Development Of Teamwork Research Articles

Playing Sick and Injured: The Experiences of Undergraduate Nurses as Casualty Actors in a Mass Casualty Simulation Exercise

BackgroundWe sought to explore undergraduate nurses experience as they participated in the role of a casualty actor in a mass casualty simulation exercise. MethodA casualty actor participation framework, developed by the authors, was used to prepare undergraduate nurses for their casualty actor role. A hard copy survey was disseminated to undergraduate nurses (n=140) following their experience of playing the role of a casualty actor in a mass casualty simulation activity. ResultsOne hundred and thirty eight participants completed the survey. Ninety four percent (n=130) reported learning something from participating in the role of a casualty, and 85.5% reported that the experience changed the way they would approach future clinical practice. Free text data highlighted participants perceived development of non-technical skills, particularly reassurance, communication, teamwork, situational awareness and leadership. All participants would recommend the activity to others. ConclusionFindings suggest that participating as a casualty actor in a mass casualty simulation enhanced students perceptions of their learning. The casualty actor framework provided some preparation and support and debrief to the casualty actors. Future studies may seek to explore how the perceived learning of the undergraduate nurses in the role of casualty, translates into clinical practice.

Развивающий потенциал технологий визуализации в гибридном обучении студентов

Research problem. The problem of the pedagogical technologies effectiveness for students’ distance learning has grown more acute in the extreme period of the world pandemic lockdowns. The analysis of the training quality and students’ estimations showed a decrease in the significance of vocational and oriented texts; weak association between educational material and the reality of the profession; vagueness of visual representation of study objects; misunderstanding of the processes studied; reluctance to read the texts of methodological materials; misunderstanding of presentation graphics; rapid fatigue and reduced concentration of attention in monologue lectures. The research focuses on the experience of using the developing potential of imaging technologies in hybrid training. Research aim: To analyze the experience of implementing various modern technologies for visualizing the content of vocational and oriented educational disciplines in hybrid university tuition; to identify and experimentally test the positive effects of the influence of visualization technologies in hybrid tuition. Research methods: Theoretical methods – the analysis of the developing potential of pedagogical technologies for visualizing objects and processes in domestic and foreign universities. Experimental methods included: case visualization; Flickr-illustration of presentations; static and dynamic animation; video and qualimetric analysis. Empirical methods included; statistical analysis of the students’ questionnaire results; learning products and the results of academic achievements. The study involved 103 students on 2-3 undergraduate courses. Conclusions and recommendations. The research provides conclusions about the significant developing potential of pedagogical technologies of visualization in the educational process of the university. The analysis of the educational results demonstrated the demand for visualization technologies. Most assessments of academic achievements and the students’ own predictions were above average. Case visualization as a variant of visualization technology provides a realistic presentation of real-life situations. Flickr-illustration of presentations is based on advanced Internet skills. The cooperative presentations by several students ensured the development of teamwork in a geographically distributed remote format. The animated images and dynamism of the objects revived lectures; reduced the fatigue; and the monotony of teachers’ and students’ distance meetings. This method contributed to the concentration of attention and the development of students’ professional intuition. It provides the ability to repeat and watch video recordings of laboratory at a convenient time for detailed monitoring of the process under study. Thus, visualization technologies in the modern digital version improve the quality of professional education both in full-time and in a distance format of training in the universities. Application: In the development of training courses on MOODLE platforms as well as other digital higher education educational environments.

The Effect of Implementation of Management Support Work Environment, Team Work, and Employee Development to Employee Engagement with Employee Motivation as Mediating Variable

Employee engagement is essential for the company's long-term growth and increased profits in an increasingly competitive industry. This study aims to analyze the effect of implementing a management support, work environment, team work, employee development to employee engagement. The research conducted in manufacturing companies in Batam with 396 respondents. The data test using SPSS and Smart PLS. The results of the study explained the direct effect variable has significant effect and variable teamwork has very significant effect compare to other independent variables. Indirect influence explains that team work have a significant effect to employee engagement through employee motivation but management support does not significantly influence employee engagement through employee motivation.

