically. RESULTS Four qualitatively different ways of understanding emerged: active management of the patient's experience, responsive facilitation of patient's wishes, accompaniment on the patient's dying journey, and empowering co-action with the patient. Each understanding was found to demonstrate a specific combination of 5 attributes that described the spiritual care role: nurse directivity, the cues used for spiritual assessment, and the nurse's perception of intimacy, the patient, and the task. SIGNIFICANCE OF RESULTS The findings of this study may explain why nurses vary in their spiritual care role and can be used to assess and develop competence in spiritual care.
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Affiliation(s)
- Rita Mascio
- Institute of Ethics and Society, University of Notre Dame, Broadway, NSW, Australia
| | - Sandra Lynch
- Institute of Ethics and Society, University of Notre Dame, Broadway, NSW, Australia
| | - Jane L Phillips
- School of Nursing, Queensland University of Technology, Brisbane, QLD, Australia
| | - Annmarie Hosie
- Palliative Care Nursing, University of Notre Dame, Broadway, NSW, Australia
| | - Megan Best
- Institute of Ethics and Society, University of Notre Dame, Broadway, NSW, Australia
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Turk JK, Steinauer JE, Zite N, Ogburn T, Horvath S. The association between abortion training and obstetrics and gynecology resident competence and intention to provide abortion care before Dobbs. Contraception 2024; 132:110358. [PMID: 38159792 DOI: 10.1016/j.contraception.2023.110358] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2023] [Revised: 12/14/2023] [Accepted: 12/22/2023] [Indexed: 01/03/2024]
Abstract
OBJECTIVE To assess the role of abortion training in fourth-year obstetrics and gynecology (OBGYN) residents' abortion care competence and practice intentions before the Dobbs decision. STUDY DESIGN This is a planned secondary analysis of survey data of fourth-year U.S. OBGYN residents. Abortion training was defined as 'routine' if automatically included in schedules, ''optional'' if not scheduled but available, and ''not available''. Self-assessed competence was defined as feeling prepared to independently provide care. Participants were asked about their competence and post-residency intentions to provide specific aspects of pregnancy loss and induced abortion care. RESULTS Of 1241 fourth-year residents, 885 (71%) completed the questions of interest. For each skill, more residents with routine training reported competence compared to those with less comprehensive training. More residents with routine training reported intentions to include abortion care in practice (422, 79%) compared to residents with optional (171, 66%) or no training (51, 55%), p < 0.001). Residents with routine training were nearly six times more likely to intend to provide medication abortion post-residency compared to residents without training; more residents in all groups reported intentions to provide care for pregnancy loss compared to abortion. CONCLUSIONS Pre-Dobbs, residents with routine abortion training had greater self-assessed competence in abortion care than those with optional or no training and were more likely to intend to provide this after residency. Given the evolving impacts of the 2022 reversal of Roe v Wade, residency training programs must work to ensure routine access to legally permissible abortion training as routine training is associated with intention to provide fundamental, reproductive healthcare. IMPLICATIONS Routine training in abortion care during OBGYN residency is associated with higher competence and intention to provide post-residency - availability of this training Is severely compromised in restricted states post-Dobbs.
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Affiliation(s)
- Jema K Turk
- Bixby Center for Global Reproductive Health, Department of Obstetrics, Gynecology and Reproductive Sciences, University of California, San Francisco, CA, USA.
| | - Jody E Steinauer
- Bixby Center for Global Reproductive Health, Department of Obstetrics, Gynecology and Reproductive Sciences, University of California, San Francisco, CA, USA
| | - Nikki Zite
- Department of Obstetrics and Gynecology, University of Tennessee Medical Center, Knoxville, TN, USA
| | - Tony Ogburn
- Department of Obstetrics and Gynecology, University of Texas Health Sciences Center, San Antonio, TX, USA
| | - Sarah Horvath
- Department of Obstetrics and Gynecology, Penn State University Hershey Medical Center, Hershey, PA, USA
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Rozani V, Zur-Peled S, Aharon AA. Caring for people with intellectual disabilities: Insights from a cross-sectional study among nursing students. Nurse Educ Today 2024; 138:106187. [PMID: 38574546 DOI: 10.1016/j.nedt.2024.106187] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/28/2024] [Revised: 03/16/2024] [Accepted: 03/24/2024] [Indexed: 04/06/2024]
Abstract
BACKGROUND Caring for people with intellectual disabilities poses substantial challenges. Nursing students' emotions, thoughts, and behaviors during their education in the context of people with intellectual disabilities, remain relatively unexplored. OBJECTIVES To examine nursing students' emotions, thoughts, competence, and expected professional behaviors in care provision for people with intellectual disabilities, as well as to identify factors associated with their expected professional behaviors with this population. DESIGN A cross-sectional study using a closed self-report questionnaire and one open-ended question. SETTING The largest academic nursing department in Israel. PARTICIPANTS Of 245 sophomore nursing students, 177 agreed to participate (71.4 % response rate). METHODS The study measured feelings, thoughts, competence, and expected professional behaviors in care provision for people with intellectual disabilities based on the Multidimensional Attitudes Scale. One open-ended question addressed how students believe their competence in caring for people with intellectual disabilities could be improved during their nursing studies. A hierarchical linear regression analysis was performed to investigate the contribution of emotions, thoughts, and competence to explaining expected behaviors in care provision. The significance of the model and the R2 were calculated. The open-ended question was analyzed by the constant comparative method. RESULTS Negative emotions and thoughts (β = -0.37, 95 % CI -0.47; -0.15 and β = -0.33, 95 % CI -0.39; -0.13, respectively), along with positive emotions (β = 0.25, 95 % CI 0.07;0.33), showed significant associations with expected professional behaviors. Qualitative analysis revealed three key themes: communication concern, knowledge gap, and curiosity. The findings of the open-ended question corroborate the quantitative findings. CONCLUSION It is important to realize that in order to develop quality professional skills for caring for people with intellectual disability, nursing educators must adopt a deep discussion of negative emotions and thoughts with their students regarding people with intellectual disabilities. Ignoring these negative emotions and thoughts can exacerbate the neglect of people with intellectual disabilities' health needs.
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Affiliation(s)
- Violetta Rozani
- Department of Nursing, Steyer School of Health Professions, Faculty of Medical and Health Science, Tel Aviv University, Tel Aviv 69978, Israel.
| | - Sharona Zur-Peled
- Department of Nursing, Steyer School of Health Professions, Faculty of Medical and Health Science, Tel Aviv University, Tel Aviv 69978, Israel; Dina Academic School of Nursing, Rabin Medical Center, Petah Tikva, Israel.
| | - Anat Amit Aharon
- Department of Nursing, Steyer School of Health Professions, Faculty of Medical and Health Science, Tel Aviv University, Tel Aviv 69978, Israel.
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Cui X, Wang H, Chen M, Seery S, Xue P, Qiao Y, Shang Y. Assessing colposcopy competencies in medically underserved communities: a multi-center study in China. BMC Cancer 2024; 24:349. [PMID: 38504211 PMCID: PMC10949713 DOI: 10.1186/s12885-024-12106-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2023] [Accepted: 03/11/2024] [Indexed: 03/21/2024] Open
Abstract
BACKGROUND Colposcopy plays an essential role in diagnosing cervical lesions and directing biopsy; however, there are few studies of the capabilities of colposcopists in medically underserved communities in China. This study aims to fill this gap by assessing colposcopists' competencies in medically underserved communities of China. METHODS Colposcopists in medically underserved communities across China were considered eligible to participate. Assessments involved presenting participants with 20 cases, each consisting of several images and various indications. Participants were asked to determine transformation zone (TZ) type, colposcopic diagnoses and to decide whether biopsy was necessary. Participants are categorized according to the number of colposcopic examinations, i.e., above or below 50 per annum. RESULTS There were 214 participants in this study. TZ determination accuracy was 0.47 (95% CI 0.45,0.49). Accuracy for colposcopic diagnosis was 0.53 (95% CI 0.51,0.55). Decision to perform biopsies was 0.73 accurate (95% CI 0.71,0.74). Participants had 0.61 (95% CI 0.59,0.64) sensitivity and a 0.80 (95% CI 0.79,0.82) specificity for detecting high-grade lesions. Colposcopists who performed more than 50 cases were more accurate than those performed fewer across all indicators, with a higher sensitivity (0.66 vs. 0.57, p = 0.001) for detecting high-grade lesions. CONCLUSIONS In medically underserved communities of China, colposcopists appear to perform poorly at TZ identification, colposcopic diagnosis, and when deciding to biopsy. Colposcopists who undertake more than 50 colposcopies each year performed better than those who perform fewer. Therefore, colposcopic practice does improve through case exposure although there is an urgent need for further pre-professional and clinical training.
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Affiliation(s)
- Xiaoli Cui
- Dalian Medical University, Dalian, Liaoning, 116044, China
- Department of Gynecologic Oncology, Cancer Hospital of China Medical University, Liaoning Cancer Hospital & Institute, Shenyang, Liaoning, 110042, China
| | - Huike Wang
- School of Population Medicine and Public Health, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, 100005, China
| | - Mingyang Chen
- School of Population Medicine and Public Health, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, 100005, China
| | - Samuel Seery
- Faculty of Health and Medicine, Division of Health Research, Lancaster University, Lancaster, LA1 4YW, UK
| | - Peng Xue
- School of Population Medicine and Public Health, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, 100005, China
| | - Youlin Qiao
- School of Population Medicine and Public Health, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, 100005, China.
| | - Yuhong Shang
- Department of Gynecology, First Affiliated Hospital of Dalian Medical University, Dalian, Liaoning, 116021, China.
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Katthagen JC, Deichsel A, Schenk C, Stolberg-Stolberg J, Glasbrenner J, Raschke MJ. [Satisfaction with continuing education at a level 1 trauma center-Results of a survey and development of a competency-based continuing education concept]. Chirurgie (Heidelb) 2024:10.1007/s00104-024-02067-0. [PMID: 38498122 DOI: 10.1007/s00104-024-02067-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/22/2024] [Indexed: 03/20/2024]
Abstract
BACKGROUND Structured competency-based training is one of the most frequently articulated wishes of residents. METHODS A survey of 19 residents was conducted regarding their satisfaction with the resident education at a level 1 trauma center. In this article the development of a revised competency-based education concept was carried out. RESULTS The survey reflected uncertainty as to whether the current structures could meet the requirements of the residency regulations. The improved competency-based education concept consists of clinical mentoring, competency-based catalogs of learning objectives, regular theoretical and practical workshops as well as regular and structured staff evaluations. CONCLUSION The education concept presented reflects the attempt to establish a contemporary surgical training program which will be evaluated as it progresses.
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Affiliation(s)
- J Christoph Katthagen
- Klinik für Unfall‑, Hand- und Wiederherstellungschirurgie, Universitätsklinikum Münster, Albert-Schweitzer-Campus, Gebäude W1, 48149, Münster, Deutschland
| | - Adrian Deichsel
- Klinik für Unfall‑, Hand- und Wiederherstellungschirurgie, Universitätsklinikum Münster, Albert-Schweitzer-Campus, Gebäude W1, 48149, Münster, Deutschland.
| | - Christian Schenk
- Klinik für Unfall‑, Hand- und Wiederherstellungschirurgie, Universitätsklinikum Münster, Albert-Schweitzer-Campus, Gebäude W1, 48149, Münster, Deutschland
| | - Josef Stolberg-Stolberg
- Klinik für Unfall‑, Hand- und Wiederherstellungschirurgie, Universitätsklinikum Münster, Albert-Schweitzer-Campus, Gebäude W1, 48149, Münster, Deutschland
| | - Johannes Glasbrenner
- Klinik für Unfall‑, Hand- und Wiederherstellungschirurgie, Universitätsklinikum Münster, Albert-Schweitzer-Campus, Gebäude W1, 48149, Münster, Deutschland
| | - Michael J Raschke
- Klinik für Unfall‑, Hand- und Wiederherstellungschirurgie, Universitätsklinikum Münster, Albert-Schweitzer-Campus, Gebäude W1, 48149, Münster, Deutschland
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Manning E, Placzek M. Organizing activities of axial mesoderm. Curr Top Dev Biol 2024; 157:83-123. [PMID: 38556460 DOI: 10.1016/bs.ctdb.2024.02.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/02/2024]
Abstract
For almost a century, developmental biologists have appreciated that the ability of the embryonic organizer to induce and pattern the body plan is intertwined with its differentiation into axial mesoderm. Despite this, we still have a relatively poor understanding of the contribution of axial mesoderm to induction and patterning of different body regions, and the manner in which axial mesoderm-derived information is interpreted in tissues of changing competence. Here, with a particular focus on the nervous system, we review the evidence that axial mesoderm notochord and prechordal mesoderm/mesendoderm act as organizers, discuss how their influence extends through the different axes of the developing organism, and describe how the ability of axial mesoderm to direct morphogenesis impacts on its role as a local organizer.
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Affiliation(s)
- Elizabeth Manning
- School of Biosciences, University of Sheffield, Sheffield, United Kingdom; Bateson Centre, University of Sheffield, Sheffield, United Kingdom
| | - Marysia Placzek
- School of Biosciences, University of Sheffield, Sheffield, United Kingdom; Bateson Centre, University of Sheffield, Sheffield, United Kingdom; Neuroscience Institute, University of Sheffield, Sheffield, United Kingdom.
