Role In Professional Development Research Articles

Examining the feasibility of advanced practice radiation therapy roles within the Singaporean healthcare arena: a joint UK-Singapore study

Background: Advanced clinical practice in UK healthcare has matured over recent years. The field now promotes multi-professional working and flexibility in patient care, which are significant factors of the modern healthcare workforce, due to the ongoing shortage of clinicians nationwide. In radiation oncology, the advanced practitioner radiographer role has been pivotal. Observing a rising necessity for similar roles in Singapore, officials from the National University Health System, Singapore, conducted a scientific visit to the UK to explore the implementation of UK advanced practice radiation therapist roles. Aims: The objective of the trip was to explore and learn about the infrastructure of the advanced practitioner radiographer role in the UK, with a view to establish similar positions in Singapore and improve service delivery within its healthcare system. Methods: During the scientific visit, Singaporean experts engaged in collaborative discussions with UK expert practitioners. These interactions centred on legislative frameworks, their applications and the educational aspects associated with the advanced practitioner radiographer role. The specialists visited various hospitals and a university to gain deeper insights. Following the visit, a survey was conducted among the Singaporean experts to gather comprehensive feedback regarding the visit. Findings: Active participation in the visit led to the researchers gaining a nuanced understanding of the UK's advanced practitioner radiographer role, and whether an equivalent advanced practice radiation therapist framework could be feasibly implemented in Singapore. The insights garnered will be instrumental for strategic planning, addressing service gaps and fostering advancements in Singapore's healthcare system. Conclusion: Adaptive governance of advanced practice is essential. Learning from the UK's intricate models can guide robust policy formulation and professional role development in Singapore. This can help to facilitate the national establishment of advanced practice radiation therapist roles, supported by suitable education and accreditation structures.

Bridging the Divide: A Review on the Implementation of Personalized Cancer Medicine.

The shift towards personalized cancer medicine (PCM) represents a significant transformation in cancer care, emphasizing tailored treatments based on the genetic understanding of cancer at the cellular level. This review draws on recent literature to explore key factors influencing PCM implementation, highlighting the role of innovative leadership, interdisciplinary collaboration, and coordinated funding and regulatory strategies. Success in PCM relies on overcoming challenges such as integrating diverse medical disciplines, securing sustainable investment for shared infrastructures, and navigating complex regulatory landscapes. Effective leadership is crucial for fostering a culture of innovation and teamwork, essential for translating complex biological insights into personalized treatment strategies. The transition to PCM necessitates not only organizational adaptation but also the development of new professional roles and training programs, underscoring the need for a multidisciplinary approach and the importance of team science in overcoming the limitations of traditional medical paradigms. The conclusion underscores that PCM's success hinges on creating collaborative environments that support innovation, adaptability, and shared vision among all stakeholders involved in cancer care.

Preparing Nurse Practitioner Graduates for the Transition to Practice.

Educators ensure that nurse practitioner (NP) students meet core competencies prior to graduation. Post-graduation, students navigate certification, licensure, resume building, and job searches. A statewide virtual conference was developed to help students during the transition to advanced nursing practice. Information was presented on professional role development, resume writing, interviewing, licensure, certification, contract negotiation, and transitioning to a provider role. Nearly all participants (92%) were able to describe the status of NP practice and licensure requirements. Most attendees (90%) valued the insight shared by panelists. Many students (88%) felt more prepared to negotiate a contract. Current educational programs lack the time to thoroughly address NP graduates' learning needs regarding transition to practice. A partnership between faculties and a state professional organization is an innovative approach to meet students' educational desires. Delivery of a virtual conference during the pandemic proved to be cost effective. [J Nurs Educ. 2024;63(X):XXX-XXX.].

The clarification of the concept of colostomy nursing care in ostomy care centers: A concept analysis through Walker and Avant's method.

