Clinical Education Program Research Articles

국내 간호대학생의 임상수행능력 관련 변인에 대한 체계적 문헌고찰 및 메타분석

The purpose of this study is to conduct a systematic review and meta-analysis of variables related to clinical competence of Korean nursing students. A total of 63 studies were selected from domestic studies published from January 2014 to December 2023 and analyzed using the R program. The effect size was analyzed by dividing the effect of clinical competence into cognitive, affective, and psychomotor domains. Clinical competence related variables were derived from 27 variables in 3 domains. The effect sizes of the average clinical competence of all three domain variables showed large effect sizes, with the cognitive domain being the largest at 0.65, followed by the psychomotor domain at 0.62 and the affective domain at 0.52. Among all variables, problem-solving process had the largest effect size at 0.87, and character had the second largest effect size at 0.81. In the control effect analysis, there was statistical significance depending on the measurement tool in the cognitive domain, and there was a statistical difference depending on the number of subjects and the measurement tool in the psychomotor domain. Based on the results of this study, I propose that variables with a large effect size on clinical competence be set as learning outcomes and utilized to improve clinical practical education programs.

Digital vs. conventional instructor-led midwifery training in Benue State, Nigeria: a randomized non-inferiority trial

BackgroundMany health education institutions in African countries such as Nigeria face increasing enrolment of students but lack an adequate number of instructors to train them. If digital learning can be demonstrated effective in augmenting knowledge and skills, this approach could help fill this gap and improve education efficiency. A needs assessment in two Nigerian midwifery schools confirmed that digital learning would be feasible and welcomed. In this study, the Midwifery Active Digitization Empowerment Initiative (MADE-I) program was tested to determine if digital delivery of the Fundamental Interventions, Referral and Safe Transfer (FIRST) course is at least equally effective for training midwifery students compared to conventional small-group delivery.MethodsA non-inferiority randomized controlled trial design was used, enrolling 130 s-year students from 2 midwifery schools in Benue State, Nigeria. Students were randomly assigned into six cohorts. Each cohort received half of the course on a Learning Management Platform on their mobile phones, the other half through standard small-group teaching. Students’ knowledge, thinking, and technical skills were assessed using a pre-test, post-test, Objective Structured Clinical Exam (OSCE), and daily modular quizzes. The data was analyzed using the difference-in-difference method.ResultsThe study revealed that post-intervention student knowledge and thinking skills did not significantly differ between digital learning (75.26%) and small-group learning arms of the trial (75.02%, p = 0.404). Student knowledge improved significantly compared to the pre-test in both groups (by 25.03 points in the digital arm, 26.39, in small-group). Some differences were observed between digital and small-group learning in disaggregated analysis by specific module and midwifery school. Although there was a trend toward small-group learning of technical skills being more effective than digital learning, no significant differences between groups were observed in the post-intervention OSCE. Students in both groups learned equally well regardless of age, gender, and midwifery school entrance exam score.ConclusionDigital learning is as effective as small-group learning, for midwifery trainees, in augmenting knowledge, thinking, and technical skills addressed in the FIRST course, and have lighter human resource requirements, an important consideration especially in LMIC. However, similar assessments would be needed to assess effectiveness for other digitally delivered clinical education programs.

Early Identification and Management of Chronic Kidney Disease: A Narrative Review of the Crucial Role of Primary Care Practitioners.

Early-stage (stage1-3) chronic kidney disease (CKD) has an asymptomatic presentation such that most people with CKD are unaware of their disease status and remain undiagnosed. CKD is associated with multiple long-term conditions (MLTC), or multimorbidity, the most common of these being cardiovascular disease, hypertension, and type2 diabetes. Primary care practitioners (PCPs) are crucial in the early identification and management of patients with CKD. For individuals at high risk of CKD, measurements of estimated glomerular filtration rate, urine albumin-creatinine ratio, and blood pressure should be obtained regularly and recorded in a timely manner. The importance of lifestyle changes in the prevention and management of CKD should also be highlighted. A recent addition to the treatment of CKD in people with and without type2 diabetes has been the recommendation by clinical practice guidelines of a sodium-glucose co-transporter2 (SGLT2) inhibitor alongside a renin-angiotensin-aldosterone system inhibitor as foundational therapy. SGLT2 inhibitors prevent CKD progression and reduce fatal and non-fatal kidney and cardiovascular events, hospitalization for heart failure, and all-cause mortality, and they have a favorable safety and tolerability profile. However, uptake has been slow, particularly in people with CKD without type2 diabetes. A multifaceted approach is required to ensure that people with CKD receive optimal kidney protection. Measures to raise awareness of the importance of early identification and intervention include local/national campaigns via social media and practice-based education; clinical education programs; integration of clinical decision support tools into electronic health records; detection programs built around electronic health records; and good interdisciplinary communication. PCPs at the forefront of multidisciplinary care are best placed to implement the evidence-based clinical practice CKD guidelines for lifestyle modification and guideline-directed medical therapy.

