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Journal articles on the topic 'Health Professions (miscellaneous)'

Author: Grafiati

Published: 9 July 2021

Last updated: 20 April 2024

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1

Duthie, Edmund, Kathryn Denson, Deborah Simpson, et al. "ADAPTING A DEMENTIA CAREGIVER CURRICULUM ACROSS THREE HEALTH PROFESSIONS." Innovation in Aging 7, Supplement_1 (2023): 748. http://dx.doi.org/10.1093/geroni/igad104.2420.

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Abstract Unpaid caregivers provide >80% of the care for the 6.2 million Americans living with dementia, yet healthcare professionals rarely refer them to community services. The Alzheimer’s Association’s “Direct Connect” (DC) referral program is provider-initiated connecting patients/caregivers with resources to improve care and quality of life. Our interprofessional team created a 15-minute curriculum to educate students about DC and how to advocate for DC use at clinical sites. Champion faculty, from each profession, utilized a common presentation, with minor modifications for professional relevance. Delivery was both synchronous/asynchronous to learners from 2 different universities with knowledgeable clinician(s) available to answer questions. A Qualtrics survey collected feedback (N=218; 105 medicine, 57 nursing, 56 pharmacy). Relevance of the curriculum to each of the 3 professions was high (1-5 scale; mean range 4.46 – 5.00), with nursing rating it as most relevant. Feedback was also quite positive across the professions (78%-92% rated the curriculum quality as excellent/very good overall), with nursing giving the highest ratings. Most learners indicated a strong likelihood of using DC in clinical settings; 64-100% are very likely or somewhat likely to do so, with nursing being most likely to make referrals. In summary, a common dementia DC curriculum was successfully implemented for learners in 3 health professions; it was highly relevant to each profession, well accepted, and perceived to be clinically actionable. Nurses tended to be the most positive on these measures. While these results are promising, DC remains underutilized and initiatives to further increase referrals from providers must be expanded.

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Noland Dodd, Virginia J., and Ying Li. "Reimbursement as a Legitimizing Strategy for Health Education." Health Promotion Practice 10, no. 1 (2009): 34–40. http://dx.doi.org/10.1177/1524839905284575.

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The health education profession has made significant advances throughout the past few decades. However, health education is still described as an emerging profession. This article suggests strategies to move health education from its status as an emerging profession into that of an acknowledged profession. The authors assert that actively seeking direct third-party reimbursement will advance health education's emergence as a profession as well as increase its legitimacy in the eyes of other professions. The benefits of direct third-party reimbursement, experiences of the nursing profession's pursuit of direct third-party reimbursement, and the current status of health education are discussed. The article concludes by offering strategies for pursuing direct third-party reimbursement.

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Hanks, Sally, Hilary Neve, and Thomas Gale. "Preparing Health Profession Students for Practice in Complex Real World Settings: How Do Educators Respond to a Model of Capability?" International Journal of Practice-based Learning in Health and Social Care 9, no. 1 (2021): 50–63. http://dx.doi.org/10.18552/ijpblhsc.v9i1.749.

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Undergraduate education often leaves future healthcare professionals insufficiently prepared for the complex and unpredictable workplace. Competency-based medical education (CBME) is widely utilised in health professions’ education, but a growing literature highlights its limitations. Capability is a complex concept which builds on competence, while embedding the integration and adaptation of knowledge, skills and personal qualities. While capability can prepare learners for uncertainty and complexity, the concept has been slow to progress within health professions’ education. We introduced the concept of capability to over 110 international health profession educators through six conference workshops, using a visual model to facilitate understanding. Participants’ post-workshop qualitative feedback was collated and thematically analysed. One hundred and thirty-three free text comments were received and four main themes identified: conceptualising capability, capability as curriculum goal, educating for capability, challenges to implementation. The need for capability resonated with participants, although most were unfamiliar with the concept prior to the workshop. The workshop enabled participants to recognise the limitations of CBME’s ‘tick box’ culture when preparing learners to address complexity. The model helped educators grasp the concept of capability and its potential value in health professions’ education. Participants were then able to identify challenges and suggest approaches for implementing capability in practice. Educating for capability is fundamental for preparing students successfully for the ‘real world’ of professional practice. Most participants agreed it should be the end goal of healthcare education curricula. Healthcare educators are likely, however, to need support to embrace this paradigm shift.

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Fleming, Robin, Bobbie Berkowitz, and Allen D. Cheadle. "Increasing Minority Representation in the Health Professions." Journal of School Nursing 21, no. 1 (2005): 31–39. http://dx.doi.org/10.1177/10598405050210010701.

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Research indicates that health disparities may be reduced by increasing the number of ethnic minorities working in health occupations. Establishing health career pathway programs for immigrant and ethnic minority students is one way to address this problem. One such program, Cross-Cultural Education in Public Health (CCEPH), was developed, implemented, and evaluated to determine whether participants expressed greater interest in pursuing health care careers after program completion. A sample of 72 immigrant students in two high schools participated in the program, which was based on Bandura's theory of self-efficacy. Data were gathered using pre- and postprogram surveys that measured academic self-efficacy and career consideration. Results for academic efficacy were not statistically significant, but interest level in health care careers rose substantially. Although further research needs to be conducted to determine whether such programs increase self-efficacy, programs such as CCEPH can increase the consideration of health careers among immigrant and ethnic minority students.

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Fleming, Robin, Bobbie Berkowitz, and Allen D. Cheadle. "Increasing Minority Representation in the Health Professions." Journal of School Nursing 21, no. 1 (2005): 31–39. http://dx.doi.org/10.1177/10598405050210010801.