Specialist nurses need to have an accurate understanding of colostomy care-related concepts to provide care. Although patients with different types of ostomy have different types of needs, terms such as ostomy care, colostomy care, and ileostomy nursing are interchangeably used. Moreover, there are limited concept analysis studies into the concept of colostomy nursing care (CNC) in ostomy care centers (OCCs). The aim of this study was to analyze and clarify the concept of CNC in outpatient OCCs. This was a concept analysis study. This concept analysis was conducted using Walker and Avant's eight-step method. The online databases were searched until 2022 to retrieve documents on CNC. Finally, 35 articles and four books were included in the analysis, the defining attributes, antecedents, and consequences of the concepts were determined, and model and additional cases as well as empirical referents were presented. The defining attributes of CNC in OCCs are the development of professional role, participatory practice and interdisciplinary care, selection of the best clinical procedures, care based on patient education, and patient rehabilitation. The antecedents of the concept are nurse-related antecedents, patient- and family-related antecedents, environmental antecedents, and professional rules and regulations. Its consequences are patients' and families' greater care-related knowledge, improvement of nurses' care quality, patient autonomy, and self-efficacy. The concept of CNC in OCCs can be defined as "a continuous and coherent care based on knowledge, skill, expertise, experience, and colostomy type which uses interdisciplinary collaboration and the best available evidence in order to select and provide the best services according to patients' and families' culture and background, fulfill patients' physical, mental, sexual, social, and spiritual needs, and timely refer patients to specialists, with the ultimate goal of improving patient autonomy and facilitating their return to normal life."

‘Teachers Value PD if Leaders Value PD’: Role of School Leaders in Professional Development of Teachers in Rural Pakistan

ABSTRACT In educational literature, especially coming from the developed context, the role of school leadership in Professional Development (PD) of teachers has been portrayed in a quite ideal way. However, literature reports little evidence of any contribution of school leaders to PD of teachers in developing contexts specifically in many regions and countries of Asia. Taking Pakistan as a case, this paper reports the findings of a research that explored the role of school leadership in PD of teachers. Using qualitative approach and grounded theory framework, the research examined the views of 46 key participants including teachers, school leaders, PD providers and officials from the education department through focused group interviews. The findings support previous studies in the limited role of school leadership in PD of teachers. However, it identifies some unique influential factors such as less recognition of PD in the system, limited capacity of school leadership and lack of any monitoring and accountability mechanism. The research argues for a shift in the system to enhance the contribution of school leadership in PD of teachers. Such shift should happen in the form of PD-related expectations from school leaders, developing school leaders with a focus on their role in PD and extending ongoing coaching and mentoring support to them.

Using Mixed Reality to Practice Difficult Conversations

Background/IntroductionNursing students often learn effective communication through observational and varied clinical opportunities. Role play can be helpful, however, limited by the engagement and commitment of those participating. Literature ReviewWhile nursing has limited data on the use of mixed reality (MR) to support learner development of effective communication skills, teacher education programs have successfully integrated MR to support professional role development. Innovation in SimulationMR simulation in an undergraduate nursing education program provided an innovative teaching-learning strategy to practice difficult conversations aligned to realistic healthcare experiences. DiscussionAs nursing students prepare for the complex healthcare environment, MR appears to be a promising method for development of communication skills and confidence in practice.

Nursing Students’ Reflections on the Clinical Learning Environment of the Oncology Unit: A Qualitative Study

Background: The clinical learning environment is an important part of nursing education with a significant impact on nursing students’ perceptions and experiences. This study aimed to explore nursing students› reflections to determine the effects of the first rotation in the clinical learning environment of the oncology unit on their perceptions and practices. Methods: A descriptive qualitative study design was used. Data were collected using reflective diaries of forty 5th-semester nursing students about their experiences of learning in the oncology unit. Conventional content analysis was used for data analysis using MAXQD 10 software. Results: Participants’ perceptions of the clinical learning environment of the oncology unit were categorized into four main categories, namely challenging encounters, perceived needs, internal transcendence, and professional role development. Conclusion: According to the results, nursing students’ unpleasant experiences must be managed. Careful attention should be devoted to the unique characteristics of this ward. Different educational strategies are needed, and clinical instructors must play their roles as facilitators in challenging conditions to promote nursing students’ clinical learning in oncology.

