Health Care Education Programs Research Articles

Evaluating the impact of the Future Healthcare Practitioner Plus Programme (FHPPP) award on student engagement and employability

Interprofessional learning (IPL) is firmly embedded in pre-registration health education curricula (WHO, 2010; Frenk, 2010; Barr & Low, 2012). Evidence, however, indicates that students are disengaged with IPL (Forte & Fowler, 2009). An employability-related Future Healthcare Practitioner Plus Programme (FHPPP) award was designed to reward engagement and performance within IPL. This study aimed to evaluate the impact of the FHPPP award on student engagement and identify the perceived benefits of the award from student and employer perspectives. Qualitative data was collected from both students and employers using surveys and focus groups and thematic analysis was performed (Braun & Clarke, 2006). Findings indicated that IPL is broadly viewed as beneficial and ‘essential’ within healthcare education programmes by both students and employers, with recommendations made to help improve relevance. Overall, awareness of the award was poor and more work is needed to improve perceived benefits of IPL and to increase student and employer awareness. This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0 .

Evaluation of mental health of students in healthcare education programs at Qatar University

Introduction Mental health issues among undergraduate health-care students are a growing concern. This research aims to explore the frequency of mental health issues among health-care students in medicine, dentistry, pharmacy, nutrition, biomedical sciences, nursing, and public health at Qatar University. Methods Ethics approval was obtained from the institutional review board. A total of 1,378 health-care students were invited to participate. Data were collected online using two validated questionnaires including the Patient Health Questionnaire (PHQ-9) to assess symptoms of depression, and Depression, Anxiety, and Stress Scale (DASS-21), and two open-ended questions investigating risk factors and recommendations for enhancing institutional support. Results A total of 270 health-care students completed the survey; 227 female, and 43 male students. According to PHQ-9 cut-off values, 37.7% of students had mild depression symptoms, 25.5% moderate, 14.8% moderately severe and 10% severe symptoms. DASS-21 responses revealed 34.7% displayed severe to extremely severe anxiety symptoms, 15.4% severe to extremely severe stress symptoms and 21% severe to extremely severe depression symptoms. Students aged 18–21 years had significantly higher depression (p=0.03) and stress scores (p=0.05). Qatari students had significantly higher anxiety scores (p=0.05). Responses to open-ended questions were categorized into sub-themes and grouped together into broader themes. Most students reported exam stress and workload as key factors contributing to their negative mental health. Participants’ recommendations included reducing academic workload through better curricular planning, providing training to faculty to better support students with mental health issues, and improving mental health services. Conclusion This study showed a significant percentage of respondents reported symptoms of stress, anxiety, and depression during undergraduate studies. Participants represent the future healthcare force for the country and there is a need to identify and support students with mental health issues through close monitoring, and work with all stakeholders to improve student support services.

Knowledge and Perception of Soft Skills Among Medical Students and Postgraduate Residents at Services Hospital Lahore

Background and Objectives: Soft skills have emerged as a novel focal area for health care practitioners. Objective of this study was to assess the perception of medical students and postgraduate residents regarding soft skills and the need of incorporating these skills into the curriculum.Methods: This cross-sectional descriptive study was conducted at the Services Institute of Medical Sciences and Services Hospital in Lahore from January 1st to March 31st, 2023. A total of 192 participants, divided into two groups on the basis of their academic and clinical experience(Group 1 medical students final year and group 2 postgraduate residents of SHL (1st year) were included in the study after informed consent. Participants were given a pre-designed, validated questionnaire to record their details and assess their soft skills.Results: Postgraduate doctors were more effective at educating and motivating patients regarding treatment plans (84.4% vs. 15.6%, p < 0.0001), problem solving in critical situations (83.3% vs. 16.7%, p = 0.0001), and managing ethical conflicts (82.3% vs. 17.7%, p < 0.0001) compared to medical students. Doctors reported being taught communication skills (88.5% vs. 67.7%, p = 0.0005), critical thinking and problem- solving skills (81.3% vs. 31.3%, p=0.0001), time management skills (89.6% vs. 10.4%, p = 0.0001), and leadership skills (77.1% vs. 57.3%, p = 0.0035) more than medical students. A higher proportion of doctors had been assessed by their supervisors on communication skills (71.9% vs. 41.7%, p = 0.00003), critical thinking and problem-solving skills (49.0% vs. 27.1%, p = 0.0018), and leadership skills (74.0% vs. 33.3%, p = 0.0001) compared to medical students.Conclusion: Postgraduate doctors exhibit stronger aptitude in essential soft skills as compared to medical students therefore efforts should be made to integrate soft skills in healthcare educational program for better patient care and prepare medical students and residents for the multifaceted challenges they will face in their career.Key words: soft skills, perception, curriculum.

