Motivations and barriers regarding higher nursing education among the Maine and Massachusetts nursing workforce.

The faculty shortage in nursing: Global implications

The anticipated shortage of dental faculty presents a challenge for dental education as it will greatly impact the training of the next generation of practicing dentists. One way to alleviate shortages is to identify students who are interested in an academic career at the predoctoral level and provide them with training in teaching, research, and leadership. Based on available evidence, formal programs offer the best way to introduce students to academia as a viable career path. A well-designed program can also equip interested students with the necessary skills and basic knowledge to facilitate starting an academic career. The University of Pittsburgh School of Dental Medicine has developed a three-tiered model for providing its dental students with exposure to and training in academic dentistry. The three tiers reflect differing levels of commitment: 1) a two-year academic career track program, 2) academic career track elective courses, and 3) extracurricular activities. The aim of this study was to provide an initial assessment of the program's overall effectiveness. Data were collected using student and faculty surveys and student applications for the two-year academic career track program. The data gathered included characteristics of, and feedback from, students taking the elective courses, as well as student and faculty feedback about student teacher effectiveness. The study found overall positive responses to the three-tiered program from faculty, students, and student teachers at this initial stage. Whether these students ultimately become faculty members (the ultimate goal of the program) will be assessed in the future.

You have accessThe ASHA LeaderPresident's Interview1 Jan 2005Dolores E. BattleDiversity Is All of Us Ellen Uffen Ellen Uffen Google Scholar More articles by this author https://doi.org/10.1044/leader.PRI.10012005.4 SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In In the ninth grade, Dolores Battle was told that “people like her” don’t go to college. Now, Battle (BA—with Honors—from the University of Massachusetts; MS, Buffalo State College; PhD, SUNY at Buffalo), is senior advisor to the president for Equity and Campus Diversity at Buffalo State College. That’s what you call proving them wrong. Battle’s day job is only part of the picture. She also works with the New York State Network of the American Council on Education’s Office of Women in Higher Education and serves on several community boards that aim to improve life for people with social and health care needs. She mentors undergraduate speech-language pathology students. She’s president of the International Association of Logopedics and Phoniatrics. And she’s just taken on a new role. Here Battle tells us about her vision for ASHA and her plans as the Association’s 2005 president. It takes a certain kind of person to lead an Association of more than 115,000 members. Why do you think you’ll be good at this job? I think my respect for all people, for individual difference, and individual opinions will help me do a great job for ASHA and its members. Also, I have worked in schools, hospitals, universities, and private practice. I have some understanding of the needs of the professions in all practice venues. Do you have a particular vision for the Association—a place where you’d like ASHA to be at the end of 2005? How will we get there? I envision an ASHA that will be stronger in service to members, stronger in providing educational opportunities for members, and stronger in advocating for the needs of those who rely on our professions to improve the quality of their lives. For example, as ASHA advocates for increased autonomy for its members and increases in reimbursement for services, we not only provide a direct service to our members, but also increase access to quality service to the public. I strongly believe that we should not only set goals for ASHA, but also that all members of ASHA should set their own personal and professional goals. When our members use ASHA resources to help them reach their goals they help ASHA become a stronger organization. ASHA is its members. As the members grow strong, so does the organization. The position of ASHA president won’t be your first experience with ASHA governance. You’ve been involved with the Legislative Council in various capacities since 1984 and served on many other ASHA boards and committees. Has what you learned from this extensive administrative involvement prepared you for your role on the Executive Board? Actually, it was in 1980 when I had my first ASHA committee assignment—on the Committee on the Status of Racial Minorities, which developed the ASHA Position Paper on Social Dialects that became policy in 1983. My ASHA committee work has taught me that it is important to base decisions on fact and evidence. People say that I’m a data freak and that I ask too many questions. I need to know the basis for decisions and the long-term impact of the decision. Evidence-based decision making in an administrative setting is as important as evidence-based research and practice in professional settings—an issue, it might be noted here, that will