Improvement in student-led debriefing analysis after simulation-based team training using a revised teamwork assessment tool

BackgroundTeam debriefing is an important teamwork development intervention for improving team outputs in healthcare. Debriefing is a key component of experiential team training teamwork development interventions such as simulation-based training. Improving the quality of debriefing of healthcare teams, therefore, has multiple benefits. We investigated whether the quality of student-led debriefing improved using a shortened guide. MethodsSenior medical students, nurse anesthesia students, and senior undergraduate nursing students participated in student operating room team training at a health sciences center in the southeastern United States. Student teams participated in a dual-scenario simulation-based training session with immediate after-action debriefings after each scenario. In 2018, student teams conducted the second debriefing using as a guide the teamwork assessment scale, an 11-item, 3-subscale, 6-point Likert-type instrument. In 2019, they used a shortened, revised, 5-item version of the teamwork assessment scale, the quick teamwork assessment scale. Trained observers rated the quality of the student-led debriefings using the Objective Structured Assessment of Debriefing, an 8-item, 5-point instrument. The Wilcoxon-Mann-Whitney test was used to compare the teamwork assessment scale-guided and the quick teamwork assessment scale-guided mean item debriefing scores. ResultsTwo observers rated 3 student-led team debriefings using the teamwork assessment scales as a guide in 2018, and 6 such debriefings happened using the quick teamwork assessment scale as a guide in 2019. For each debriefing, observer scores were averaged for each Objective Structured Assessment of Debriefing item; these mean scores were then averaged with other mean scores for each year. The use of the quick teamwork assessment scale resulted in a statistically significant higher mean score for the Analysis Objective Structured Assessment of Debriefing item compared with the use of the teamwork assessment scale (4.92 [standard deviation 0.20] versus 3.83 [standard deviation 0.76], P = .023). ConclusionThe use of a shortened teamwork assessment instrument as a debriefing guide for student teams in student operating room team training was more effective in analysis of actions than the original, longer tool. Next steps include determining the efficacy of the quick teamwork assessment scale in an actual clinical setting.

Comparing the Effect of Lecture and Jigsaw Teaching Strategies on Attitude and Environmentally Responsible Behavior: A Mixed-methods Approach

ABSTRACT This study sought to compare the effect of lecture and Jigsaw teaching strategies attitude and Environmentally Responsible Behavior among the tourism resorts staff members of Abr, Shahrud, Iran. The jigsaw technique, which focuses on development of peer cooperation and teamwork through division of tasks among students, takes place through each student’s assuming responsibility. In this article, the quantitative analyses, a quasi-experimental, pretest-posttest design with control group was adopted. Sixty rural resorts staff members of Abr were selected through convenient sampling. The results indicated that, in comparison with the lecture teaching strategy, The Jigsaw teaching strategy significantly enhanced the staff’s attitude and Environmentally Responsible Behavior. There were no statistically significant differences between the groups in terms of attitude and Environmentally Responsible Behavior before the interventions, but after the interventions, the mean scores of attitude and Environmentally Responsible Behavior were significantly different in Jigsaw group from that of the lecture group. Analyzing the data obtained in the qualitative phase (i.e. interviews) revealed that, after 18 months of environmental training, there were differences between the control and experimental groups in terms of attitude and Environmentally Responsible Behavior.

International audit of simulation use in pre-registration medical radiation science training

IntroductionSimulation-based education (SBE) can replicate the challenging aspects of real-world clinical environments, while providing a safe and less intimidating setting. Literature supports its use within medical radiation science (MRS) training for safe practice of psychomotor skills, development of problem solving, team working, interpersonal and decision-making skills and embedding awareness of patient safety. This project aimed to quantify usage of SBE resources and activities internationally and to evaluate how this changed during COVID-19 restrictions. MethodsAn anonymous online survey tool gathered data relating to programme demographics, simulation resources, simulation activities and future plans. A link to the survey was distributed to programme leads via social media, professional bodies and national networks. ResultsA total of 72 responses were received from a range of countries and representing a range of programme structures. Most respondents reported up to 100 h of SBE per student per year with low fidelity resources and image viewing software featuring most prominently. There was low reported engagement of service users within simulation activities. Respondents also indicated that COVID-19 had been a trigger for rapid uptake of simulation resources. ConclusionSBE forms an important aspect of MRS training internationally with low-fidelity resources being widely deployed. Where available, high fidelity virtual reality and specialised profession-specific resources were used heavily. There was a low level of reported engagement with service users or expert patients in simulation activities. Future research will identify whether the rapid uptake of SBE during COVID-19 continues and clarify the role of service users in SBE provision. Implications for practiceIncreased collaboration between MRS education providers may help to improve parity of SBE provision and identify additional opportunities to engage service users within SBE.

Developing a programme theory for a transdisciplinary research collaboration: Complex Urban Systems for Sustainability and Health.