Pilot therapeutic education program in multiple system atrophy: Safety, quality of life and satisfaction from a national registry based longitudinal study

BackgroundTherapeutic education programs are effective in several chronic conditions. However, evidence is lacking in multiple system atrophy (MSA). We aimed to assess efficacy and safety of a comprehensive therapeutic education program in people with MSA (PwMSA) and their caregivers. MethodsIn this prospective longitudinal study we included 16 PwMSA and their main caregivers in 4 groups of 4 dyads each. The program consisted of eight 60-min interdisciplinary sessions: introduction, orthostatic hypotension, speech therapy, gait and respiratory physiotherapy, psychological support, urinary dysfunction, occupational therapy/social work. UMSARS, NMSS, PDQ39, EQ5 and Zarit scales were administered at baseline and 6 months later. After each session participants filled-out a modified EduPark satisfaction questionnaire and a Likert scale. Educational material was generated for each session after suggestions by participants. ResultsAt baseline PwMSA and caregivers were comparable in age and sex, with significant correlation between UMSARS-IV (disability) and PDQ39 (quality of life). Adherence to sessions was of 94,92 %. Total modified EduPark scores and Likert scales did not differ in PwMSA vs. caregivers, mild-moderate vs. severe-advanced cases or between genders. The significant difference in satisfaction across sessions (p = 0.03) was driven by higher scores in speech, respiratory and occupational therapy sessions. Longitudinally there was no significant worsening in any scale, nor a significant increase post-vs. pre-program in the number of consultations. ConclusionsThe healthcare education program in MSA was feasible, satisfactory, and safe for patients and caregivers. The educational material of the program is being forwarded to incident MSA cases attending our clinic.

Healthcare education program in multiple system atrophy: Safety, quality and satisfaction from a national registry-based longitudinal study

Healthcare education program in multiple system atrophy: Safety, quality and satisfaction from a national registry-based longitudinal study

간호대학생을 위한 정보통신과 최신보건의료기술 교육프로그램 개발 및 효과 검증

Purpose : This study aimed to develop and evaluate the effects of an information communication technology and latest healthcare technology education program. Methods : Conducted as a quasi-experimental study with a one-group pretest-posttest design, the study involved 96 grade 2 students. Data were collected from August 28 to December 8., 2023, 14 weeks, 50 minutes per week. The general characteristics of the subjects were analyzed using frequency, percentage, and mean, while the effects on problem-solving ability, critical thinking disposition, nursing information literacy competency, and digital competency assessed using a paired t-test. Results : Nursing students’ problem-solving ability (t＝－4.50, p＜.001), nursing information literacy competency (t＝－5.29, p ＜.001) and digital competency (t＝－3.41, p＜.001) improved after participating in the education program. Conclusion : The information communication technology and latest healthcare technology education program was effective in improving problem-solving ability, nursing information literacy competency, and digital competency of nursing students. This underscores its potential for implementation in educational settings requiring curriculum adjustments to align with evolving learning outcomes.

Narrative Review of Legal Aspects in the Integration of Simulation-Based Education into Medical and Healthcare Curricula

The quality of healthcare varies significantly from one country to another. This variation can be attributed to several factors, including the level of healthcare professionals’ professionalism, which is closely linked to the quality of their education. Medical and healthcare education is unique in its need for students to learn and practice various clinical skills, algorithms, and behaviours for clinical situations. However, it is challenging to ensure these educational experiences do not compromise the quality of healthcare and patient safety. A simulation-based educational (SBE) approach offers a solution to these challenges. However, despite the widespread adoption of the SBE approach in medical and healthcare education curricula; its recognition for its high value among students, educators, and healthcare professionals; and evidence showing its positive impact on reducing risks to both patients and healthcare professionals, there is still an absence of a standardized approach and guidelines for integrating simulations, which includes determining when, how, and to what ex-tent they should be implemented. Currently, there is no regulation on the need for SBE integration in medical and healthcare curricula. However, the framework of this article, based on the results of the analysis of the legal framework, which includes a set of laws, regulations, principles, and standards set by various government, administrations, and authoritative institutions, will determine the fundamental aspects of the integration of the SBE approach that justify and argue the need to (1) incorporate simulation-based education across all levels of medical and healthcare education programs and (2) adhere to certain standards when integrating the SBE approach into medical and healthcare programs. This is an area that needs to be developed with the involvement of legal, health, and education experts.

Multidisciplinary First-Line Healthcare Leaders' Roles and Experiences During the COVID-19 Pandemic in Ontario Canada.