be of continuing importance to ASHA members and to the Association in the years to come. While it is true that I have given many years of service to ASHA, what I have received from the Association in terms of personal and professional growth has far outweighed the time I’ve contributed and has prepared me for this very important—and humbling—position. You begin your new term as president with a new ASHA strategic plan in place. Please talk about the plan—what exactly is it, and how do you perceive its importance to the future of the Association? How will it affect the individual member? A strategic plan is a statement of the path that an organization will take in its initiatives and directions over a specified period of time. It is important to get all the policies and programs of ASHA moving in the same direction and to make sure that we are putting our fiscal resources and energies in the right places. The strategic plan identifies a number of areas and issues that are important to the professions and the Association: evidence-based practice, the shortage of doctoral faculty, new fields of practice, the rapidly increasing knowledge and skills set needed to provide quality professional services, international concerns, and cultural and linguistic diversity. These are all issues that have a major impact on the professions and need to be the focus of our attention for the next few years and perhaps beyond. These issues affect the core of who we are and what we do. The strategic plan is a guidepost, a beacon that keeps us on the right path. Audiology is an important ASHA initiative. As an SLP yourself, how do you plan to communicate to audiologists that they have an important part in the Association? Do you have an audiology agenda for your presidency? As I look at the issues that are important to audiologists and hearing scientists, I find that many are the same as those that concern SLPs and speech-language scientists. Health care reimbursement, personnel shortages, professional autonomy, doctoral shortages, are issues common to both. As ASHA president, it is my responsibility to represent the entire Association. That means every individual in every profession. I strongly believe that audiologists should be given the opportunity to be represented in all venues and in all issues that affect them and the profession. Although there are fewer audiologists than there are SLPs who are members of ASHA, there are times when it is not fair for the majority to rule. My agenda is to address the needs of audiologists and SLPs individually and collectively, each according to their needs. I believe that we are strongest as an organization when we stand together to advocate for the individual needs of the professions. Do you have special professional issues that you plan to address during your tenure as president of ASHA? Anything new whose time has come to be put on ASHA’s agenda? Being president of ASHA is a very peculiar position. You have one year to serve as the official representative of the professions and the Association to a number of constituent groups. One year to make a statement about what you believe is important and what you want to leave as your legacy. The one issue of personal importance I want to address during my year is the power and importance of “one.” If each of the 115,000 members of ASHA identifies just one issue to support, if each one of us responds to just one call for peer review or just one request for volunteer activity, or mentors just one student—imagine the result. My year as president will also be a year in which newly elected members of the House of Representatives and the Senate will take office. If each one of us contacts just one congressional representative about just one issue—imagine the power. If each one of us gives one dollar to the American Speech-Language-Hearing Foundation in support of the research and scholarships so important to our knowledge base—imagine the power. What’s on the horizon? With new representatives in place in Washington and in the state houses across the country, ASHA has to be doubly on guard so that the progress we have made in past years is not eroded under the guise of fiscal belt-tightening. We have to watch to make sure that the campaign promises that have been made to fully fund education and special education and to improve access to health care are not forgotten now that the votes have been counted. Speaking of new things on the horizon, ASHA has recently announced plans to sell the current National Office building in Rockville, MD, and construct a new, bigger building not far from the present site. How will this benefit the membership? The building in which the National Office is presently housed was constructed in 1976 and a new addition was added about 15 years ago. Since then the membership has more than doubled. The services ASHA provides to its members have quadrupled. The original building and its addition were not designed for our new high tech world and the way we currently do business in the National Office. Not only will members benefit by having a new environmentally friendly and technologically capable building, but they will benefit by having a modern, cost-efficient building. What about issues that are ongoing and still of significant concern? For example, ASHA has long