Psychometric properties of the Turkish version of the universal mental health literacy scale for adolescents

PurposeWhile enhancing mental health literacy is a critical component of preventive mental health, there is currently no mental health literacy instrument specific to adolescents in Turkey. This study aimed to adapt the universal mental health literacy scale for adolescents (UMHL-A) to Turkish and determine its validity and reliability. MethodsThis methodological study utilized data collected from 268 adolescents aged 10 to 14 years, between April and June 2024. Data were obtained using a personal information form and the UMHL-A. The construct validity of the scale was evaluated using confirmatory factor analysis, and its reliability was assessed with internal consistency and test-retest reliability. ResultsThe scale consists of two parts: the Likert UMHL-A, a five-point scale to determine adolescents' attitudes, and the T/F UMHL-A, a true/false scale to measure their knowledge. In this study, it was shown that the Likert UMHL-A, which includes 8 items and two factors, namely help-seeking and stigma, and the T/F UMHL-A, which consists 9 items and two factors namely mental health knowledge and mental illness knowledge, had good fit indices. The Cronbach's alpha reliability coefficient was 0.934 for the Likert UMHL-A, and 0.862 for the T/F UMHL-A. The item-total score correlation coefficients of the Likert UMHL-A ranged between 0.582 and 0.856, whereas those of the T/F UMHL-A varied between 0.483 and 0.804. ConclusionThe Turkish version of the UMHL-A is a valid and reliable tool for assessing adolescents' mental health literacy. Implications for practiceHealth professionals can use this brief and easy-to-apply instrument in clinical practices or educational programs to identify and improve adolescents' mental health literacy.

The Quality Improvement Review Board: An Innovative Approach to Oversight of Projects That Do Not Meet Criteria of Human Subject Research.

This article describes the development of an institutional quality improvement review board (QIRB) as an effective and efficient method for reviewing and overseeing institutional quality improvement (QI) initiatives. QI projects involve the systematic collection and analysis of data and the implementation of interventions designed to improve the quality of clinical care and/or educational programs for a distinct population in a specific setting. QI projects are fundamentally distinct from human subjects research (HuSR); however, the differences between them are subtle and highly nuanced. Determining whether a project meets the definition of QI or qualifies as HuSR, thus requiring institutional review board (IRB) review, can be confusing and frustrating. Nevertheless, this distinction is highly consequential due to the heavy regulatory requirements involved in HuSR and IRB oversight. Making the correct determination of a project's regulatory status is essential before the project begins. Project leaders may not realize that their work meets the definition of HuSR and, therefore, might conduct the project without appropriate IRB review. Therefore, best practices dictate that project leaders should not decide which type of institutional review is appropriate for their projects. In addition, when QI project teams attempt to disseminate the results of their work, documentation of formal review and approval is generally required by peer-reviewed journals and professional organizations. However, institutional review mechanisms are rarely available. Projects that do not meet the definition of HuSR fall outside the purview of IRBs and most institutions do not have an alternative review body. This creates frustration for both project leaders and IRB administrators. Apart from IRB review, a separate process for reviewing QI projects offers several benefits. These include (1) relieving the burden on busy IRB staff; (2) promoting scholarly activity; (3) protecting the institution, project leaders, and participants from HuSR conducted outside of appropriate IRB review; and (4) promoting rigorous QI methods.

