Current Dietetic Internship Admission Criteria and Selection Processes: Results From an Electronic Survey of Directors

BACKGROUND

Members of the dietetics profession have been discussing and confronting the lack of diversity within the profession. The Academy of Nutrition and Dietetics is committed to diversity and inclusion efforts.

OBJECTIVE

Our aim was to determine current admission criteria and practices used by Dietetic Internships (DIs) across the United States.

DESIGN

This was a cross-sectional study using electronic survey with open and close-ended items conducted in the fall of 2020.

PARTICIPANTS

The electronic survey was distributed to 261 DI directors. Statistical analysis performed Descriptive statistics were calculated for each variable using SPSS software. Six topically related open-ended items were analyzed through a qualitative thematic approach.

RESULTS

DI directors (n = 89) were primarily female (n = 76) and White (n = 77). Most admissions process and criteria decisions were made by committees. Directors (n = 79) reported using a predefined rubric/scoring system for candidate evaluation. Many (n = 60) indicated not using Graduate Record Examination scores. All reported considering Didactic Program in Dietetics' grade point average; personal statement quality; professional interests and goals; and type and quantity of previous dietetics-related work and volunteer experience. The admission factors rated (on a 7-point scale) most important were quality of interview (mean = 6.03), Didactic Program in Dietetics' grade point average (mean = 5.67), type of work and volunteer experience (mean = 5.62), quality of personal statement (mean = 5.5), recommender comments (mean = 5.41), and quantity of work and volunteer experience (mean = 5.40). Most (n = 80) indicated that they were satisfied with their selection processes.

CONCLUSIONS

Educators should continue refining admissions processes as professional gatekeepers, consider reducing application fees, diversifying and training selection committees, re-evaluating admission criteria, and assessing how criteria weights.

Occupational Risks in Occupational Therapy Service Learning: A Single-Site "Fear Factor" Study in South Africa

BACKGROUND

Service-learning constitutes the main practical component of an undergraduate health profession training programme. However, limited exploration of the potential occupational risks that students face during their service-learning placement is noted in the literature.

AIM

This study in South Africa explored occupational risk factors as reported by occupational therapy students whilst engaged in service-learning.

METHODS

In this explorative qualitative study, purposeful homogenous sampling was used to recruit third and fourth level occupational therapy students who completed a Bachelor of Occupational Therapy degree. Three focus groups were conducted with seventeen students who voluntarily participated. Audio-recorded data were transcribed and analysed thematically using deductive reasoning.

RESULTS

Several concerns over potential occupational risks were reported, namely, anxiety over contracting infectious diseases, concerns around musculoskeletal injuries due to manual handling requirements, and inappropriate behaviour of clients, which made the students feel unsafe. Concerns around the implementation of infection control measures, the lack of resources allocated to infection control at some service-learning sites, as well as the coping strategies used during service-learning were highlighted.

CONCLUSION

Varied occupational risk factors during service-learning were reported by students. These insights into the perceived occupational risk factors can be translated into actionable strategies to improve the preparation of health science students for service-learning, including coping skills to deal with the demands of service-learning.

The Integrated and Disability Health Program of AUSL Bologna. The Alstom experience for employment access in high functioning autism spectrum disorders

The Integrated and Disability Health Program (IDHP) of Bologna deals with the assessment and treatment of both young and adults with high and low functioning autism spectrum disorder (ASD). The IDHP and Alstom Ferroviaria SPA started a highly innovative project for the employment of young adults diagnosed with high functioning ASD. The project consisted of a six months' internship, for a total amount of 560 hours, and a renewal for another 6 months and involved a group of 5 young adults with high-functioning ASD, aged between 18 and 42 years, coming from Bologna or the suburbs. During the internship, a job coach trained in autism spectrum disorders was provided by IDHP. The intervention was based on Behavioral Skills Training (BST). As a result, the following advantages of BST model were found: very effective in small group; learning occurred by observation and modelling, feedback was received by the trainer and other group members.