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Research indicates that health disparities may be reduced by increasing the number of ethnic minorities working in health occupations. Establishing health career pathway programs for immigrant and ethnic minority students is one way to address this problem. One such program, Cross-Cultural Education in Public Health (CCEPH), was developed, implemented, and evaluated to determine whether participants expressed greater interest in pursuing health care careers after program completion. A sample of 72 immigrant students in two high schools participated in the program, which was based on Bandura's theory of self-efficacy. Data were gathered using pre- and postprogram surveys that measured academic self-efficacy and career consideration. Results for academic efficacy were not statistically significant, but interest level in health care careers rose substantially. Although further research needs to be conducted to determine whether such programs increase self-efficacy, programs such as CCEPH can increase the consideration of health careers among immigrant and ethnic minority students.

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Luo, Meng Sha, and Ernest Wing Tak Chui. "Will material interest make social workers quit their job? A meta-analysis." Journal of Social Work 20, no. 3 (2018): 340–64. http://dx.doi.org/10.1177/1468017318814761.

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Summary The academia and the profession have long overlooked the importance of material interest in the profession of social work. In order to address this research gap, we first reviewed the historical role that material interest has played in differentiating professions from nonprofessions and analyzed its decreasing status along the development of professions due to the two competing discourses of professionalization and de-professionalization. We concluded with the fundamental question, “does material interest still matter for the professions under the current professional environments,” and answered this question by purposively selecting one of the most important organizational outcomes of the social work workplace—turnover intentions—as our dependent variable. We then conducted a meta-analysis to investigate the relationship between salary and turnover on 24 studies with a combined sample of 9343 social workers. Findings The results showed that salary was negatively related to social workers’ intentions to leave organizations (r = −.18, ρ = −.21). Specifically, both social workers’ actual salary and their satisfaction with pay and benefits were negatively associated with individual employees’ turnover intentions. Applications This research also supported Barth’s argument that despite social workers’ earnings are “unresponsive” to the labor market, they are not so different from other professions in the workforce market. Research implications both for the third model of the profession—institutionalist professionalism—in contemporary society and for salary raises were discussed.

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Silva, Adson Pereira, and Sérgio Donha Yarid. "Professional ethics in physical education: from start to the podium." Revista Bioética 30, no. 4 (2022): 805–12. http://dx.doi.org/10.1590/1983-80422022304571en.

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Abstract Health professions underwent an intense institutionalization process (creation, organization and regulation) and most saw their professional councils established and regulated by the mid-20th century. To evaluate physical education professionals’ level of knowledge regarding the PE code of ethics, a descriptive cross-sectional study was conducted with 63 physical education professionals working in 27 gyms in the city of Jequié, Bahia, Brazil. Results showed no statistical association between knowing the Code of Ethics for Physical Education Professionals and having a specialization. The interviewed professionals showed reasonable knowledge regarding the code of ethics, considering it an essential element in their professional practice.

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St Hill, Halcyon, and Hulya Julie Yazici. "Bridging didactic, interdisciplinary service learning and practice in health professions education." Education + Training 56, no. 5 (2014): 447–66. http://dx.doi.org/10.1108/et-02-2013-0016.

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Purpose – The purpose of this paper is to present an integrated model of didactic, practice and interdisciplinary service learning in healthcare education, and determine the students’ perceptions on the benefits of this integration. Design/methodology/approach – A pre and post survey design was utilized to examine health professions students’ perspectives with respect to learning outcomes relevant to professional benefits of a service learning capstone. The surveys consisted of 36 items for measuring the interdisciplinary course characteristics and perceived benefits of the integrated approach. The required interdisciplinary (used interchangeably with interprofessional) course was constructed as an integrated didactic, practice interdisciplinary service learning model. The sample consisted of undergraduate students (n=53) who completed the interdisciplinary senior seminar capstone course taught by one faculty member in one of three course sections. Structural equation modeling based on partial least squares was used to analyze the significance of constructs. Students’ reflections on interdisciplinary service learning were also collected and summarized. Findings – The study demonstrated the significance of interdisciplinary course and team preparation on perceived professional benefits and positive community service learning experience. Research limitations/implications – Further studies are needed and being pursued to address practitioners’ perceptions of interdisciplinary education. To fully complete the assessment of interdisciplinary education, longitudinal studies must be pursued with graduates and their employers. A larger sample size could be used to repeat this study. Practical implications – The model employed in this study may be utilized as a component of practice education and clinical practice to address accreditation requirements, quality patient-centred care, and engaging students in valuing interprofessionalism and service. Originality/value – This study presents an integrated model of didactic, practice and interdisciplinary service learning in health professions education, and demonstrates the benefits of the model with health profession students’ perceptions of interprofessional education (IPE). This study contributes to professional learning research as the impact of IPE has been questionable due to lack of rigorous evidence.

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Baskwill, PhD(c), MSc, BEd, RMT, Amanda. "Developing Capability: Transforming Massage Therapy Education through Inquiry-based Learning." International Journal of Therapeutic Massage & Bodywork: Research, Education, & Practice 11, no. 3 (2018): 10–14. http://dx.doi.org/10.3822/ijtmb.v11i3.409.

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Massage therapy education programs are responsible for preparing graduates for complex professional environments, while also ensuring graduates can access the profession by passing the regulatory body’s standardized certification or licensing examination. Massage therapists are regulated health care professionals in four Canadian provinces. They are autonomous practitioners and an integral part of the health care regime for patients with complicated health presentations. As such, they must think critically about patients’ presentations and determine the most appropriate care. This article describes the process undertaken by the faculty team of Humber College’s Massage Therapy Program in an effort to transform the existingteaching and learning strategies by incorporating principles of inquiry-based learning (IBL).

