Health Care Professional Education Programs Research Articles

Analysis of The Feasibility of Hydrogen Injection in Pipeline Gas Challenges in The Management of Acute Myocardial Infarction in Patients With Associated Comorbidities: A Review of The Literature

Objective: The objective of this study is to investigate the challenges in the management of Acute Myocardial Infarction in patients with associated comorbidities, with the aim of identifying gaps in treatment and proposing strategies to improve care. Theoretical Framework: Modifiable risk factors play a significant role in the incidence of myocardial infarction, as evidenced by a relevant international study. Understanding the epidemiology of heart attack, including its prevalence, incidence and geographic distribution, is essential to develop effective prevention and control strategies. Identifying and managing traditional risk factors, such as smoking, hypertension, hyperlipidemia and obesity, is crucial in the preventive approach to this condition. Method: Through an integrative literature review, recent studies are explored that cover everything from epidemiology and risk factors to prevention and treatment strategies. An initial selection of 153 articles was refined to 10 studies that met all criteria. Results and Discussion: The results highlight an increasing trend in the prevalence of Coronary Artery Disease (CAD), with a stabilization in the age-standardized prevalence rate, suggesting advances in prevention and treatment. The analysis emphasizes the importance of robust and inclusive public health strategies, focused on educating the population about the risks, ensuring rapid access to treatment, and reducing inequalities in access to healthcare. Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how results can influence healthcare management, public policy formation, and clinical practice in cardiology. These implications may include the need for continuing education programs for healthcare professionals, the implementation of integrated care models, and the adaptation of healthcare systems to meet the specific needs of patients with comorbidities associated with AMI. Originality/Value: This study contributes to the literature by highlighting the specific challenges faced in the management of AMI in patients with comorbidities, providing valuable insights to improve the quality of AMI care and reduce disparities in treatment. The relevance and value of this research are evidenced by its contribution to a more comprehensive understanding of the factors that influence the prognosis and quality of life of these patients.

Role of Non-Coding RNAs in Gene Regulation in Brazil

Purpose: The aim of the study was to examine the role of non-coding RNAs in gene regulation in Brazil Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study found that non-coding RNAs (ncRNAs) play diverse and pivotal roles in gene regulation across various biological processes. From microRNAs (miRNAs) and long non-coding RNAs (lncRNAs) to circular RNAs (circRNAs) and transfer RNA-derived fragments (tRFs), ncRNAs participate in fine-tuning gene expression at multiple levels, including transcriptional and post-transcriptional regulation. These molecules act as crucial regulators of cellular homeostasis, development and disease pathogenesis. Unique Contribution to Theory, Practice and Policy: Central dogma of molecular biology & competitive endogenous rna (cerna) hypothesis may be used to anchor future studies on role of non-coding RNAs in gene regulation in Brazil. Leveraging the dysregulated expression of non-coding RNAs as diagnostic and prognostic biomarkers will facilitate the development of personalized therapeutic strategies. By targeting specific non-coding RNAs associated with disease states, clinicians can tailor treatment regimens to individual patients, improving efficacy and minimizing adverse effects. Policymakers should prioritize funding for non-coding RNA research, recognizing its significance in advancing biomedical knowledge and improving healthcare outcomes. Educational institutions and professional organizations should incorporate non-coding RNA biology into undergraduate and graduate curricula, as well as continuing education programs for healthcare professionals.

Celiac Disease Review: Background and Emphasis on the Important Role of Health Education in the Prevention and Control of Symptom

Celiac disease is related to dietary gluten found in wheat, rye, and barley, CD is an immune-mediated enteropathy and it is one of the most prevalent lifelong food-related illnesses globally. In addition, CD is also thought to be a systemic ailment marked by a variety of gluten-related signs and symptoms as well as disease-specific antibodies. When gluten is consumed, it produces toxic gluten peptides that can trigger both innate and adaptive immune responses in people who are predisposed to them. The transglutaminase enzyme plays a role in the development of the situation by deaminating gluten to produce glutamic acid. Furthermore, the peptidase enzyme finds it difficult to break down the prolamin component of gluten, which is high in proline and glutamine. This leads to incomplete protein digestion and the creation of peptides that trigger the immunological response. Moreover, CD causes remarkable damage to the small intestinal mucosa in the jejunum, resulting in inflammation of the villi and villous atrophy, which hinders the absorption of nutrients. Combining small intestine mucosal histology under a gluten-containing diet with CD serology allows for the diagnosis of the condition. A stringent lifelong gluten-free diet is now the only effective treatment for CD; nevertheless, the diet is demanding, and avoiding gluten is challenging. Further research is needed to improve and develop the diagnosis and treatment of CD via healthcare professional education programs.