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Ginsburg S, Stroud L, Brydges R, Melvin L, Hatala R. Dual purposes by design: exploring alignment between residents' and academic advisors' documents in a longitudinal program. Adv Health Sci Educ Theory Pract 2024:10.1007/s10459-024-10318-2. [PMID: 38438699 DOI: 10.1007/s10459-024-10318-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2023] [Accepted: 02/04/2024] [Indexed: 03/06/2024]
Abstract
Longitudinal academic advising (AA) and coaching programs are increasingly implemented in competency based medical education (CBME) to help residents reflect and act on the voluminous assessment data they receive. Documents created by residents for purposes of reflection are often used for a second, summative purpose-to help competence committees make decisions-which may be problematic. Using inductive, thematic analysis we analyzed written comments generated by 21 resident-AA dyads in one large internal medicine program who met over a 2 year period to determine what residents write when asked to reflect, how this aligns with what the AAs report, and what changes occur over time (total 109 resident self-reflections and 105 AA reports). Residents commented more on their developing autonomy, progress and improvement than AAs, who commented far more on performance measures. Over time, residents' writing shifted away from intrinsic roles, patient care and improvement towards what AAs focused on, including getting EPAs (entrustable professional activities), studying and exams. For EPAs, the emphasis was on getting sufficient numbers rather than reflecting on what residents were learning. Our findings challenge the practice of dual-purposing documents, by questioning the blurring of formative and summative intent, the structure of forms and their multiple conflicting purposes, and assumptions about the advising relationship over time. Our study suggests a need to re-evaluate how reflective documents are used in CBME programs. Further research should explore whether and how documentation can best be used to support resident growth and development.
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Affiliation(s)
- Shiphra Ginsburg
- Department of Medicine, Mount Sinai Hospital, Toronto, ON, Canada.
- Wilson Centre for Research in Education, University Health Network, Toronto, ON, Canada.
| | - Lynfa Stroud
- Department of Medicine, Sunnybrook Health Sciences Centre, Toronto, ON, Canada
- Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - Ryan Brydges
- Wilson Centre for Research in Education, University Health Network, Toronto, ON, Canada
- Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
- Li Ka Shing Knowledge Institute, St. Michael's Hospital, Unity Health Toronto, Toronto, ON, Canada
| | - Lindsay Melvin
- Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
- Department of Medicine, University Health Network, Toronto, ON, Canada
| | - Rose Hatala
- Department of Medicine, University of British Columbia, Vancouver, BC, Canada
- Centre for Health Education Scholarship, University of British Columbia, Vancouver, Canada
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Kristoffersen M, Oftedal BF. Epistemic discourses concerning the competence developed in a norwegian master's degree program in health science. Adv Health Sci Educ Theory Pract 2024; 29:89-106. [PMID: 37306773 DOI: 10.1007/s10459-023-10253-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/20/2023] [Accepted: 06/04/2023] [Indexed: 06/13/2023]
Abstract
It has been claimed that various discourses related to competence influence higher education, but there is limited understanding of the discourses underlying competence development. The specific aim of this study was to explore epistemic discourses concerning the development of competence of health professionals with a master's degree in health science. Accordingly, the study was qualitative and adopted discourse analysis. Twelve participants, all of whom were Norwegian health professionals aged between 29 and 49 years, participated in this study. Four participants were in the final stage of study for their master's degree with three months left before completion, four had completed their degree two weeks before their participation, and four had been working for one year after the completion of their degree. Data were collected in three group interviews. Three epistemic discourses were revealed: (1) a critical thinking competencies discourse, (2) a scientific thinking competencies discourse, and (3) a competence-in-use discourse. The former two discourses were considered the dominant discourses and indicated that a knowing "that" discourse connected the specialized competence of different health professionals with a wider field of competence. This wider field transcended the boundaries of various health disciplines and represented a novel competence developed through a synergizing process between critical and scientific thinking competencies, which seems to drive continued competence development. A competence-in-use discourse was formed in the process. This discourse can be viewed as a unique outcome that contributes to health professionals' specialized competence and suggests that a knowing "how" discourse was also an underlying background discourse.
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Affiliation(s)
- Margareth Kristoffersen
- Department of Care and Ethics, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway.
| | - Bjørg Frøysland Oftedal
- Department of Quality and Health Technology, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
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16
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Jayaraman Patnaik U, Sood A, Surya N, Raghavan D. Evaluation of surgical skill among otology residents during cadaveric temporal bone dissection using an objective assessment tool. Med J Armed Forces India 2024; 80:199-204. [PMID: 38525469 PMCID: PMC10954503 DOI: 10.1016/j.mjafi.2022.08.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2021] [Accepted: 08/19/2022] [Indexed: 11/07/2022] Open
Abstract
Background The acquisition and refinement of technical skills by the surgical residents are central to surgical teaching; hence, there is increasing interest in the objective assessment of surgical competence. In the field of otology, as of now, there are limited studies for the assessment of surgical competence, also, various subjective methods are being used to assess this vital aspect of training. This study aimed to validate and use an objective assessment tool for the valuation of surgical skills in a tertiary care teaching institute in the Indian subcontinent. Methods Surgical competence of the residents in temporal bone dissection was assessed on a Likert scale by using a grading scale developed by Wan et al., after obtaining necessary permissions. Results Junior residents in ENT who had completed one year of residency in otolaryngology were asked to perform temporal bone surgery (cortical mastoidectomy) and were marked according to the proforma by two senior experienced otologists. The Cronbach's alpha value was .86 which is an indicator of good technical validity. Conclusions In our study, we have validated a grading scoring scale used by Wan et al. to objectively assess the ability of an otology resident to perform temporal bone surgery. It is recommended for use in Indian scenario due to its good technical validity. The use of a Likert scale to individually rate each competency makes the evaluation precise and simple.
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Affiliation(s)
| | - Amit Sood
- Senior Resident (Endoscopic Sinus Surgery), Shri Gangaram Hospital, New Delhi, India
| | - Naman Surya
- Junior Resident (ENT), Command Hospital (Southern Command), Pune, India
| | - Dilip Raghavan
- Trained in Microearsurgery, Brig AFMS (Stdn), O/o DGAFMS, New Delhi, India
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Mohammadi F, Borzou SR, Khazaei S, Bijani M, Masoumi SZ, Hosseini SK. Designing and psychometric assessment of the moral intelligence scale for healthcare professionals. Sci Rep 2024; 14:4515. [PMID: 38402272 PMCID: PMC10894252 DOI: 10.1038/s41598-024-55052-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2023] [Accepted: 02/20/2024] [Indexed: 02/26/2024] Open
Abstract
The moral intelligence of healthcare professionals in the cardiac operating room is one of the most important aspects of professional competence. However, moral intelligence is an abstract and multidimensional concept that needs to be clarified and described based on organizational culture and environment. Therefore, there is a need to design a specific scale for measuring the moral intelligence of healthcare professionals in the cardiac operating room. This study aims to design and assess the psychometric properties of a moral intelligence scale for healthcare professionals in the cardiac operating room. The present study was a mixed method study with a sequential exploratory approach. The research was conducted in 2023-2024 in Iran. The first phase data were collected from 20 healthcare professionals and were analyzed by conventional content analysis method. In the second phase, the validity and reliability of the instrument were evaluated by involving 300 healthcare professionals in the cardiac operating room. The moral intelligence of health care professionals in the cardiac operating room was defined as moral sensitivity combined with moral commitment and moral courage for the provision of quality care that respects the principles of medical ethics. After deducing the conceptual framework, the moral intelligence scale for healthcare professionals in the cardiac operating room was developed with three dimensions: "moral sensitivity," "moral commitment," and "moral courage." 11 items were removed during testing to ensure content validity. Face validity was confirmed with impact scores > 1.5 for all items. A scale was developed through factor analysis with three factors that accounted for 73.04% of the observed variance. The instrument's reliability using Cronbach's alpha coefficient calculation was reported as 0.94 for the entire instrument. The testretest showed no statistically significant difference between the pre and post-test scores of moral intelligence (p = 0.51). The moral intelligence scale demonstrated acceptable psychometric properties. The moral intelligence scale for health care professionals in the cardiac operating room demonstrated acceptable psychometric properties. This instrument may serve to assess the moral intelligence of healthcare professionals and determine the need for educational interventions to reduce the ethical challenges and improve the moral intelligence of this healthcare.
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Affiliation(s)
- Fateme Mohammadi
- Department of Nursing, School of Nursing and Midwifery, Chronic Diseases (Home care) Research Center, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Seyed Reza Borzou
- Department of Nursing, School of Nursing and Midwifery, Chronic Diseases (Home care) Research Center, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Salman Khazaei
- Research Center for Health Sciences, Hamadan University of Medical Science, Hamadan, Iran
| | - Mostafa Bijani
- Department of Medical-Surgical Nursing, Fasa University of Medical Sciences, Fasa, Iran
| | - Seyedeh Zahra Masoumi
- Department of Midwifery, School of Nursing and Midwifery, Mother and Child Care Research Center, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Seyed Kianoosh Hosseini
- Department of Cardiology, School of Medicine, Farshchian Cardiovascular Subspecialty Medical Center, Hamadan University of Medical Sciences, Hamadan, Iran.
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Zafošnik U, Cerovečki V, Stojnić N, Belec AP, Klemenc-Ketiš Z. Developing a competency framework for training with simulations in healthcare: a qualitative study. BMC Med Educ 2024; 24:180. [PMID: 38395862 PMCID: PMC10893594 DOI: 10.1186/s12909-024-05139-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/08/2023] [Accepted: 02/05/2024] [Indexed: 02/25/2024]
Abstract
BACKGROUND Simulation is a technique used to create an experience without going through the real event. Competency-based medical education focuses on outcomes and ensures professionals have the necessary knowledge, skills, and attitudes. The purpose of this study was to develop a set of competencies for the instructors providing basic and advanced levels of simulation-based training in healthcare. METHODS We conducted a qualitative study in three steps, with each next step building on and influenced by the previous one. First, we conducted a literature review, then a consensus development panel, and finally a three-step Delphi process. The participants were experts in the fields of healthcare, education, and simulations. RESULTS The six main competencies identified for the instructor providing simulation-based training at the basic level in healthcare include knowledge of simulation training, education/training development, education/training performance, human factors, ethics in simulation, and assessment. An instructor providing simulation-based training at an advanced level in healthcare should also possess the following five competencies: policies and procedures, organisation and coordination, research, quality improvement, and crisis management. CONCLUSION The identified competencies can serve as a valuable resource for simulation educators and organisations involved in simulation education, to plan curriculum and implement a continuous train-the-trainers programme.
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Affiliation(s)
- Uroš Zafošnik
- Ljubljana Community Health Centre, Metelkova 9, 1000, Ljubljana, Slovenia
| | - Venija Cerovečki
- Department of Family Medicine, School of Medicine, University of Zagreb, 10000, Zagreb, Croatia
- Health Centre Zagreb-Centar, 10000, Zagreb, Croatia
| | - Nataša Stojnić
- Ljubljana Community Health Centre, Metelkova 9, 1000, Ljubljana, Slovenia
| | - Anja Poženel Belec
- Ljubljana Community Health Centre, Metelkova 9, 1000, Ljubljana, Slovenia
| | - Zalika Klemenc-Ketiš
- Ljubljana Community Health Centre, Metelkova 9, 1000, Ljubljana, Slovenia.
- Department of Family Medicine, Medical Faculty, University of Maribor, Taborska 8, 2000, Maribor, Slovenia.
- Department of Family Medicine, Medical Faculty, University of Ljubljana, Poljanski nasip 58, 1000, Ljubljana, Slovenia.
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Karadzhov D, Lee J, Hatton G, White RG, Sharp L, Jalloh A, Langan Martin J. Identifying core global mental health professional competencies: A multi-sectoral perspective. Glob Ment Health (Camb) 2024; 11:e24. [PMID: 38572254 PMCID: PMC10988164 DOI: 10.1017/gmh.2024.26] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/08/2023] [Revised: 01/21/2024] [Accepted: 02/11/2024] [Indexed: 04/05/2024] Open
Abstract
Concerned with sustainably alleviating mental distress and promoting the right to health worldwide, global mental health (GMH) is practised across various contexts spanning the humanitarian-development-peace nexus. The inherently intersectoral and multidisciplinary nature of GMH calls for competency frameworks and training programmes that embody diversity, decolonisation and multiprofessionalism. Existing competency frameworks have failed to capture the multi-sectoral, inter-professional nature of contemporary GMH practice. In response to these needs, a qualitative content analysis of relevant job advertisements was conducted to distil a comprehensive set of professional competencies in contemporary GMH practice. Approximately 200 distinct skills and competencies were extracted from 70 job advertisements and organised into four meta-dimensions: 'skills', 'sector', 'self' and 'subject'. The first known systematic attempt at a multi-sectoral GMH competency framework, it offers a springboard for exploring vital yet overlooked professional competencies such as resilience, self-reflection, political skills and entrepreneurialism. On this basis, recommendations for building a competent, agile and effective GMH workforce with diversified and future-proof skillsets are proposed. The framework can also inform inter-professional training and curriculum design, and capacity-building initiatives aimed at early-career professional development, particularly in low- and middle-income settings.
