Education Of Healthcare Students Research Articles

The 'values journey' of nursing and midwifery students selected using multiple mini interviews; Year One findings.

To explore how adult, child and mental health nursing and midwifery students, selected using multiple mini interviews, describe their 'values journey' following exposure to the clinical practice environment. Values based recruitment (VBR) incorporates assessment of healthcare students' personal values using approaches like multiple mini interviews. Students' experience of adjustment to their values during their programme is conceptualized as a 'values journey'. The impact of VBR in alleviating erosion of personal values remains unclear. A cross-professional longitudinal cohort study was commenced at one university in England in 2016 with data collection points at the end of years one, two and three. Non-probability consecutive sampling resulted in 42 healthcare students (8 adult, 8 child and 9 mental health nursing and 17 midwifery students) taking part. Six semi-structured focus groups were conducted at the end of participants' Year One (DC1). Data analysis incorporated inductive and deductive approaches in a hybrid synthesis. Participants described a 'values journey' where their values, particularly communication, courage and wanting to make a difference, were both challenged and retained. Participants personal journeys also acknowledged the: 'courage it takes to use values'; 'reality of values in practice' and 'need for self-reflection on values'. A 'values journey' may begin early in a healthcare student's education programme. This is important to recognize so that appropriate interventions designed to support students in higher education and clinical practice can be implemented. The values incorporated in VBR should be continually evaluated for fitness for purpose.

Mari Helena Salminen-Tuomaala, Päivi Leikkola, Riitta Mikkola, Eija Paavilainen

Background: Counselling family members of acutely ill patients has not been studied from the perspective of out-of-hospital emergency care. The purpose of this study was to fill the research gap by describing care providers’ experiences of factors that influence counselling and supporting family members in out-of-hospital emergency care. Methods: The data were collected by semi-structured interviews of emergency care providers (N=15) in Finland in 2014 and analysed using content analysis. Results: Factors that influence the counselling aimed at family members in out-of-hospital emergency care can depend on the patient, family member, emergency care provider or context. Patient-dependent factors involve the patient’s personality, severity of physical and psychological symptoms, criticality of the situation, the patient’s memory, responses, behaviour and cognitive abilities and emotional resources. Family member-dependent factors include the family members’ needs and responses, fears, anxiety, feelings of not having control, needs for support, cognitive and emotional preparedness to commit themselves to help and support the patient and willingness to engage in supporting the patient. Care provider-dependent factors include the care provider’s personality, clinical expertise, theoretical and practical competence, work and life experience and attitudes. Context-dependent factors include time, degree of urgency, safety of the environment and the circumstances. Conclusions: Care providers must gain an overall idea of the family’s function and their ability to endure stress in acute situations, so that counselling can be founded on the family’s strengths and limitations regarding the patient’s follow-up care and coping at home. Ability to differentiate between various factors in counselling situations helps care providers concentrate on factors that they can affect. The results can be used in the education of health carestudents and professionals and in developing the quality of counselling.

Vaccination coverage and susceptibility against vaccine-preventable diseases of healthcare students in Athens, Greece

BackgroundVaccination of healthcare students is important to protect them from acquiring and transmitting vaccine-preventable diseases (VPDs) to high-risk patients and other healthcare workers (HCWs). The aim of the current study was to estimate the vaccination coverage, the susceptibility against VPDs, the knowledge and attitudes toward vaccinations of healthcare students studying at the Athens Technological Educational Institute. MethodsThe study was conducted during the academic year 2012–2013 using a standardized questionnaire. ResultsThe mean knowledge score (correct answers) of healthcare students about the vaccines that are recommended by the Greek Ministry of Health for HCWs was 41%. Completed vaccination rates range from 19.6% for varicella to 80.2% for tetanus-diphtheria. A history of measles, mumps, rubella, varicella, hepatitis A, hepatitis B, or pertussis was reported by 8.2%, 4%, 5.4%, 70.4%, 1.5%, 0%, and 3% of students, respectively. Susceptibility rates were 20.5% against measles, 26.4% against mumps, 13.9% against rubella, 15.7% against varicella, 47.8% against hepatitis A, 17.3% against hepatitis B, and 19.8% against tetanus–diphtheria. Mandatory vaccination of HCWs was supported by 145 (96.7%) students. ConclusionsThere are significant immunity gaps against all VPDs among healthcare students in Athens. A system to easily identify non-immune students should be established in association with efficient reminder systems. Education of healthcare students about VPDs and vaccines will improve their attitudes toward vaccinations and their vaccination coverage. Mandatory vaccinations should be considered for HCWs in order to promote safety within healthcare facilities.