The capacity to implement Lean Management in the healthcare system in Poland - results of a public consultation.

Lean healthcare management is an innovative approach to process management in healthcare organizations. Despite that the Lean principles have been increasingly recognized worldwide as a tool to boost organizational performance, improve the quality of care and curb waste, the Lean methodology can be difficult to implement in some countries. This study seeks to identify the facilitators of and barriers to the implementation of Lean in the healthcare system in Poland. A public consultation was held among 318 representatives of stakeholder groups in the healthcare system in Poland. Data was collected using validated self-administered questionnaires. Statistical analysis was performed using the IBM SPSS Statistics 25 software. The study revealed that a large share of respondents believed that the awareness of the existing organizational deficiencies in work practices among stakeholders can greatly facilitate the implementation of Lean in the healthcare system in Poland (50.9%, p < 0.05). The main barriers to the deployment of Lean include lack of awareness of the Lean methodology and its benefits (76.1%, p < 0.001); insufficient institutional support (43.7%), and lack of funding for Lean solutions (32.4%). Gaps in the medical curricula and education programs for healthcare professionals concerning the latest process management solutions in healthcare should be addressed in order to raise awareness of the benefits of cooperation with and the active involvement of Lean experts in applying "lean" ideas to improve the organizational performance in healthcare. It is also necessary for policy makers to be aware of the benefits of contemporary process management in healthcare and to support its implementation. Med Pr. 2023;74(1):1-8.

Grit and Academic Success in Graduate Masters-Level Athletic Training Programs

: A construct termed grit, a non-cognitive personality trait, defined as the perseverance and passion for achieving long-term goals, was introduced by Duckworth et al. Grit entails working tirelessly to reach goals while maintaining determination and interest despite obstacles that hinder progress. Although grit-scale surveys are included as part of the application process in other healthcare professional education programs, no published literature cites grit-scale surveys as part of the applications process in Masters-level athletic training (MSAT) programs. The problem addressed is the current lack of gritscale utilization during the admission process to MSAT programs as a non-cognitive tool to contribute to identifying applicants who will be academically successful. The National Athletic Trainers’ Association Research Survey Service was utilized to send a web-based survey to over 1000 email addresses. Data was analyzed using the most current version of SPSS (26.0) and was analyzed over four stages. All variables in the study were examined using descriptive statistics. Examples of descriptive statistical analysis used were mean and standard deviation, nominal/ordinal level frequency and percentage of categorical variables, and interval and ratio levels of values for continuous variables. Results of the study uncovered that Grit-S scores were higher in participants who attempted to complete the BOC exam more than once. Grit-S scores were lower in participants who had experienced severe human suffering. No demographic variable (age, racial and ethnic identity, gender) was found to correlate with the Grit-S score. Although the first-time pass rate of the BOC exam was not positively correlated with a higher grit score, Grit continues to reveal itself as a positive indicator of academic success. To maintain and increase alignment with other healthcare professional education programs, the use of Grit-S assessments during the admissions process as an identifier of applicants who will maintain determination and interest, despite failures, setbacks, and plateaus is recommended.

Lesbian, Gay, Bisexual, and Transgender (LGBT) Health Education in Healthcare Professional Graduate Programs: A Comparison of Medical, Nursing, and Pharmacy Students

ABSTRACTRelative to cisgender heterosexual persons, lesbian, gay, bisexual, and transgender (LGBT) people experience greater health inequities, thereby affecting their engagement in care. One strategy to address these disparities is to educate future healthcare professionals to provide nondiscriminatory care to LGBT people. The goal of this study was to explore the perceived coverage of LGBT health education topics in graduate-level medical (MD), pharmacy (PharmD) and nursing (DNP) curricula. Cross-sectional data were collected from web-based surveys (N = 733) completed by healthcare professional students enrolled at two universities in New York State. Of those who responded, 50.5% were MD, 38.9% were PharmD, and 10.6% were DNP students. Overall, mean scores indicated a dearth of perceived LGBT health coverage. Results demonstrated variations in coverage by degree program. Findings highlight the need to develop educational curricula inclusive of topics concerning LGBT patient health. Adequately educating the next generation of healthcare professionals can further promote healthcare engagement among LGBT persons and improve pedagogical practices in healthcare professional education programs.