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Affiliation(s)
- Dimitar Karadzhov
- School of Health & Wellbeing, College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, UK
| | - Joanne Lee
- UNICEF, Eastern and Southern Africa Regional Office, Nairobi, Kenya
| | - George Hatton
- School of Health & Wellbeing, College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, UK
| | - Ross G. White
- School of Psychology, Queen’s University Belfast, Belfast, UK
| | - Laura Sharp
- School of Health & Wellbeing, College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, UK
| | - Abdul Jalloh
- School of Health & Wellbeing, College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, UK
- College of Medicine and Allied Health Sciences, University of Sierra Leone, Freetown, Sierra Leone
| | - Julie Langan Martin
- School of Health & Wellbeing, College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, UK
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Denneler T, Mahling M, Hermann S, Stengel A, Zipfel S, Herrmann-Werner A, Festl-Wietek T. Medical students' attitudes and perceived competence regarding medical cannabis and its suggestibility. BMC Med Educ 2024; 24:149. [PMID: 38360743 PMCID: PMC10867999 DOI: 10.1186/s12909-024-05089-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/13/2023] [Accepted: 01/23/2024] [Indexed: 02/17/2024]
Abstract
INTRODUCTION The global trend of legalizing medical cannabis (MC) is on the rise. In Germany, physicians have prescribed MC at the expense of health insurers since 2017. However, the teaching on MC has been scant in medical training. This study investigates medical students' attitudes and perceived competence regarding MC and evaluates how varying materials (videos/articles) impact their opinions. METHODS Fourth-year medical students were invited to participate in the cross-sectional study. During an online session, students viewed a video featuring a patient with somatoform pain discussing her medical history, plus one of four randomly assigned MC-related materials (each an article and a video depicting a positive or negative perspective on MC). Students' opinions were measured at the beginning [T0] and the end of the course [T1] using a standardized questionnaire with a five-point Likert scale. We assessed the influence of the material on the students' opinions using paired-sample t-tests. One-way analysis of variance and Tukey post-hoc tests were conducted to compare the four groups. Pearson correlations assessed correlations. RESULTS 150 students participated in the course, the response rate being 75.3% [T0] and 72.7% [T1]. At T0, students felt a little competent regarding MC therapy (M = 1.80 ± 0.82). At T1, students in groups 1 (positive video) and 3 (positive article) rated themselves as more capable in managing MC therapy [Formula: see text], and students in groups 3 (positive article) and 4 (negative article) felt more skilled in treating patients with chronic pain [Formula: see text]. Compared to the other groups, group 2 students (negative video) felt significantly less competent. They perceived cannabis as addictive, hazardous and unsuitable for medical prescription. DISCUSSION This study showed that medical students lack knowledge and perceived competence in MC therapy. Material influences their opinions in different ways, and they seek more training on MC. This underlines that integrating MC education into medical curricula is crucial to address this knowledge gap.
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Affiliation(s)
- Tatjana Denneler
- Deanery of Students' Affairs, Faculty of Medicine, University of Tuebingen, Tuebingen, Germany
| | - Moritz Mahling
- TIME- Tuebingen Institute for Medical Education, University of Tuebingen, Tuebingen, Germany
- Department of Diabetology, Endocrinology, Nephrology, Section of Nephrology and Hypertension, University Hospital Tuebingen, Tuebingen, Germany
| | - Sabine Hermann
- University Department of Anaesthesiology and Intensive Care Medicine, University Hospital of Tuebingen, Tuebingen, Germany
| | - Andreas Stengel
- Department of Psychosomatic Medicine and Psychotherapie, University Hospital of Tuebingen, Tuebingen, Germany
- German Center for Mental Health (DZPG), site Tuebingen, Tuebingen, Germany
- Center for Internal Medicine and Dermatology, Deparment of Psychosomatic Medicine, Charité-Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Berlin, Germany
| | - Stephan Zipfel
- Department of Psychosomatic Medicine and Psychotherapie, University Hospital of Tuebingen, Tuebingen, Germany
| | - Anne Herrmann-Werner
- TIME- Tuebingen Institute for Medical Education, University of Tuebingen, Tuebingen, Germany
- Department of Psychosomatic Medicine and Psychotherapie, University Hospital of Tuebingen, Tuebingen, Germany
| | - Teresa Festl-Wietek
- TIME- Tuebingen Institute for Medical Education, University of Tuebingen, Tuebingen, Germany.
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Ahmed MD, Al Salim ZA. Provision of Quality Physical Education to enhance the motive of Physical Activity and its underlying Behavior among university students. Heliyon 2024; 10:e25152. [PMID: 38327484 PMCID: PMC10847599 DOI: 10.1016/j.heliyon.2024.e25152] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2023] [Revised: 01/20/2024] [Accepted: 01/22/2024] [Indexed: 02/09/2024] Open
Abstract
Background Physical activity (PA) plays a crucial role in promoting good health and an active lifestyle among university students. Quality Physical Education (QPE) program is instrumental in achieving sustainability in PA. Motivation is a key factor in encouraging PA in students. However, motivation alone may not lead to inclusivity unless quality components are thoughtfully integrated into physical education (PE) programs. Aims This study aimed to address three research questions: i) Can the motivation for PA participation be enhanced through the provision of high-quality PE programs in university settings? ii) Does the quality provision of PE contribute to promoting sustainable PA among adolescents? and iii) Is this carry-over process influenced by gender? Methods This cross-sectional study enrolled N = 610 university students, comprising 467 males and 143 females. Only students who had PE as a part of their coursework were included. These students participated in more than 27 different sports and had an average age of 20.76 years (SD = 3.47) and an average of 4.70 years (SD = 4.93) of athletic experience. To achieve the study's objectives, descriptive statistics (mean, SD), Pearson's correlation, and regression analysis were employed. Additionally, a 2 (Gender) by 2 (Type of Sport: Individual vs. Team) MANCOVA, with age as a covariate, was used to assess gender-based differences in the variables. Results The study found that the factors demonstrated strong reliability and positive correlations between QPE and exercise needs satisfaction. However, these factors did not establish significant correlations with PA. Perceived competence for exercise needs satisfaction showed gender differences, with males scoring higher. Additionally, QPE did not exhibit significant gender-based differences. In terms of PA, males had higher mean scores compared to females. Conclusion The provision of QPE was identified as a crucial determinant of exercise satisfaction competence among students. While QPE provision was adequate at the university level, it did not promote PA among females as anticipated.
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Affiliation(s)
- Md. Dilsad Ahmed
- College of Sciences and Human Studies, Department of Humanities and Social Sciences, Prince Mohammed Bin Fahd University, Kingdom of Saudi Arabia
| | - Zuhair A. Al Salim
- Sport Science and Physical Activity Department, University of Hafr Al Batin, Kingdom of Saudi Arabia
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Özgür Ö, Konuşkan Bayraktar M, Ulusal F, Şenay Avcı F, Tufan İ. [First Senior Citizens University in Turkey-Empirical findings on the personal benefits of the programmes from the participants' perspective]. Z Gerontol Geriatr 2024:10.1007/s00391-024-02281-9. [PMID: 38319353 DOI: 10.1007/s00391-024-02281-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2023] [Accepted: 01/02/2024] [Indexed: 02/07/2024]
Abstract
The article reports on the evaluation of the programmes offered by the "60+Tazelenme Üniversitesi" (University of Antalya's Senior Citizens' University) from the users' perspective. 174 users (from a population of 6000 people) evaluated in a differentiated according to 18 characteristics their expectations of the programme before enrolling in the four-semester study programme and the personal benefits of the programme after completing it. The results show a highly differentiated picture of the benefits realized with regard to areas of competence and quality of life. The empirical study is placed in the broader context of geragogics and universities of the third age.
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Affiliation(s)
- Özlem Özgür
- Department of Gerontology, Health Science Faculty, Akdeniz University, Antalya, Türkei
| | - Müveddet Konuşkan Bayraktar
- T.R. Ministry of Health General Directorate of Health Services, Health Professions Department, Ankara, Türkei
| | | | | | - İsmail Tufan
- Department of Gerontology, Health Science Faculty, Akdeniz University, Antalya, Türkei
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Vauhkonen A, Saaranen T, Cassar M, Camilleri M, Martín-Delgado L, Haycock-Stuart E, Solgajová A, Elonen I, Pasanen M, Virtanen H, Salminen L. Professional competence, personal occupational well-being, and mental workload of nurse educators - A cross-sectional study in four European countries. Nurse Educ Today 2024; 133:106069. [PMID: 38113794 DOI: 10.1016/j.nedt.2023.106069] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Revised: 11/30/2023] [Accepted: 12/04/2023] [Indexed: 12/21/2023]
Abstract
BACKGROUND Nurse educators need a high level of professional competence to educate future health care professionals. Professional competence supports occupational well-being whilst high mental workload can undermine it. There is little existing research into nurse educators' professional competence, occupational well-being, mental workload, and the relationships between them, particularly in the European context. OBJECTIVES To describe the professional competence, personal occupational well-being, and mental workload of nurse educators in four European countries, and to explore how the professional competence and mental workload of nurse educators relate to their personal occupational well-being. DESIGN Cross-sectional study design with quantitative survey data. SETTING Nurse educators from Finland, Spain, Slovakia, and Malta. METHODS The data were collected from 302 nurse educators through an online questionnaire which used the Health and Social Care Educator's Competence (HeSoEduCo) instrument. This contains 43 items which measure areas of professional competence. Statistical analysis involved descriptive and multivariate analysis. RESULTS Nurse educators self-assessed their overall professional competence as high. Competence in evidence-based practice was assessed as the highest whilst cultural competence was perceived to be the lowest of the six competence areas. Nurse educators perceived their levels of personal occupational well-being and the balance of mental workload as moderate. However, these levels varied between the four countries. Professional competence, more specifically administrative and curriculum competence, and a balanced mental workload were positively related to personal occupational well-being. CONCLUSIONS The educators who perceive themselves to have very good professional competence and a balanced mental workload are more likely to report high occupational well-being. The findings suggest that nurse educators' cultural competence needs to be strengthened and intervention research is needed to determine ways of reducing mental workload and increasing the occupational well-being of nurse educators.
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Affiliation(s)
- Anneli Vauhkonen
- University of Eastern Finland, Faculty of Health Sciences, Department of Nursing Science, P.O. Box 1627, FI-70211 Kuopio, Finland.
| | - Terhi Saaranen
- University of Eastern Finland, Faculty of Health Sciences, Department of Nursing Science, P.O. Box 1627, FI-70211 Kuopio, Finland.
| | - Maria Cassar
- University of Malta, Faculty of Health Sciences, Department of Nursing, RM 71, MSD 2080, Malta.
| | - Michelle Camilleri
- University of Malta, Faculty of Health Sciences, Department of Nursing, RM 36, MSD 2080, Malta.
| | - Leandra Martín-Delgado
- Universitat Internacional de Catalunya, Faculty of Medicine and Health Science, Department of Nursing, C/ Josep Trueta s/n. 08195 Sant Cugat del Vallès, Barcelona, Spain.
| | - Elaine Haycock-Stuart
- University of Edinburgh, School of Health in Social Science, Nursing Studies, Elsie Inglis Quad, Medical School, Teviot Place, Edinburgh EH8 9AG, Scotland, UK.
| | - Andrea Solgajová
- Constantine the Philosopher University in Nitra, Faculty of Social Sciences and Health Care, Department of Nursing, Tr. A. Hlinku 1, 949 01 Nitra, Slovakia.
| | - Imane Elonen
- University of Turku, Faculty of Medicine, Department of Nursing Science, Faculty of Social Sciences, Department of Psychology, 20014, Finland.
| | - Miko Pasanen
- University of Turku, Faculty of Medicine, Department of Nursing Science, FI-20014 University of Turku, Turku, Finland.
| | - Heli Virtanen
- University of Turku, Faculty of Medicine, Department of Nursing Science, FI-20014 University of Turku, Finland.
| | - Leena Salminen
- University of Turku, Faculty of Medicine, Department of Nursing Science, Turku University Hospital, FI-20014, Finland.
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Alhassan A, Duke M, Phillips NNM. Nursing students' satisfaction with the quality of clinical placement and their perceptions of preceptors competence: A prospective longitudinal study. Nurse Educ Today 2024; 133:106081. [PMID: 38150780 DOI: 10.1016/j.nedt.2023.106081] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/04/2023] [Revised: 11/24/2023] [Accepted: 12/18/2023] [Indexed: 12/29/2023]
Abstract
BACKGROUND Previous studies have demonstrated that preceptor training programs enhance preceptor competence and effectiveness. However, there is little research that has investigated the link between preceptor training and the quality of clinical placement. AIM This study sought to determine if preceptor training influences nursing students' satisfaction with the quality of their clinical placement and their perceptions of preceptor competence. DESIGN Prospective longitudinal survey. METHODS A total of 189 nursing students from two Nursing Training Colleges in the north of Ghana were surveyed before and after a preceptor training program using two validated questionnaires. Data were analyzed using descriptive statistics and paired samples t-test. RESULTS There was a statistically significant increase in student satisfaction with the quality of their clinical placement following preceptors' participation in a preceptor training workshop (t(149) = 4.567, p < 0.001). Student perception of preceptor competence also had a statistically significant improvement following preceptor training, increasing from an average of 136.96 ± 21.45 at baseline to 156.49 ± 25.403 in the follow-up survey (t(142) = 6.731, p < 0.001). Furthermore, the percentage of students who perceived preceptors to be highly competent increased from 23.3 % at baseline to 53.8 % following the preceptor training. CONCLUSION The findings from this study indicate that when supported by preceptors who themselves have had training in effective preceptorship, students are more likely to report higher quality clinical placement and perceive preceptors to be more competent.