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Compton, Sharon M. "Reflective Teaching and Learning in the Health Professions." International Journal of Dental Hygiene 4, no. 1 (2006): 58–59. http://dx.doi.org/10.1111/j.1601-5037.2006.00169.x.

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11

Begum, Gulam Saidunnisa. "ENHANCING TEAM-WORK AND COLLABORATIVE SKILLS USING INTERPROFESSIONAL TEAM-BASED LEARNING (IPTBL)." Journal of medical pharmaceutical and allied sciences 11, no. 3 (2022): 4914–20. http://dx.doi.org/10.55522/jmpas.v11i3.3053.

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Interprofessional education (IPE) is preparing health professions students to work as a team in a collaborative environment to provide holistic patient care. The objective of this study was to measure the preparedness of faculty and undergraduate health professions students toward Interprofessional education and to evaluate the Interprofessional teaching module delivered by IPTBL pedagogy. A quantitative Pretest-Posttest experimental study design was adopted using homogeneous convenience sampling. An IPE program was developed by IP Team which had three phases, first to measure the Readiness for Interprofessional Learning using (RIPLS) questionnaire, and second, to develop a Learning module for non-communicable disease (Acute coronary syndrome), and the third Implementation of the module using IPTBL pedagogy. Seventy-eight participants volunteered for this IPE program, out of which 48 undergraduate health professions students from medicine and nursing programs and 30 faculties working in different disciplines and programs. There was a statistically significant difference observed in all the four subscales of RIPLS in health professions students and faculty before (Pre-Test) and after orientation (Post-Test). The overall mean scores improvement in the TRAT and peer evaluation indicates students’ valuable contributions to the team. This study’s findings showed health professional students and faculty demonstrated readiness for IPE. TBL is an effective pedagogy to deliver an Interprofessional learning module that enhances teamwork and collaboration skills, among health care professionals and can contribute to improving patient outcomes.

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12

Gugliucci, Marilyn. "Quality Health Professions Programs: Path to Program of Merit Designation." Innovation in Aging 5, Supplement_1 (2021): 556. http://dx.doi.org/10.1093/geroni/igab046.2136.

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Abstract In 2015, the AGHE Program of Merit was expanded to implement a voluntary evaluation process for health professions programs that integrate gerontology/geriatrics competencies within their curriculum. These competencies augment students’ competence and confidence in the field of aging, preparing them to work with older adults and their care partners. All health professions and medical education programs are eligible to apply for the Program of Merit designation. This international process of evaluation: (1) Verifies program credibility and quality; (2) Informs campus administrators of global guidelines, expectations, and practice in aging for their health professions programs; (3) Assures quality graduates from POM designated programs; and (4) Clarifies for employers the knowledge and skills imparted to student graduates of POM designated health professions programs. Additionally, graduates from POM programs receive a certificate from AGHE stating the health profession program is a designated AGHE Program of Merit.

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Fall, Kevin A., Justin E. Levitov, Latoya Anderson, and Harold Clay. "African Americans? Perception of Mental Health Professions." International Journal for the Advancement of Counselling 27, no. 1 (2005): 47–56. http://dx.doi.org/10.1007/s10447-005-2246-y.

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Dickinson, George E., Edward D. Sumner, and Lynn M. Frederick. "Death education in selected health professions." Death Studies 16, no. 3 (1992): 281–89. http://dx.doi.org/10.1080/07481189208252575.

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Sonnenstuhl, William J. "Reaching the Impaired Professional: Applying Findings from Organizational and Occupational Research." Journal of Drug Issues 19, no. 4 (1989): 533–39. http://dx.doi.org/10.1177/002204268901900407.

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This paper argues that constructive confrontation strategy is an effective technique for identifying alcoholic and other troubled professionals. The research on constructive confrontation in work organizations and occupations is reviewed and applied to the professions. Currently, there is little empirical research on reaching the impaired professional; consequently, qualitative studies need to be undertaken in order to fully describe and understand how assistance programs actually work with impaired professionals.

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Abd Razak, Siti Suriani, Bhavani Veasuvalingam, Pathiyil Ravi Shankar, and Norul Hidayah Mamat. "Involving stakeholders in postgraduate health professions education programmes." Asia Pacific Scholar 8, no. 4 (2023): 59–60. http://dx.doi.org/10.29060/taps.2023-8-4/le3036.

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Wallis, Lucy, Rachel Locke, Steven Ryall, and Beverley Harden. "Motivations for choosing an allied health profession career: findings from a scoping review." International Journal of Practice-based Learning in Health and Social Care 11, no. 1 (2023): 1–17. http://dx.doi.org/10.18552/ijpblhsc.v11i1.751.

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Fourteen professions are recognised as AHPs in England representing the third largest workforce in health and care. Although there is a need to significantly grow the AHP workforce in England, recruitment to many AHP courses is an issue. To increase course applications and encourage individuals to choose AHP careers, we need to understand the decision-making process in choosing an AHP career. The aim of this scoping review was to examine the nature and breadth of evidence internationally regarding the motivations for choosing an AHP career as well as any sources of influence and barriers. A comprehensive search identified 61 relevant studies. Findings revealed inconsistency in the evidence base and the literature focused on a select number of professions and countries. No relevant studies were found for three professions. Whilst many motivations and sources of influence were identified, barriers to entering an AHP career were explored less. The opportunity to help people was a key motivation with financially based motivations less important. Personal influences, such as a relative working in healthcare, were the most influential source to choosing this career pathway, media was the least. The main barrier to choosing an AHP career identified was a lack of awareness of the profession. There is a need to further investigate career choice motivations, sources of influence and barriers for all AHPs; gaining this knowledge will help tailor future healthcare career promotion and advice for each profession and assist with overall AHP recruitment.