Changing paradigms of hemophilia care across larger specialized treatment centers in the European region.

Introduction:In early 2021, the European Collaborative Haemophilia Network (ECHN) conducted a survey to determine whether the paradigms of care across the European region have changed with the introduction of novel therapies for people with hemophilia.Methods:We conducted a survey in 19 ECHN centers from 17 countries in the European region. The aim was to track recent changes in the hemophilia treatment landscape, determine the impact of these changes on hemophilia treatment centers and comprehensive care centers in the region, and to look into the future of care as applied to people with hemophilia. The survey was structured to include three key areas: demographics and organization; current challenges and opportunities; and future directions.Discussion:Our survey provides a snapshot of the current approach to hemophilia treatment that highlights a move toward preventive, rather than reactive care, but that also raises a number of key concerns related to costs and accessibility (particularly as related to novel therapies), time limitations for clinical research, and ongoing issues regarding human resources (particularly in terms of new doctors entering the field) and availability of laboratory resources as the use of novel therapies (some with unique modes of action and unusual adverse events, some with specialized monitoring requirements) becomes commonplace.Conclusion:While our survey suggests that specialized care will continue to play a central role in the management of hemophilia, the standards and protocols, as well as the centers themselves, will have to continue to evolve if they are to continue to provide the highest level of care. To meet this requirement, there is a clear need for engaging, ongoing education programs for healthcare professionals working in the field of hemophilia that can be adjusted to the changing landscape of hemophilia therapy and monitoring.

Improving Consistency and Accuracy of Neonatal Amplitude-Integrated Electroencephalography.

This study aimed to improve the utilization of amplitude-integrated electroencephalography (aEEG) in a neonatal unit by improving aEEG documentation, aEEG knowledge, and pattern recognition ability of neonatal staff. A quality improvement (QI) program comprising the two Plan-Do-Study-Act (PDSA) cycles was conducted in a level-3 neonatal intensive care unit. The first cycle was focused on improving aEEG documentation with the primary outcome indicator being compliance with aEEG documentation. The second cycle was focused on aEEG interpretation in a health care professional education program with the outcome indicators being accuracy of seizure identification on aEEG and change in conventional EEGs (cEEG) performed. Other outcome indicators included accuracy in identification of background pattern, sleep-wake cycles and artifacts. Process indicators included improvement in aEEG-related knowledge. First PDSA cycle includes lectures on aEEG interpretation, a bedside key, and documentation form. Second PDSA cycle includes online aEEG education pack and detailed aEEG guideline. There was a significant improvement in aEEG documentation after the implementation of both PDSA cycles. Seven of the 46 patients (15.2%) had isolated electrographic seizures which would not have been identified in the pre-aEEG monitoring era. There was an increase in the number of patients with cEEGs done but a steady decrease in number of cEEGs per patient. With the successful application of standardized QI methods, improvements in outcome indicators, such as correct aEEG pattern recognition and improved coverage of at risk infants with cEEGs, were observed. Our QI measures were associated with improvement in aEEG pattern recognition. · Consistent and accurate use of aEEG is challenging.. · Standardized forms and guidelines improve aEEG interpretation consistency and documentation.. · Interactive self-paced online education packs can improve aEEG knowledge and pattern recognition..

Hybrid Closed-Loop Systems for the Treatment of Type1 Diabetes: A Collaborative, Expert Group Position Statement for Clinical Use in Central and Eastern Europe.