Relationship of Emotional Intelligence to Perceived Stress in Combined Master's of Science and Dietetic Internship Programs

BACKGROUND

Emotional intelligence (EI) is often studied with perceived stress in students in health professions fields such as nursing but not dietetics. The purpose of this study was to explore the relationship of EI to perceived stress in graduate dietetic students in Combined Master's of Science (MS) and Dietetic Internship (DI) programs.

METHODS

EI and perceived stress were collected using the Schutte EI Scale and Perceived Stress Scale-10, respectively. One hundred and two (n=102) graduate dietetic students were recruited through their program directors. All participants had to be enrolled in, and have completed at least one semester, in an Accreditation Council for Education in Nutrition and Dietetics (ACEND)-accredited combined MS/DI program.

RESULTS

Graduate dietetic students with higher EI are more likely to have lower perceived stress (r= -0.305, p=0.002). Females had significantly higher perceived stress scores than males (p=0.011). EI scores between female and males was found to be not significant (p=0.082). Perceived stress was significantly associated with class size (r=0.223, p=0.025).

CONCLUSIONS

The findings suggest that graduate dietetic students with higher EI scores have lower self-perceived stress. Increasing EI skills in graduate dietetic students might help reduce stress levels and create better coping skills.

Educating Engineers for the Public Good Through International Internships: Evidence from a Case Study at Universitat Politècnica de València

At Universitat Politècnica de València, Meridies, an internship programme that places engineering students in countries of Latin America, is one of the few opportunities the students have to explore the implications of being a professional in society in a different cultural and social context. This programme was analyzed using the capabilities approach as a frame of reference for examining the effects of the programme on eight student participants. The eight pro-public-good capabilities proposed by Melanie Walker were investigated through semi-structured interviews. The internship is an environment in which students can put into practice the knowledge they have acquired in undergraduate studies and to find practical relevance in what they studied. Occasionally, this also entails a critical questioning of what they have learned, a greater awareness of the limits of the contents of their studies and of the way things were taught, and interest in less explored issues that are closely linked to social justice. However, tensions can arise between the pro-public-good oriented perspectives of this programme, and a more instrumental vision. One way to overcome these tensions is to foster consideration of reflexivity, that is, the dynamic relationship between technology and society. To do so, the programme must create space before and during the internship, and upon the return of the students, to discuss and collectively reflect upon their lived experience. Additionally, it ought to engage supervisors in this educational journey, both at the university and in the host institutions, and also involve socially committed organisations in this task.

Will New Graduate Nurse Residencies Be a Mandate of the Future?

Nursing professional development (NPD) and continuing education (CE) administrators are constantly prioritizing where they put their energy and resources. With the American Academy of Nursing (AAN) policy brief recommending mandatory nurse residency programs and Maryland taking the lead as an early adopter through collaboration (not mandate), it is important that NPD and CE practitioners and administrators are aware of the current landscape in the area of new graduate RN transition to practice. [J Contin Educ Nurs. 2019;50(8):341-344].

Examining the implementation of teaching and learning interactions of transition cultural competence through a qualitative study of Taiwan mentors untaking the postgraduate nursing program

BACKGROUND

Cultural competency has been identified as an essential curricular element in undergraduate and graduate nursing programmes. Supporting successful transition to practice is essential for retaining graduate nurses in the workforce and meeting the demand for cultural diversity in health care services.

OBJECTIVES

This study aimed to explore the teaching and learning interactions of transition cultural competence from the perspective of mentors of newly graduated nurses in a Taiwanese postgraduate nursing programme.

DESIGN

A qualitative design that utilised focus group interviews was adopted for this study. A framework approach-a content and thematic analysis strategy-was used to analyse the interviews.

SETTING

The study setting consisted of two hospitals in northern Taiwan.

PARTICIPANTS

The study participants consisted of 24 new graduate nurse mentors.

METHODS

Three focus group sessions were conducted (two at a medical centre and one at a district hospital), where the participants were interviewed.