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Affiliation(s)
- Afizu Alhassan
- School of Nursing and Midwifery, Centre for Quality and Patient Safety Research, Faculty of Health, Deakin University, Australia.
| | - Maxine Duke
- School of Nursing and Midwifery, Faculty of Health, Deakin University, Australia
| | - Nicole Nikki M Phillips
- School of Nursing and Midwifery, Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St., Geelong, VIC 3220, Australia
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Han S, Keswani RN, Hall M, Wani S. Limited exposure to pancreatic ERCP during advanced endoscopy training impacts competence and performance in independent practice. Pancreatology 2024; 24:184-187. [PMID: 38176963 DOI: 10.1016/j.pan.2023.12.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/22/2023] [Revised: 12/04/2023] [Accepted: 12/26/2023] [Indexed: 01/06/2024]
Abstract
BACKGROUND/OBJECTIVES The impact of competency-based training programs on pancreatic endoscopic retrograde cholangiopancreatography (ERCP) performance remains unclear. This study aimed to describe the learning curves of pancreatic ERCP and subsequent performance during independent practice. METHODS This was a multicenter prospective cohort study involving advanced endoscopy trainees (AETs). In the 1st phase, trainees were assessed on every 5th ERCP using the ERCP and EUS Skills Assessment Tool (TEESAT). Cumulative sum (CUSUM) analysis of pancreatic ERCP evaluations was used to establish learning curves. During the 2nd phase (1st year of independent practice), now-graduated participants documented their performance on key ERCP quality indicators. RESULTS A total of 24 AETs (20 training programs) received sufficient evaluations for CUSUM analysis. Pancreatic ERCP accounted for 14.6 % (196/1339) of all ERCPs evaluated with 45 % of pancreatic ERCPs carrying a Grade 3 level of complexity. A minority of AETs (16.7 %) performed enough pancreatic ERCPs to generate meaningful learning curves with no AETs achieving competence in pancreatic cannulation, sphincterotomy, or stone clearance during Phase 1. In Phase 2, a total of 3620 ERCPs were performed, of which 281 (7.8 %) were pancreatic ERCPs. While the overall pancreatic duct cannulation rate was 92.2 %, the native papilla pancreatic duct cannulation rate was 85.7 %, which was below the recommended 90 % threshold. CONCLUSIONS Advanced endoscopy training offers a low level of exposure to pancreatic ERCP, which is mirrored in independent practice, highlighting the inadequate training in pancreatic ERCP. Given the complexity of pancreatic ERCP, novel strategies are warranted to improve training in pancreatic ERCP.
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Affiliation(s)
- Samuel Han
- Division of Gastroenterology, Hepatology, and Nutrition, The Ohio State University Wexner Medical Center, Columbus, OH, USA
| | - Rajesh N Keswani
- Division of Gastroenterology and Hepatology, Northwestern University, Chicago, IL, USA
| | - Matt Hall
- Biostatistics, Children's Hospital Association, Overland Park, KS, USA
| | - Sachin Wani
- Division of Gastroenterology and Hepatology, University of Colorado Anschutz Medical Campus, Aurora, CO, USA.
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Aslan TK, Solmaz T, Tohmola A. Adaptation of the Gerontological Nursing Competence (GeroNursingCom) instrument to Turkish: Validity and reliability study. Nurse Educ Pract 2024; 75:103913. [PMID: 38341951 DOI: 10.1016/j.nepr.2024.103913] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2023] [Revised: 01/19/2024] [Accepted: 02/01/2024] [Indexed: 02/13/2024]
Abstract
AIM The aim of this study was to conduct a Turkish validity and reliability study of the Gerontological Nursing Competence Scale and to adapt the scale to Turkish culture. BACKGROUND As the number of older people increses, gerontological nursing requires specialized expertise in older people care. High-quality basic education and further education guarantee good competence in gerontological care. DESIGN A methodological study of instrument translation and validation. METHODS The study was methodological and the sample consisted of 530 university students who agreed to participate in the study. Data were collected by online interview method using the Introductory Information Form and Gerontological Nursing Competence Scale (GeroNursingCom). Before starting the study, permission was obtained from the ethics committee, the relevant institution, the scale owner and the students. Language equivalence and content validity of the scale were ensured and Confirmatory Factor Analysis Models (CFA) was conducted. Cronbach Alpha and item-total correlation analysis were used for the reliability of the scale. RESULTS The scale was compatible in terms of linguistic fidelity Content Validity Index (CVI) (Language)=0.97 and content fidelity CVI (Content)=0.96. The CFA results showed that the χ2/sd value was 1.861 and since this value was less than three, it can be stated that the model provided an excellent fit to the data. Comparative Fit Index (CFI) and Non-normalized Fit Index (NNFI) values were determined as 0.99 and 0.99 respectively and these values being above 0.90 indicate that the model provides an excellent fit to the data. Square Root of Standardized Errors (SRMR) index was 0.045 and Root Mean Square Error of Approximation (RMSEA) index was 0.040 and these values were less than 0.080, indicating that the model provided an excellent fit to the data. The Cronbach's alpha reliability coefficient of 0.97 was found to be highly reliable and the Cronbach's alpha reliability coefficients calculated for the sub-dimensions ranged between 0.77 and 0.91. CONCLUSIONS It was determined that the gerontological nursing competence scale is valid and reliable for nursing students and can be used in both student and working nurses living in Turkey.
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Affiliation(s)
- Tuba Korkmaz Aslan
- Tokat Gaziosmanpasa University Faculty of Health Sciences / Nursing, Türkiye
| | - Tuğba Solmaz
- Necmettin Erbakan University Seydişehir Kamil Akkanat Faculty of Health Sciences, Türkiye
| | - Anniina Tohmola
- Lapland University of Applied Sciences, Research Unit of Nursing Science and Health Management, University of Oulu, Finland.
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Abusafia AH, Khraisat AMS, Tableb OK, Al-Mugheed K, Alabdullah AA, Abdelaliem SMF. The impact of a nursing spiritual care module on nursing competence: an experimental design. BMC Palliat Care 2024; 23:21. [PMID: 38246991 PMCID: PMC10802070 DOI: 10.1186/s12904-024-01356-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2023] [Accepted: 01/17/2024] [Indexed: 01/23/2024] Open
Abstract
PURPOSE This study aimed to assess the impact of the Nursing Spiritual Care Module on the competence of nurses in providing spiritual care in the context of Malaysia. METHOD This study employed an experimental design and involved a total of 122 nurses, with 59 in the experimental group and 63 in the control group. Participants were selected from palliative care wards associated with Hospital Universiti Sains Malaysia. Nurses in the experimental group underwent a two-week educational module on nursing spiritual care, while nurses in the control group attended a single lecture on spiritual care provided by the hospital. RESULTS The results indicated no significant differences in sociodemographic characteristics between the two groups. A significant difference in spiritual care competence within the intervention group and the control group over time (p-value = 0.001), between the two groups (p-value = 0.038), and in the interaction between time and group (p-value = 0.001). CONCLUSION The Nursing Spiritual Care Module is crucial in aiding nurses and healthcare professionals in cultivating the appropriate and wholesome attitudes and practices necessary to address the spiritual needs of patients.
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Farokhzadian J, Eskici GT, Molavi-Taleghani Y, Tavan A, Farahmandnia H. Nursing students' patient safety competencies in the classroom and clinical settings: a cross-sectional study. BMC Nurs 2024; 23:47. [PMID: 38233931 PMCID: PMC10792773 DOI: 10.1186/s12912-024-01708-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2022] [Accepted: 01/03/2024] [Indexed: 01/19/2024] Open
Abstract
INTRODUCTION Patient safety is one of the critical indicators of providing qualified and high-quality health care services. Determining nursing students' patient safety competencies will significantly contribute to the literature. Therefore, this study aimed to investigate Iranian nursing students' patient safety competencies in classroom and clinical settings. METHODS In this cross-sectional study data were collected from 215 nursing of a university of medical sciences between February and May 2022, using a general questionnaire form and the Health Professional Education in Patient Safety Survey. Data analysis was done using descriptive and analytical statistics such as percentage, mean and paired-samples t-test. RESULTS The mean scores of nursing students' the Health Professional Education in Patient Safety Survey were 3.50 ± 0.55 in the classroom and 3.45 ± 0.57 in the clinical setting. The highest mean scores of nursing students were in subdimension of "clinical safety" in both the clinical (3.91 ± 1.13) and classroom settings (3.91 ± 0.78). In addition, a statistically significant difference was found in patient safety learning confidence in the classroom versus clinical setting in the "culture of safety" subdimension. CONCLUSION It appears that current educational programs provide opportunities to improve nursing students' patient safety, but they are not enough. Nurse educators should apply new teaching methods and evaluate clinical strategies to meet educational needs.
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Affiliation(s)
| | - Gulcan Taskiran Eskici
- Department of Nursing Management, Faculty of Health Sciences, Ondokuz Mayis University, Samsun, Turkey
| | - Yasamin Molavi-Taleghani
- Health Management and Economics Research Center, Department of Health Services Management, School of Management and Medical Information Sciences, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Asghar Tavan
- Health in Disasters and Emergencies Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
| | - Hojjat Farahmandnia
- Health in Disasters and Emergencies Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran.
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Beamish N, Footer C, Lowe R, Cunningham S. Rehabilitation professions' core competencies for entry-level professionals: a thematic analysis. J Interprof Care 2024; 38:32-41. [PMID: 37551889 DOI: 10.1080/13561820.2023.2241519] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2022] [Accepted: 06/26/2023] [Indexed: 08/09/2023]
Abstract
Rehabilitation services are essential interventions designed to optimize functioning and reduce disability in individuals with health conditions. Eight core professions offer rehabilitation services: audiology, occupational therapy, physical and rehabilitation medicine, physiotherapy, psychology, prosthetics and orthotics, rehabilitation nursing, and speech-language pathology. These professions often work together to provide patient-centered care. Each rehabilitation profession has developed its own international or national document to describe entry-level competencies. However, it is not evident in the literature whether rehabilitation professions share the same core competencies. Therefore, we explored the international standards for rehabilitation professions to identify commonalities and differences in entry-level professionals' required core competencies. A thematic analysis of current, published, international, or national entry-level competencies documents was conducted to determine commonalities and differences in the core competence requirements for the eight rehabilitation professions. The following four themes were evident across all professions: (a) evidence-based clinical practice knowledge and skills; (b) culturally competent communication and collaboration; (c) professional reasoning and behaviors; and (d) interprofessional collaboration. This thematic analysis highlighted the commonalities among rehabilitation professionals and may be used to provide a greater understanding of how rehabilitation professionals can support and work together on interprofessional teams.
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Affiliation(s)
- Nicole Beamish
- School of Kinesiology and Health Studies, Queen's University, Kingston, Ontario, Canada
| | | | | | - Shala Cunningham
- Physiopedia, London, UK
- Department of Physical Therapy, Radford University, Radford, Virginia, USA
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Jokinen H, Pramila-Savukoski S, Kuivila HM, Jämsä R, Juntunen J, Törmänen T, Koskimäki M, Mikkonen K. Development and psychometric testing of hybrid education competence instrument for social and health care, and health sciences educators. Nurse Educ Today 2024; 132:105999. [PMID: 37890195 DOI: 10.1016/j.nedt.2023.105999] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/11/2023] [Revised: 09/26/2023] [Accepted: 10/19/2023] [Indexed: 10/29/2023]
Abstract
BACKGROUND The competencies of educators in social and health care, and health sciences fields have been studied; however, studies related specifically to hybrid (synchronous face-to-face and online) teaching competence are scarce. AIM To develop and psychometrically test the hybrid education competence instrument for the purpose of self-assessment of hybrid education competence. DESIGN A cross-sectional study was conducted to develop and psychometrically test the instrument. METHODS The instrument was developed in four phases: (I) establishing the conceptual framework, (II) testing the face and content validity, (III) testing the construct validity, and (IV) testing the internal consistency of the instrument. The conceptual framework was based on studies related to digital pedagogy and hybrid teaching. The face and content validity were tested using an expert panel (n = 12). Pre-testing (n = 10) was performed prior to the cross-sectional data collection (N = 1689, n = 206) which was performed during the autumn of 2022. The data was collected from educators in social and health care, and health sciences fields at six universities and twelve universities of applied sciences in Finland. Construct validity was tested using exploratory factor analysis and internal consistency was tested using Cronbach's alpha. RESULTS The newly developed and psychometrically tested instrument contains 46 items across 5 factors: (1) Competence in planning and resourcing hybrid teaching; (2) technological competence in hybrid teaching; (3) interaction competence in hybrid teaching; (4) digital pedagogy competence in hybrid teaching; and (5) ethical competence in hybrid teaching. These five factors explain 70.83 % of the total variance. Cronbach's alpha values ranged from 0.901 to 0.951. CONCLUSION The instrument developed in this study can be used to measure the hybrid education competence of educators in social and health care, and health sciences fields. The instrument can also be utilised in an interdisciplinary manner to assess hybrid teaching competence in other educational fields, but also it can be used in the design of continuous learning and training for educators.