Background: Environmental improvement is a priority for urban sustainability and health and achieving it requires transformative change in cities. An approach to achieving such change is to bring together researchers, decision-makers, and public groups in the creation of research and use of scientific evidence. Methods: This article describes the development of a programme theory for Complex Urban Systems for Sustainability and Health (CUSSH), a four-year Wellcome-funded research collaboration which aims to improve capacity to guide transformational health and environmental changes in cities. Results: Drawing on ideas about complex systems, programme evaluation, and transdisciplinary learning, we describe how the programme is understood to "work" in terms of its anticipated processes and resulting changes. The programme theory describes a chain of outputs that ultimately leads to improvement in city sustainability and health (described in an 'action model'), and the kinds of changes that we expect CUSSH should lead to in people, processes, policies, practices, and research (described in a 'change model'). Conclusions: Our paper adds to a growing body of research on the process of developing a comprehensive understanding of a transdisciplinary, multiagency, multi-context programme. The programme theory was developed collaboratively over two years. It involved a participatory process to ensure that a broad range of perspectives were included, to contribute to shared understanding across a multidisciplinary team. Examining our approach allowed an appreciation of the benefits and challenges of developing a programme theory for a complex, transdisciplinary research collaboration. Benefits included the development of teamworking and shared understanding and the use of programme theory in guiding evaluation. Challenges included changing membership within a large group, reaching agreement on what the theory would be 'about', and the inherent unpredictability of complex initiatives.

The soft side of TQM and teachers job satisfaction: an empirical investigation in primary and secondary education

PurposeThe current study provides insights on the application of critical soft TQM practices in primary and secondary education and their impact on teachers' job satisfaction (TJS).Design/methodology/approachBased on a review of the literature related to TQM application in primary and secondary education, six soft TQM elements were traced as critical to the success of TQM implementation in the school environment: participation/involvement in continuous improvement, teamwork, empowerment, appraisal systems/recognition and reward for quality, training and development (T&D) and leadership (vision/commitment to quality culture). Moreover, their relationship to JS was theoretically founded and empirically tested. An online questionnaire was used as the research instrument. The participants were 200 primary and secondary public school teachers working in urban, semi urban and rural regions of Greece. After assessing the validity and reliability of the measurement scales, multiple regression analysis was applied to test the hypothesized relationships.FindingsThe research findings revealed that leadership and empowerment are the most highly implemented TQM practices in primary and secondary education. Moreover, participation/involvement, appraisal systems/recognition and rewards and leadership were the TQM elements that had a positive association with TJS.Practical implicationsThe outcomes of the study are of help to school principals and policy-makers in order to design and implement TQM policies that advance the quality of teaching and the effectiveness of processes in the primary and secondary education system, as well as to satisfy and motivate teachers for continuous improvement.Originality/valueThis was, to the best of our knowledge, the first study that has explored the impact of soft TQM elements on TJS.

Evaluating teamwork development in combat training settings: An exploratory case study utilising the Junior Leaders’ Field Gun competition

A behaviourally-anchored observational rating scale (BAORS) of teamwork based upon the ‘Big Five’ teamwork model (Salas et al., 2005) was selected and adapted for use in a combat training setting – a UK military field gun competition. The teamwork development of 16 newly-formed teams training to master a historic tactical drill was evaluated over the course of a week-long residential programme. Training culminated in a timed field gun competition. Teams were trained and mentored in respects to teamwork and taskwork by experienced military instructors. Teamwork was assessed at the outset and end of training. Significant improvements were evident on all teamwork process dimensions, with the greatest improvement seen in teams' shared understanding of teamwork roles and strategies (shared mental models). The lack of an association between teamwork development and final drill performance is explored, as is the utility of the measurement protocol developed for teamwork assessment in other settings.

