Entry-level Programs Research Articles

The Effectiveness of Tobacco Intervention Education for Health Professional Students' Health Promotion Practice: A Systematic Review

Review Question/Objective The Review objective is to examine the effectiveness of entry level programme education regarding smoking prevention and tobacco use interventions on health professional student practice in promoting client health. The specific review question to be addressed is: What is the effect of entry level tobacco dependence education on health professional students’ knowledge and skills, selfefficacy, and performance of tobacco prevention and cessation interventions? Inclusion Criteria Types of Participants The participants are health professional students undertaking the following programs of study: nursing (registered nurses, registered psychiatric nurses, advanced practice nurses, licensed practical nurses); midwifery ; medicine; dentistry; dental hygiene; dental therapy; pharmacy; respiratory therapy; occupational therapy; physical therapy; speech language therapy; optometry; social work; psychology; chiropractic therapy; and naturopathic medicine. Studies that evaluate practicing healthcare providers who are not students in entry level educational programs will be excluded. Health profession student programs whose graduates can practice without qualifying for a license (non regulated disciplines) will be excluded. Programs where graduates do not have daily, direct interactions with clients will be excluded. Advanced practice nurses and medical residents provide specialised care to patients with health concerns commonly linked to tobacco use. Studies reporting evaluations of curricula among the following post graduate medical speciality programs will be included in the review: Anesthesia; Cardiac Surgery; Cardiology; Community Medicine; Critical Care Medicine; Dermatology; Endocrinology and Metabolism; Family Medicine; General Medicine; Emergency Medicine; Medical Oncology; Nephrology; Neurology; Obstetrics /Gynaecology; Ophthalmology; Orthopaedic Surgery; Otolaryngology; Paediatrics; Plastic Surgery; Psychiatry, Radiation Oncology; Respiratory Medicine; Surgery and Vascular Surgery. Types of Intervention(s) This review will consider all studies that report the implementation and evaluation of an entry level program, curricular activity or component in smoking prevention and treating tobacco use and dependence, and its impact on student practice in promoting client health. Comparisons of different approaches to the educational intervention (including pre- and post-training results) to usual or no training will be included. The settings will include post-secondary institutions such as universities or colleges, and will include undergraduate or pre-licensure training, postgraduate medical speciality training, and advanced practice nursing programmes at the master’s level.TRUNCATED AT 350 WORDS

BOOK REVIEWS

BOOK REVIEWS

Teaching Evidence-Based Practice in a Distance Education Occupational Therapy Doctoral Program: Strategies for Professional Growth and Advancing the Profession

ABSTRACTThe Centennial Vision of the American Occupational Therapy Association (AOTA) projects that by 2017 all occupational therapy (OT) practice areas will be supported by evidence. Achieving this goal requires preparing clinicians with the skills to assimilate, analyze, and apply research to their areas of practice and communicate the value of OT services to consumers and payers. These skills are at the heart of evidence-based practice (EBP). Educators must be prepared to teach EBP skills in both entry-level and postprofessional programs. This article outlines how EBP can be taught to postprofessional occupational therapy clinical doctoral students using a distance education format. Key features of a successful EBP course include having access to full-text electronic articles, opportunities for students to explore the literature in their own areas of interest, consistent and timely feedback on written work and discussion topics, and opportunities to collaborate with peers.