In both pediatric and adult populations with type 1 diabetes (T1D), technologies such as continuous subcutaneous insulin infusion (CSII), continuous glucose monitoring (CGM), or sensor-augmented pumps (SAP) can consistently improve glycemic control [measured as glycated hemoglobin (HbA1c) and time in range (TIR)] while reducing the risk of hypoglycemia. Use of technologies can thereby improve quality of life and reduce the burden of diabetes management compared with self-injection of multiple daily insulin doses (MDI). Novel hybrid closed-loop (HCL) systems represent the latest treatment modality for T1D, combining modern glucose sensors and insulin pumps with a linked control algorithm to offer automated insulin delivery in response to blood glucose levels and trends. HCL systems have been associated with increased TIR, improved HbA1c, and fewer hypoglycemic events compared with CSII, SAP, and MDI, thereby potentially improving quality of life for people with diabetes (PwD) while reducing the costs of treating short- and long-term diabetes-related complications. However, many barriers to their use and regional inequalities remain in Central and Eastern Europe (CEE). Published data suggest that access to diabetes technologies is hindered by lack of funding, underdeveloped health technology assessment (HTA) bodies and guidelines, unfamiliarity with novel therapies, and inadequacies in healthcare system capacities. To optimize the use of diabetes technologies in CEE, an international meeting comprising experts in the field of diabetes was held to map the current regional access, to present the current national reimbursement guidelines, and to recommend solutions to overcome uptake barriers. Recommendations included regional and national development of HTA bodies, efficient allocation of resources, and structured education programs for healthcare professionals and PwD. The responsibility of the healthcare community to ensure that all individuals with T1D gain access to modern technologies in a timely and economically responsible manner, thereby improving health outcomes, was emphasized, particularly for interventions that are cost-effective.

Assessment of Educational Needs and Design of a Preceptor Development Program for Health Professional Education Programs in Qatar.

Experiential learning is the backbone of many health care professional education programs; however, the quality of learning is profoundly dependent on the skills and experiences of clinical preceptors. This study was conducted at Qatar University Health Cluster (Colleges of Pharmacy, Medicine, and Health Sciences) with the primary objective of identifying the educational needs of preceptors to design and review an educational professional development program. This study adopted a mixed-methods approach and was conducted in three stages: (1) assessment of preceptor educational needs, (2) designing of the Practice Educators' Academy program, and (3) revision and refinement of the designed program. The needs' assessment was conducted at all the three colleges through a validated survey and focus groups comprising of preceptors, students, and clinical faculty members. The sample included 209 survey respondents and 11 focus group sessions. The results yielded five key themes and a variety of individual preferences, which were used to design a five-module face-to-face two-day interactive workshop. For the revision of the designed program, the syllabus was shared purposively with selected scholars and experts in the area of health professions education, and their feedback was collected and critically examined. Furthermore, the refinement of the program was performed on the basis of this feedback, resulting in the revised and representative program being ready for piloting. A preceptor development program on experiential teaching and learning skills was successfully designed and revised with the needs of the clinical preceptors at its core. Preceptors' skills development can advance health care outcomes by preparing competent health professional graduates.

Development of Interprofessional Collaborative Podcasts to Introduce Electrocardiographic Fundamentals

Learning interpretation of the 12-lead electrocardiogram is a critical component of health care curricula. Collaborative, multidisciplinary instruction provides an approach to teaching complex skills such as electrocardiographic (ECG) interpretation. Faculty from advanced practice nursing, pharmacy, emergency medicine, and cardiology collaborated to produce a 5-module podcast series on the fundamentals of 12-lead ECG interpretation for use with health care students. Students from multiple health care professional education programs at different universities worked together to learn ECG interpretation.

Catheter-Associated Urinary Tract Infections (CAUTIs) Reduction: A Multidisciplinary Approach