Exploring the role of healthcare partners in referrals to a community-based exercise program with a healthcare-community partnership designed for people with balance and mobility limitations

Purpose To explore how healthcare partners in community-based exercise programs for people with balance and mobility limitations perceive and enact referral in the context of their role. Materials and methods We conducted a descriptive, qualitative study involving semi-structured interviews and reflexive thematic analysis. Results Twelve healthcare partners from the Together In Movement and Exercise (TIMETM) program completed interviews. Seven (58%) participants were clinicians and 5 (42%) held non-clinical roles. The most common professional background of participants was physical therapy (n = 9, 75%). Clinicians made direct referrals while non-clinical participants facilitated referral by promoting the program. The main theme was healthcare partners perceive their role in referrals as secondary to their role as educators and trainers. Subthemes were: (1) healthcare partners fulfill educator and trainer roles when conducting formal training of instructors, educating instructors during program visits, and fielding questions; (2) almost all healthcare partners facilitate referral by sharing program information formally and informally; and (3) healthcare partners in clinical practice make direct referrals depending on the clientele. Conclusions Healthcare partners perceive their roles as educators and trainers as taking precedence over their role in referrals. Findings can be used to guide selection and training of healthcare partners, design of clinical education programs, and research on competencies.

Factors affecting antibiotics consumption among the elderly population in Thailand

Background: The consumption of antibiotic among the elderly population has raised concerns in Thailand due to its correlation with antimicrobial resistance (AMR) infections. Moreover, it is also related to adverse drug reactions resulting from impaired drug excretion and elimination. Contributing factors to antibiotic consumption in the elderly population are insufficiently understood in Thailand. Objectives: The purposes of this study were to determine the prevalence of antibiotic consumption behaviour among the elderly population and to identify associated factors. Methods: A cross-sectional study was conducted using survey data from the National Statistic Office, which included only elderly individuals. Bivariate analysis with a generalized linear mixed model (GLMM) was performed to screen for significant independent variables with a significance level below 0.05. All significant variables were included in the multivariable analysis, which revealed adjusted odds ratios (AOR) and 95% confidence intervals (CI). Results: Of 9,104 elderly people, the prevalence of antibiotic consumption was found to be 7.77% (95% CI: 7.21% - 8.31%). The multivariable GLMM analysis demonstrated that being free from underlying diseases (AOR= 2.16, 95% CI: 1.63-2.88, p-value < 0.001), having transportation expenses (AOR = 2.11, 95% CI:1.49-2.99, p-value < 0.001), experiencing pain and discomfort symptoms (AOR =1.66, 95%CI: 1.27-2.16, p-value < 0.001), having anxiety and depression (AOR = 1.66, 95%CI: 1.27-2.16, p-value = 0.012), having moderate to poor level of knowledge (AOR = 2.42 95% CI: 1.55-3.78 and (AOR=2.71, 95% CI:1.75-4.21), and not receiving information regarding antibiotic use and its resistance (AOR = 5.12, 95%CI: 4.12-6.36, p-value < 0.001) were the major contributing factors to antibiotic consumption behaviours in the elderly population. Conclusion: The prevalence of antibiotic consumption in the elderly population may contribute to emergence of AMR infections and increased mortality rates. Implementing clinical practice guidelines and health education programs is essential to control antibiotic prescriptions and discourage self-medication in Thailand.

Validation of a Clinical Teaching Competency Framework for Physical Therapists: A Mixed-Methods Approach.

A competency framework for clinical teaching in physical therapy was established in a recent study. Validation of competency frameworks requires multiple steps, including consideration of end-user perceptions of value and utility. The purpose of this study was to further validate the clinical teaching competency framework by gathering input specifically from clinical education faculty. This study used an explanatory sequential mixed methods approach to seek input from clinical instructors (CI) and site coordinators of clinical education (SCCE) from diverse practice areas and geographic regions. A survey invited participation from active clinical education faculty, and survey respondents were invited to participate in a focus group. Two focus groups were held via Zoom. Survey responses from those holding roles of CI (59.3%), SCCE (11.3%), and CI/SCCE (29.4%) indicated support for the competency framework, including perceived value to their role (93.1%) and enhancement of quality of clinical education (94.1%). Concern regarding ease of utilization of the framework was indicated by 24% of respondents. There were no statistically significant differences in responses based on role or credentials. The focus groups resulted in an overarching theme of Collective Impact, with 4 subthemes: Assessment, CI development, Implementation, and Guidelines. Clinical education faculty perceive value and utility in the Clinical Teaching Competency Framework. Implementation of the framework into practice should be collaborative and consistent across academic and clinical education programs. This study moves the profession one step closer to use of a competency framework specifically targeted at clinical teaching in physical therapy. Clinical education faculty will be primary users of a competency framework and buy-in from this user group is key to implementation. Continued efforts to validate this framework contribute to addressing the need for CI development and support in delivering excellence in clinical education.