HEADLINES from the NLN

THIS EXECUTIVE SUMMARY describes findings from the NLN's Annual Survey of Schools of Nursing, administered from October to December 2010. While a core strength of the Annual Survey is its long-term trend data, which allow scholars to track fluctuations in key educational statistics since as early as the 1950s, new topics and analyses are also introduced on occasion to capture and assess emerging issues in nursing education. The recent release of the Institute of Medicine (IOM) Future of Nursing report represents such an opportunity. ********** Not surprisingly, as it seeks to reshape the nursing workforce, virtually every transformation recommended by the IOM pivots upon one or many concomitant transformations within the established framework of nursing education. The report's call to increase the diversity of the workforce necessitates the recruitment of a more diverse student body into the nation's nursing education programs. Similarly, achievement of higher levels of education and training necessitates facilitating transitions between entry-level and postlicensure degree programs and expanding educational capacity by recruiting and retaining more nurses with advanced degrees into faculty roles. Findings from the NLN Annual Survey provide data to shed light on both these issues. While the IOM report does not identify a shortage of educational capacity as a major concern, the NLN Annual Survey continues to find that there is tremendous competition for entry into nursing education programs as well as a great deal of unmet demand. Understanding trends in admissions into nursing programs and framing those trends within the broader context of systemic change in health care and higher education are primary objectives of this report. Hispanics Still Underrepresented Among Basic RN Students In the aggregate, the percentage of minority students enrolled in prelicensure RN programs has remained close to 28 percent with just minor variation since 2002. In 2010 slightly under 27 percent of prelicensure RN students were members of a minority group, compared with almost 37 percent of the US population to whom they will eventually provide care. However, these national level statistics belie some crucial distinctions. For example, about 12 percent of nursing education students at all levels of nursing education are African American--a level of representation that is commensurate with the proportion of African Americans in the US population. And at slightly under 1 percent, the fraction of American Indians enrolled is similarly representative. By comparison with other racial-ethnic groups, Hispanics are dramatically underrepresented among nursing students. Whereas about 16 percent of the US population was Hispanic in 2010, among associate degree students only half that percentage were Hispanic (7.6 percent). Moreover, NLN data find that the percentage of Hispanic students shrinks as one looks up the ladder of educational advancement: Hispanics comprise just 6 percent of those enrolled in BSN programs, 5 percent in RN-to-BSN programs, 4 percent in master's programs, and a mere 3 percent of our nation's doctoral students. Given the dramatic underrepresentation of Hispanics among graduate-prepared nurses, it is not surprising that the most recent nurse faculty census found that Hispanics are also underrepresented among nurse faculty--just 3 percent of full-time and 5 percent of part-time nurse educators are Hispanic. These findings are particularly concerning given the US Census Bureau's population projections. (See Figure 1.) While the fraction of the US population that is American Indian and African American is expected to remain stable over the next four decades, by 2050 the percentage of Americans of Hispanic origin is projected to double to over 30 percent. Underscoring the variability of the landscape wrought by immigrant diversity, Asians are slightly overrepresented among BSN and MSN nursing students, where they constitute 7 and 6 percent, respectively. …

Challenges in Nursing Education Research

Examining Clinical Learning Experiences OVER THE YEARS, the NLN has spearheaded many revolutions in nursing education and supported attempts by faculty and schools to explore fresh approaches to the enrichment to student learning. The community-based efforts of the 1990s were characteristic of efforts to encourage systematic modification of how students and faculty conceptualize the role of the nurse and the dimensions of the patient's experience, whether that of an individual, family, or community. As successful as many of these initiatives have been, recent experiences have brought home how unsuccessful the nursing education community has been in changing the lundamental nature of clinical learning experiences. For most of our history, we have approached clinical experiences at the undergraduate level in the same way. With few exceptions, all entry-level programs plan for students to provide clinical services to patients under the supervision of the faculty of the school. (This worker relevant term continues to be applied to these learning experiences despite its inappropriateness in the educational context.) These experiences presumably enable our students to apply what they have learned in the classroom setting to the real clinical environment with real people. The word presumably is used with much intention. To date, there has been little evidence that substantiates the dependence within nursing education on clinical learning experiences as they are currently offered. We all presume that learning occurs. Employers articulate the need for more clinical experiences in nursing education programs to foster a smoother transition for new graduates. The basis for their request is their presumption that such learning will provide the basis for a stronger new clinician. Thirty years ago I focused my doctoral dissertation on describing clinical learning experiences in a baccalaureate nursing program. In a recent meeting with over 50 educators, I presented that study, without initially revealing when it had been undertaken. My motive was to dramatize the failure on the part of nurse educators to institute change in clinical learning experiences. A lively discussion ensued about some of the common events of the clinical experience, such as pitfalls in patient assignment, lack of contiguous lab days, dis-connects between the staff of the nursing unit and the faculty, and the impact of the student group on the learning of individuals within the group. When I asked my colleagues how old they thought my research was, responses ranged from one to live years. …

Reflection and Analysis of How Pharmacy Students Learn to Communicate About Medication Errors

Medication errors are a serious and costly problem. This study focuses on the socialization of pharmacy students regarding medication errors. The qualitative interview protocol contained 28 questions on topics such as communication-related medication errors and training on how to handle medication errors. In-depth interviews were conducted with 44 students enrolled in a 6-year entry-level pharmacy program. Five main themes emerged regarding medication errors and communication: (a) pressure to be perfect, (b) feeling comfortable talking about mistakes, (c) assuming and communicating responsibility for mistakes, (d) learning how processes can contribute to errors and their prevention, and (e) inadequate and inconsistent training on how to handle medication errors. Study results indicate that pharmacy students experience both incomplete and inconsistent socialization to the role of communication in medication errors and in their prevention.