been committed to maintaining the concept of diversity in the professions and the Association. It’s also been one of your major personal and academic issues. Please clarify how you define diversity and how you believe that its present level of acceptance may be broadened even further. In 2005, are there still challenges to maintaining diversity either at the Association level or in the professions? For too many years “diversity” was a race issue in general and a black-white issue in particular. Now the nation and ASHA have recognized that “diversity” is more than race and ethnicity. It includes national origin, gender, sexual orientation, religion, disability, age, and a number of dimensions that make each one of us unique. We have policies and laws that ensure nondiscrimination. However, we have much to do to remove practices that negatively affect people because of their membership in a particular group. Are there still challenges in 2005? Yes, of course. The challenge is for all members to recognize that “diversity” is not their issue, but is our issue. We all have a culture and are all culturally diverse, not just the other guy. Diversity is not just them. It is all of us. How do you personally intend to meet this challenge? Being president of ASHA gives me the pulpit to sing the song that I have sung so long. For a long time, it was like singing a solo or a quartet with a few who were the pioneers in cultural and linguistic diversity in our professions. But now the voices are strong; the choir is singing. However, even the choir members need more information and the powerful sense that they can provide effective services for their clients whose culture and language are different from their own. I intend to use my year as ASHA president to continue to advocate for effective service for culturally and linguistically diverse populations. As I meet with members directly and communicate with them indirectly through my president’s columns in The ASHA Leader, my goal will be to increase the understanding of the needs of all of our clients regardless of their culture, regardless of their linguistic background. You experienced professional life before diversity became a significant concern—did your own experiences influence your current commitment to the issue? All of our life experiences influence every decision we make and influence who we are. If you are really asking if I had any experiences that influenced my commitment to the removal of externally imposed barriers in life, the answer is, of course, “yes.” There were a lot of people who influenced me whether they recognized it or not. My ninth-grade guidance counselor who told me that “people like you don’t go to college” had as much influence on my life work as my advisor at the University of Massachusetts, Inez Hagerty, who encouraged me to go to graduate school and get a master’s degree, or my mentors Roland Van Hattum and Eleanor Burgess. In retrospect, it may have been true that low-income, minority “people like me” did not go to college. But I believed in myself and set about to prove that counselor wrong. The words of my ninth-grade guidance counselor still ring in my ears and are permanently etched in my heart. The words may have been different, but many students from minority groups have had similar experiences. It takes a lot of encouragement and mentoring, a lot of commitment to erase the damage of even a single word of discouragement. It takes a lot to wipe out one hurt or that one negative attitude or that one comment that makes one question one’s ability to succeed. I go back to the power of one. It can be positive as well as negative. I remain committed to making that power be positive. Talk a bit about your other academic and administrative interests. What work are you currently involved in? In my current position, I am senior advisor to the president for Equity and Campus Diversity at Buffalo State College. As a member of the president’s cabinet I provide guidance for all segments of the college to reflect the core value of “respect for diversity and individual difference” and the college mission statement which is “to empower a diverse population of students to succeed as citizens of a diverse and challenging world.” In essence, what I do on my job is exactly what I am committed to in the Association and the profession. I work with the New York State Network of the American Council on Education’s Office of Women in Higher Education to advance women into leadership positions in the academy. I mentor undergraduate speech-language pathology students. All of those I mentor have gone on to graduate schools around the country and have become successful SLPs. In addition to my work at Buffalo State, I serve on several community boards, all of which have as their goal to improve the quality of life for girls, women, and adults with social and health care needs. While it may seem that there is a lot on my plate, it is all connected and all fulfilling. What challenges do you see facing ASHA’s professionals and ASHA as an Association in the years to come? We are in an interesting time. When I was just starting in this profession, there were few professions that were available to women—particularly first generation, low-income, minority women. Nursing, social work, and teaching were all that