Background: CAUTIs remain one of the most common hospital-acquired infections (HAIs) accounting for prolonged hospital stay and increased healthcare costs. According to the NHSN, the standardized infection ratio (SIR) at our institution was 1.6 compared to national average of 0.84 in 2018. We highlight the interventions implemented in our institution to prevent CAUTIs. These interventions have shown a reduction in the rate of CAUTIs, the SIR, Foley catheter days, and institutional cost. Methods: In addition to standard CAUTI prevention practices, we hypothesized that we could decrease CAUTIs through the daily implementation of specific practices. We developed a comprehensive interdisciplinary team which included the staff or charge registered nurse (RN), the unit manager, an infection preventionist, an advanced practice registered nurse (APRN), a pharmacist with an antimicrobial focus, and a physician from the infectious disease department who would conduct daily rounds on different units in the institution for education and assessment of catheter indications. A detailed review and analysis of the urine culture orders for patients with a Foley catheter was performed. A nurse-driven Foley catheter removal protocol before urine culture collection was initiated. We implemented a Foley catheter bundle that has guidelines for Foley insertion, best practice competency, and urinary catheter best practice algorithm and advocated alternative use of male or female external catheter. We educated physicians about ordering a reflexive urine analysis test followed by urine culture instead of testing either individually after removal of a Foley catheter. Lastly, we performed a root-cause analysis on all reported CAUTIs. These policies were implemented in a 435-bed tertiary-care center in November 2018, and we present data from 1-year before and after the interventions. Results: At our institution, we had 71 CAUTIs, with an SIR of 1.6, a standardized utilization ratio (SUR) of 0.92, 27,621 Foley days, and institutional cost of $979,303 compared to 40 CAUTIs with an SIR of 1, an SUR of 0.88, 24,193 Foley days, and institutional cost $537,927 after implementing our interventions. Conclusions: CAUTIs can be reduced by implementing specific measures that include infection control team rounds, nurse-driven protocol, and the use of Foley catheter bundles. Measures should be undertaken to prioritize these practices as part of a protocol. We advocate further studies to evaluate these measures. Education programs for healthcare professionals concerning CAUTIs and its complications can be implemented to carry out the prevention methods efficiently.Funding: NoneDisclosures: None

Insights from healthcare academics on facilitating interprofessional education activities

ABSTRACT Facilitators are of paramount importance to the success of interprofessional education (IPE) activities; hence, it is crucial to explore their perspectives and experiences in delivering IPE in Qatar. Using an exploratory case study approach, semi-structured interviews were conducted, in 2018, among faculty members, who had facilitated at least one IPE activity in Qatar, from healthcare professional education programs at Qatar University Colleges of Pharmacy, Medicine, and Health Sciences, Weill Cornell Medicine in Qatar, the University of Calgary in Qatar, and the College of North Atlantic. Interviews were recorded and transcribed verbatim. Inductive thematic content analysis was implemented. Twenty-one interviews were conducted with the following professions represented: medicine (n = 6), pharmacy (n = 5), nursing (n = 4), biomedical science (n = 3), respiratory theory (n = 2) and public health (n = 1). Four main themes emerged from the interviews: drivers to facilitator involvement that included interest and commitment to IPE and awareness of collaborative practice benefits; facilitator participation which was based on facilitator attributes and preparedness and readiness for IPE facilitation; the organizational support in terms of dedicated structure for IPE and IPE design and delivery and; student participation in terms of group dynamics and student engagement. Some key recommendations include having a dedicated unit for IPE, scheduling protected time for IPE, and organizing facilitators’ training and debriefing workshops. The facilitators valued and appreciated IPE in preparing students for future collaborative practice. These findings can inform the development of quality and sustainable IPE activities in the future.

The Evolving Role of Pharmacists in Transgender Health Care.

Pharmacists are increasingly part of a multifaceted team providing health care to members of the often marginalized transgender (TG) community. Some pharmacists, however, may feel unprepared to care for and interact with TG individuals. By providing comprehensive, respectful, and gender-affirming support, improving physical pharmacy environments with policies and procedures, pharmacists can be trustworthy providers for TG patients. This review focuses primarily on the health issues of TG persons and the pharmacist's role in promoting health, identifying barriers to health care, and providing health care resources for TG persons. The evolution of psychiatric diagnostic criteria, access to health care, and inclusion of TG, lesbian, gay, and bisexual topics in the educational curriculum are presented. Cultural competency and diversity training that addresses gender identity and sexual orientation issues should be important interdisciplinary and interprofessional activities for all health care professional education programs. Pharmacists play a key role in the health care needs of TG persons that include appropriate laboratory monitoring, complex pharmacotherapeutic challenges, and providing unbiased gender-affirming interactions. The pharmacy's physical environment, staff training, and policies and procedures can offer unique services to TG persons.

Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators.