RESULTS

Four themes were derived from the data-transition process, teaching strategies according to the transition stage, learning after overcoming clinical stress, and awareness of cultural diversity among new graduate nurses. The clinical routine and physical stress of caring for patients did not allow the newly graduated nurses to appropriately demonstrate cultural competence in the first three months. Mentors were only able to provide resources for new graduate nurses when they first started to care for patients in cultural groups. The point of catalysis was when learners finally gained awareness of cultural differences, and, consequently, they could encounter the teaching and learning process.

CONCLUSION

The different learning stages and teaching strategies illustrated the interactive process between new nurses and educators. Facilitating the cultural awareness of learners is a challenge for teachers who provide cultural competence training. This model could serve as a reference for curriculum and clinical training programmes.

Midwifery students' experiences of their clinical internship: A qualitative descriptive study

BACKGROUND

Globally the safety of mothers and babies is fundamental in maternity care. Central to ensuring this safety is appropriate preparation of midwifery students' to ensure graduates are equipped to assume the responsibilities of delivering safe and effective maternity care. In preparation for autonomous practice Irish midwifery students' undertake a 36 week internship in the final year of the BSc Midwifery programme. Within this paid internship midwifery students' have the opportunity to develop professional behaviours, consolidate knowledge and learn necessary skills to fulfil the role of midwife under the supervision of registered midwives.

OBJECTIVE

To explore midwifery students' experiences of the internship period.

DESIGN AND METHOD

A descriptive qualitative study using focus groups with ethical approval.

SETTING AND PARTICIPANTS

BSc Midwifery students' in the final year of their programme (n = 17) in an Irish University were invited to participate in a focus group interview midway through their internship. All participants (n = 13) had experience of working in two sites used for internship at the time of data collection.

RESULTS

Key findings include the importance of the internship period in consolidating clinical skills and building confidence and competence for midwifery practice. Midwifery students' experience considerable stress during the internship period. Demands identified as stressors include providing care in increasingly complex clinical areas, meeting academic deadlines and maintaining a work life balance. Negative interpersonal experiences and dismissive attitudes to reflection on practice were barriers to learning. Midwifery students' articulated the importance of learning through doing, a supportive learning culture and philosophy in the unit, protected time for reflection and being included and valued as part of the midwifery team.

CONCLUSIONS

The benefits and challenges associated with internship in midwifery are apparent, particularly when students' are contending with two geographically distant sites. Support mechanisms and suggestions for improvements are considered.

Residents as preceptors and educators: What we can learn from a national survey to improve our residency programs

INTRODUCTION

Developing pharmacy residents into effective preceptors is essential to meet the demands of pharmacy education. A survey was created to assess the availability of resident precepting educational opportunities, identify common barriers associated with developing preceptors' skills, and discover strategies to optimize programming.

METHODS

An online survey focused on the development of residents as preceptors was e-mailed to all residency program directors (RPD) for American Society of Health-System Pharmacists accredited residencies in the United States. Information was collected on program demographics, level of support and precepting activities offered and resident employment outcomes.

RESULTS

Five hundred thirty-eight responses were received. The majority were postgraduate year one RPDs and had less than six residents. Sixty-one percent of programs were affiliated with a college of pharmacy. Seventy-eight percent devoted 10hours or less per month in developing residents as preceptors with 33% providing less than five hours. Seventy-one percent of the residency programs did not offer a formal precepting rotation. However, 59% of respondents indicated that their residency graduates frequently accepted positions, which required teaching/precepting. The most common barriers to developing residents as preceptors included: lack of time for residents to precept within the residency structure (41%), availability of preceptors to mentor residents throughout experience (33%) and lack of preceptors' availability to mentor residents' precepting abilities over time (30%).

DISCUSSION AND CONCLUSIONS

RPDs should prioritize training of residents as preceptors. Requiring residents to serve as primary preceptors in rotations dedicated to teaching is important to prepare for future job responsibilities.

Dietetic interns' perceptions and use of evidence-based practice: an exploratory study

OBJECTIVE

This study explored dietetic interns' perceptions and knowledge of evidence-based practice (EBP), their use and observation of EBP principles during their clinical rotations, and their intentions to use EBP in their careers.