The Use of Simulation in Communication Sciences and Disorders: A Follow-Up Survey.

This study investigates changes in the prevalence and practice of simulation in communication sciences and disorders (CSD) education. It is a follow-up to a 2015 survey on the same topic. Given the changes in program certification standards and the impact of the COVID-19 pandemic on clinical education programs across the United States, re-examination of simulation in CSD is warranted. An online questionnaire was developed to survey university programs accredited by the Council on Academic Accreditation of the American Speech-Language-Hearing Association. University program directors and clinical directors received recruitment e-mails using QuestionPro, an online survey platform. The recruitment e-mail contained the purpose of the study and a link to the online questionnaire along with instructions to forward the survey to the appropriate designee. The consent form was then embedded in the questionnaire. The results of this survey indicated changes in patterns and the use of simulation in clinical education for CSD. Results indicated an overall increase in the use of simulations, specifically in computer-based simulations. Distance simulation as a hybrid technology proved a major addition to clinical education programs during the COVID-19 pandemic. External and internal factors affecting the use of simulations in CSD were identified. The use of simulation to supplement clinical education in CSD has evolved in recent years. These changes are likely due in part to changes in certification standards in the profession, an increase in awareness and training, and reliance on distance simulation during the COVID-19 pandemic.

STEM Cooperating Teachers’ Professional Growth: The Positive Impacts of a Year-Long Clinical Residency Collaboration

Teacher residency programs integrate coursework with clinical practice in a year-long residency in which pre-service teachers work under the guidance of a cooperating teacher who has demonstrated excellence in teaching and mentoring. The purpose of this study was to examine the reasons for serving as a cooperating teacher and investigate how clinical residency pre-service teachers promote growth in the professional practice of cooperating teachers as teachers and teacher leaders. In this longitudinal qualitative study, we gathered data through semi-structured interviews and responses to survey questions over a five-year period. Ten STEM cooperating teachers (six female and four male) with 7 to 18 years of full-time teaching experience in biology, chemistry, or mathematics participated. A thematic analysis was used to analyze the interview transcripts and survey responses. The primary motivation for serving as a cooperating teacher was the desire to share experiences and support new teachers. Cooperating teachers described the following benefits: increased self-reflection and continuing reflective practice; meaningful collaboration with pre-service teachers; learned new teaching strategies to enrich their own teaching practice; improved communication skills; and the impetus to become teacher leaders. These findings support that clinical residency teaching programs are beneficial for STEM cooperating teachers and promote their professional growth.

Spiritual Disciplines in Philosophical Counseling Clinical Education with the Self-Dialogue Seminar

In order to contribute to the discussion of pathological problems that occur in today’s “phase transition phenomenon of relationship,” this article focuses on “self-deception”—an example of a distorted relationship with oneself. It explores ways to overcome such issues through philosophical counseling. The specific measure is the Self-Dialogue seminar, a part of the Philosophical Counseling Clinical Education (PCCE) program. The second Section, therefore, begins with the question “How do we deal with the phenomenon of self-deception (on the part of the counselor or client) that we might actually encounter in philosophical counseling?” and discusses where and how philosophical counseling can intervene in the entire process of self-deception. In preparation for the possibility of encountering different levels of self-deception, the third section examines the contexts of three types of self-deceptions. The fourth section explores the possibility that a client or philosophical counselor can discover and change their own points of deception through the Records of Self-Dialogue seminar. Finally, the article argues that philosophical dialogue, if attained within a community predicated on individual equality and mutuality, can be a valid prescription for self-deception in the modern world.

Youth Perspectives on 'Highly Personalised and Measurement-Based Care': Qualitative Co-Design of Education Materials.