seemed possible. Now there are more women in college than men. Nearly half of the persons in medical schools, law schools, and first professional degree programs are women. One of our greatest challenges is to be able to attract the best and the brightest scholars, both men and women, to careers in speech-language pathology and audiology and to provide them with the very best academic and clinical education so that they will be able to provide high-quality clinical service to all clients in our ever-expanding scopes of practice. Related to this is the challenge for us to develop a cadre of researcher-teacher-scholars to further the research base and fill the personnel needs of the professions, in general and faculty in the academic programs, in particular. Only half of doctoral graduates seek academicÿresearch careers. I strongly believe we need to push down interest in research to undergraduate programs, develop research skills in the first graduate degree programs, and provide mentoring and financial support to support a cadre of men and women through the completion of the doctoral degree and provide mentoring support for them toward academic careers. Are we prepared to confront these challenges? I believe we are on the right track. ASHA has identified the doctoral shortage to be an area of particular need in the strategic plan. The special support through the focused initiatives allows ASHA to address the issues with vigor and commitment now so there can be solutions to the challenges in the foreseeable future. Now, let’s be completely positive. What are we doing well? ASHA does well in many areas. Health care reimbursement for one. The effort put into increasing the number of codes for reimbursement has had a major impact on the service we are able to provide and has improved our stature in the medical community. The work that ASHA has put forward on school initiatives, especially on No Child Left Behind, is almost legendary not only for children with disabilities but also for all children through work on the relationship between language and literacy. We are using technology well to improve service to the membership and to the public. Technology was a focused initiative a few years ago. The online journals and e-zines are more recent innovations. ASHA is doing very well in addressing the needs of audiology. The profession has grown quickly with technological advancements, enhancements of its educational programs and standards, and expanding scope of practice. In spite of many challenges, ASHA works diligently to support the needs of audiology and audiologists. ASHA does very well in using its members to inform the membership and the public through journals, practice documents, professional development activities, conferences, goods, and services. In 10 years or so, when members remember Dolores Battle’s presidency of ASHA, what accomplishments would you like to stand out? I would like members to think I had some role in helping them to value diversity, especially since, in 10 years, if the population projections are correct, there will be no majority racial or ethnic group here. I hope that the membership will remember my presidency as a period in which our recognition of the importance of diversity included international issues as well as national ones. You know, I am also president of the International Association of Logopedics and Phoniatrics that has over 55 professional organizations around the world as affiliated societies, including ASHA. The recognition of diversity on a larger scale on the part of our members would be an important mark for me. What do you do when you’re not working? Hobbies? Extra-professional interests? I love the theater. Buffalo has great theater and we are only 90 minutes from world-class theater in Toronto. I love to travel to get to know other people in their places and spaces. In the summer I play golf and garden. In the winter I read mystery novels whenever I can. Really, how bad is the snow in Buffalo? Buffalo and western New York are so much more than snow that we don’t have time to worry about weather. We are only 15 miles from Niagara Falls, one of the seven natural wonders of the world. We have perfect weather for New York state’s many fine wineries. Lake Erie supports sailing and sport fishing in the summer and, yes, ice fishing in the winter. We are home to two major league sports teams (Go Bills!) and professional soccer, lacrosse, and baseball. We are an active arts community, and have the country’s second largest outdoor art festival and the second largest county fair. We have a world-class orchestra. We have 18 institutions of higher education including a major research center and several major health care facilities. And the funny thing about snow is that it melts and we just keep on going. Author Notes Ellen Uffen, is the former managing editor, features, of The ASHA Leader. Advertising Disclaimer | Advertise With Us Advertising Disclaimer | Advertise With Us Additional Resources FiguresSourcesRelatedDetails Volume 10Issue 1January 2005 Get Permissions Add to your Mendeley library History Published in print: Jan 1, 2005 Metrics Downloaded 461 times Topicsasha-topicsleader_do_tagleader-topicsasha-article-typesCopyright & Permissions© 2005 American Speech-Language-Hearing AssociationLoading ...