PHP158 - Pharmacoeconomic Education for Health Care Students in Bosnia and Herzegovina

PHP158 - Pharmacoeconomic Education for Health Care Students in Bosnia and Herzegovina

Peer-coaching with health care professionals: What is the current status of the literature and what are the key components necessary in peer-coaching? A scoping review

Background: Peer-coaching has been used within the education field to successfully transfer a high percentage of knowledge into practice. In recent years, within health care, it has been the subject of interest as a method of both student training and staff continuing education as well as a format for knowledge translation.Aims: To review the literature from health care training and education to determine the nature and use of peer-coaching.Method: Due to the status of the literature, a scoping review methodology was followed. From a total of 137 articles, 16 were found to fit the inclusion criteria and were further reviewed.Results: The review highlights the state of the literature concerning peer-coaching within health care and discusses key aspects of the peer-coaching relationship that are necessary for success.Conclusions: Most research is being conducted in the domains of nursing and medicine within North America. The number of studies has increased in frequency over the past 10 years. Interest in developing the potential of peer-coaching in both health care student education and continuing clinical education of health care professionals has grown. Future directions for research in this quickly developing area are included.

Effective Oncology Therapeutic Narratives Using an Expert-Derived Guiding Tool for Strategic Storytelling

In recent years, there has been a continuous shift in the healthcare system towards collaboration and patient-centered care. Patient-centered care demands that healthcare professionals work together in an effective manner. The evidence suggests, however, that often these professionals do not collaborate well. Interprofessional education (IPE) offers a possible way to improve this through the education of healthcare students in multidisciplinary settings during their professional training. The goal of IPE is to cultivate knowledge of and establish collaboration with other professionals early on in the career of healthcare providers in order to enhance future practices. IPE has been incorporated into the curriculum by many healthcare programs, including the joint University of Toronto/The Michener Institute Medical Radiation Sciences (MRS) program. One of the learning objectives of this poster is to provide a review of IPE in the healthcare setting. Another objective is to discuss the current IPE curriculum in the MRS program and student-led interprofessional activities, namely, The Michener Institute Applied Health Student’s Association, and their impact on a student’s clinical experience. This poster also describes the IPE curriculum in both the didactic and clinical portions of the program and provides perspectives from a student on its effectiveness. Furthermore, it compares and contrasts the student’s views on IPE prior to and after exposure to the clinical setting.

Enhancing the Clinical Experience with Interprofessional Education (IPE)—A Radiation Therapy Student's Perspective

In recent years, there has been a continuous shift in the healthcare system towards collaboration and patient-centered care. Patient-centered care demands that healthcare professionals work together in an effective manner. The evidence suggests, however, that often these professionals do not collaborate well. Interprofessional education (IPE) offers a possible way to improve this through the education of healthcare students in multidisciplinary settings during their professional training. The goal of IPE is to cultivate knowledge of and establish collaboration with other professionals early on in the career of healthcare providers in order to enhance future practices.

Breaking News: Simulation Drives Innovation in Teaching, Learning, and Clinical Practice

Breaking News: Simulation Drives Innovation in Teaching, Learning, and Clinical Practice

Assessment of HIV transmission risks in clinical situations in health care students from Germany, Lithuania and Namibia

Due to the increasing global HIV prevalence, comprehensive knowledge about clinical HIV transmission risks in health care professionals is essential. Mainly medical and nursing students are at risk, because they are working close to infected patients. By using an anonymous questionnaire, the study analysed the assessments of German medical/dental students ( n=182), Lithuanian medical students ( n=176) and Namibian student nurses ( n=135) on the risk of getting HIV infected in different clinical situations. It became obvious that the Namibian student nurses overestimated the risk of HIV transmission in several situations (eg changing dirty linen, physical examination). In comparison, the Lithuanian students showed the most realistic assessments, while the German students also tended to overestimate the risks of HIV transmission. The results indicate that assessments on the risk of HIV transmission in clinical situations are influenced by the national prevalence and daily contacts with HIV patients. Education of health care students should consider this and focus more on epidemiological aspects and infection control procedures, to avoid endangering students and patients. Public Health (2001) 115, 114–118

Assessment of HIV transmission risks in clinical situations in health care students from Germany, Lithuania and Namibia

Due to the increasing global HIV prevalence, comprehensive knowledge about clinical HIV transmission risks in health care professionals is essential. Mainly medical and nursing students are at risk, because they are working close to infected patients. By using an anonymous questionnaire, the study analysed the assessments of German medical/dental students (n=182), Lithuanian medical students (n=176) and Namibian student nurses (n=135) on the risk of getting HIV infected in different clinical situations. It became obvious that the Namibian student nurses overestimated the risk of HIV transmission in several situations (eg changing dirty linen, physical examination). In comparison, the Lithuanian students showed the most realistic assessments, while the German students also tended to overestimate the risks of HIV transmission. The results indicate that assessments on the risk of HIV transmission in clinical situations are influenced by the national prevalence and daily contacts with HIV patients. Education of health care students should consider this and focus more on epidemiological aspects and infection control procedures, to avoid endangering students and patients. Public Health (2001) 115, 114–118