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Carter, T’Anya, Karen Heaton, and Maria R. Shirey. "Should Nursing Institute Random Drug Screening?" Workplace Health & Safety 67, no. 12 (2019): 604. http://dx.doi.org/10.1177/2165079919877901.

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DiGiacomo, Susan M., and Bonnie Blair O'Connor. "Healing Traditions: Alternative Medicine and the Health Professions." Journal of the Royal Anthropological Institute 2, no. 2 (1996): 377. http://dx.doi.org/10.2307/3034128.

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Van Way, Charles W. "Stedman's Concise Medical Dictionary for the Health Professions." Nutrition in Clinical Practice 17, no. 1 (2002): 45. http://dx.doi.org/10.1177/011542650201700145.

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Wise, Erica H. "Social Responsibility and the Mental Health Professions." Journal of Aggression, Maltreatment & Trauma 11, no. 1-2 (2005): 89–99. http://dx.doi.org/10.1300/j146v11n01_08.

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Golz, Christoph, Karin A. Peter, Sandra M. G. Zwakhalen, and Sabine Hahn. "Technostress Among Health Professionals – A Multilevel Model and Group Comparisons between Settings and Professions." Informatics for Health and Social Care 46, no. 2 (2021): 136–47. http://dx.doi.org/10.1080/17538157.2021.1872579.

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Fitzpatrick, Joyce J. "The Value of Nursing Certification: Revisited and Reinforced." Journal of the Association for Vascular Access 22, no. 3 (2017): 131–34. http://dx.doi.org/10.1016/j.java.2017.07.002.

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Abstract Background: Nursing is the largest health care profession in the United States, and as such employment and professional development trends for this group are instructive. A significant ratio of individuals holding the vascular access-board certified credential are registered nurses. A large portion of the nursing workforce holds specialty certification, but this process is mainly voluntary and heavily dependent on the motivation of individual nurses. Certification rates among registered nurses lag behind other health care professions such as medicine. Review of Literature: A summary of recent research centered on nursing certification is presented and divided into 3 major categories: value of certification perceived by nurses, traits associated with certification, and relationship between nursing certification and patient outcomes. Conclusions: Although there are many studies available on nursing certification, additional work in the field is needed to promote and show benefits of specialty nursing certifications.

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Schuwirth, Lambert, and Ardi Findyartini. "Never waste a good crisis: Resilient health professions education." Asia Pacific Scholar 6, no. 3 (2021): 1–4. http://dx.doi.org/10.29060/taps.2021-6-3/ev6n3.

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Jr., J. W. Carmichael,, Jacqueline R. Hunter, Deidre D. Labat, and John P. Sevenair. "Information for Students Interested in Health Professions." American Biology Teacher 50, no. 7 (1988): 442–45. http://dx.doi.org/10.2307/4448785.

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Squires, Allison, and Caroline Dorsen. "Qualitative Research in Nursing and Health Professions Regulation." Journal of Nursing Regulation 9, no. 3 (2018): 15–26. http://dx.doi.org/10.1016/s2155-8256(18)30150-9.

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Aye, Soe Soe, and Marzo Roy Rillera. "Readiness for inter-professional education at Health sciences: A study of educational technology prespectives." World Journal on Educational Technology: Current Issues 12, no. 3 (2020): 207–16. http://dx.doi.org/10.18844/wjet.v12i3.4992.

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Background: Interprofessional Education (IPE), provides an integrative and rewarding learning platform for different healthcare professions to engage with each other in a cooperative basis to ultimately improve healthcare services for patients. Throughout the years, IPE has established itself as an indispensible tool in cultivating the necessary skills, mindset, and understanding to enhance interprofessional collaboration among healthcare providers. That being said, as with many other educational approaches, the success of IPE hinges on the readiness of healthcare professions students to learn and apply the concept; and yet, despite having been readily explored in numerous Western institutions, such readiness among healthcare students in Asian universities remains largely unknown. Methods: We measured attitudes related to interprofessional education & collaboration using a questionnaire called Readiness for Interprofessional Learning Scale (RIPLS). A total of 158 students from three faculties of health sciences at Asia Metropolitan University participated in this study. Cumulative result, as well as results from individual faculties were analyzed using Descriptive and non-parametric statistics. Results: Medical students overall, reported a higher rating for the perceived benefits of working together to solve patient problems compared to other students from other health sciences faculties. They are more receptive to working with other students from different healthcare professions in small-team projects and also seem to value the importance of mutual learning when dealing with patients’ problems. On the other hand, nursing students were more uncertain of how they will fit into a cross-disciplinary team in a professional capacity and felt the need to acquire much more knowledge and skills when compared to students from other health sciences faculties. The total RIPLS score among all three faculties of health sciences at Asia Metropolitan University was in the high range. Conclusion: Students from three faculties of health sciences offered at Asia Metropolitan University namely Faculty of Medicine, Faculty of Healthcare Management, and Faculty of Nursing, were deemed IPE ready. Recommendations: The university needs to consider how to integrate IPE into the curricula, define learning outcomes and/ or competencies, develop and utilize the 4-dimensional curriculum development blueprint in line with health professional accreditation standards to promote collaboration and competence among all students ,whereby upon graduation, they as healthcare professionals, will in turn, optimize health services, strengthen health systems, and improve health outcomes. Keywords: four dimensional curriculum;inter-professionaleducation; inter-professional learning; medical education;

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Kusmaul, Nancy. "POLICY CONSIDERATIONS FOR GERONTOLOGY AND GERIATRICS CONTENT IN HEALTH PROFESSIONAL EDUCATION." Innovation in Aging 7, Supplement_1 (2023): 281–82. http://dx.doi.org/10.1093/geroni/igad104.0937.