Background:Adult learning theories play a pivotal role in the design and implementation of education programs, including healthcare professional programs. There is a variation in the use of theories in healthcare professional education programs and this is may be in part due to a lack of understanding of the range of learning theories available and paucity of specific, in-context examples, to help educators in considering alternative theories relevant to their teaching setting. This article seeks to synthesize key learning theories applicable in the learning and teaching of healthcare professionals and to provide examples of their use in context.Method and results:A literature review was conducted in 2015 and 2016 using PubMed, Scopus, Web of Science, and ERIC academic databases. Search terms used identified a range of relevant literature about learning theories, and their utilization in different healthcare professional education programs. The findings were synthesized and presented in a table format, illustrating the learning theory, specific examples from health and medical education, and a very brief critique of the theory.Outcome:The literature synthesis provides a quick and easy-to-use summary of key theories and examples of their use to help healthcare professional educators access a wider range of learning theories to inform their instructional strategies, learning objectives, and evaluation approaches. This will ultimately result in educational program enhancement and improvement in student learning experiences.

Trends in Doctoral Education Among Healthcare Professions: An Integrative Research Review

ContextEvidence suggests widespread adoption of the entry-level doctorate among health professions, although little is known about how these changes have impacted associated professions and influenced education, collaborative practice, professional advancement, or professional salaries.ObjectiveThreefold: (1) What doctoral education models are currently utilized among health care professional education programs in the United States? (2) How do entry-level clinical doctorates in health care professions impact research training and productivity? (3) How do clinical doctorates among health professions influence practice opportunities and salary?DesignData were extracted from various sources including professional organizations, accrediting body Web sites, and the US Department of Labor database. Full-text articles published in English between the years 2001–2011 were extracted from a search of 38 databases in the University of Washington libraries. The remaining article abstracts were reviewed for compatibility with our research questions. Data were extracted using a standardized rubric and coded according to emergent themes.ResultsTwo-thirds of 14 examined health professions (n = 10) followed the medical model of postbaccalaureate entry-to-practice professional doctoral education. Less than a third (n = 4) of surveyed professions reserved doctoral-level education for advanced practice, and 1 profession maintains both entry-level and advanced practice doctorates. Only 4 of the 14 clinical doctoral degrees required completion of an original research project. Entry-level clinical doctorates may provide insufficient specialty training, necessitating further training after graduation.ConclusionsMost health care professions follow the medical model for professional preparation, though at reduced intensity with fewer clinical hours than physician training. Clinical doctorates are perceived to increase professional opportunities and are associated with higher salaries and doctoral education among health care professions has become the new educational standard, though research training, research productivity, diversity, and professional debt burden have been negatively impacted by this trend.

Utilizing the Intercultural Development Inventory® to develop intercultural competence.

PurposeHealth care professional education programs in the United States have been charged to devise strategies to increase the racial and ethnic diversity of the workforce (Health Resources and Services Administration, Nursing Workforce Diversity (NWD) http://bhpr.hrsa.gov/nursing/grants/nwd.html, 2014). The purpose of this charge is to develop a healthcare workforce that can better provide culturally relevant care to meet the needs of diverse communities. The purpose of this study was to assess the cultural competency of students, faculty, and staff from a small Midwest-university college of nursing.MethodsThis study was part of a larger interventional study to enhance the cultural development of the College of Nursing faculty, staff, and students. The sample for this study included 314 participants (students, faculty, and staff) in phase one of the parent study. Phase one included the initial administration of the Intercultural Development Inventory (IDI®) over a two year period with analysis of the pre-test results. Phase two includes the implementation of cultural development interventions with a post-test IDI® survey and is currently in process.ResultsIDI® aggregate results were similar for students and faculty/staff in that most participants scored at the Minimization level according to the IDI®. Ninety-eight percent of student participants overestimated their level of cultural competency. Minority students had higher cultural competency scores in terms of developmental orientation (M = 98.85, SD = 14.21) compared to non-minority students (M = 94.46, SD = 14.96).ConclusionsOverall, the IDI® was a valuable self-reflection tool to assess cultural development. At the individual level, it has allowed for self-reflection and awareness to the reality of cultural development, attitudes, and values. At an institutional level, the aggregate results provided a framework for the examination of department policies, procedures, and curriculum design with the ultimate goal of graduating a more culturally competent nursing workforce to serve the greater community.