Introduction to the International Pharmacy Education Supplement

Introduction to the International Pharmacy Education Supplement

Calculating Graduation Rates

In recent years, the focus has been on increasing the number of registered nurse (RN) graduates. Numerous states have initiated programs to increase the number and quality of students entering nursing programs, and to expand the capacity of their programs to enroll additional qualified students. However, little attention has been focused on an equally, if not more, effective method for increasing the number of RNs produced-increasing the graduation rate of students enrolling. This article describes a project that undertook the task of compiling graduation data for 15 entry-level programs, standardizing terms and calculations for compiling the data, and producing a regional report on graduation rates of RN students overall and by type of program. Methodology is outlined in this article. This effort produced results that were surprising to program deans and directors and is expected to produce greater collaborative efforts to improve these rates both locally and statewide.

Factors affecting curriculum content and the integration of evidence-based practice in entry-level physiotherapy programs.

Factors affecting curriculum content and the integration of evidence-based practice in entry-level physiotherapy programs.

Engagement Theory in Action: An Investigation of Athletic Training Program Directors

Objective: To examine the use of good practice indicators by athletic training program directors and to provide a theoretical framework using engagement theory, a learner-centered process focusing on program improvement through continuous planning and evaluation, as a foundation for implementing good practices in athletic training education programs. Design and Setting: Athletic training education program directors completed the study's instrument. Responses were analyzed using correlations and regression models following return of the instruments via United States mail. Subjects: Seventy-three undergraduate athletic training education program directors for CAAHEP (now CAATE)-accredited, entry-level programs completed the instrument for this study. Measurements: Subjects completed a demographic sheet indicating Carnegie classification (research and doctoral or comprehensive and baccalaureate), appointment type (administrative/academic or academic/athletic), and degree type (education or non-education). The participants also completed a faculty inventory based on the “Seven Principles for Good Practice in Undergraduate Education.” Data were analyzed using SPSS (Version 10.0). The independent variables were institution type, program director appointment type, and terminal degree type. The dependent variables were the collective and individual subscale scores on the inventory. Results: There were no differences in self reported principles of good practice between program directors of different institution, appointment or terminal degree types. It was clear however, that athletic training program directors across the country report use of quality practices in their teaching. Conclusions/Recommendations: Engagement theory provides a strong foundation for implementing quality indicators in both didactic and clinical instruction in athletic training education programs. The faculty inventory used in this study provides athletic training educators an instrument to use to reflect upon current practices to determine whether they reflect the quality indicators that promote engagement.

Clinical laboratory sciences curriculum redevelopment: an application of change theories.

The Department of Clinical Laboratory Sciences at Rosalind Franklin University of Medicine and Science (RFUMS) experienced a steady decline in the number of applicants for the Clinical Laboratory Sciences (CLS) Program, even though the department regularly received inquiries from qualified students. The faculty recognized the undergraduate-degreed prospects' desires for both an advanced degree and the procurement of entry-level clinical laboratory knowledge and skills. To address this perceived need, the CLS department developed and implemented a new degree option, the entry-level master's. The new curriculum resulted from a transformational process incorporated into the normal developmental process of curriculum change. This article explores various change theories that were manifested during this transformation process, along with barriers to change and how to overcome them. In addition, the authors demonstrate the need for creation of this entry-level program and provide a curriculum outline.

A review of paediatric occupational therapy university curricula in South Africa: Part one

The paediatric content of the eight undergraduate and entry-level postgraduate occupational therapy programmes in South Africa was examined through a survey of the faculties. In the first of a two-part article documenting the study, current best practices in paediatric occupational therapy are reviewed by means of a literature review. Part two will identify and discuss the current status of the paediatric content of occupational therapy education programmes in South Africa, including theoretical frameworks, assessments and intervention strategies. The literature suggests that there is a degree of commonality in paediatric occupational therapy practice between Canada, the US, the UK and Australia in terms of theoretical frameworks, assessment tools and intervention strategies used. Teaching staff must not only include current best practices based on sound research evidence in paediatrics in curricula, but teach in the context of the diverse client diagnostic groups that students will encounter upon graduation.

Learning styles of entry-level physiotherapy students

This research was conducted to identify the learning styles of Australian physiotherapy students. The subject sample consisted of 206 students from the entry-level physiotherapy programs (Bachelor of Science [Physiotherapy] and Master of Physiotherapy) at Curtin University of Technology. Subjects were recruited from the first and fourth year of the Bachelor of Science (BSc) (Physiotherapy) program and first and second year of the Master of Physiotherapy (MPhysio) program. Three subject groups included: (i) first-year BSc students, (ii) fourth-year BSc students, and (iii) MPhysio students. All subjects completed the Honey & Mumford Learning Style Questionnaire (LSQ) and were classified as having one or more learning styles. The most frequently preferred learning styles were Reflector (26%), followed by Reflector/Theorist (17.2%), then Activist (16.7%). There were no differences in the preferred learning style in the three groups, or between genders. Most physiotherapy students in the entry-level programs p...