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Affiliation(s)
- Henna Jokinen
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland.
| | | | - Heli-Maria Kuivila
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland.
| | - Riina Jämsä
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland; The wellbeing services county of North Ostrobothnia, Oulu University Hospital, Oulu. Finland.
| | - Jonna Juntunen
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland.
| | - Tiina Törmänen
- Learning and Educational Technology (LET Lab), University of Oulu, Oulu, Finland.
| | - Minna Koskimäki
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland
| | - Kristina Mikkonen
- Research Unit of Health Sciences and Technology, University of Oulu, Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland.
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Chen TJ, Traynor V, Ho MH, Chang HCR, Rolls K, Pratt H, Chiu HY. Effects of simulation-based education module on delirium care in undergraduate nursing students: A quasi-experimental study. Nurse Educ Pract 2024; 74:103852. [PMID: 38101093 DOI: 10.1016/j.nepr.2023.103852] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2023] [Revised: 11/02/2023] [Accepted: 11/16/2023] [Indexed: 12/17/2023]
Abstract
AIM To examine the effects of a delirium education module on undergraduate nursing students' knowledge of and perceived confidence and competence in delirium care. BACKGROUND Delirium is common in intensive care units (ICUs) and leads to poor clinical outcomes. The under recognition of delirium is a major problem in ICU medicine. Nurses, as first-line health care providers, can address this by recognizing patients who are experiencing delirium. Since undergraduate nursing students will be the future ICU nurses, it is important to deliver the knowledge regarding delirium care. However, education about assessing delirium in ICUs among undergraduate nursing students is lacking. DESIGN Quasi-experimental study. METHODS A total of 74 undergraduate students were divided into an intervention group (n=34) and a comparison group (n=40). A 2-hour simulation-based delirium education module integrated into a critical care curriculum was delivered to the intervention group only. The classroom-based intervention was administered at a medical university in northern Taiwan. Study outcomes were measured using a structured survey including (1) a 16-item delirium care knowledge quiz, (2) confidence in delirium care scale and (3) competence in delirium care scale. The survey was distributed to students before and after the module in December 2020. The Mann-Whitney U test, chi-square test and Fisher's exact test were adopted to test the differences of all variables between groups. A generalized estimating equation model was used to investigate the adjusted treatment effects. RESULTS The participants had a median age of 22 years and 81% were female. The delirium education module yielded greater knowledge (B = 3.04, 95% confidence interval = 2.20-3.88), confidence (B = 4.20, 95% confidence interval = 2.67-5.73) and competence (B = 4.82, 95% confidence interval = 3.33-6.30) in delirium care when the treatment and control groups were compared. CONCLUSIONS For undergraduate nursing students, simulation-based education module is effective in improving the knowledge of and confidence and competence in delirium care. It is recommended that this be included in critical care nursing curricula.
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Affiliation(s)
- Ting-Jhen Chen
- School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan; School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia
| | - Victoria Traynor
- School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia; Illawarra Health and Medical Research Institute, Northfields Ave, Wollongong, NSW 2522, Australia
| | - Mu-Hsing Ho
- School of Nursing, Li Ka Shing Faculty of Medicine, University of Hong Kong, Pokfulam, Hong Kong
| | - Hui-Chen Rita Chang
- School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia; School of Nursing and Midwifery, Western Sydney University, Parramatta South Campus, NSW 2150, Australia
| | - Kaye Rolls
- School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia
| | - Helen Pratt
- School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia
| | - Hsiao-Yean Chiu
- School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan; Nursing Department, Taipei Medical University Hospital, Taipei, Taiwan; Research Center of Sleep Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan; Department of Psychiatry and Sleep Center, Taipei Medical University Hospital, Taipei, Taiwan.
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Stigter-Outshoven C, Van de Glind G, Wieberdink LJ, van Zelm R, Braam A. Competencies Emergency and Mental Health Nurses Need in Triage in Acute Mental Health Care: A Narrative Review. J Emerg Nurs 2024; 50:55-71. [PMID: 37791945 DOI: 10.1016/j.jen.2023.08.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2023] [Accepted: 08/11/2023] [Indexed: 10/05/2023]
Abstract
INTRODUCTION Emergency and mental health nurses are, in many countries, the designated professionals to conduct acute mental health triage. This review aimed to identify competencies these nurses need in major acute health care services such as emergency and accident departments and mental health crisis services for triage for psychiatric patients in crisis. METHODS For familiarization and construction of an initial thematic framework, we have searched the databases MEDLINE, CINAHL, Academic Search Premier, and PsycINFO since 1975. For indexing and sorting, the web-based application Rayyan was used to identify relevant studies. ATLAS.ti 22 was used for data extraction, reviewing, summary, and display using labels relevant for our research questions: knowledge, skills, and attitude. For appraisal of the included studies, the Mixed Methods Appraisal Tool and the Scale of the Assessment for Narrative Reviews were used. RESULTS Thirty one studies were included and were overall rated as adequate, mostly published since 2000. Competencies needed by nurses in AMHT contain a high level of specialist knowledge (risk assessment, de-escalation, triage tools, psychopathology, law/regulations, care pathways), skills (clinical skills, communication, collaboration, coordinating care), and attitude (nonjudgmental, confidence). DISCUSSION Emergency and mental health nurses require a significant amount of competencies beyond basic nursing education in acute mental health triage. Most described competencies pertain both to knowledge and skills. Less is known about attitude. To integrate the several competencies knowledge, skills, and attitude, clinical reasoning is needed to organize chaos in unpredictable and complex patient situations.
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Gheysari F, Pasha H, Adib-Rad H, Chehrazi M, Faramarzi M, Omidvar S. Effect of Sexual Health Education of Mothers on Their Comfort and Intention to Discuss Sex-Related Topics with Adolescent Girls: A Controlled Intervention Study. Arch Sex Behav 2024; 53:395-404. [PMID: 37798550 DOI: 10.1007/s10508-023-02708-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2022] [Revised: 09/12/2023] [Accepted: 09/12/2023] [Indexed: 10/07/2023]
Abstract
Sex education is one of the most challenging topics for mothers. Therefore, we examined the effect of sexual health education of mothers on their comfort and intention to discuss sex-related topics with adolescent girls. In this controlled intervention study, 160 mothers of 13- to 16-year-old girls were randomly assigned to either the intervention or control groups. The intervention group underwent sexual health training, while the control group received routine care. Paired t-test, chi-square, analysis of covariance, and multivariate analysis of covariance were used for the analysis of data. There was a significant increase in mean parents' comfort in discussing sex topics in the intervention group compared to the control group (p < .001). The intervention group had spoken with their child to a higher extent than the control group in all 13 items of parents' Intention index for discussing sex topics with the child (except for delivery and menstruation) (p < .05).There was no significant difference between groups for the mean age appropriate for discussing sex topics with the child, Sense of Competence as well as its dimensions, such as self-efficacy and satisfaction. Mean pre-to-post scores of sense of Competence in child rearing (p = .04) and self-efficacy (p = .037) significantly increased in the intervention groups, while they were not significant in the control group. Sexual health education was effective in the feeling of interest and comfort of mothers to discuss sex topics. Therefore, counseling services on mothers' speech interactions are recommended to promote adolescent girl's sexual health.
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Affiliation(s)
- Fatemeh Gheysari
- Student Research Committee, Babol University of Medical Sciences, Babol, Iran
| | - Hajar Pasha
- Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, 4717647745, Iran.
- Infertility and Reproductive Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran.
| | - Hajar Adib-Rad
- Infertility and Reproductive Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
| | - Mohamad Chehrazi
- Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, 4717647745, Iran
| | - Mahbobeh Faramarzi
- Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, 4717647745, Iran
| | - Shabnam Omidvar
- Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, 4717647745, Iran
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Li WY, Fang Y, Liang YQ, Zhu SQ, Yuan L, Xu Q, Li Y, Chen YL, Sun CX, Zhi XX, Li XY, Zhou R, Du M. Building bridges of excellence: a comprehensive competence framework for nurses in hospice and palliative care-a mixed method study. BMC Palliat Care 2023; 22:197. [PMID: 38087276 PMCID: PMC10714629 DOI: 10.1186/s12904-023-01318-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2023] [Accepted: 11/29/2023] [Indexed: 12/18/2023] Open
Abstract
BACKGROUND Hospice and Palliative Care (HPC) is in high demand in China; however, the country is facing the shortage of qualified HPC nurses. A well-suited competence framework is needed to promote HPC human resource development. Nevertheless, existing unstandardized single-structured frameworks may not be sufficient to meet this need. This study aimed at constructing a comprehensive multi-structured HPC competence framework for nurses. METHODS This study employed a mixed-method approach, including a systematic review and qualitative interview for HPC competence profile extraction, a two-round Delphi survey to determine the competences for the framework, and a cross-sectional study for framework structure exploration. The competence profiles were extracted from publications from academic databases and interviews recruiting nurses working in the HPC field. The research team synthesized profiles and transferred them to competences utilizing existing competence dictionaries. These synthesized competences were then subjected to Delphi expert panels to determine the framework elements. The study analyzed theoretical structure of the framework through exploratory factor analysis (EFA) based on a cross-sectional study receiving 491 valid questionnaires. RESULTS The systematic review involved 30 publications from 10 countries between 1995 and 2021, while 13 nurses from three hospitals were interviewed. In total, 87 and 48 competence profiles were respectively extracted from systematic review and interview and later synthesized into 32 competences. After the Delphi survey, 25 competences were incorporated into the HPC competence framework for nurses. The EFA found a two-factor structure, with factor 1 comprising 18 competences namely Basic Competences; factor 2 concluding 7 competences namely Developmental Competences. CONCLUSIONS The two-factor HPC competence framework provided valuable insights into the need and directions of Chinese HPC nurses' development.
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Affiliation(s)
- Wei-Ying Li
- School of Nursing, Nanjing Medical University, Nanjing, 211166, P. R. China
| | - Ying Fang
- School of Nursing, Nanjing Medical University, Nanjing, 211166, P. R. China
| | - Yi-Qing Liang
- School of Medicine, Jiangsu University, Zhenjiang, 212000, China
| | - Shu-Qin Zhu
- School of Nursing, Nanjing Medical University, Nanjing, 211166, P. R. China.
| | - Ling Yuan
- The Comprehensive Cancer Centre of Drum Tower Hospital, Medical School of Nanjing University, Clinical Cancer Institute of Nanjing University, Nanjing, 210008, P. R. China.
| | - Qin Xu
- School of Nursing, Nanjing Medical University, Nanjing, 211166, P. R. China.
| | - Yue Li
- Jiangsu Institute of Quality and Standardization, Nanjing, 210029, China
| | - Yin-Long Chen
- Jiangsu Institute of Quality and Standardization, Nanjing, 210029, China
| | - Chang-Xian Sun
- School of Health Sciences, Jiangsu Vocational Institute of Commerce, Nanjing, 211168, China
| | - Xiao-Xu Zhi
- Nursing Department, Jiangsu Cancer Hospital and Nanjing Medical University Affiliated Cancer Hospital and Jiangsu Institute of Cancer Research, Nanjing, 210009, China
| | - Xiao-Yan Li
- Hospice Unit, The Air Force Hospital From Eastern Theater of PLA, Nanjing, 210002, China
| | - Rong Zhou
- School of Nursing, Nanjing Medical University, Nanjing, 211166, P. R. China
| | - Mai Du
- School of Nursing, Nanjing Medical University, Nanjing, 211166, P. R. China
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Martyr A, Rusted JM, Quinn C, Gamble LD, Collins R, Morris RG, Clare L. Resilience in caregivers of people with mild-to-moderate dementia: findings from the IDEAL cohort. BMC Geriatr 2023; 23:804. [PMID: 38053063 PMCID: PMC10696882 DOI: 10.1186/s12877-023-04549-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2023] [Accepted: 11/30/2023] [Indexed: 12/07/2023] Open
Abstract
OBJECTIVES A novel model of resilience was tested in caregivers of people with mild-to-moderate dementia and was extended to explore whether including self-efficacy, optimism, and self-esteem improved its predictive value. DESIGN Cross-sectional. SETTING Data from the IDEAL cohort were used. PARTICIPANTS The study comprised 1222 caregivers of people with dementia. MEASUREMENTS A composite resilience score was calculated from five measures. Multivariable regressions were used to investigate factors associated with resilience. RESULTS Greater resilience was associated with being older, being male, and caregiving for older people with dementia. Greater resilience was also observed when people with dementia had fewer functional difficulties and/or fewer neuropsychiatric symptoms, there was a stronger dyadic relationship, and the caregiver had fewer social restrictions, less neuroticism, and greater perceived competence. Surprisingly, caregiver self-efficacy, optimism, and self-esteem were unrelated to resilience. CONCLUSION Caregivers of people with mild-to-moderate dementia generally scored well for resilience. Resilience was associated with both the personal characteristics of caregivers and level of care need among people with dementia. Future work is needed to determine whether the caregivers in this cohort appeared resilient because the care recipients had relatively low care needs and consequently placed fewer demands on caregiver well-being than would be the case where dementia is more advanced.