An interprofessional socialization framework for developing an interprofessional identity among health professions students

Although health professional educational programs have been successful in equipping graduates with skills, knowledge and professionalism, the emphasis on specialization and profession-specific education has enhanced the development of a uniprofessional identity, which has been found to be a major barrier to interprofessional collaborative person-centred practice (IPCPCP). Changes within healthcare professional education programs are necessary to enable a shift in direction toward interprofessional socialization (IPS) to promote IPCPCP. Currently, there is a paucity of conceptual frameworks to guide IPS. In this article, we present a framework designed to help illuminate an IPS process, which may inform efforts by educators and curriculum developers to facilitate the development of health professions students’ dual identity, that is, an interprofessional identity in addition to their existing professional identity, as a first step toward IPCPCP. This framework integrates concepts derived from social identity theory and intergroup contact theory into a dual identity model of IPS.

Critical Thinking Skills in Health Care Professional Students: A Systematic Review

Background and Purpose. The purpose of this systematic review is to determine if critical-thinking skills in health care professional students change as a result of participating in a health care professional education program, and to assess the quality of the evidence evaluating this change. Method/Model Description and Evaluation. The study design was a systematic review. Six electronic databases were searched. Articles were graded using the Evaluation Guidelines for Rating the Quality of an Intervention Study. Outcomes. Eighteen articles were identified as meeting the inclusion criteria. Ten articles were identified in nursing, 5 in physical therapy and occupational therapy, 2 in pharmacy, and 1 in medicine. The scores on the Evaluation Guidelines for Rating the Quality of an Intervention Study ranged from 17 to 26 out of 48. The intraclass correlation of the 2 raters on the Evaluation Guidelines for Rating the Quality of an Intervention Study was 0.87. Eight studies in nursing, 2 studies in physical therapy, 1 study each in occupational therapy, pharmacy, and medicine showed statistically significant change in criticalthinking skills. Discussion and Conclusion. The evidence measuring the acquisition of criticalthinking skills in the fields of physical therapy, occupational therapy, pharmacy, and medicine is scarce. In nursing, although the majority of the studies support the acquisition of critical- thinking skills, none of the studies established appropriate sample size and statistical power analysis, and the cross-sectional studies did not perform group matching beyond sex and age. In physical therapy, the results are mixed and the studies lack adequate statistical power. In occupational therapy, pharmacy, and medicine, the studies that showed a statistically significant increase in critical-thinking skills had relatively small sample sizes and weak statistical power. There is a need for additional welldesigned studies looking at the acquisition of critical-thinking skills in all health care fields.

Canadian initiatives to prevent hypertension by reducing dietary sodium.

Hypertension is the leading risk for premature death in the world. High dietary sodium is an important contributor to increased blood pressure and is strongly associated with other important diseases (e.g., gastric cancer, calcium containing kidney stones, osteoporosis, asthma and obesity). The average dietary sodium intake in Canada is approximately 3400 mg/day. It is estimated that 30% of hypertension, more than 10% of cardiovascular events and 1.4 billion dollars/year in health care expenses are caused by this high level of intake in Canada. Since 2006, Canada has had a focused and evolving effort to reduce dietary sodium based on actions from Non Governmental Organizations (NGO), and Federal and Provincial/Territorial Government actions. NGOs initiated Canadian sodium reduction programs by developing a policy statement outlining the health issue and calling for governmental, NGO and industry action, developing and disseminating an extensive health care professional education program including resources for patient education, developing a public awareness campaign through extensive media releases and publications in the lay press. The Federal Government responded by striking a Intersectoral Sodium Work Group to develop recommendations on how to implement Canada’s dietary reference intake values for dietary sodium and by developing timelines and targets for foods to be reduced in sodium, assessing key research gaps with funding for targeted dietary sodium based research, developing plans for public education and for conducting evaluation of the program to reduce dietary sodium. While food regulation is a Federal Government responsibility Provincial and Territorial governments indicated reducing dietary sodium needed to be a priority. Federal and Provincial Ministers of Health have endorsed a target to reduce the average consumption of sodium to 2300 mg/day by 2016 and the Deputy Ministers of Health have tasked a joint committee to review the recommendations of the Sodium Work Group and report back to them.