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Abstract Health professions educators in fields such as nursing, medicine, and social work struggle to prepare practitioners for the needs of growing numbers of older adults. In 2008, the National Academies of Science Engineering and Medicine identified that fewer than 5% of physicians choose to specialize in geriatrics, and even fewer in geriatric psychiatry, leading to significant shortages in mental health care for older adults. While other health professions such as clinical social workers or psychiatric nurse practitioners could potentially fill this gap, the story is the same in social work (4%) and nursing (1%). These numbers have improved marginally over the last fifteen years, but growing numbers of older adults have exacerbated shortages. In these professions, and in others, the model has been to have geriatrics/gerontology as a specialty, rather than integrated into the curriculum. Yet the interest in this specialization is not there and practitioners will have more exposure to this population than they might think. Members of the Social Research Practice & Policy section of GSA consider how we can shape policy to enhance geriatrics and gerontology education, and where AGHE can support health professions education (nursing, medicine, social work, etc.) and interdisciplinary health professional education in gerontology.

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Villamarin Díaz, Kerlin Damiana, and Verónica del Pilar Cantuñi Carpio. "Attitudes of health professionals regarding euthanasia." Salud, Ciencia y Tecnología 3 (October 23, 2023): 566. http://dx.doi.org/10.56294/saludcyt2023566.

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Euthanasia or good death is a medical procedure that causes the death of a patient with chronic and incurable diseases. In Ecuador, despite having high rates of chronic and terminal diseases, Euthanasia is not legal; This is because the Constitution of the Republic guarantees the right to a dignified life. The objective of this research was to determine the attitudes towards euthanasia on the part of health professionals. We worked under a quantitative approach and descriptive research, where the questionnaire for evaluating attitudes towards euthanasia (CAE) was applied to 110 teachers from the Medicine, Nursing, Nutrition, Clinical Psychology, Laboratory and Physiotherapy Careers of the Faculty of Life Sciences. Health of the Technical University of Ambato. The results reflected that the majority of teachers accept the practice of euthanasia, the Nursing, Medicine and Clinical Laboratory careers have an incidence greater than 60%. 68.18% of teachers are not influenced by ethical, moral and religious aspects, and the use of palliative care. 50.91% of teachers feel motivated to apply euthanasia in order to reduce pain, physical deterioration and suffering. 53.64% support euthanasia due to family issues that affect the economy and well-being. Finally, through Spearman's Rho coefficient, it was determined that there is a direct relationship between the professional study career and the acceptance of euthanasia.

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Coyle, Caitlyn, Cindy Bui, Setarreh Massihzadegan, Suha Ballout, and Jan Mutchler. "REFRAMING AGING FOR HIGHER EDUCATION IN HEALTH CARE PROFESSIONS." Innovation in Aging 7, Supplement_1 (2023): 1177. http://dx.doi.org/10.1093/geroni/igad104.3772.

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Abstract As students in health care professions will serve older patients, it is critical to proactively reframe aging in their education, confront implicit biases, and encourage age-inclusivity before they enter the workforce. We developed a training to address the limited focus on aging and later life among undergraduate curricula in health care professional disciplines (e.g., nursing, health sciences). The 1-hour, online training was piloted among current undergraduate nursing students (N=69). The content uses data and real-person interviews to introduce demographic trends in aging, define and deconstruct ageism concepts, illustrate the impact of ageism on individual health and health care, and highlight the diverse experiences of aging. The training also includes communication tools and interactive activities, such as reflection questions and case studies, to engage students in their own aging experience and to garner empathy for others’ aging experiences. Pre- and post-training evaluations revealed that the training impacted students in expressing positive behavioral change towards age-inclusivity and awareness at internal, interpersonal and institutional levels. Evaluation results also showed statically significant evidence that the training increased students’ knowledge about facts versus stereotypes about aging, confidence in understanding ageism and its relevance to health care, and consideration of working with older adults in their career. This pilot research project encourages other higher education institutions to incorporate training and education in their curricula that distinctively focuses on later life and reframing aging in a long-term effort towards improving health care for older people and the experiences of health care professionals who serve them.

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Woltenberg, Leslie N. "Cultivating Statistical Literacy Among Health Professions Students: a Curricular Model." Medical Science Educator 31, no. 2 (2021): 417–22. http://dx.doi.org/10.1007/s40670-021-01256-4.

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Montano-Silva, Rosa María, Yoneisy Abraham-Millán, Aliana Peña-Méndez, Yuliet Pérez-Cruz, Ernestina Navarro-González, and Luis Enrique Ricardo-Díaz. "Educational program on oral health “Healthy smile”: knowledge and role of legal responsibilities and educators." Salud, Ciencia y Tecnología 4 (February 20, 2024): 815. http://dx.doi.org/10.56294/saludcyt2024815.