CONTRIBUIÇÕES DA VIVÊNCIA EM COMUNIDADE PARA FORMAÇÃO ACADÊMICA EM FISIOTERAPIA

Introdução: Durante sua formação o fisioterapeuta é preparado para atuar em todosos níveis de atenção, não ficando restritos somente às ações reabilitadoras e curativasàs quais são comumente associados, a promoção e educação em saúde, faz parte desuas atribuições e visam a autonomia na saúde da população. Objetivo: Descrever apercepção dos acadêmicos de fisioterapia sobre a vivência no estágio supervisionadono setor de saúde da comunidade. Metodologia: Os relatos apresentados nesteestudo estão vinculados à atuação de quatro discentes do curso de Fisioterapia emuma Unidade Básica de Saúde do município de Piripiri-PI, durante o período defevereiro a março do ano de 2020. As atividades eram realizadas três vezes porsemana, ficando estabelecido a divisão em três momentos (Alongamento e aferiçãoda pressão arterial; Dinâmica; Roda de conversa), com o intuito de trazer umamelhor interação da comunidade com os acadêmicos, proporcionar ganhos de saúdeaos participantes e promover um maior conhecimento sobre os temas abordados.Resultados e discussão: Essas ações realizadas durante o estágio, resultaram naconstrução de um vínculo entre os acadêmicos e a comunidade gerando promoção eeducação para ambos os lados, bem como a desconstrução da sociedade sobre asatribuições do fisioterapeuta. Conclusões: Desta forma finda-se que o estágio nacomunidade agrega ao conhecimento teórico e prático dos acadêmicos umaexperiência rica, que leva ao desenvolvimento de habilidades e trabalho em equipe,assim como proporciona uma maior valorização sobre a importância da atençãoprimária e o papel do fisioterapeuta na equipe multidisciplinar.

The challenges and opportunities of conducting PhD participatory action research on sensitive issues: Young people and sexting

This paper presents the challenges and opportunities of using a participatory action research (PAR) methodology in a social science PhD exploring young people’s attitudes to sexting in Northern Ireland. Based upon a children’s rights approach, a Young People’s Advisory Group (YPAG) was created to seek advice on data collection activities and resources to be used with the participants of the research. Single-sex and mixed-sex focus group interviews were conducted in one youth club with 17 young people. PAR provides opportunities for young people to voice their views on matters affecting their lives, and supports the development of interpersonal, teamworking and research skills. Challenges of PAR included recruiting young people, gaining consent from young people and parents. This study highlights the importance of including young people as co-researchers. As a result of the method used, young people confirmed that Relationships and Sexuality Education (RSE) is inadequate.

Impact of Transparency in the Teamwork Development through Cloud Computing

Active educational methodologies promote students to take an active role in their own learning, enhance cooperative work, and develop a collective understanding of the subject as a common learning area. Cloud Computing enables the learning space to be supported while also revolutionizing it by allowing it to be used as a link between active methodology and students’ learning activities. A Cloud Computing system is used in conjunction with an active methodology to recognize and manage individual, group, and collective evidence of the students’ work in this research. The key hypothesis shown in this work is that if evidence management is made clear and evidence is consistently and gradually presented to students, their level of involvement will increase, and their learning outcomes will improve. The model was implemented in a university subject of a first academic year using the active Flipped Classroom methodology, and the individual, group and collective evidence is constantly worked with throughout the implementation of a teamwork method.

The Amateur Basketball Team of the Multinational Company Ernst Young in Belgrade as a Folklore Group

The subject of the analysis of our paper is the social and cultural practice of amateur basketball played by employees of the multinational company Ernst Young in Belgrade. We observed the amateur team as a folklore group, and their participation in sports is interpreted not only as a physical activity, but as a modality of shaping attitudes, values and beliefs related to the company, important for strengthening cohesion among employees and reinforcing their motivation to perform work tasks. Basketball as a sport in which each player aligns on an individual level with the collective strategy of the team is somewhat reminiscent of the activities of Ernst Young employees, such as teamwork, personal and professional development, as well as an organizational culture oriented towards the company’s development and growth on the market. The material in this paper was collected using the technique of semi-structured interviews with members of the amateur basketball team Ernst Young, which competes in the Rekreativ League of Belgrade and is composed mainly of employees in this organization. In addition to this base of our ethnographic material, informal interviews were conducted and employee statementsobtained. Using the concept of idioculture of the American sociologist, social psychologist and folklorist Gary Alan Fine, the material related to the creation, expression and subsistence of the group’s identity (composed mostly of amateur basketball players) was analyzed and interpreted. Members of this sports community differentiate themselves from other employees in the multinational company through the mentioned group identity. The group is recognized as such by other employees in this organization, which was shown by further analysis performed in accordance with the theoretical and methodological framework of the “folklore diamond” established by Gary Alan Fine. However, Fine himself never applied this framework consistently according to all its elements of analysis. The selection of these elements is made with regard to what is being examined, hence Fine’s “folklore diamond” is used as a source from which analytical concepts are taken and combined. The cultural context, as another element, gives a more complete picture of the overall analysis. This gives us an impetus for further ethnological and anthropological research of amateur sports in Serbia, especially in the corporate work environment.

Interprofessional education in the Dentistry curriculum: Analysis of a teaching-service-community integration experience.