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Affiliation(s)
- Anthony Martyr
- Centre for Research in Ageing and Cognitive Health, Faculty of Health and Life Sciences, University of Exeter, St Luke's Campus, Exeter, UK.
| | | | - Catherine Quinn
- Centre for Applied Dementia Studies, University of Bradford, Bradford, UK
- Wolfson Centre for Applied Health Research, Bradford, UK
| | - Laura D Gamble
- Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne, UK
| | - Rachel Collins
- Centre for Research in Ageing and Cognitive Health, Faculty of Health and Life Sciences, University of Exeter, St Luke's Campus, Exeter, UK
| | - Robin G Morris
- Department of Psychology, King's College London Institute of Psychiatry, Psychology and Neuroscience, London, UK
| | - Linda Clare
- Centre for Research in Ageing and Cognitive Health, Faculty of Health and Life Sciences, University of Exeter, St Luke's Campus, Exeter, UK
- NIHR Applied Research Collaboration South-West Peninsula, Exeter, UK
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Abu-Snieneh HM, Abdelaziz EM. The nurses' perceptions of spiritual care competency in intensive care units. PSYCHOL HEALTH MED 2023; 28:3149-3155. [PMID: 35591767 DOI: 10.1080/13548506.2022.2079691] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/05/2021] [Accepted: 05/13/2022] [Indexed: 10/18/2022]
Abstract
The health-care system around the world has recognized the importance and usefulness of spirituality in the delivery of care. The goal of this study was to describe nurses' self-perceived ability in providing spiritual care to patients in Intensive Care Units, as well as to look into the relationship between demographic variables and their competencies. The researchers used a descriptive correlation design. There were 106 surveys distributed in total. Two large hospitals in Jouf, Saudi Arabia, had an 83.01% response rate. The self-reported questionnaire was completed by 88 nurses. The majority of nurses said they were capable of providing spiritual care to patients of the Islamic faith. Religions had statistically significant mean Spiritual Care Competency scores. It is critical to have a unified health strategy based on multidisciplinary collaborations to control spiritual care delivery, particularly in Intensive Care Units.
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Affiliation(s)
| | - Enas Mahrous Abdelaziz
- Nursing Department, College of Applied Medical Sciences, Jouf University, Jouf, Saudi Arabia
- Lecturer of Psychiatric Mental Health Nursing, Faculty of Nursing, Cairo University, Giza, Egypt
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Mathiesen KL, Lindberg E, Nässén K, Cowdell F, Palmér L. "A becoming in the meeting": the interpretations of competence in home care from the perspectives of older people and registered nurses - a meta-ethnography. Int J Qual Stud Health Well-being 2023; 18:2262170. [PMID: 37771312 PMCID: PMC10543340 DOI: 10.1080/17482631.2023.2262170] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/06/2023] [Accepted: 09/09/2023] [Indexed: 09/30/2023] Open
Abstract
AIM The aim of this meta-ethnography was to identify and synthesize qualitative studies focusing on older people's and registered nurses' interpretations of competence in home care. METHODS The meta-ethnography followed the six phases developed by Noblit and Hare (1988). RESULTS In Phase 6, the translation process of the included studies, three themes were identified: i) temporality-the feeling of being of value; ii) dignity-a person, not just a patient; and iii) mutuality of being-togetherness. A synthesis was developed, and the phrase "a becoming in the meeting" emerged. CONCLUSION The sense of becoming includes progress, which means becoming something other than before in relation with others and refers to what constitutes the meeting between the older person and the registered nurse working in home care. Competence originates from becoming in the meeting, and registered nurses should therefore value what they do and hold on to this aspect of caring competence that centres on a caring relationship. It is important for registered nurses working in home care to be able to cultivate a caring relationship.
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Affiliation(s)
- Karoline Lang Mathiesen
- Faculty of Caring Science, Work Life and Social Welfare, Doctoral student, University of Borås, Borås, Sweden
| | - Elisabeth Lindberg
- Faculty of Caring Science, Work Life and Social Welfare, University of Borås,BoråsSweden
| | - kristina Nässén
- Faculty of Caring Science, Work Life and Social Welfare, Senior lecturer, University of Borås, BoråsSweden
| | - Fiona Cowdell
- Professor of Nursing and Health Research and NIHR Knowledge Mobilisation Research Fellow, Birmingham City University, BirminghamUK
| | - Lina Palmér
- Faculty of Caring Science, Work Life and Social Welfare, University of Borås, Borås, Sweden
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Lukovenko T, Sikinbayev B, Shterts O, Mironova E. Parental Competence as a Teacher in the Auditory Development of Children with Cochlear Implants. J Psycholinguist Res 2023; 52:2119-2133. [PMID: 37480449 DOI: 10.1007/s10936-023-09995-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/07/2023] [Indexed: 07/24/2023]
Abstract
The number of children with partial or total hearing loss is increasing every day, and most of them are undergoing cochlear implant surgery. The paper aims to assess the teaching competence of parents of children with cochlear implants. The study took one year (2022) in 1 [Almaty, Kazakhstan] kindergarten and 1 specialized school. Twenty-four parents of children (mean age 3.5 ± 0.5 years) and 20 parents of children of primary school age (10.0 ± 0.5 years) who underwent surgery at the age of 1-2 and 6-9 years were included in the study. A minimal number of parents had a high level of competence; sufficient competence was noticed among the two times larger number of parents; however, most of the parents had insufficient competence. The indicators of children were as follows: 3 children had a high level of listening perception; twice as many of them had a sufficient level; the same number had an insufficient level. There were more children with a low level, 3 times more than with a high level. A high level of pedagogical competence of parents correlated with a high level of children's auditory verbal abilities (on the scale of auditory ability integration). There was also a direct relationship with the level of speech development (on the scale of speech use) for children who had the surgery a year earlier. The obtained data can apply to the educational process for children with cochlear implants to improve their auditory and speech skills as quickly as possible. The involvement of parents in the education and rehabilitation of children with cochlear implants is crucial for the successful adaptation and development of the child. Parents can become irreplaceable partners of specialists and educational institutions, providing their children with optimal support and assistance on their way to the development of auditory and communication skills. To enhance parental competence in the area of auditory development of children with cochlear implants, it is recommended to participate in specialized educational programs designed for parents, offered by professionals and organizations. Additionally, actively engaging with educational resources, online materials, and informational communities is beneficial for acquiring up-to-date knowledge and receiving support from other parents, specialists, and experts.
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Affiliation(s)
- Tatiana Lukovenko
- Department of Theory and Methodology of Pedagogical and Defectological Education, Pacific State University, Khabarovsk, Russia
| | - Bauyrzhan Sikinbayev
- Department of Special Pedagogy, Kazakh National Womens Teacher Training University, Almaty, Kazakhstan.
| | - Olga Shterts
- Department of Psychology, Kazan Federal University, Elabuga, Russia
| | - Ekaterina Mironova
- Department of Polyclinic Therapy, Institute of Clinical Medicine named after N.V. Sklifosovsky, I.M. Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia
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Snezhko Z, Yersultanova G, Spichak V, Dolzhich E, Dmitrichenkova S. Effects of Bilingualism on Students' Linguistic Education: Specifics of Teaching Phonetics and Lexicology. J Psycholinguist Res 2023; 52:2693-2720. [PMID: 37710055 DOI: 10.1007/s10936-023-10016-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/25/2023] [Indexed: 09/16/2023]
Abstract
In the study of English in a bylingual environment, issues related to the need to develop students' phonetic and lexical competencies, which include communication, phonetic and auditory skills and lexical sufficiency, are of particular relevance. The motive of this study is the need to improve the methodology of teaching English in the context of student immersion in a foreign language educational environment, by implementing additional thematic courses in the general educational program aimed at improving the phonetic and lexical competencies necessary for successful learning in a bilingual environment. The purpose of the article is to study the feasibility and effectiveness of studying phonetics and lexicology by students-translators who study in a bilingual educational environment. An educational experiment was conducted with the participation of 75 students-translators, in the educational process of which the disciplines of phonetics and lexicology were integrated for two academic hours per week for one year. The effectiveness of studying phonetics and lexicology within the framework of bilingual education has been proved and the skills and achievements of students that they have acquired in the process of bilingual education with an emphasis on phonetics and lexicology have been analyzed. Control tests yielded the following results: among the 46 Russian-speaking participants the percentage of English speakers at the C2 level was 7% (3 people), C1-79% (36 people), B2-14% (7 people). To achieve the most effective learning in a bilingual environment, especially when it takes place in a minority language, it is worth emphasizing students' learning of phonetics and vocabulary. Using this approach, students were able to form and develop a number of phonetic and lexical skills and improve academic performance.
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Affiliation(s)
- Zoya Snezhko
- Institute of Linguistics and Intercultural Communication, I.M. Sechenov First Moscow State Medical University, Trubetskaya Str., 8/2, Moscow, Russian Federation, 119991.
| | | | - Valentina Spichak
- Institute of Linguistics and Intercultural Communication, I.M. Sechenov First Moscow State Medical University, Trubetskaya Str., 8/2, Moscow, Russian Federation, 119991
| | - Elena Dolzhich
- Department of Foreign Languages of Engineering Academy of RUDN University, Peoples' Friendship University of Russia (RUDN University), Moscow, Russian Federation
| | - Svetlana Dmitrichenkova
- Department of Foreign Languages of Engineering Academy of RUDN University, Peoples' Friendship University of Russia (RUDN University), Moscow, Russian Federation
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Lin I, Flanagan W, Green C, Lowell A, Coffin J, Bessarab D. Clinical yarning education: development and pilot evaluation of an education program to improve clinical communication in Aboriginal health care - participant, and health manager perspectives. BMC Med Educ 2023; 23:908. [PMID: 38036987 PMCID: PMC10688002 DOI: 10.1186/s12909-023-04843-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Accepted: 11/03/2023] [Indexed: 12/02/2023]
Abstract
BACKGROUND Effective communication between health care clinicians and Aboriginal patients is critical to delivering high quality, accessible, culturally secure health care. Despite this, ineffective communication is a well-documented barrier, and few studies have reported interventions to improve communication. Clinical Yarning is a patient centred communication framework for Aboriginal health care. Building on this framework, this study reports the development and evaluation of a Clinical Yarning education program. METHODS A Clinical Yarning education program was developed, underpinned by the principles of cultural security and adult learning, informed by a behavioural skills approach. The program was delivered in five health/education settings in one rural Western Australian region. Mixed-methods evaluation included a retrospective pre/post questionnaire to ascertain changes in participants' knowledge, confidence, competence and their perceptions about communication in Aboriginal health care, and the program. Qualitative semi-structured interviews were undertaken with health service managers who oversaw each health care setting and who had not participated in the education program, to explore perceptions about the program and implementation considerations. RESULTS Twenty-eight health care clinicians and six students completed training and the evaluation survey. There were significant improvements in self-rated communication skills, ability, confidence, knowledge, and perceived importance of communication training from pre to post-program. Participants strongly recommended the program to others, and most commonly valued the simulation/interactive learning activities. Health service managers acknowledged the limitations in most existing cultural training, and felt Clinical Yarning addressed a need; both the concept of Clinical Yarning and the education program provided were valued. Considerations identified for future implementation included: building multilevel partnerships within health services, offering alternate training options such as eLearning or train-the-trainer approaches, and integrating into existing development programs. Workforce transiency and availability were a barrier, particularly in remote areas. CONCLUSIONS This study offers preliminary support for the Clinical Yarning education program and provides a foundation for further development of this training approach. A future priority is implementation research to investigate the impact of the Clinical Yarning education program on health care and patient outcomes.
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Affiliation(s)
- Ivan Lin
- Western Australian Centre for Rural Health, University of Western Australia, Fitzgerald St, Geraldton, WA, 6531, Australia.
| | - Wanda Flanagan
- Western Australian Centre for Rural Health, University of Western Australia, Fitzgerald St, Geraldton, WA, 6531, Australia
| | - Charmaine Green
- Western Australian Centre for Rural Health, University of Western Australia, Fitzgerald St, Geraldton, WA, 6531, Australia
| | - Anne Lowell
- Research Centre for Health and Wellbeing, Charles Darwin University, Ellengowan Drive, Brinkin, Darwin, NT, 0909, Australia
| | - Juli Coffin
- Ngangk Yira Institute for Change, Murdoch University, Murdoch, WA, 6150, Australia
| | - Dawn Bessarab
- Centre for Aboriginal Medical and Dental Health, University of Western Australia, Stirling Highway, Crawley, WA, 6009, Australia
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Bush SS, Dutt A, Fernández AL, Łojek E, McDonald S, Schrieff-Brown L. Ethical issues in clinical neuropsychology: International diversity perspectives. Appl Neuropsychol Adult 2023:1-17. [PMID: 37972552 DOI: 10.1080/23279095.2023.2278153] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/19/2023]
Abstract
OBJECTIVE Much of the information about the ethical practice of clinical neuropsychology has focused on North America. Additionally, of the scholarly publications on the intersection of ethical issues and cultural diversity practices in neuropsychology, most have focused on North America. The extent to which practitioners in other parts of the world are aware of, and find useful, such information is largely unknown. Similarly, the extent to which North American neuropsychologists are familiar with ethical issues and challenges encountered around the world is unknown. The purpose of this article is to advance the discussion of ethical issues in clinical neuropsychology from an international diversity perspective. METHOD The article presents, via a panel interview format, the thoughts and experiences of a small sample of neuropsychologists who represent all continents except North America (and Antarctica). RESULTS Neuropsychologists across continents share an ethical commitment to providing services that are beneficial, and not harmful, to the recipients of the services. Professional competence is at the heart of such services. CONCLUSIONS Through continued and expanded dialogue about ethical issues with neuropsychology colleagues around the world, the potential exists for improvement in the provision of effective and compassionate care in our own towns.