Introducing the American Journal of Surgery Virtual Research Mentor: A primer for aspiring surgeon-scientists

The PhD in CSD

To determine the proportion of contemporary U.S. academic general surgery residency program graduates who pursue academic careers and identify factors associated with pursuing academic careers. Many academic residency programs aim to cultivate academic surgeons, yet the proportion of contemporary graduates who choose academic careers is unclear. The potential determinants that affect graduates' decisions to pursue academic careers remain underexplored. We collected program and individual-level data on 2015 and 2018 graduates across 96 U.S. academic general surgery residency programs using public resources. We defined those pursuing academic careers as faculty within U.S. allopathic medical school-affiliated surgery departments who published 2 or more peer-reviewed publications as the first or senior author between 2020 and 2021. After variable selection using sample splitting least absolute shrinkage and selection operator regression, multivariable regression evaluated the association with pursuing academic careers among all graduates, and graduates of top-20 residency programs. Secondary analysis using multivariable ordinal regression explored factors associated with high research productivity during early faculty years. Among 992 graduates, 166 (17%) were pursuing academic careers according to our definition. Graduating from a top-20 ranked residency program [odds ratio (OR; 95% CI): 2.34 (1.40-3.88)], working with a longitudinal research mentor during residency [OR (95% CI): 2.21 (1.24-3.95)], holding an advanced degree [OR (95% CI): 2.20 1.19-3.99)], and the number of peer-reviewed publications during residency as first or senior author [OR (95% CI): 1.13 (1.07-1.20)] were associated with pursuing an academic surgery career, while the number of peer-reviewed publications before residency was not [OR (95% CI): 1.08 (0.99-1.20)]. Among the top 20 program graduates, working with a longitudinal research mentor during residency [OR (95% CI): 0.95 (0.43-2.09)] was not associated with pursuing an academic surgery career. The number of peer-reviewed publications during residency as the first or senior author was the only variable associated with higher productivity during early faculty years [OR (95% CI): 1.12 (1.07-1.18)]. Our findings suggest programs that aim to graduate academic surgeons may benefit from ensuring trainees receive infrastructural support and demonstrate a sustained commitment to research throughout the residency. Our results should be interpreted cautiously as the impact of unmeasured confounders is unclear.

This paper describes empirical research on the sources of information that future communication sciences students utilise to weigh their higher education options and the factors that influence their choices of universities and degree programmes. We begin by identifying the academic, cultural and sociodemographic characteristics of students who choose communication sciences as a university career and then move on to explore the information sources they consult to learn about universities and the programmes they offer, the factors that influence their choices, and the roles that friends and family play in their decision to pursue a degree in the communication sciences. Research data for this study was gathered using a quantitative methodology that incorporated a survey of first-year undergraduate communication sciences students throughout Spain. Results emphatically demonstrate that a student’s decision where to study communication sciences is most influenced by the quality and excellence of a university’s programmes and its reputation. The study also revealed that students seeking information on universities and degree programmes placed the highest value on direct and experiential sources and channels.

Gastroenterology: A Field With Endless Career Opportunities for Physicians and Scientists

Higher Education: Transform Society or Keep Status Quo?

Syrian women face many barriers and restrictions on the way to legitimate their roles in the formal economy and the higher education sector. This paper examines the higher education environment in Syria, highlighting the situation after 2011. The purpose of this research is to conduct a situation analysis of Syrian female students’ empowerment in the higher education environment. The study object is the private Syrian university used to identify the main barriers and restrictions in the higher education sector and determine training areas for solving the before-mentioned issues. The methodology applied in this research employs a quantitative approach through the design of a structured questionnaire. The findings exposed the importance to develop further investigations on the integration of gender equality into the university strategy. Therefore, a lack of awareness of gender equality and equity is a significant area for development and study at Syrian universities. The obtained results in the field of female students’ empowerment demonstrated adequate levels of motivation to pursue a career in academia and interest in studying gender-oriented courses. However, gender issues have not integrated into the university course offerings and curriculum. This study covers the policies related to institutional support are areas of investigation. Besides, the research results showed that stereotypes and social expectations exist are considered to be the challenges that require examination. Technological skills, soft skills, and leadership skills were determined as an array of training that was needed by female students. Self-empowerment was recognized as critical training for female students. Developing management, leadership, and networking skills were also identified as a training need for female students. Keywords: female, gender, student, higher education, women empowerment, university.

This study is based on the assessment of students’ performance in Mathematics on the ENEM exam of 2022. Methodologically, the study will consist of the ENEM 2022 database; the selection of the variables used—administrative dependence, family income, and maternal education; and descriptive analyses, discussions, and interpretations of the results in relation to Brazilian society. It is observed that as family income and maternal education level increase, there is a tendency for scores to improve. In other words, the study highlighted that average scores are significantly higher among students whose mothers have a higher education degree, especially when combined with a high family income. For example, students whose mothers have only primary education tend to achieve average scores below 600 points, while those whose mothers have a higher education or postgraduate degree often surpass this threshold. These results confirm the hypothesis that these variables are significant for student performance, highlighting the influence of the family context on the educational process.