"When academics take over, who is going to work in practice?" - In a field of tension: APN role development in psychiatry

"When academics take over, who is going to work in practice?" - In a field of tension: APN role development in psychiatry Abstract. Background: Increasing demands in healthcare require the development of new structures and models in psychiatry, such as the implementation of the Advanced Practice Nurse (APN). The APN role development process is challenging and emotional, and interactional aspects appear to play a role. Research question: Which emotional and interactional aspects of involved or affected professionals appear to be relevant in the facilitation and hindrance of the APN role development and implementation process? Methods: 13 semi-structured, problem-centred qualitative interviews were analysed secondarily using thematic analysis. Results: APN role development in psychiatry operates in a field of tension, generated from overriding health policy and economic requirements and the development of the nursing profession. The three central themes of "Professional identity in a predicament", "Developing (having to develop) under pressure", and "APN as personification of change" were identified. They represent the emotional and interactional aspects which arise through the APN role development process in psychiatry. Conclusions: Little progress has been made in addressing the requirements for change and in professional role development. Investing in role clarification by involving key people and by considering emotional and interactional aspects, could support sustainable role implementation.

Revising Reflection Assignments to Align With Clinical Judgment Measurement Model Language: Maximizing Critical Thinking, Feedback, and Measurement in Simulation.

Student reflection stimulates self-awareness, deep learning, insight into patient care challenges, and professional role development. As such, reflection assignments are an ideal target for revision using language associated with the steps of the clinical judgment measurement model (CJMM) to maximize critical thinking. Tanner's clinical judgment model aligns with the CJMM and underpins the curriculum in many nursing programs. Faculty used the model to update a simulation reflection assignment template, incorporating CJMM language and facilitating improved measurement of clinical judgment. Substantially improved student responses resulted during an initial quality improvement pilot study.

The NP's role in increasing RVU values.

The NP's role in increasing RVU values.

Integrating climate change and health topics into the medical curriculum - a quantitative needs assessment of medical students at Heidelberg University in Germany.

Climate change (CC) is of major importance for physicians as they are directly confronted with changing disease patterns, work in a greenhouse gas intensive sector and can be potential advocates for healthy people on a healthy planet. We assessed third to fifth year medical students' needs to support the integration of CC topics into medical curricula. A questionnaire with 54 single choice-based items was newly designed with the following sections: role perception, knowledge test, learning needs, preference of educational strategies and demographic characteristics. It was administered online to students at Heidelberg medical faculty. Data sets were used for descriptive statistics and regression modelling. 72.4% of students (N=170, 56.2% female, 76% aged 20-24 years) (strongly) agreed that physicians carry a responsibility to address CC in their work setting while only 4.7% (strongly) agreed that their current medical training had given them enough skills to do so. Knowledge was high in the area of CC, health impacts of CC, vulnerabilities and adaptation (70.1% correct answers). Knowledge gaps were greatest for health co-benefits and climate-friendly healthcare (55.5% and 16.7% of correct answers, respectively). 79.4% wanted to see CC and health included in the medical curriculum with a preference for integration into existing mandatory courses. A multilinear regression model with factors age, gender, semester, aspired work setting, political leaning, role perception and knowledge explained 45.9% of variance for learning needs. The presented results encourage the integration of CC and health topics including health co-benefits and climate-friendly healthcare, as well as respective professional role development into existing mandatory courses of the medical curriculum.

DEI co-mentoring circles for clinical research professionals: A pilot project and toolkit.