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Affiliation(s)
- Shane S Bush
- Department of Psychology, University of Alabama, Tuscaloosa, AL, USA
- Long Island Neuropsychology, Lake Ronkonkoma, NY, USA
| | - Aparna Dutt
- Neuropsychology & Clinical Psychology Unit, Duttanagar Mental Health Centre, Kolkata, India
| | - Alberto Luis Fernández
- Universidad Católica de Córdoba, Córdoba, Argentina
- Universidad Nacional de Córdoba, Córdoba, Argentina
| | - Emilia Łojek
- Faculty of Psychology, Head of the Neuropsychological Section Polish Psychological Association, Vice-Dean for Research, University of Warsaw, Warsaw, Poland
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Hirshoren N, Zemer TL, Shauly-Aharonov M, Weinberger JM, Eliashar R. Training and competence perception differences in otolaryngology and head and neck surgery training program - an anonymous electronic national survey. BMC Health Serv Res 2023; 23:1239. [PMID: 37951915 PMCID: PMC10638777 DOI: 10.1186/s12913-023-10195-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2023] [Accepted: 10/22/2023] [Indexed: 11/14/2023] Open
Abstract
BACKGROUND Otorhinolaryngology / Head and Neck Surgery consists of different sub-specialties, each comprising unique characteristics and challenges. Herein, we investigate the use of a uniform national electronic questionnaire for curriculum planning. MAIN OUTCOME MEASURES (1) Analyze the residents' perception of the different sub-specialties training programs and their competence capabilities. (2) Identify sub-specialties requiring attention. (3) Investigate the characteristics associated with competence perception. METHODS This is a national cross sectional study. An anonymous electronic questionnaire was emailed to all registered Otorhinolaryngology / Head and Neck Surgery residents. RESULTS 63.5% registered residents responded to the questionnaire. Two sub-specialties, Rhinology and Laryngology, are located in the extremities of the residents' perceptions of competence and training (p < 0.0001), despite similar complexity perception (means 6.10 and 6.01, respectively). Rhinology is perceived as the most well-trained sub-specialty, both surgically and clinically (means 7.08 and 7.66, respectively), whereas Laryngology is bottom scaled (means 5.16 and 6.14, respectively). The same is true for perceived competence, surgical and clinical, in Rhinology (means 6.80 and 8.02, respectively) compared to Laryngology (means 5.04 and 6.75, respectively). Significant positive correlations were found between training, competence perception and workload ("golden training triangle"). CONCLUSIONS Each ORL-HNS sub-specialty comprises different characteristics and a different learning curve, necessitating a tailored training program. Recognizing its sub-specialties distinctive features may assist in establishment of better-adapted learning curves in residency programs. Herein, we examine the use of anonymous electronic national survey. Laryngology, bottom ranked, is a prototype of a relatively new surgical discipline. Rhinology, ranked top by the residents, is an exemplar of a sub-specialty with an optimal 'educational environment'. Moreover, we have established golden training triangle, implicating, highlights the essential role of institutional and senior staff for proper residency teaching. We demonstrate and advocate the benefit of using an anonymous electronic questionnaire.
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Affiliation(s)
- Nir Hirshoren
- Department of Otolaryngology / Head & Neck Surgery, Faculty of Medicine, Hadassah Hebrew-University Medical Center, Jerusalem, Israel.
| | - Tali Landau Zemer
- Department of Otolaryngology / Head & Neck Surgery, Faculty of Medicine, Hadassah Hebrew-University Medical Center, Jerusalem, Israel
| | - Michal Shauly-Aharonov
- School of Public Health and Community Medicine, Hebrew University, Jerusalem, Israel
- Department of Industrial Engineering and Management, Jerusalem College of Technology, Jerusalem, Israel
| | - Jeffrey M Weinberger
- Department of Otolaryngology / Head & Neck Surgery, Faculty of Medicine, Hadassah Hebrew-University Medical Center, Jerusalem, Israel
| | - Ron Eliashar
- Department of Otolaryngology / Head & Neck Surgery, Faculty of Medicine, Hadassah Hebrew-University Medical Center, Jerusalem, Israel
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Abdolalipour S, Mohammad-Alizadeh-Charandabi S, Babaey F, Allahqoli L, Ghaffari R, Mirghafourvand M. Mapping of Iranian midwifery curriculum according to the International Confederation of midwives competencies. BMC Med Educ 2023; 23:791. [PMID: 37875917 PMCID: PMC10599037 DOI: 10.1186/s12909-023-04755-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2023] [Accepted: 10/09/2023] [Indexed: 10/26/2023]
Abstract
BACKGROUND Evaluating the curriculum based on its success rate in preparing skilled midwives proficient in performing professional skills is a fundamental component of the midwifery education system. This study aimed to evaluate the content, strengths, and weaknesses of the midwifery curriculum in Iran based on the most recent ICM midwifery education standards in all competence areas, as well as to obtain expert feedback on the necessary courses or lessons for the curriculum using the Delphi method. METHODS This research was conducted in two phases: comparative analysis and the Delphi method. In the comparative analysis, the curriculum mapping tool was used to compare Iran's midwifery curriculum for bachelor's degrees to the international standards for midwifery education proposed by ICM in 2019 by a four-point Likert scale (adequate- relatively adequate- relatively inadequate- inadequate). Two individuals evaluated the curriculum independently for the presence of theoretical and clinical courses for attaining each relevant competency. In case of disagreement, the opinion of a third person was used. After identifying the academic deficiencies and weaknesses of the curriculum, the Delphi technique was used with the cooperation of the midwifery board members and directors of midwifery groups from across the country to collect feedback about new courses or lessons that need to be incorporated into the curriculum. RESULTS After a comparative analysis, 24 out of 315 essential competencies for ICM in the midwifery curriculum were found to be inadequate or relatively inadequate based on the three experts' opinions after reviewing the programmatic courses and lessons in the curriculum. In 79.5% of the knowledge area and 71.6% of the skill area, the curriculum for midwifery in Iran corresponded to ICM essential competencies. After surveying expert members during multiple Delphi rounds, the members agreed to add some lessons to the midwifery curriculum, design a new course, and hold related workshops to cover the competencies identified as inadequate or relatively inadequate in the comparative analysis. CONCLUSION The Iranian midwifery curriculum for acquiring 24 items of ICM essential competencies was deemed inadequate or relatively inadequate. Therefore, it seems in addition to revising Iran's midwifery curriculum following ICM competencies, providing midwifery policymakers with infrastructure and additional support to develop and implement effective midwifery training programs is necessary to ensure that midwives are trained and equipped with the necessary competencies for practice.
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Affiliation(s)
- Somayeh Abdolalipour
- Department of Midwifery, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, IR, Iran
| | | | - Farah Babaey
- Midwifery Department, Ministry of Health and Medical Education, Tehran, Iran
| | - Leila Allahqoli
- Midwifery Department, Ministry of Health and Medical Education, Tehran, Iran
| | - Reza Ghaffari
- Department of Medical Education, Education Development Center, Tabriz University of Medical Sciences, Tabriz, IR, Iran
| | - Mojgan Mirghafourvand
- Social Determinants of Health Research Center, Tabriz University of Medical Sciences, Tabriz, IR, Iran.
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Bassimtabar A, Alfuth M. [Development and validation of a questionnaire to assess physiotherapists' postural-structural-biomechanical-oriented beliefs about pain]. Schmerz 2023:10.1007/s00482-023-00757-y. [PMID: 37845560 DOI: 10.1007/s00482-023-00757-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Revised: 08/15/2023] [Accepted: 08/22/2023] [Indexed: 10/18/2023]
Abstract
BACKGROUND Therapists frequently use the postural-structural-biomechanical (PSB) model in clinical practice to explain the symptom of pain using biomechanical deficits. Adequate knowledge about pain encompasses not only the neurophysiology of pain but also knowledge that existing PSB-oriented explanations of the development and enhancement of pain are outdated. There is no assessment to evaluate physiotherapists' PSB-oriented beliefs about pain. AIM The aim of the present study was to develop a questionnaire to assess physiotherapists' PSB-oriented beliefs about pain and to evaluate its reliability (internal consistency), validity, and agreement. METHODS The Essential Knowledge of Pain Questionnaire (EKPQ) was constructed on the basis of a literature search and discussions between experts. In a pilot study, 32 pupils of a physiotherapy school were then asked to complete the German version of the revised Neurophysiology of Pain Questionnaire (rNPQ-D) and the EKPQ using the SoSci Survey in order to assess their knowledge and beliefs about pain. RESULTS The internal consistency of the EKPQ was acceptable with a Cronbach's α = 0.784. There was a strong positive significant correlation between the questionnaires (r = 0.518; p = 0.002). The Bland-Altman analysis revealed a mean difference of 28.9% (± standard deviation of the difference 15.3%) with an upper limit of 95% agreement of 58.8% and a lower limit of 95% agreement of -1.0% between the questionnaires. Participants achieved a mean score of 60.7% in the rNPQ‑D and a mean score of 31.8% in the EKPQ. CONCLUSION The newly developed EKPQ questionnaire seems to be a reliable and valid assessment to determine physiotherapists' PSB-oriented beliefs about pain. The results also confirm that a high level of knowledge about the neurophysiology of pain does not exclude a PSB orientation. Whether the EKPQ can be used alongside the rNPQ as an additional assessment to evaluate beliefs about pain should be investigated in the future with suitable study designs, e.g. Delphi study.
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Affiliation(s)
- Ahura Bassimtabar
- Fachbereich Gesundheitswesen, Hochschule Niederrhein, Reinarzstr. 49, 47805, Krefeld, Deutschland
- Universitäre Weiterbildung M.Sc. Sportphysiotherapie, Deutsche Sporthochschule Köln, Am Sportpark Müngersdorf 6, 50933, Köln, Deutschland
- Bayer 04 Leverkusen Fußball GmbH, Bismarckstr. 122-124, 51373, Leverkusen, Deutschland
| | - Martin Alfuth
- Fachbereich Gesundheitswesen, Hochschule Niederrhein, Reinarzstr. 49, 47805, Krefeld, Deutschland.
- Universitäre Weiterbildung M.Sc. Sportphysiotherapie, Deutsche Sporthochschule Köln, Am Sportpark Müngersdorf 6, 50933, Köln, Deutschland.
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Prosen M, Ličen S. Newly graduated nurses' perceptions of their professional role and professional competency: a qualitative focus group study. BMC Med Educ 2023; 23:755. [PMID: 37821964 PMCID: PMC10568792 DOI: 10.1186/s12909-023-04747-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/02/2023] [Accepted: 10/04/2023] [Indexed: 10/13/2023]
Abstract
BACKGROUND In recent years, complex and rapidly changing healthcare settings have placed high demands on nursing graduates, who must effectively assume new professional roles with a wide variety of competencies. However, in an ever-altering environment it is impossible to teach students everything. This means that assessing nursing students' perceptions of their ability to practise their competencies and assume their professional roles is critical for faculty to further develop the nursing education curriculum and to assist healthcare organisations in supporting the transition of graduates. The aim of the study was to explore newly graduated nurses' perceptions of their new professional role and professional competency associated with this role. METHODS A qualitative study using the focus group method. The purposive sample included 18 nursing graduates with an average of 29 years, most of whom were female. The average time that had elapsed since graduation was 1.5 years. Four face-to-face focus group interviews were conducted. Thematic analysis was employed to identify themes and subthemes. RESULTS Three main themes describing newly graduated nurses' perceptions were found: (1) significance of the transition period; (2) commitment to the nursing profession; and (3) perceived needs and challenges to professional competency. CONCLUSION The transition from a safe academic environment to turbulent clinical practice is shaped by both graduates' expectations and reality. The results of the study indicate a high level of commitment to the profession immediately after graduation and point to groups of competencies that need greater emphasis in the nursing curriculum. Although the responsibility for adequately preparing and supporting nursing students for their new professional roles rests with faculty and healthcare organisations, the responsibility for professional development should also lie on the students themselves.