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Introduction: to achieve the health of infants and increase their quality of life, the health of legal guardians and educators is of particular importance; their beliefs and behaviors; and the ability, knowledge and will to acquire and provide the infant with healthy ways and styles of life. Objective: determine the effectiveness of the “Healthy Smile” Program in terms of knowledge about oral health of legal representatives and educators, as well as the role of educators of preschool infants. Methods: a quasi-experimental before-after research was carried out where the sample was 86 legal guardians and 9 preschool educators from the “La Demajagua-Atanagildo Cajigal” towns in the period 2021-2023. Results: the pre-university level of instruction predominated (68; 71,579 %) and a regular level of knowledge (73; 76,842 %) before the implementation of the program; the same being modified to good (77; 81,053 %) with a tendency to fair (18; 18,947 %). The educators significantly increased (8; 88,88 %) the reasons for preventing diseases related to the stomatognathic apparatus to maintain good oral hygiene; the results of the student T test showed statistically significant differences in knowledge of caries (X1=3,22; X2=3,80) and about children’s oral health (X1=1,55; X2=3,44). Conclusions: the “Healthy Smile” program was effective in positively modifying the level of knowledge about oral health of legal representatives and educators, as well as in the role assumed by them with respect to the health of the infants in their care.

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Kwinda, M., M. Labuschaigne, and M. Slabbert. "Disciplinary proceedings against healthcare practitioners facing criminal charges: The role of the Health Professions Council of South Africa." South African Journal of Bioethics and Law 15, no. 2 (2022): 44–47. http://dx.doi.org/10.7196/sajbl.2022.v15i2.804.

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The purpose of this article is to address the questions as to whether a criminal conviction of a healthcare practitioner should affect his or her professional standing, and whether such conviction constitutes ‘unprofessional conduct’ in terms of the Health Professions Act. The article also explores a related matter, namely whether the Health Professions Council of South Africa (HPCSA) has a legal duty to refer complaints regarding unprofessional conduct that displays criminal elements for criminal prosecution. After considering relevant case law on these issues, the article concludes that a practitioner, after being convicted of an offence, should be afforded an opportunity to explain him- or herself to the board, not only in extenuation of the conduct in question, but also in response to the question of whether the conduct constitutes improper or disgraceful conduct. Moreover, the article explains why the HPCSA and professional boards have a legal duty to refer matters of unprofessional conduct with criminal elements in terms of section 34 of the Prevention and Combating of Corrupt Activities Act to law enforcement agencies.

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Foster, Marie-Claude, Susan F. Murray, Sylvia Walby, June Greenwell, Lesley MacKay, and Keith Soothill. "Medicine and Nursing. Professions in a Changing Health Service." Feminist Review, no. 53 (1996): 127. http://dx.doi.org/10.2307/1395672.

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Foster, Marie-Claude, and Susan F. Murray. "Medicine and Nursing. Professions in a Changing Health Service." Feminist Review 53, no. 1 (1996): 127–29. http://dx.doi.org/10.1057/fr.1996.28.

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Javed, Rabbia, Fozia Fatima, Nadia Shabnam, Khadija Qamar, Sobia Fatima, and Ambreen Gul. "Agile Management in Health Professions Education with Respect to Waterfall Life Cycle." Pakistan Armed Forces Medical Journal 72, no. 3 (2022): 908–12. http://dx.doi.org/10.51253/pafmj.v72i3.7218.

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Objective: To determine the practice of waterfall life cycle functions in the health profession department of medical institutes by keeping in view the demographic factors of health professions managers. Study Design: Cross-sectional survey. Place and Duration of Study: Medical Institutes of Rawalpindi and Islamabad Pakistan, from Feb to Jul 2021. Methodology: 46 managers were taken as a sample through a systematic random sampling technique. A self-developed questionnaire was used, and it contained 21 items. Mean and standard deviation were used to measure the practices of waterfall agile management, and t-test and ANOVA were used to test the effect of gender and experiences. Results: Managers were not fully confident about the practices of water fall life cycle functions in their respective organization (Mean=3.08 ± 1.19). Gender has no significant effect on required analysis (p=0.861); design stage (p=0.625); test (p=0.222); deployment (p=0.718) and development (p=0.432) while monitoring and evaluation had significant effect (p=0.042). Similarly, managers’ experience has significant effect on required analysis (p=0.013); test (p=0.001); deployment (p≤0.001) and development (p=0.002) while it has no significant effect on design stage (p=0.062) and monitoring and evaluation (p=0.060) in medical institutes. Conclusion: Health profession managers were neutral about the practices of the waterfall life cycle of agile management in their respective medical institutes.

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Hursztyn, Pawel, Almas Khan, Karen Matvienko-Sikar, Kairi Kõlves, Marguerite Nyhan, and John Browne. "Factors influencing mental health service delivery during public health emergencies: a scoping review protocol." HRB Open Research 7 (February 16, 2024): 5. http://dx.doi.org/10.12688/hrbopenres.13850.1.

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Background Unforeseeable public health emergencies (PHEs) profoundly impact psychological well-being and disrupt mental health care provision in affected regions. To enhance preparedness for future emergencies, it is crucial to understand the effectiveness of mental health services, their underlying mechanisms, the populations they are tailored to, and their appropriateness across distinct emergencies. The aim of this scoping review will be to explore how mental health services have responded to PHEs, focusing on their effectiveness as well as barriers and facilitators to implementation. Methods Following the five-stage Arksey-O'Malley guidance, as updated further by Westphaln and colleagues, this mixed-methods scoping review will search academic and grey literature. Publications related to mental health interventions and supports delivered during PHEs will be considered for inclusion. The interventions and supports are operationally defined as any adaptations to mental health service provision at the international, national, regional or community level as a consequence of PHEs. The “Four Ss” framework will be utilised to provide structure for the evidence synthesis and inform categorisation of interventions and supports delivered during PHEs. Any research methodology will be considered for inclusion. Two reviewers will independently screen titles, abstracts, and full texts of publications against eligibility criteria. The gathered data will be depicted in accordance with the Four Ss” framework through the utilisation of descriptive/analytical statistics and supplemented by narrative exploration of findings. Conclusions Considering the diverse research methodologies and the varied applicability of services in different contexts of PHEs, this review will offer insights into the type, effectiveness, and implementation barriers and facilitators of mental health interventions and supports delivered during PHEs. By employing the “Four Ss” framework, the review will guide decision-making bodies in identifying effective and practical aspects of mental health system operations during emergencies.