Despite high levels of mental ill-health amongst young people (aged 15-30), this group demonstrates low help-seekingand high drop-out from mental health services (MHS). Whilstshared decision-making can assist people in receiving appropriate and effective health care, young people frequently report that they do not feel involved in treatment decisions. The current study focused on co-design of a clinical education and participant information programme for the Brain and Mind Centre Youth Model of Care. This model, which articulates a youth-focused form of highly personalised and measurement-based care, is designed to promote shared decision-making between young people and clinical service providers. We conducted workshops with 24 young people (16-31; MAge = 21.5) who had accessed mental health services. Participants were asked what advice they would give to young people entering services, before giving advice on existing materials. Workshops were conducted and transcripts were coded using thematic analysisby two lived experience researchers and a clinical researcher. Young people found it empowering to be educated on transdiagnostic models of mental illness, namely clinical staging, which givesthem a better understanding of why certain treatments may be inappropriate and ineffective, and thus reduce self-blame. Similarly, young people had limited knowledge of links between mental health and other life domains and found it helpful to be educated on multidisciplinary treatment options. Measurement-based care was seen as an important method of improving shared decision-making between young people and health professionals;however, to facilitate shared decision-making, young people also wanted better information on their rights in care and more support to share their expertise in their own needs, valuesand treatment preferences. These findings will inform the delivery of the further development and implementation of a youth-specific clinical education and participant information programme for the BMC Youth Model. Workshops were facilitated by researchers with lived expertise in mental ill-health (A.H. and/or C.G.) and a clinical researcher (who has expertise as an academic and a clinical psychologist). A.H. and C.G. were also involved in conceptualisation, analysis, interpretation, review and editing of this paper.

The Impact of High-Fidelity Simulator System on Bronchoscopy Operation Skills of Trainees Who Receive Refresher Training: A Teaching Study.

This study aimed to explore the impact of high-fidelity simulator (HFS) training on the bronchoscopy operation skills, confidence, stress, and learning satisfaction of trainees who further their training at endoscopy center in our hospital. The study also investigated the practical application effects of HFS training and provided a reference for the development of clinical teaching and training programs in hospitals. The 18 trainees who furthered their training at the endoscopy center were evaluated for their bronchoscopy operation skills, confidence, and stress levels before and after HFS training. A survey on learning satisfaction was conducted after the completion of HFS training. The scores of all evaluations were collected for comparison of differences before and after HFS training. HFS training improved the clinical operation skill levels and confidence of trainees who further their training at the endoscopy center, reduced their stress, and achieved 100% satisfaction from this training. Education level and department had no significant impact on trainees' operational skills and confidence improvement, and stress reduction (p > 0.05). The results of this study supported the influence of the history of endoscopy operations on the improvement of trainees' improved operational skills after HFS training, but it had no relation to the improvement of confidence and stress reduction. Trainees with a history of endoscopy operations had higher operation skill scores before and after HFS training (n = 5, 94.80 ± 2.95 and 97.60 ± 1.82, respectively) than those without a history of endoscopy operations (n = 13, 80.62 ± 2.53 and 86.38 ± 2.82, respectively), and the difference was significant (p < 0.05). HFS training is an effective clinical teaching method that can significantly improve trainees' bronchoscopy operation skills and confidence, reduce stress, and achieve high levels of satisfaction.

Examining SLP student perceptions of reflective practice. How do students compare on the reflective practice questionnaire?

Reflective practice (RP) activities are regularly employed as part of clinical education programs for SLP. Studies examining SLP student perception of RP, suggest that in general RP activities are valued and learning occurs (Dunne et al., 2019; Tillard et al., 2018). However, it is not known whether perceptions of RP activities change as clinical placement experience increases. The impact of RP activities on outcomes such as: confidence; communication; job satisfaction; stress; uncertainty; and desire for improvement also has not been examined. Aims: 1. To determine perceptions of reflective capacity and outcomes of engaging in RP in three groups of SLP students (following their second, fourth or sixth clinical placement experience) utilizing a validated and reliable instrument. 2. To examine patterns of perceptions of reflective capacity and outcomes of engaging in RP across SLP students utilizing Hierarchical clustering (Manhattan distance). 70 SLP students completed The Reflective Practice Questionnaire (RPQ) (Priddis &amp; Rogers, 2018; Rogers et al., 2019). The majority of SLP students perceived they had high levels of reflective capacity. In general, as SLP student clinical placement experience increased so did perception of RP abilities and subscales associated with outcomes of engaging in RP. A significant positive effect for three subscales of the RPQ (communication confidence, confidence general and job satisfaction) was found as clinical placement experience increased. Three groupings were identified as a result of Hierarchical clustering. This study provides quantitative data to support the teaching and use of RP activities with students across clinical programs.