Purpose – The purpose of this paper is to explore the interaction between a liminal rural Australian city (Lithgow) and the development of higher education options across the city's history. The paper proposes a nuanced interaction between national, social, religious, political, regional and local forces to explain why an industrial city such as Lithgow, with obvious educational strengths, would be overlooked while others (such as Wollongong and Bathurst) were not. Design/methodology/approach – The paper takes the form of a longitudinal study of educational institutions, placed in their historical contexts, in order to demonstrate the fluctuation of educational vision with the rise and fall of socio-economic contributors to the town's fortunes. Findings – The paper finds that the city's formation and dependence on war-related industries created boom-bust cycles which negatively impacted on its entrepreneurial, managerial and working class elites, and so on its ability to bring cultural and political influence to bear in the formation of local higher education options, across a period in which higher education becomes an increasingly federal responsibility. Practical implications – The paper suggests policy ramifications for the support of higher education options in the city. Social implications – The paper supports the interpretation that it is not merely that education itself promotes social mobility, but that what type of education is important, along with an eye to how education contributes to the overall well-being and cross-class profile of the city of Lithgow. Originality/value – This paper fills a gap in historical knowledge about Lithgow's educational institutions, the study of which heretofore has tended to be located with either labor historical or heritage approaches. This paper takes a socio-cultural and longitudinal/holistic approach which brings together a variety of approaches previously not treated.

Academic nursing administrators' workplace satisfaction and intent to stay

This thesis argues the need for major change in higher education options currently available to Native American students in the United States Universities and Tribal Colleges represent the most common choices that Native students opt for in seeking degrees in tertiary education. However, for the most part, Universities and Tribal Colleges are not working effectively enough to produce the levels of success that are significantly transforming of the wider social, economic and cultural crisis conditions within many Native American communities. This thesis will focus on how to develop a major transformation of the higher education sector generally, a focus which also positively includes the underdeveloped potential that lies within the Tribal Colleges and Native programs in various university sites. This thesis attempts to clarify what has gone wrong In the higher education of Native Americans and to propose a national, innovative strategy for intervention. Identifying what is problematic in existing approaches will build critical insights that will inform the new strategies for change. The overall argument is that new institutions which are more sensitive and responsive to Indigenous aspirations first and foremost need to be considered as a key in transforming Native American higher education performance. Rather than define absolutely all of the possible ingredients of what might be included in a new higher education model, this thesis works first to identify and aggregate a number of key barriers and constraints by collating different information streams. Once identified these critical elements, practices, values and structures that are deemed to be the major barriers to Native success are then used to inform the proposed new institutional framework. While a single institution model is ultimately proposed by this thesis, it should be regarded as 'an' answer, not 'the' answer. A broader intention of this thesis is to bring more focus to this area of concern and underdevelopment within Higher Education and suggest that there are different answers and possibilities (as the Maori examples have demonstrated) that are truly innovative, and which can profoundly impact Native American individual and community social, economic, cultural and political development and advancement.

ABSTRACTThe mass expansion of higher education (HE) systems during the 20th century pushed social scientists to theorize how high participation systems continued to reproduce inequalities across socio‐economic lines. One popular theory in sociology, dubbed effectively maintained inequality (EMI), suggests that families from the upper economic strata would maintain their competitive advantage by not only acquiring increasing amounts of education, but also gravitating toward the most prestigious tracks within HE. Despite the “flatter” status structure of Canada's HE system vis‐à‐vis international counterparts, this is a theory that has received empirical support from several domestic studies. Through this study, we re‐examine the EMI hypothesis using the 2005 Ontario University Applicant Survey (OUAS), a little‐known and thus far unexamined dataset that offers notable advantages relative to those historically analyzed in the Canadian EMI literature, including representative coverage of applicants to Ontario universities, holistic coverage of academic and demographic controls, and the ability to analyze both within‐ and between‐sector forms of status‐seeking. Our statistical analyses suggest that applicants from privileged socio‐economic backgrounds behave in ways consistent with EMI, gravitating towards more prestigious HE options. We conclude by sketching a path forward for social stratification research in Canadian HE.