Interprofessional education (IPE) offers relevant theoretical, conceptual and methodological approaches to the development of effective teamwork competencies. To analyse an interprofessional experience of teaching-service-community integration carried out at a public university in the South of Brazil. A case study with a qualitative approach was carried out. The study's participants were thirty-eight undergraduate dental students who attended the IPE activity between 2012 and 2019. Data collection was developed in two sequential steps that included the application of an online instrument and semi-structured interviews. The textual material was interpreted by content analysis, considering Kirkpatrick's evaluation levels (reaction, learning and behaviour). In the reaction level, students highlighted the contents provided by the National Curricular Guidelines regarding public health system and teamwork, as well as the pedagogical teaching proposal by tutoring groups, which stimulated students' autonomy. It was observed that the learning was geared towards the development of collaborative teamwork competencies and cultural competencies. In the behaviour level, students perceived positive changes in their attitudes and behaviours towards patients, focused on needs related to life conditions, realising that dentists may work within a team. The elective/optional nature of the experience allied with the absence of other IPE activities in the curricular grid showed to be challenging. IPE in undergraduate education presented positive results related to the reaction, learning and behaviour of dental students. We recommend the inclusion of interprofessional activities of teaching-service-community integration in Dentistry curricular structure to complement uniprofessional education.

Developing a programme theory for a transdisciplinary research collaboration: Complex Urban Systems for Sustainability and Health

Background: Environmental improvement is a priority for urban sustainability and health and achieving it requires transformative change in cities. An approach to achieving such change is to bring together researchers, decision-makers, and public groups in the creation of research and use of scientific evidence. Methods: This article describes the development of a programme theory for Complex Urban Systems for Sustainability and Health (CUSSH), a four-year Wellcome-funded research collaboration which aims to improve capacity to guide transformational health and environmental changes in cities. Results: Drawing on ideas about complex systems, programme evaluation, and transdisciplinary learning, we describe how the programme is understood to “work” in terms of its anticipated processes and resulting changes. The programme theory describes a chain of outputs that ultimately leads to improvement in city sustainability and health (described in an ‘action model’), and the kinds of changes that we expect CUSSH should lead to in people, processes, policies, practices, and research (described in a ‘change model’). Conclusions: Our paper adds to a growing body of research on the process of developing a comprehensive understanding of a transdisciplinary, multiagency, multi-context programme. The programme theory was developed collaboratively over two years. It involved a participatory process to ensure that a broad range of perspectives were included, to contribute to shared understanding across a multidisciplinary team. Examining our approach allowed an appreciation of the benefits and challenges of developing a programme theory for a complex, transdisciplinary research collaboration. Benefits included the development of teamworking and shared understanding and the use of programme theory in guiding evaluation. Challenges included changing membership within a large group, reaching agreement on what the theory would be ‘about’, and the inherent unpredictability of complex initiatives.

The technology of formation of teamwork skills in terms of project-based learning students

Each era has its own requirements for the level of competence formation of employees. The fourth industrial revolution focuses on the development of human potential. One of the forms that allow us to reveal the potential capabilities of the individual is project activity.
 This paper presents the experience of developing team work skills among university students. The paper analyzes the possibility of using project activities for the development and improvement of team work skills in order to implement a modern competence-based approach in higher education. The paper describes the technology of forming team work skills. On the basis of the conducted research, promising opportunities for the implementation of teamwork in the educational environment were identified, as well as problematic aspects of this type of activity were identified.
 The purpose of this paper is to describe the experience of implementing the technology of forming students teamwork skills in the format of project training.
 Methodology. The study was conducted using the test method of V. Stefanson Q-sorting, a formative experiment in the format of students project activities and the authors questionnaire Students attitude to teamwork in the conditions of project activities, mathematical methods of analysis.
 Results. The technology of forming team work skills in the framework of project training of university students has been tested. As a result, it was revealed that project training has a complex impact on the formation of teamwork skills, this was noted by 83.5% of respondents.
 Conclusion. Project activity in the educational environment not only forms the skills of teamwork, but also is a tool for creating positive attitudes of students to team activities, which indicates the wide resource possibilities of this form of work.