METHODS

A mixed methods design combining a survey and focus group was employed. Dietetic interns (n=16) from a large Midwestern university were recruited in person and via email to participate in the survey, focus group, or both. Perceptions and experiences of EBP were analyzed through the focus group (qualitative), and EBP knowledge and clinical practice behaviors were analyzed through the survey (quantitative). The focus group discussion was recorded, transcribed, and analyzed using thematic analysis.

RESULTS

Four major themes emerged from the focus group data: (1) observations of EBP in clinical practice, (2) use of EBP during clinical rotations, (3) barriers to EBP, and (4) perceived use of EBP as future registered dietitians. Interns considered EBP important for their profession and future careers. They struggled, however, with the discrepancies between current research and practice, and highlighted differences that they observed and barriers that they experienced across different clinical settings.

CONCLUSIONS

This exploratory study is the first to examine dietetic interns' perceptions of and experiences with EBP in the clinical setting. Future research is needed to identify how dietetics educators, librarians, and preceptors can address the barriers that interns perceive in applying EBP in their internships.

Supervision, transference and countertransference

The author discusses supervision, transference and countertransference as seen in the context of the clinical case of a patient who had been first seen as a training analysis case and who later, in a fortuitous way, was treated by the supervisor of the training analysis. The supervisor, who in the first instance did not recognize the patient, discusses the reasons for this unusual experience in terms of the presence and absence of transference during the analysis of this patient as a training case and the problems inherent in the task of supervising. The patient's feelings towards the first and the second analyst and the vicissitudes of transference and countertransference during the supervision of the training analysis and its influence on the presentation of the analytical sessions by the student are also detailed and discussed. The question of recorded supervision presentations and their possible influence on the dynamics of supervision is raised.

Internship training in computer science: Exploring student satisfaction levels

The requirement of employability in the job market prompted universities to conduct internship training as part of their study plans. There is a need to train students on important academic and professional skills related to the workplace with an IT component. This article describes a statistical study that measures satisfaction levels among students in the faculty of Information Technology and Computer Science in Jordan. The objective of this study is to explore factors that influence student satisfaction with regards to enrolling in an internship training program. The study was conducted to gather student perceptions, opinions, preferences and satisfaction levels related to the program. Data were collected via a mixed method survey (surveys and interviews) from student-respondents. The survey collects demographic and background information from students, including their perception of faculty performance in the training poised to prepare them for the job market. Findings from this study show that students expect internship training to improve their professional and personal skills as well as to increase their workplace-related satisfaction. It is concluded that improving the internship training is crucial among the students as it is expected to enrich their experiences, knowledge and skills in the personal and professional life. It is also expected to increase their level of confidence when it comes to exploring their future job opportunities in the Jordanian market.

Improving Quality Outcomes in Veteran-Centric Care

The University of Alabama at Birmingham (UAB) School of Nursing and the Birmingham Veterans Affairs Medical Center (BVAMC) created a Psychiatric-Mental Health Nurse Practitioner (PMHNP) Residency Continuity Clinic tasked with providing Veteran-centric mental health outpatient treatment informed by measurement-based care (MBC) to provide quality outcomes. Approved by the BVAMC, the UAB Institutional Review Board also approved and exempted the project as quality improvement. PMHNP residents administered the Patient Stress Questionnaire (PSQ)-an MBC tool that incorporates validated tools for assessing depression, anxiety, posttraumatic stress, alcohol use, and pain-to each Veteran from March to August 2016. Patient outcomes focused on depression and anxiety. PSQ scores were reviewed retrospectively via descriptive statistics, paired t tests, and Wilcoxon signed ranks tests. Analysis showed improvement in depression and anxiety that approached significance, and in several national Veterans Affairs mental health performance measures, reinforcing the importance of using MBC in psychiatric assessment. [Journal of Psychosocial Nursing and Mental Health Services, 55(1), 37-44.].