There have been a number of federal policies and guidance's impacting diversity, equity, inclusion, and accessibility (DEI) in clinical research. While these are needed, they have not diminished the gaps related to clinical trial recruitment, research professional's capacity for cultural competence, and clinical research professional role development. Mentoring and co-mentoring circles have traditionally been used in Medicine, but until now had not been used for workforce development of clinical research professionals (CRPs). We designed a six-session, monthly co-mentoring circle to take place at two academic medical centers to pilot an interinstitutional co-mentoring circle centered on storytelling videos of Black Voices in Clinical Research. This provided a DEI framework for discussions on role experiences, cultural competence, and role progression. Seven CRPs completed the DRC pilot. The participants positively evaluated the experience and made recommendations for future iterations. Discussion: Co-mentoring circles can be useful tools to connect CRPs across complex research medical centers and provide support that may have a positive impact on role satisfaction and retention. This framework for developing co-mentoring circles can serve as a toolkit for future CRP co-mentoring circles within and across institutions for workforce development. The Black Voices in Clinical Research storytelling videos provide a rich foundation for future discussion on DEI issues for CRPs and collaborating with participants.

Task Sharing to Expand Access to Care: Development of a Behavioral Health Support Specialist.

Task sharing improves access to mental health care in many countries, but little formative research has examined uptake in the United States. This Open Forum proposes the development of nonspecialist professional roles to deliver low-intensity behavioral interventions for common mental health conditions in U.S. settings such as primary care. Using data from a multilevel stakeholder assessment, the authors discuss findings and challenges associated with such a role. Key themes from stakeholder surveys concerned scope of practice, competencies, pragmatic concerns, and training needs. Although stakeholders generally found this role to be acceptable and feasible, the themes raised will be critical to developing and implementing such a role.

Medical studentś needs for an integration of climate change into the medical curriculum

Abstract Background The impacts of climate change (CC) on health comprise increased human morbidity and mortality. Consequently, physicians need to be systematically trained to address CC in their professional life. Due to lacking research on educational needs of medical students, we developed a survey instrument to assess studentś attitudinal and knowledge-based needs for the integration of CC into medical curricula and their readiness to learn. Methods Our survey was administered online to 788 students at the Medical Faculty of Heidelberg University between 06/2021 and 02/2022. Data analyses included descriptive statistics, reliability analyses as well as regression modeling with regard to readiness to learn. Results 214 students participated in the survey, 170 fully completed datasets were included in the analysis. A majority of students (72.35%) (strongly) agreed that doctors carry a responsibility to address CC in their work setting, while only 4.71% (strongly) agreed, that their current medical training had imparted them with enough skill to do so. Students showed both considerable knowledge and interest in the area of CC, its health impacts, vulnerabilities and clinical adaptation (70.09% correct answers). Knowledge gaps were identified in the areas of health co-benefits and sustainable healthcare (55.53% and 16.71% of correct answers). 79.42% of students want to learn about CC through the integration into existing mandatory courses. Conclusions Results encourage the integration of CC topics with a focus on knowledge and professional role development into existing mandatory courses of the medical curriculum. Specifically, they also pinpoint health impacts and adaptation as greatest areas of interest for students and at health co-benefits and sustainable healthcare as areas with least prior knowledge. Key messages

MatricS-A novel tool for monitoring professional role development in surgical disciplines.

IntroductionMentoring is an effective method for human resource development. Monitoring the process is important for individual mentee/mentor pairs as well as for program directors. Due to individual personality differences of both mentees and mentors and their respective interactions, it is challenging to monitor the individual development process of mentees in a structured manner. This study investigates to what extent a novel instrument, the mentee-based assessment tool for role development of interpersonal competencies in surgical professions (MatricS) can adequately monitor the professional role development process of residents during an established mentoring program.Material and methodsIn a prospective longitudinal study, the competence development of 31 mentees in two subsequent cohorts was assessed by a modified role matrix based on Canadian Medical Education Directives for Specialists. The evaluation focused on three defined roles (D, developer; N, networker; M, multiplicator) at three levels (private, employer-related, national/international) with four stages of development. For validation of mentee self-assessments, the assessments of the respective mentors were recorded alongside. For correlation analyses, Pearson coefficients were calculated, pre-post-comparisons were done by paired t-tests; significance was assumed at p < 0.05, respectively.ResultsMentee self-assessments overall correlated well with the objective mentor assessments (Pearson's r 0.8, p < 0.001). Significant correlations of this magnitude were found for both individual cohorts as well as for all individual roles. The mentees acquired competencies in all roles indicated by significant increases of corresponding MatricS scores. The largest competency gains (mean ± SD) were found in the role D (start: 1.30 ± 0.77, end: 2.13 ± 0.83, p < 0.001). The majority of mentees achieved the prespecified target competency level in >75% of all roles and levels.ConclusionThe role development process during mentoring can be reliably monitored by using MatricS. MatricS scores highly correlate between mentees and mentors, indicating that mentee self-assessments are suitable and sufficient for monitoring. These findings help to lessen the work burden on senior surgeons and thus can help to increase the acceptance of mentoring programs in surgical disciplines.