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O'Mullane, Monica, Tara Kenny, Kirsty Nash, Sheena McHugh, Paul Kavanagh, and Katherine Smith. "Development of a Health Impact Assessment Implementation Model: Enhancing Intersectoral Approaches in Tackling Health Inequalities- A Mixed Methods Study Protocol." HRB Open Research 7 (March 20, 2024): 14. http://dx.doi.org/10.12688/hrbopenres.13873.1.

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Public health research presents compelling evidence that health is socially determined. To address structural inequalities and inequities in health, public policies require intersectoral development and implementation. Health Impact Assessment (HIA) is an established approach for analysing potentially detrimental health impacts of policies, programmes, and projects, as well as potentially positive impacts and opportunities. National public health policy, Healthy Ireland (2013–2025), endorses an intersectoral whole-of-system approach to ensure that health is a central part of all relevant policy areas. HIA is endorsed in this policy as one way to drive this agenda. Synergising with this policy commitment for HIA, the all-island Institute of Public Health Ireland produced revised HIA guidance in 2021. Two HIAs will be carried out as part of this project, including one at a local policy level, addressing the Cork City Development Plan (2022–2028), and the second HIA at a national policy level, addressing the Irish Government’s Climate Action Plan (2024). The updated HIA guidance will be used in the conduct of these HIAs. This research project involves a co-creation of a Health Impact Assessment Implementation Model by employing an action research approach with implementation science frameworks to the conduct of the two HIAs. Therefore, the process of doing the HIAs will form the basis for the research study. In order to enhance meaningful community involvement in HIA in Ireland, the project will co-create a Community Engagement Toolkit for HIA. This Model will strengthen researcher, policy actor, practitioner, community, and voluntary sector capacity to collaboratively develop and implement intersectoral and equitable policy responses to major population health issues.

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Yochum, Gilbert, and Vinod Agarwal. "Permanent Labor Certifications for Alien Professionals, 1975–1982." International Migration Review 22, no. 2 (1988): 265–81. http://dx.doi.org/10.1177/019791838802200204.

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This article deals with the effect of the Eilberg Act and the Health Professions Educational Assistance Act on labor certification of alien professionals. They are found to have enhanced the importance, to alien professionals seeking labor certification, of residing inside the U.S. at the time of application. Further, the legislation has had a dramatic effect on labor certifications for medical professionals.

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Ciani, Gioia J., Gary Grimaldi, Maribel Macalintal, and David Orner. "The Impact of Interprofessional Education on Health Profession Students’ Professional Identity." Education Sciences 13, no. 5 (2023): 494. http://dx.doi.org/10.3390/educsci13050494.

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Establishing interprofessional identity is critical in preparing health care teams to work in collaborative environments and enhance efficacy of patient care. Accreditation standards for health profession programs have been implemented to include interprofessional education (IPE), yet there remains obfuscation regarding occupational therapy’s (OT) professional identity. The purpose of this prospective pre-post test study was to assess an experiential IPE event for health profession students (n = 170 from ten health profession programs) to: (1) determine the effectiveness of role playing and team-based case discussions on students’ knowledge and perceptions toward each other’s professions, and (2) specifically assess the impact of the IPE event on students’ perceptions toward OT roles and responsibilities. Health profession students were asked to complete a survey prior to and at the conclusion of the IPE event, which included the validated Interdisciplinary Education Perception Scale (IEPS) and non-standardized closed and open-ended questions. Quantitative analysis of responses showed a significant improvement in interdisciplinary perceptions after the experience as evidenced by higher IEPS scores. Post-test open-ended responses confirmed this finding. Health profession programs were stratified, revealing positive significant differences regarding OT. These findings suggest role-playing and team-based case discussions for IPE can have a positive impact on students’ interprofessional perceptions and understanding of OT.

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Shrimpton, Roger, and Sonia Blaney. "The issue of nutrition training in health professions." Public Health Nutrition 21, no. 13 (2018): 2526–27. http://dx.doi.org/10.1017/s136898001800126x.

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Taylor, Lisa, and Gilly Salmon. "Enhancing Peer Learning through Online Placements for Health and Social Care Professions." International Journal of Practice-based Learning in Health and Social Care 9, no. 2 (2021): 1–10. http://dx.doi.org/10.18552/ijpblhsc.v9i2.723.