Succession Planning: Creating A Case for Hiring New Graduates

With an aging nursing workforce and rising patient acuity levels, healthcare institutions are challenged to meet the demand for competent nursing care Swedish Medical Center (SMC) adopted an aggressive approach for building a new graduate residency program to promote new graduates' opportunity to tap into the valuable expert knowledge and wisdom of retiring nurses. Nursing leadership chose to take an unorthodox approach by identifying new graduates as their hires of choice, citing the ability to create and influence the values and professional practice of the novice nurse as a desired advantage. The program's success focused on adding three key elements to the traditional 1:1 preceptor support model: cohort hiring, monitoring progression to competence, and simulation. SMC is confident this strategy for workforce succession planning will continue to be successful both financially and with regard to patient care quality.

Blended Simulation Progress Testing for Assessment of Practice Readiness

Objective. To design an assessment of practice readiness using blended-simulation progress testing. Design. A five-station, blended simulation assessment was developed to evaluate patient care outcomes in first- and third-year pharmacy (P1 and P3) students, as well as first-year postgraduate (PGY1) pharmacy residents. This assessment of practice readiness included knowledge and performance evaluations administered as a progress test. Assessment. Eighteen PGY1 residents, 108 P3 students, and 106 P1 students completed the assessment. P3 students scored significantly higher than P1 students across all evaluations. Third-year pharmacy students scored significantly lower than PGY1 residents in interprofessional communications and attitudes of ownership in a standardized colleague/mannequin model station, and in patient communication in a standardized patient station. Conclusion. Learners demonstrated evolving skills as they progressed through the curriculum. A blended simulation integrated progress test provides data for improvement of individual student clinical skills, informs curricular advancement, and aligns curricular content, process, and outcomes with accreditation standards.

Impact of a Pharmacy Resident on Hospital Length of Stay and Drug-Related Costs

Background:

The impact of pharmacy residents' interventions on medical rounds has not been well evaluated.

Objective:

To assess the impact of a resident's interventions on hospital length of stay, describe the types of interventions, and assess drug-related cost savings.

Methods:

Using a matched control design, we conducted an evaluative study of adults admitted to a general internal medicine unit over one month. The study group consisted of patients admitted to the service of a medical team that included a pharmacy resident and medical residents. The pharmacy resident prospectively collected data on patient demographics and interventions made during patient admission and follow-up rounds. The control group consisted of patients admitted to the service of a team consisting of medical residents only, over the same period. The medical records of the control group were retrospectively evaluated for potential interventions.

Results:

Forty patients were enrolled in each group (aged 63 ± 17 y, mean ± SD). In the study group, 250 of 271 interventions were accepted and fulfilled. In the control group, 321 potential interventions were identified. The mean length of stay of the study group was significantly lower than that of the control group (7.9 ± 7.2 days vs 10.9 ± 7.9 days, respectively; p = 0.008). In the study group and the control group, the total interventions were related to prescribing errors (51.3% vs 45.4%), preventable adverse drug events (32.9% vs 42.3%), patient monitoring (14% vs 7%), and drug interactions (1.8% vs 5.3%). In the study group, the net drug-related cost savings totaled $2087.

Conclusions:

Our study demonstrates the positive impact of a pharmacy resident on reducing the hospital length of stay and producing drug-related cost savings. Most interventions prevented adverse drug events and prescribing errors.

Variables Affecting Pharmacy Students' Patient Care Interventions during Advanced Pharmacy Practice Experiences

Objective. To identify the temporal effect and factors associated with student pharmacist self-initiation of interventions during acute patient care advanced pharmacy practice experiences (APPE). Methods. During the APPE, student pharmacists at an academic medical center recorded their therapeutic interventions and who initiated the intervention throughout clinical rotations. At the end of the APPE student pharmacists completed a demographic survey. Results. Sixty-two student pharmacists were included. Factors associated with lower rates of self-initiated interventions were infectious diseases and pediatrics APPEs and an intention to pursue a postgraduate residency. Timing of the APPE, previous specialty elective course completion, and previous hospital experience did not result in any significant difference in self-initiated recommendations. Conclusion. Preceptors should not base practice experience expectations for self-initiated interventions on previous student experience or future intentions. Additionally, factors leading to lower rates of self-initiated interventions on infectious diseases or pediatrics APPEs should be explored.