An interprofessional discharge planning curriculum in the clinical learning environment

Evidence suggests that medical errors are most likely to occur during care transitions, i.e., handoffs from unit to unit or discharge home. Lapses in coordination and communication, poorly delineated professional roles and responsibilities, and lack of patient/family engagement are often associated with resulting patient harm. This manuscript describes a small sample interprofessional learning experience executed within the acute care setting, with the goal of positively affecting Interprofessional Education Collaborative (IPEC) competencies, attitudes toward teamwork, and professional role development among nursing and medical students. Nursing and medical students engaged in a 4-week learning activity centered on discharge planning of patients on an inpatient medical-surgical unit. Our project demonstrated not only positive shifts in understanding and attitudes toward teamwork, but also the feasibility of implementing an interprofessional learning activity in the clinical environment.

Academic and Practice Experiences of Nursing Students During the Initial Phase of the COVID-19 Pandemic

Aim: To explore undergraduate and graduate nursing students’ academic and employment experiences as they faced the first surge of the COVID-19 pandemic in New York. Background: Little is known about the pandemic’s impact on nursing students who were also providing patient care during the initial phase of the COVID-19 outbreak. Many faced dramatically altered learning environments while also meeting the challenges of professional practice. Method: An electronic survey with an open-ended question was distributed to a convenience sample of students enrolled in a large public university; 194 responded. Data were collected from April through October of 2020. A thematic analysis was used to analyze the responses of 194 students. Results: Five themes illuminating students’ academic and practice experiences were revealed: battling the unknown, filling the void, education interrupted, experiencing moral distress, and taking an emotional toll. Severe mental anguish and emotional distress resulted from providing care during the pandemic. These perceptions may have long-term effects on professional role development, especially in novices and new graduates. Conclusion: Findings indicate a need for significant modifications in both academic and practice arenas. Faculty and clinical leaders must implement changes that will support student and staff preparedness during times of both normalcy and crisis.

Effects of Clinical Nurse Educator Professional Role Development: An Evidence-Based Quality Improvement Project.

Centralization of clinical nurse educators (CNEs) from medical-surgical and critical care in a rural Midwestern hospital created role confusion and poor role outcomes. An evidence-based quality improvement project was developed to integrate the Association of Nursing Professional Development's transition to practice fellowship and practice model. Outcomes were focused on CNE self-assessed competency and three nurse-sensitive quality outcomes. Results were mixed but support that CNEs influenced patient quality outcomes and improved their self-assessed competency.

Professional role development in the RN‐BSN online student

AbstractThis article describes pedagogical teaching and learning strategies that facilitate transformative learning for RN‐BSN students in the online program.

Why is There a Long-Term Shortage of Music, Sports and Art Teachers? An Analysis of the Professional Role Development of Rural Primary School Teachers in China

The continuous shortage of music, PE and art teachers in rural primary schools in China has become an important issue affecting the balanced development of rural basic education. To investigate the shortage of teachers of music, PE and art in rural primary schools, this study mainly adopts qualitative research method to enter the field research site and to cohabit with rural primary school teachers. After a one-year field study, a large number of first-hand materials were collected, and the interview results were processed and analyzed using Nvivol12 software. The findings show that the root cause of the shortage of music, PE and art teachers in rural primary schools is not the insufficient supply of educational human resources but the social spillover problem caused by the needs of professional role adjustment and professional role transformation in rural primary schools.