Role of conceptual models in a physical therapy curriculum: Application of an integrated model of theory, research, and clinical practice

The Department of Physical Therapy, University of Alberta, Edmonton, Alberta, Canada, recently implemented a Master of Physical Therapy (MPT) entry-level degree program. As part of the curriculum design, two models were developed, a Model of Best Practice and the Clinical Decision-Making Model. Both models incorporate four key concepts of the new curriculum: 1) the concept that theory, research, and clinical practice are interdependent and inform each other; 2) the importance of client-centered practice; 3) the terminology and philosophical framework of the World Health Organization's International Classification of Functioning, Disability, and Health; and 4) the importance of evidence-based practice. In this article the general purposes of models for learning are described; the two models developed for the MPT program are described; and examples of their use with curriculum design and teaching are provided. Our experiences with both the development and use of models of practice have been positive. The models have provided both faculty and students with a simple, systematic structured framework to organize teaching and learning in the MPT program.

Paediatric Occupational Therapy University Programme Curricula in the United Kingdom

The paediatric curriculum component of entry-level occupational therapy education programmes in the United Kingdom was examined and comparisons were made with the practice literature to determine if students were being taught current best practices. Questionnaires were mailed electronically to the identified paediatric faculty members of the 27 universities with an entry-level occupational therapy education programme in the United Kingdom. Ten completed questionnaires were returned, giving a response rate of 37%. The survey results indicated that paediatrics constituted less than 5% of the total curriculum content of the respondent university programmes. The theory, assessments and treatment approaches taught in the education programmes were similar to those used in clinical practice with children. Some gaps in what was taught to students were apparent, notably in the key paediatric area of visual perceptual dysfunction. The theory, assessments and intervention methods were not always taught as a cohesive stand-alone unit, so gaps occurred in the education programmes. This could lead to graduates using an eclectic approach or using personal conceptual frameworks based on postgraduate learning and work experience.

Genetics in Occupational Therapy Education: A Survey of Professional Entry-Level Programs

Advances in genetics indicate a need for occupational therapists to develop literacy and skills in genetics as it relates to lifestyle and occupation. The purpose of this study is to identify genetics content areas taught, instructional methods used, and the importance of teaching genetics at the entry-level in occupational therapy curricula. A questionnaire was sent to all entry-level occupational therapy educational programs (N=157). Structured mailing and follow-up were used. The response rate was 63.9%. Most respondents (47%) rate teaching genetics as "moderately important." Genetics content is predominately taught at the introductory or knowledge level rather than at the integration and application level. Respondents indicate a lack of time and space for genetics content and of faculty interest and expertise. As occupational therapy practice evolves to include new genetics, curriculum change will need to be implemented. Development of teaching materials and methods addressing genetics is recommended.

The Miracle of Training in Event Management

ABSTRACT The Event Management Training Program developed for South Africa's Tourism Learnership Project National Certificate in Tourism: Event Support NQF Level 4 was designed to deliver a relevant, accurate, valid, and reliable program of study for learners in the field of event management and event tourism. This case study encompasses 240 learners in the Tourism Learnership Project, 300 community volunteers at the World Summit on Sustainable Development, and 2,500 volunteers trained against four unit standards registered on the National Qualification Framework for the ICC Cricket World Cup. The pilot of the Tourism Learnership Project in Event Support has been an unbelievable and amazing project during which we have witnessed the miracle of young, previously unemployed South Africans growing in knowledge, self-esteem, and confidence to emerge as wageearning, valuable, and respected new entrants into the event industry. The training has provided them with a solid foundation of event management knowledge and a host of core tourism industry knowledge ranging from South African tourism, heritage, and sustainable tourism knowledge through the basics of operating in a business, occupational health and safety, HIV/AIDS, and the prime focus of customer care so essential for the success of the South African tourism industry. The purpose of this paper is to illustrate the development and implementation of an entry-level event management-training program and the effect it had on participants in the pilot programs of the Tourism Learnership Project in Event Support and others in relation to the goals of the South African Qualification Authority (SAQA) mission.

Faculty preparation: is clinical specialization a benefit or a deterrent to quality nursing education?