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This article reports on the innovative design and the delivery of an online placement for university students, in response to the suspension of face-to-face placements due to COVID-19 restrictions in April 2020. A high quality, evidence-based and pedagogically sound experience was built, delivered and reviewed. The online placement not only met the professional standards and demonstrated equivalence in achieving placement learning outcomes, compared to traditional face to face placements, but also offered emergent benefits. The online placement showed enhanced peer learning and improved professional reasoning development by the students. In view of the interest and need for alternative placements, online placements were explored further, contextualised and built into a model which came to be known as Peer-Enhanced E-Placement (PEEP). Throughout 2020, and into 2021, the ‘logjam’ of increased student numbers and reduced placements, dramatically increased the interest in alternative placement learning and the PEEP model. A PEEP professional development acquisition experience was developed and piloted, to disseminate, scale and contextualize the approach by health and social care teams. Feedback from the pilot acquisition experiences indicated that the participants were able to design and implement PEEPs in their own contexts with their students. The scaling up and roll out of the PEEP acquisition experiences now extends to over fifteen professions. Conclusions include that the PEEP model offers a viable, acceptable and successful online practice-based learning option for health and social care students, achieving equivalence in placement learning outcomes and enhanced peer learning.

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Keefe, Bronwyn, Craig Slater, and Karen Jacobs. "DEVELOPMENT AND EVALUATION OF AN INTERPROFESSIONAL LEADERSHIP IN HEALTH CARE CERTIFICATE." Innovation in Aging 7, Supplement_1 (2023): 451. http://dx.doi.org/10.1093/geroni/igad104.1484.

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Abstract Leaders of healthcare teams have a critical role in coordinating services to deliver high-quality care to the patients and communities they serve. Leading teams can be challenging in the context of complex healthcare systems, increasing costs, resource limitations, and workforce issues. We created the Interprofessional Leadership in Healthcare Certificate for health professionals who lead, or aspire to lead, interprofessional teams. Learners complete courses relating to interprofessional collaboration, effective communication, mentoring and supervision, business acumen, and contemporary leadership models. The live classroom sessions use Project ECHO® to facilitate technology-enabled, collaborative learning. Participants completed an evaluation survey that included questions about course learning objectives, engagement in learning activities, application of content to professional practice, and interprofessional learning. The survey included open-ended questions about the most helpful aspects of each course and suggestions for changes. Evaluation data for each of the courses were collated across four cohorts. Participants represented over 10 healthcare professions. There was over 90% agreement that content met all of the learning objectives for each course. There was over 90% agreement that participants learned from other professions and engaged in interprofessional collaboration. The qualitative data indicated that learners found that the content helped them to be more intentional with their collaborative and leadership practices in their workplaces. The certificate program had a positive impact on participants’ knowledge, skills, and workplace practices relating to interprofessional collaboration and leadership. This may be attributable to intentional interprofessional collaboration in both program development and learning experiences and the use of the project ECHO model.

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Pickstone, Caroline, Susan Nancarrow, Jo Cooke, et al. "Building research capacity in the allied health professions." Evidence & Policy: A Journal of Research, Debate and Practice 4, no. 1 (2008): 53–68. http://dx.doi.org/10.1332/174426408783477864.

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Xia, Jeffrey, Sergio Aleman, Jessie Davis, Jason Rocha, Kenneth Stone, and Liset Vasquez. "P129 Web-Based Nutrition Education Module for Health Professions Students." Journal of Nutrition Education and Behavior 52, no. 7 (2020): S77. http://dx.doi.org/10.1016/j.jneb.2020.04.176.

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Hull, Richard T. "The Allied Health care Professions: New fields for philosophical exploration." Journal of Value Inquiry 26, no. 4 (1992): 473–82. http://dx.doi.org/10.1007/bf00138915.

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Bissell, LeClair, and Paul W. Haberman. "Alcoholism in the Professions." Alcoholism Treatment Quarterly 2, no. 2 (1985): 69–79. http://dx.doi.org/10.1300/j020v02n02_06.

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Shennan, V. "The Law Relating to the Health Care Professions." Journal of Medical Ethics 14, no. 4 (1988): 215–16. http://dx.doi.org/10.1136/jme.14.4.215-a.

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Magnusson, Lina. "Professionals’ perspectives of prosthetic and orthotic services in Tanzania, Malawi, Sierra Leone and Pakistan." Prosthetics and Orthotics International 43, no. 5 (2019): 500–507. http://dx.doi.org/10.1177/0309364619863617.

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Background: Evidence-based recommendations are lacking for prosthetic and orthotic services in low- and lower-middle-income countries. Objectives: The aim of this study was to compare and synthesise findings related to experiences of prosthetic and orthotic service delivery in Tanzania, Malawi, Sierra Leone and Pakistan from the perspective of local professionals. Study design: This is a qualitative inductive study. Methods: A total of 49 associated prosthetists/orthotists and prosthetic/orthotic technicians participated in individual interviews. The second-order concept analysis was applied to the data. Results: Four common themes emerged: low awareness and prioritisation of prosthetic and orthotic services; difficulty managing specific pathological conditions and problems with materials; limited access to prosthetic and orthotic services; and the need for further education and desire for professional development. A further theme was unique to Sierra Leone: people with disabilities have low social status. Conclusion: Local professionals felt unable to deliver high-quality prosthetic and orthotic services. Prosthetic and orthotic education needs to be adjusted to various countries’ regulations to be recognised as allied health professions. Rehabilitation and prosthetic and orthotic service delivery need to be further integrated in low- and lower-middle-income countries’ regular health systems to increase effective person-centred rehabilitation and to address governments’ low awareness and low prioritisation of prosthetic and orthotic services. Clinical relevance The results can inform international guidelines and curriculum development for associate prosthetist/orthotist education to better prepare graduates for the clinical scenario and attempts to improve prosthetic and orthotic service delivery programmes in low- and lower-middle-income countries.

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Jacquelynn, Duron, and Cheung Monit. "Book Review: Redesigning Continuing Education in the Health Professions." Research on Social Work Practice 22, no. 2 (2012): 241–42. http://dx.doi.org/10.1177/1049731511424902.

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