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Affiliation(s)
- Mirko Prosen
- Faculty of Health Sciences, Department of Nursing, University of Primorska, Polje 42, Izola, 6310, Slovenia.
| | - Sabina Ličen
- Faculty of Health Sciences, Department of Nursing, University of Primorska, Polje 42, Izola, 6310, Slovenia
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Lafave M, Amannejad Y, Mammadova U, Eubank B. Systems that evaluate international equivalency in health-related professions: a scoping review with a focus on Canada. Hum Resour Health 2023; 21:79. [PMID: 37803342 PMCID: PMC10559399 DOI: 10.1186/s12960-023-00864-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Accepted: 09/24/2023] [Indexed: 10/08/2023]
Abstract
Health workforce planning has become a significant global problem considering there are estimates of an 18 million healthcare provider shortfall by 2030. There are two mechanisms to address healthcare worker shortages: (1) domestic education of those professions and (2) integration of internationally educated health professionals. Integration of internationally educated health professionals into the Canadian healthcare system requires: (1) reductions in systemic and administrative barriers and (2) development, testing, and implementation of credential equivalency recognition systems. The goal of this scoping review was to identify systems that are employed to determine credential equivalency, with a focus on Canada. The scoping review was carried by employing: (1) a systematic literature search (9) and (2) a website and grey literature Google search of professional governing bodies from a selection of medical/allied healthcare professions, but also other non-medical professions, such as law, engineering and accounting. Seven databases were searched to identify relevant sources: MEDLINE, CINAHL Plus with Full Text, PsycINFO, SPORT Discus, Academic Search Complete, Business Source Complete, and SCOPUS. The search strategy combined keyword, text terms, and medical subject headings (MeSH) and was carried out with the help of a health sciences librarian. Seven articles were included in the final manuscript review from the following professions: nursing; psychology; engineering; pharmacy; and multiple health professions. Twenty-four health-related professional governing body websites were hand searched to determine systems to evaluate international equivalency. There were many systems employed to determine equivalency, but there were no systems that were automated or that employed machine-learning or artificial intelligence to guide the evaluation process.
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Affiliation(s)
- Mark Lafave
- Mount Royal University, 4825 Mount Royal Gate SW, Calgary, AB, T3E 6K6, Canada.
| | - Yasaman Amannejad
- Mount Royal University, 4825 Mount Royal Gate SW, Calgary, AB, T3E 6K6, Canada
| | - Ulkar Mammadova
- Mount Royal University, 4825 Mount Royal Gate SW, Calgary, AB, T3E 6K6, Canada
| | - Breda Eubank
- Mount Royal University, 4825 Mount Royal Gate SW, Calgary, AB, T3E 6K6, Canada
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Conte G, Arrigoni C, Magon A, Pittella F, Stievano A, Caruso R. A stepwise methodological approach to develop and validate the digital and technological self-efficacy scale for healthcare workers among nurses and nursing students. Nurse Educ Pract 2023; 72:103778. [PMID: 37716310 DOI: 10.1016/j.nepr.2023.103778] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2022] [Revised: 08/27/2023] [Accepted: 09/08/2023] [Indexed: 09/18/2023]
Abstract
AIMS To develop and validate the Digital and Technological Self-Efficacy Scale (Digitech-S) for healthcare workers among nurses and nursing students. BACKGROUND Digital and technological solutions (DTS) significantly impact working life in healthcare and educational settings. DTS-related self-efficacy might be defined the individual's confidence in proficiently performing digital and technological tasks, even when faced with challenges. Its assessment might guide educators in orienting focused interventions to enhance the self-efficacy of nurses and nursing students. Thus far, the assessment of DTS-related self-efficacy is currently undermined by the lack of valid and reliable measurements. DESIGN A stepwise methodological approach was employed in two main phases. Phase one focused on tasks guided by literature for generating items reflecting DTS. Phase two encompassed three steps: A content validity step, a first cross-sectional data collection for Mokken scaling analysis (MSA) performed to reduce the number of items toward a unidimensional structure and with a hierarchical approach, and a confirmatory factor analysis including the group (nurses vs. nursing students) as a covariate (MIMIC) to cross-validate the unidimensional structure and assess the measurement invariance using a second cross-sectional data collection round. A Multi-Group Confirmatory Factor Analysis (MG-CFA) was also conducted to test for configural, metric, scalar, and strict invariance across the two groups. RESULTS Phase one resulted in 36 items derived from a literature review, which was reduced to 33 after the content validity process. 660 responders (nurses = 388; nursing students = 272) were included in the sample analyzed with MSA, and 13 items were hierarchically selected for the subsequent data collection (Rho reliability = 0.95; Hs = 0.67; Hi ranging from 0.55 to 0.72). MIMIC models were performed on 421 responders (nurses = 268; nursing students = 153), and three items that caused non-invariance between nurses and nursing students were identified and removed from the final version (Cronbach's alpha = 0.928). The MG-CFA demonstrated configural and metric invariance, suggesting a consistent factor structure and factor loadings across both groups, but scalar and strict invariance were not fully achieved. CONCLUSIONS The Digitech-S is a 10-item scale showing a unidimensional and stable structure, which could be used for educational and research purposes.
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Affiliation(s)
- Gianluca Conte
- Department of Biomedicine and Prevention, University of Rome Tor Vergata, Rome, Italy.
| | - Cristina Arrigoni
- Department of Public Health, Experimental and Forensic Medicine, Section of Hygiene, University of Pavia, Pavia, Italy
| | - Arianna Magon
- Health Professions Research and Development Unit, IRCCS Policlinico San Donato, San Donato Milanese, Italy
| | - Francesco Pittella
- Health Professions Research and Development Unit, IRCCS Policlinico San Donato, San Donato Milanese, Italy
| | - Alessandro Stievano
- Centre of Excellence for Nursing Scholarship, OPI of Rome, Rome, Italy; Department of Clinical and Experimental Medicine, University of Messina, Messina, Italy
| | - Rosario Caruso
- Health Professions Research and Development Unit, IRCCS Policlinico San Donato, San Donato Milanese, Italy; Department of Biomedical Sciences for Health, University of Milan, Milan, Italy
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Schmid J, Schorno N, Groux A, Giachino D, Zehetner J, Nett P, Nakas CT, Herzig D, Bally L. Fostering physical activity-related health competence after bariatric surgery with a multimodal exercise programme: A randomised controlled trial. J Behav Med 2023; 46:709-719. [PMID: 36862249 PMCID: PMC10558379 DOI: 10.1007/s10865-023-00398-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2021] [Accepted: 01/31/2023] [Indexed: 03/03/2023]
Abstract
Regular physical activity (PA) supports the long-term success of bariatric surgery. However, integrating health-enhancing physical activity in daily life requires specific competences. In this study, we evaluated a multimodal exercise programme to build these competences.Forty adults who underwent bariatric surgery were randomised to a multimodal exercise programme or control group. Primary outcomes were the facets of PA-related health competences, namely the control competence for physical training, PA-specific affect regulation, motivational competence and PA-specific self-control. Secondary outcomes were PA behaviour and subjective vitality. Outcomes were assessed before, directly after the intervention and at 3 months follow-up.Significant treatment effects were found for control competence for physical training and PA-specific self-control but not for PA-specific affect regulation and motivational competence. Significant treatment effects were further observed for self-reported exercise and subjective vitality, all in favour of the intervention group. In contrast, no treatment effect was found for device-based PA. Overall, this study provides a foundation for future research to optimise long-term post bariatric surgery outcomes.
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Affiliation(s)
- Julia Schmid
- Institute of Sport Science, University of Bern, Bern, Switzerland
| | - Nina Schorno
- Institute of Sport Science, University of Bern, Bern, Switzerland
| | - André Groux
- Department of Diabetes, Endocrinology, Nutritional Medicine and Metabolism UDEM, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Daniel Giachino
- Department of Visceral Surgery, Lindenhofspital, Bern, Switzerland
| | - Jörg Zehetner
- Department of Visceral Surgery, Hirslanden Klinik Beau-Site, Bern, Switzerland
| | - Philip Nett
- Department of Visceral Surgery and Medicine, Bern University Hospital, Inselspital, University of Bern, Bern, Switzerland
| | - Christos T Nakas
- Laboratory of Biometry, School of Agriculture, Bern University Hospital, University of Thessaly, Nea Ionia Magnesia, University Institute of Clinical Chemistry, Inselspital, University of Bern, Bern, Switzerland
| | - David Herzig
- Department of Diabetes, Endocrinology, Nutritional Medicine and Metabolism UDEM, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Lia Bally
- Department of Diabetes, Endocrinology, Nutritional Medicine and Metabolism UDEM, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
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Wang S, Liu K, Tang S, Chen Q. Instruments for measuring patient health education competence among nursing personnel: A COSMIN-based systematic review. Nurse Educ Pract 2023; 72:103798. [PMID: 37812952 DOI: 10.1016/j.nepr.2023.103798] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2023] [Revised: 09/27/2023] [Accepted: 10/01/2023] [Indexed: 10/11/2023]
Abstract
AIM The goal of this systematic review was to systematically evaluate the psychometric properties of existing patient health education competence instruments. BACKGROUND The patient health education competence of nursing personnel is a crucial factor that determines the quality of patient education, patients' quality of life, and patients' health-related outcomes. Although different instruments have been developed to assess patient health education competence, there is no comprehensive and rigorous systematic review to provide an overview and critical appraisal on these instruments. Therefore, a comprehensive systematic review of the measurement properties of such instruments is necessary. DESIGN A systematic review based on COSMIN methodology. METHODS In this study, six English databases and two Chinese databases were systematically searched for relevant publications, to retrieve studies that include instrument(s) measuring the patient health education competence of nursing personnel. Two researchers independently performed literature screening, data extraction, and literature evaluation. RESULTS A total of 13 studies reporting 11 eligible instruments were included. No studies have reported cross-cultural validity, measurement error, or responsiveness of the instruments. CONCLUSION Based on the findings of this study, five instruments were recommended as Grade A, and the remaining six instruments were recommended as Grade B. The Nurse Health Education Competence Instrument is considered the most appropriate tool for assessing patient health education competence among the available instruments. Future related instrument development should be based on more rigorous testing and reporting, to ensure the validity and reliability of the instruments.
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Affiliation(s)
- Shuyi Wang
- Xiangya School of Nursing, Central South University, 172 Tongzipo Road, Changsha, Hunan 410013, China
| | - Ke Liu
- Xiangya School of Nursing, Central South University, 172 Tongzipo Road, Changsha, Hunan 410013, China
| | - Siyuan Tang
- Xiangya School of Nursing, Central South University, 172 Tongzipo Road, Changsha, Hunan 410013, China; Xiangya Center for Evidence-Based Practice & Healthcare Innovation: A Joanna Briggs Institute Affiliated Group, 172 Tongzipo Road, Changsha, Hunan 410013, China.
| | - Qirong Chen
- Xiangya School of Nursing, Central South University, 172 Tongzipo Road, Changsha, Hunan 410013, China; Xiangya Center for Evidence-Based Practice & Healthcare Innovation: A Joanna Briggs Institute Affiliated Group, 172 Tongzipo Road, Changsha, Hunan 410013, China.
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Zenani NE, Sehularo LA, Gause G, Chukwuere PC. The contribution of interprofessional education in developing competent undergraduate nursing students: integrative literature review. BMC Nurs 2023; 22:315. [PMID: 37710257 PMCID: PMC10500801 DOI: 10.1186/s12912-023-01482-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Accepted: 09/04/2023] [Indexed: 09/16/2023] Open
Abstract
BACKGROUND Effective interprofessional team collaboration is one of the necessary domains for successful interprofessional collaborative practices in healthcare (IPCP), which is crucial for the delivery of safe and quality healthcare services. Therefore, understanding the contribution of interprofessional education in nursing students is vital to improving collaboration practices in nursing students, in preparation for the dynamics that await after registration in practice amongst the interprofessional team. Thus, the aim of the study was to summarise the contribution of interprofessional education in nursing education in developing competent undergraduate nursing students. DESIGN The integrative literature review design as described by Whittemore and Knafl was adopted for the review. The review consists of five steps, namely, problem identification, literature search, data analysis, data interpretation, and the last step was data presentation. Three databases were searched for the articles, namely CINHAL, Scopus, and Science Direct. Articles were retrieved using Search terms such as "Competence," "Contribution,", "Development," "Interprofessional education" and "Undergraduate nursing students" retrieved Articles published between 2018 and 2022 were selected. RESULTS Three themes emerged from the review, namely the promotion of patient safety in nursing practice, the socialisation of nursing students in interprofessional collaboration, and the promotion of the development of professional identity. CONCLUSION This study is the first step in determining the contributions of early interprofessional education to nursing education. It could set the stage for further studies that examine strategies the undergraduate nursing curriculum can adopt and develop sound interprofessional competencies that promote patient safety and quality healthcare by nursing students. IMPACT The developers of the nursing curriculum and nursing educators can use the results in developing a curriculum that includes interprofessional education with the aim of improving the quality of teaching and learning that advances competent and safe nursing students.
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Affiliation(s)
- Nombulelo Esme Zenani
- NuMIQ Research Focus Area, School of Nursing Science, Faculty of Health Sciences, North-West University, Mmabatho, North West Province, South Africa.
| | - Leepile Alfred Sehularo
- NuMIQ Research Focus Area, School of Nursing Science, Faculty of Health Sciences, North-West University, Potchefstroom, North West Province, South Africa
| | - Gopolang Gause
- NuMIQ Research Focus Area, School of Nursing Science, Faculty of Health Sciences, North-West University, Potchefstroom, North West Province, South Africa
| | - Precious Chibuike Chukwuere
- NuMIQ Research Focus Area, School of Nursing Science, Faculty of Health Sciences, North-West University, Mmabatho, North West Province, South Africa
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