Why dental schools should engage with dental support organizations.

It is incumbent on dental educators to prepare students for careers in various practice settings and modalities. As the dental practice market continues to evolve away from a predominantly solo private practice model, schools are tasked with training future providers to deliver quality care to diverse patient populations in diverse settings. While no single health delivery model will solve access to care, exposing dental students to various practice environments prepares them to better understand and navigate nontraditional postgraduate practice opportunities. The University of California, Los Angeles (UCLA) School of Dentistry established a community-based clinical education (CBCE) program that has grown to include dental support organizations. By partnering with a more diverse portfolio of practice types, including large corporate entities, the UCLA CBCE program has strengthened its financial accountability while also delivering on the goal of enhancing dental education and improving access to care for vulnerable populations.

Personalization above anonymization? A role for considering the humanity and spirituality of the dead in anatomical education.

Clinical anatomy education is meant to prepare students for caring for the living, often by working with the dead. By their nature many clinical anatomy education programs privilege topographical form over the donor's humanity. This inbalance between the living and the dead generates tensions between the tangible and the spiritual insofar as semblances of the humanity of donors endure even in depictions and derivatives. This article argues that considering the relevance of spirituality, and what endures of a donor's humanity after death, would enhance contemporary anatomy education and the ethical treatment of human body donors (and derivatives). In developing this argument, we (the authors) address the historical connection between spirituality and anatomy, including the anatomical locations of the soul. This serves as a basis for examining the role of the mimetic-or imitative-potential of deceased human donors as representations of the living. We deliberate on the ways in which the depersonalization and anonymization of those donating challenge themimetic purpose of human body donorsand the extent to which such practicesare misaligned with the health care shift from a biomedical to a biopsychosocial model. Weighing up the risks and opportunities of anonymization versus personalization of human body donors, we propose curricula that could serve to enhance the personalization of human donors to support students learning topographical form. In doing so, we argue that the personalization of human donors and depictions could prevent the ill effects of digital representations going "viral," and enhance opportunities for donors to help the general public learn more about the human form.

The development of a framework for clinical education programme of undergraduate nursing students in Ghana

IntroductionClinical education is an important aspect of the training of nursing students but it is faced with challenges in Ghana. The development of a framework will respond to the need for improvement in the quality of clinical nursing education. This study describes part of a larger study which culminated in the development of a framework for a clinical education programme for undergraduate nursing students in Ghana. The aim of the current study was to integrate findings from a scoping review and situational analysis to develop a framework for clinical education in nursing.MethodsA sequential multimethod design approach was used to conduct the study. A scoping review on the practices that facilitate clinical nursing education and situational analysis were first conducted. The lessons learnt from the scoping review and the situational analysis provided the data matrix that was triangulated to develop the framework. The framework was developed using the model for clinical education developed by South African Nursing Education Stakeholders in consultation with experts in nursing education. An implementation plan was developed from the framework and evaluated using a Delphi technique.FindingsThe resulting framework indicates the need for effective communication and collaboration between nursing education institution and the service setting to ensure that there is a well-structured clinical placement, formal supervision system and effective clinical assessment of students. The framework also proposes that to ensure quality clinical nursing education there is the need for Nursing Education Institutions to implement innovative and cost-effective clinical teaching methods.ConclusionThe framework spells out the functions of the various stakeholders in nursing education and how these can be integrated and implemented to enhance quality clinical nursing education. Effectiveness of the thematic areas of the framework will increase the quality of clinical nursing education.