An Analysis of Community Pharmacy Shared Faculty Members' Contributions to Teaching, Service, and Scholarship

Objective. To identify community pharmacy shared faculty members across the United States and to describe their roles and responsibilities in terms of teaching, service, and scholarship. Methods. This study was a mixed-methods analysis using surveys and key informant interviews. Results. Twenty-two faculty members completed the survey; nine were interviewed. Their major roles and responsibilities included teaching in community-based and experiential learning courses, precepting students and/or residents, being actively involved in professional organizations, providing patient care while leading innovation, and disseminating findings through scholarship. Conclusion. Community pharmacy shared faculty members contribute to their academic institutions and community pharmacy organizations by educating learners, providing direct patient care, and advancing community practice through innovation and service to the profession. Findings of this study can be used as a guide for academic institutions and community pharmacy organizations interested in partnering to develop a community pharmacy shared faculty position.

Effectiveness of a rural longitudinal integrated clerkship in preparing medical students for internship

BACKGROUND

We interviewed graduates from the first two cohorts of a postgraduate medical program that had a senior year longitudinal integrated clerkship (LIC) in a practice setting in rural New South Wales, Australia to determine how well their training prepared them to be junior doctors (3-4 years after graduation), and what aspects of that training they thought were particularly useful.

METHODS

In-depth interviews.

RESULTS

Fourteen junior doctors were interviewed. Participants reported feeling well prepared in ability to develop close relationships with clinical supervisors, good clinical and procedural skills, ability to work autonomously and work in teams, knowledge of health systems, ability to ensure self-care, and professionalism. Consensus view was that a rural placement was an excellent way to learn medicine for a variety of reasons including relationships with clinicians, less competition for access to patients, and opportunities to extend their clinical skills and act up to intern level.

CONCLUSION

The advantages we found in the training these junior doctors received which prepared them well for internship were integral both to the longitudinal, unstructured placement, and to the fact that it was carried out in a rural area. The two aspects of these placements appear to act synergistically, reinforcing the learning experience.

[The ability of Decision Making in nursing students and user satisfaction: a quasi-experimental study]

AIM

The aim of the study is to measure 3rd year students' ability on decision making before and after the internship, where different educational strategies were experienced evaluating self perceived clients satisfaction.

METHODS

This is a quasi-experimental pre-post intervention study 14 students of the 3rd year was asked to elaborate six clinical cases, for a total of 84 health care plans both before and after the clinical internship. During the internship discussions led by tutors, briefing and debriefing sessions once a week were set up and health care plans developed by students were used. The Newcastle Satisfaction with Nursing Scales questionnaire was used to detect clients satisfaction administered both during the internship and later on.

RESULTS

Students have shown an increase from 19 to 69% in the ability to detect priority health care problems in the post-test as well as in developing correct nursing interventions, from 24 to 33%.Related factors and defining characteristics are improved at the limit of statistical significance. Clients claim they were fully satisfied with received care both with nursing students and without.

CONCLUSIONS

Experimented educational strategies seems to be significantly related to the ability of nursing intervention/decision making. The internship has proven to be an effective model of education.

Strengthening new graduate nurse residency programs in critical care: recommendations from nurse residents and organizational stakeholders

BACKGROUND

Thirty-four new graduate nurses participated in a critical care nurse residency program in preparation for opening a new intensive care unit. At the end of the program, multi-constituent focus groups were held to assess program effectiveness.

METHOD

Participants included 34 new graduate nurses, 18 preceptors and staff nurse partners, five clinical nurse specialists, and five nurse directors. Twelve focus groups were held; groups included four to eight nurses from the same role group. Two independent reviewers analyzed recordings and transcripts of focus group content to identify themes.

RESULTS

Five themes were identified: program design, developing nursing expertise, program impact on the unit, future expectations, and communication. Comments were used to guide program improvements and offer new insights for residency programs in acute and critical care.

CONCLUSION

Obtaining structured input from multiple program stakeholders is beneficial in evaluating a program's impact and identifying areas for improvement.

The impact of residency programs on new nurse graduates' clinical decision-making and leadership skills: a systematic review

BACKGROUND

Health care institutions have adapted residency programs to help new graduate nurses to become fully competent and transition from a student nurse to an independent practicing nurse and a bedside leader.