Transformation of the students leisure sphere in modern conditions

The types and forms of leisure activities are gradually transformed in modern conditions. It is caused by the objective conditions of modern life, such as informatization and value reorientation of people. The article is about student’s leisure, identifying activities that are preferred by student youth in their free time. During leisure time students prefer activities such as socializing with friends, listening to music, playing computer games, and reading books. Only 12% of students indicated that they doing exercised during leisure time. It is established that one of the most popular types of employment among students in modern conditions is e- sports. E-sports it is a new direction in the leisure activities of different age’s people and social status, a type of competitive activities and special practices of preparation for competitions based on computer or video games. E-sport is very popular among students but its development and implementation in leisure is just beginning. The reason for the negative attitude towards e-sports is the lack of physical activity. The positive impact of e-sports on the development of thought processes, logic, stability, independence, speed of reaction, attention, memory, development of teamwork and programming skills, the formation of general computer literacy is established. Prospects for further research are to determine the directions of formation positive attitude of students to use e-sports in the leisure process.

Developing a programme theory for a transdisciplinary research collaboration: Complex Urban Systems for Sustainability and Health.

Background: Environmental improvement is a priority for urban sustainability and health and achieving it requires transformative change in cities. An approach to achieving such change is to bring together researchers, decision-makers, and public groups in the creation of research and use of scientific evidence. Methods: This article describes the development of a programme theory for Complex Urban Systems for Sustainability and Health (CUSSH), a four-year Wellcome-funded research collaboration which aims to improve capacity to guide transformational health and environmental changes in cities. Results: Drawing on ideas about complex systems, programme evaluation, and transdisciplinary learning, we describe how the programme is understood to "work" in terms of its anticipated processes and resulting changes. The programme theory describes a chain of outputs that ultimately leads to improvement in city sustainability and health (described in an 'action model'), and the kinds of changes that we expect CUSSH should lead to in people, processes, policies, practices, and research (described in a 'change model'). Conclusions: Our paper adds to a growing body of research on the process of developing a comprehensive understanding of a transdisciplinary, multiagency, multi-context programme. The programme theory was developed collaboratively over two years. It involved a participatory process to ensure that a broad range of perspectives were included, to contribute to shared understanding across a multidisciplinary team. Examining our approach allowed an appreciation of the benefits and challenges of developing a programme theory for a complex, transdisciplinary research collaboration. Benefits included the development of teamworking and shared understanding and the use of programme theory in guiding evaluation. Challenges included changing membership within a large group, reaching agreement on what the theory would be 'about', and the inherent unpredictability of complex initiatives.

Teamwork and Coaching for Successful Manuscript Development by Nurse Faculty: A Novel Approach.

The current nurse faculty shortage warrants new models for both retaining faculty effectively and coaching new faculty efficiently. An approach for retaining faculty members through meeting publication review criteria while conserving senior faculty mentoring time is proposed. This article describes a successful manuscript development process using teamwork and coaching among faculty. The outcomes of this efficacious process - submission and acceptance of publishable manuscripts - are reported for two institutions: one is research intensive, and the other is teaching intensive. A noted outcome also includes ideas for future manuscript development process replication.

Exploring practice site contributions and professionalization impact of engaging student pharmacists on hematology-oncology advanced pharmacy practice experience rotations.

Student pharmacists contribute meaningfully to patient care during Advanced Practice Pharmacy Experiences (APPEs) in varied settings. We aimed to characterize and evaluate the impact of student participation in hematology-oncology (hem-onc) APPEs on the practice site, and on student professionalization. For students completing hem-onc APPEs during 2016-2019, rotation activities and post-APPE self-reflections describing meaningful impact were reviewed; activities were categorized into direct and indirect patient care, and up to three reflection themes of professionalization impact were extracted from each self-reflection. Hem-onc preceptor cohort was surveyed to assess impact of student contributions on the practice site. 171 students completed hem-onc APPEs in ambulatory care (133) and/or inpatient (38) settings. Of 932 student-reported activities, the most common were: evaluating patient pharmacotherapy (209), providing education to medical staff (132), patient counseling [non-chemotherapy (99); chemotherapy (82)], and providing drug information (96); 89% involved direct patient care/education. Survey results from 16 of 33 preceptors identified the most impactful student activities as evaluating pharmacotherapy, medication education/adherence resources, and in-service presentations. Of 392 student self-reflections, themes of impact focused on professionalization/self-awareness (39.3%), counseling/communication skills (27.8%), practice skills development (20.4%) and collaborative teamwork (12.5%). Pharmacy students make significant direct patient care contributions to hem-onc practice settings by evaluating pharmacotherapy and providing education to patients and healthcare personnel. Participation in hem-onc APPEs is highly influential to the professionalization of students, particularly in developing skills in oncology practice, patient interactions/communications, and developing self-awareness.