131 Investing in Education: Design and evaluation of an innovative clinical research coordinator New Hire Education Program to strengthen clinical and translational research

OBJECTIVES/GOALS: The overarching goal of the Mayo Clinic in Florida Clinical Research New Hire Training Programis to create a standardized work force development model that ensures all new research coordinators receive the same high-quality training and can perform their role. METHODS/STUDY POPULATION: Mayo Clinic implemented a comprehensive six-week in-class training program to teach research coordinators how to conduct clinical research studies and trials. A multi-disciplinary team with expertise in education, operations, study coordination, and human resources assisted in development. The program approaches education through the lens of application. Staff start on designated hire dates and have an assigned trainer, allowing them to complete the program in cohorts and build connections with one another. During the program, they complete assignments, checkpoints, and shadow within their units. At the conclusion, they take a one-on-one assessment with a trainer to confirm they can work independently. If a learner cannot pass, the trainer and supervisor implement a learning plan targeting their needs. RESULTS/ANTICIPATED RESULTS: The program has had 110 graduates since its April 2022 inception, with a steady improvement in learner satisfaction scores. Based on the question “My site’s new hire education program was good,” with 5 being strongly agree and 1 being strongly disagree, learners rate the current iteration as 4.38. The program has a positive correlation with retention and favorable quality reviews. 23.8% of new coordinators hired from April of 2021 to March of 2022 left within the first year. From April 2022 to September 2023, the first-year turnover rate fell to 14.55%. Additionally, 43% of quality reviews completed for graduates required no follow-up, compared to 35% of staff hired before implementation of the program. Only 5% of reviews for graduates required urgent follow-up, compared to 15% of those completed for existing staff. DISCUSSION/SIGNIFICANCE: Research Coordinators who complete the training program report a higher confidence level and demonstrate they can perform their role. The effects of our program have been so pronounced that the curriculum is being translated within Clinical Research across all of Mayo Clinic and our Florida site is researching ways to market it outside of Mayo Clinic.

Patient Experience Pre-Implementation of an Enhanced Recovery After Surgery Protocol: A Qualitative Investigation.

This study explores the experience of adults undergoing major abdominal surgery pre-implementation of an Enhanced Recovery after Surgery program at a tertiary hospital in Melbourne, Australia, to enhance health promotion in Australian hospitals. Patients who were undergoing major abdominal surgery and who consented to participate were recruited in this study. Patients were chosen based on an inclusion-exclusion criterion. In-depth, semi-structured qualitative interviews were conducted by telephone and transcribed verbatim by the primary researcher. Thematic analysis was used and synthesised into five inductive themes. Eighteen participants aged between 51 and 82 years were interviewed. Codes were categorised into inductive themes: 1) preparedness for surgery; 2) communication; 3) aftercare; 4) expectations of surgery; and 5) overall experience utilising an iterative process. The following themes and subthemes emerged from the qualitative synthesis. Patients undergo a variety of experiences throughout the perioperative care period. Patient care and experience may be improved through increased access to patient engagement, information and communication, use of multimedia and teach-back method, optimization of the hospital environment and through providing adequate planning and support on discharge. Evidence of barriers to enhancing patient surgical experience can be used to guide the implementation of Enhanced Recovery after Surgery protocols in Australian hospitals and therefore may limit its generalizability. This will improve health promotion as these findings provide valuable insights into integrative methods that can be considered to be important for achieving person-centred care. This knowledge can be useful in clinical practice, implementation and education programs for ERAS.

The effect of service-based learning on health education competencies of students in community health nursing internships

AimThis study investigated the impact of service-based learning on the health education competencies of students in community health nursing internships. community health nursing internship is one of the areas where students acquire health education competencies. Studies have shown that some students have poor health education competencies, and new educational interventions, such as service-based learning, can help improve their competencies.MethodThis quasi-experimental study was conducted in 2021–2022. The participants were final-year nursing students affiliated to Kerman University of Medical Sciences. All participants (n = 72) were selected via the census method and randomly divided into intervention and control groups (36 participants in each group). The students in the intervention group attended a service-based learning program for 20 days. The data were collected before and one month after intervention using a 48-item health education qualification questionnaire. The collected data were analyzed using SPSS22 software.ResultsThe results showed that the mean health education competencies scores were lower before intervention in the intervention and control group (165.75 ± 23.09) (170.16 ± 28.58)(p > 0.05). There was no significant difference between the two groups in terms of their mean scores on health education competencies(p > 0.05). The health education competencies score increased significantly for the participants in the intervention group (191.58 ± 28.35) compared to the control group (165.97 ± 28.11) after intervention.ConclusionNursing administrators and professors need to take effective steps to empower nursing students as much as possible and incorporate service-based learning techniques in clinical education programs for nursing students.