OBJECTIVES

The study's aim is to review the literature on the impact of residency programs on new graduate nurses' clinical decision-making and leadership skills.

REVIEW METHODS

An electronic search was conducted between 1980 and 2013 using databases of the scientific literature in Medline, PubMed, Cochrane EPOC, Cumulative Index to Nursing & Allied Health Literature database guide (CINAHL), and PsychInfo using a range of keywords. Information gathered was evaluated for relevance.

RESULTS

Thirteen studies that met the inclusion criteria were used in this systematic review. In several studies considered in this review, residency programs were developed to improve new graduates skills and promote their transition into the nursing workforce. In fact, the transition programs reduced turnover in that first year of practice and promoted professional growth of the new graduate such as hand-on nursing skills, clinical decision-making and leadership skills, satisfaction, and retention.

CONCLUSION

There is a need for effective residency programs that are designed to prepare new graduate nurses in providing safe, competent and effective patient care.

Exploring the potential impact of hospital ward-based pharmacy interns on drug safety

Clinical pharmacists play an important role in improving drug safety on hospital wards. However, little is known about the impact of pharmacy interns. The objective of our study was, therefore, to investigate the impact of hospital ward-based pharmacy interns on drug safety. This study was conducted as part of the project "P-STAT 2: Pharmacy interns on the ward" on 14 surgical wards in seven hospitals in Germany and a total of 27 pharmacy interns participated. All patients admitted to the participating wards from 1st June 2008 until 31st October 2008 and from 1st December 2008 till 30th April 2009 were included. The pharmacy interns were involved in medication reconciliation, and identifying, resolving, and preventing drug-related problems (DRPs) using the classification system APS-Doc. A total of 6,551 patients were included. Patients received on average (+/- SD) 4.4 +/- 3.9 drugs. The pharmacy interns detected a total of 4,085 DRPs and on average 0.6 +/- 1.2 DRPs per patient. Most frequently detected DRPs were potential drug-drug interactions (n = 591, 14%), missing drug strength, when different strengths were available (n = 373, 9%), and incomplete medication record (n = 296, 7%). The pharmacy interns conducted an intervention for 98% (n = 4,011) of all DRPs. According to their documentation, 74% of the DRPs (n = 3,038) were solved. Drugs which were most often related with DRPs were simvastatin, diclofenac, and ibuprofen. This is the very first study exploring the potential impact of pharmacy interns on drug safety on surgical wards in Europe. Pharmacy interns can play an important role to improve drug safety on hospital wards.

The Army Social Work Internship Program: training today's uniformed social worker

Uniformed social workers are involved in ensuring the well-being of Soldiers and their families during peace and war. The Army Medical Department Center and School is charged with the educational development of uniformed social workers. This article focuses on a relatively new approach to preparing social work officers for their dual role of providing garrison and operational behavioral health services to Soldiers and families. In the 4 years since implementation, this 2-year training program has become the model for the professional development of new uniformed social work graduates.

Participants' perceptions of a multidisciplinary training program for graduate and postgraduate students in drug use management and policy

OBJECTIVE

To determine graduate and postgraduate students' perceptions of a drug use management and policy program that applied wide-ranging policy research skills to inform pharmaceutical decision-making.

DESIGN

Nine cohorts of graduate and postgraduate students from diverse academic and professional backgrounds were paired with health-system preceptors for 4 months, and supported by faculty advisors and administrators, to complete research projects that generated evidence to inform policy decisions.

ASSESSMENT

A self-administered survey instrument was sent to all alumni of the program over the previous 10 years. The majority of respondents indicated: their prior academic coursework could be applied to everyday life; service-learning projects complemented university programs; participation led to greater awareness of decision-makers' needs and appreciation of their tacit knowledge; and communication abilities were enhanced with decision-makers, and academics. Many also reported personal desire to fulfill healthcare-system research needs; personal belief in their ability to make a difference; and increased postgraduation marketability.