This article presents a point of view regarding the impact of specialty preparation at the master's level on performance as a faculty member in an entry-level program. Essentially, the focus in depth on a particular branch of nursing practice restricts the perception of the individual to the role and demands of the beginning generalist nurse. Continued attention to the development of expertise in the specialty reduces the effectiveness of the faculty member to develop a comprehensive view of the knowledge required by the beginning generalist nurse. Because faculty prepared in this manner also frequently lack formal knowledge regarding teaching and curriculum, they continue to teach in the same manner as they were taught, often with an eye toward teaching the extensive content taught in the specialty program. More broadly based master's degree programs that couple advanced nursing knowledge with nursing education content and skill can foster in new nurse faculty a more comprehensive picture of the learning needs of beginning generalist nurses.

Setting a Realistic Tuition for Physical Therapist Education Programs Based on Expected Income: A Survey of Physical Therapy Directors

Background and Purpose. The cost of education is rising, with tuition and fees identified as the single largest educational expense contributing to student indebtedness. New graduates will need to seek a salary that allows them to repay these debts. A survey was conducted to gather data on physical therapists' salaries to assist program administration in determining a reasonable tuition for a 3-year, professional Doctor of Physical Therapy (DPT) program. Subjects. Respondents include physical therapy directors from 126 facilities in 10 western states. Methods. All 358 clinical facilities in 10 western states that affiliate with one physical therapist education program were sent questionnaires requesting information on PT salaries and benefits, location of facility (urban vs rural), type of facility, and services provided. Respondents were also asked to indicate what they thought is a reasonable tuition rate. Data on student financial need is included. Results. A total of 126 responses were received for a response rate of 35.2%. The largest number of responses was from California (n=101). The majority is from facilities in an urban setting (87.8%) with the primary function being outpatient (55.6%) and acute care (50.8%). The average starting salary for physical therapy graduates is $48,242 (MPT) and $48,713 (DPT). Most report an average annual salary between $50,000-64,999 with a maximum salary of $55,000-75,000. Nearly half (43.7%) of the respondents consider an annual tuition between $18,001-21,999 realistic. Average salary is compared to financial need. Discussion and Conclusion. There appears to be little difference in starting, average, and maximum annual salaries between graduates from master's and doctoral professional (entry-level) programs. Rural facilities tend to pay more than urban settings. A large percentage of facilities (77.4%) cap physical therapist salaries, although periodic market adjustments are made. While salary alone cannot be used to determine a realistic tuition for a 3-year doctoral-level physical therapist program, the results of this study should be considered as one aspect for setting tuition. Key words: Education costs, Physical therapist education, Salary, Tuition. INTRODUCTION Problem The cost of physical therapist (PT) graduate education continues to rise every year resulting in higher student financial need. Tuition and fees are a primary factor in the medical students' financial debt at the time of graduation.1-4 The new graduate expects a reasonable salary to repay student loans and meet everyday expenses. Therefore, academic administrators should consider expected earned income when determining an appropriate tuition for a health professional education program. This study will explore salary levels of new and experienced PTs. Data also will be presented on student indebtedness at time of graduation for one private physical therapist education program. Cost of Education Most of the current research published on cost of health professional education programs is based on data from medical schools. Data on medical education costs are gathered annually by the Association of American Medical Colleges (AAMC).1 Publications discuss rising tuition and fees, graduate indebtedness, and the influence of these factors on student applicant pool, enrollment, and career plans.1-4 The single largest expense for medical education is tuition and fees, especially for private schools. Reports indicate that a medical school graduate's debt parallels increasing tuition and fees.1-4 Petersdorf reports that tuition and fees have increased 403% in private schools and 277% in public schools in the US from 1960 to 1990.2 Two authors note that although the amount of the medical student's debt has increased significantly over the years, the number of students graduating with debts has decreased.1,5 Park reports from AAMC data that the average medical student debt level increased 26. …

Student adaptation to problem-based learning in an entry-level master's physical therapy program

The purpose of this study was to describe physical therapy students' perceptions of how they were adapting to problem-based learning in an entry-level Master's program. Fifty-one students wrote weekly journal entries about their learning during their first academic unit. Three faculty members independently read and coded the entries and worked together to form categories and themes. Member checking was used to further verify the data interpretation. Tutorial sessions, evaluations, clinical experiences, and accessing resources were the most frequently mentioned learning events. The students were initially overwhelmed by the program demands, but quickly developed strategies to deal with each new challenge. In the process, they gained confidence and, by the end of the unit, acknowledged their significant accomplishments. The themes associated with the adaptation to problem-based learning included the students' need to: establish their own learning structure, learn more efficient and effective means of accessing information, develop ways of coping with stress, and receive confirmation of their learning. Additional themes were: students' awareness of group dynamics, the difficulty and value of giving and receiving feedback, and the value of the educational process to both their learning and to the practice of physical therapy.