CONCLUSION

A drug use management and policy program allowed graduate students from various disciplines to develop new skills and collaborate with experts to produce research evidence that was relevant to drug policy that addressed real-world problems.

An academician preparation program for pharmacy residents

OBJECTIVE

To assess the evolution and effectiveness of the Academician Preparation Program to provide knowledge and skills in teaching and evaluating to pharmacy residents, as well as generate interest in academic careers.

DESIGN

Participants attended seminars and participated in additional teaching, precepting, facilitating, and evaluating activities. Residents maintained a teaching portfolio and met with a faculty mentor quarterly to review their progress toward completion of the requirements for the Academician Preparation Program certificate.

ASSESSMENT

Since the program was first offered in 2005, it has expanded to 7 sites throughout the state. As of June 2012, 155 residents had completed the program and 20 (13%) had accepted full-time academic positions. Many others were serving as adjunct faculty members or preceptors. The majority of those enrolled in pharmacy residencies completed the program.

CONCLUSION

An optional, organized academic preparation program was of interest to residents, fostered academic careers, and helped meet residency accreditation guidelines.

Junior pharmacy faculty members' perceptions of their exposure to postgraduate training and academic careers during pharmacy school

OBJECTIVE

To determine the perceptions of junior pharmacy faculty members with US doctor of pharmacy (PharmD) degrees regarding their exposure to residency, fellowship, and graduate school training options in pharmacy school. Perceptions of exposure to career options and research were also sought.

METHODS

A mixed-mode survey instrument was developed and sent to assistant professors at US colleges and schools of pharmacy.

RESULTS

Usable responses were received from 735 pharmacy faculty members. Faculty members perceived decreased exposure to and awareness of fellowship and graduate education training as compared to residency training. Awareness of and exposure to academic careers and research-related fields was low from a faculty recruitment perspective.

CONCLUSIONS

Ensuring adequate exposure of pharmacy students to career paths and postgraduate training opportunities could increase the number of PharmD graduates who choose academic careers or other pharmacy careers resulting from postgraduate training.

[Pharmacy intern of the hospitals of Paris in the 1950's]

For about two centuries, the hospitals of Paris have had an internship program. Every year, 20 to 50 interns were recruited following a difficult competitive examination. Their duties covered both the production and the distribution of medicines, and biological testing. During the 20th century, biological testing meet the exigencies of clinical medicine and it evolved interns participated, under the guidance of the hospital pharmacists.

Preparing the nurse scientist for academia and industry

The number of doctoral programs in nursing has been increasing. However, these programs tend to focus on preparing nurse scientists to conduct research, and many spend little time preparing doctoral students for the educator, clinical researcher, or administrator role. Leaders of doctoral programs have identified the need to prepare doctoral students in the functional roles they will assume upon graduation, in addition to the researcher role. This article describes a two-course (six-credit) sequence of courses within a research-focused PhD in Nursing program that provides didactic and experiential knowledge about the role of the nurse scientist in academia and industry settings. Students are highly satisfied with the courses, and report that the experiences have provided them with important knowledge and skills as they assume the scientist role.

Transforming prelicensure nursing education: preparing the new nurse to meet emerging health care needs

The Carnegie Foundation for the Advancement of Teaching joins a chorus of calls for transformation of prelicensure nursing education (Benner, Sutphen, Leonard, & Day, 2009). Citing the shift of significant responsibility to nurses for managing complex medical regimens, as well as the increasing complexity of community-based practices, Benner and colleagues concluded that nurses entering the field are not equipped with the essential knowledge and skills for today's practice nor prepared to continue learning for tomorrow's nursing (p. 31). They found: a) weak curricula in natural sciences, technology, social sciences, and humanities, and in developing cultural competency; b) weak classroom instruction and limited integration between classroom and clinical experiences; c) limited strategies in helping students develop habits of inquiry, raising clinical questions, seeking evidence for practices; d) faculty and student perception that students are ill prepared for their first job and dissatisfaction with the teaching preparation of current nursing faculty; and e) multiple pathways to eligibility for the licensure examination, with tremendous variability in prerequisites, curricular requirements, and the quality of offerings.