Throughout the COVID-19 pandemic, first-line healthcare leaders across the healthcare system played crucial roles leading, motivating, and supporting staff. This study aims to describe multidisciplinary first-line healthcare leaders' experiences during the COVID-19 pandemic in Ontario, Canada using transformational and crisis leadership theory. A descriptive two-phase (quantitative & qualitative) design was conducted in the spring of 2021. Phase 1 employed an online survey sent via email to first-line leaders from various sectors who were members of healthcare professional associations in Ontario. Participants included nurse managers, professional practice leaders (e.g., occupational and physiotherapists), advanced practice nurses, and clinical educators. In Phase 2, a subset (n = 19) of the Phase 1 participants were interviewed to gain a deeper understanding of these leaders' experiences including role impact and support available. Semistructured individual interviews were conducted and recorded via Zoom©. Inductive and deductive analysis approaches identified key themes. This paper reports the qualitative findings from Phase 2. Leaders' behaviors were representative of the key dimensions of transformational and complexity leadership theories. Recommendations for leading during a crisis included: engaging in self-care activities to manage the personal impact of the crisis; teamwork and collaborative leadership; and support from fellow first-line leaders and senior leaders. Findings can inform healthcare leadership education programs designed to manage future crises for both academic and practice settings. Descriptions of first-line healthcare leaders' roles and experiences during multiple waves of the COVID-19 pandemic validated their important contributions within various health sectors.

The role of mentoring and coaching of healthcare professionals for digital technology adoption and implementation: A scoping review.

Mentoring and coaching practices have supported the career and skill development of healthcare professionals (HCPs); however, their role in digital technology adoption and implementation for HCPs is unknown. The objective of this scoping review was to summarize information on healthcare education programs that have integrated mentoring or coaching as a key component. The search strategy and keyword searches were developed by the project team and a research librarian. A two-stage screening process consisting of a title/abstract scan and a full-text review was conducted by two independent reviewers to determine study eligibility. Articles were included if they: (1) discussed the mentoring and/or coaching of HCPs on digital technology, including artificial intelligence, (2) described a population of HCPs at any stage of their career, and (3) were published in English. A total of 9473 unique citations were screened, identifying 19 eligible articles. 11 articles described mentoring and/or coaching programs for digital technology adoption, while eigth described mentoring and/or coaching for digital technology implementation. Program participants represented a diverse range of industries (i.e., clinical, academic, education, business, and information technology). Digital technologies taught within programs included electronic health records (EHRs), ultrasound imaging, digital health informatics, and computer skills. This review provided a summary of the role of mentoring and/or coaching practices within digital technology education for HCPs. Future training initiatives for HCPs should consider appropriate resources, program design, mentor-learner relationship, security concerns and setting clear expectations for program participants. Future research could explore mentor/coach characteristics that would facilitate successful skill transfer.

Telehealth Competencies: Training Physicians for a New Reality?

In North America, telehealth increased by 40% between 2019 and 2020 and stabilized at 40% in 2021. As telehealth becomes more common, it is essential to ensure that healthcare providers have the required skills to overcome the challenges and barriers of this new modality of care. While the COVID-19 pandemic has accelerated the design and implementation of telehealth curricula in healthcare education programs, its general adoption is still a major gap and an important barrier to ensuring scaling up and sustainability of the telesshealth practice. Lack of experienced faculty and limited curricular time are two of the most common barriers to expanding telehealth education. Overcoming the barriers of telehealth curricula implementation may require moving away from the classic expert model of learning in which novices learn from experts. As the adoption of telehealth curricula is still in its early stages, institutions may need to plan for faculty development and trainee education at the same time. Questions regarding the timing and content of telehealth education, the interprofessional development of curricula, and the identification of optimal pedagogical methods remain open and crucial. This article reflects on these questions and presents telesimulation as an ideal instructional method for the training of telehealth competencies. Telesimulation can provide opportunities for practical training across a range of telehealth competencies, fostering not only technical proficiency but also communication skills and interprofessional collaboration.

Relationship between Bad Food Choice and Classroom Performance of Young Adults

This study examines the relationship between health care practices and classroom performance of students at university level, particularly eating habits with focus on junk food intake. It is important to look how these decisions affect young adults' academic outcomes given the rising incidence of bad food choices among young adults. The main objective explores the relationship between health care practices, particularly intake junk food, and the classroom performance at university level and to identify effective healthcare involvements and educational programs that can help to improve students' health practices, with a focus on falling junk food intake and enhancing classroom performance. The research understanding and comprehensive analysis of health care and classroom performance in Bahawalpur. The method of research was based on quantitative research. The study was descriptive in nature and self-develop questionnaire. Survey method were used to collect the related data for this study. The population for the study includes all university students enrolled in different departments. The study participators were belonged to different departments. This study was done by using a convenient sampling technique with a sample of 300 students from two universities. Findings showed that majority of university students were eating unhealthy food in the form of junk food that affect their academic performance. It was also found that the students with more health caring were good in classroom performance.

독거노인을 위한 건강증진 중재에 관한 체계적 고찰

Objective: This study aimed to determine the types and methods of health promotion interventions for older adults living alone that positively impact their physical, mental, and social health. Methods: We used the PubMed, Embase, Research Information Sharing Service, and DBPia databases to extract papers. The search period was from January 2013 to January 2023. The search terms were (“elderly” OR “older” OR “old adult” OR “age”) AND (“health promotion” OR “health improve”) AND (“living alone” OR “live alone”) AND “intervention”. Results: The final analysis included four randomized studies and two experimental control studies. Six types of intervention research were conducted: two home visits, two combined teleintervention and home visits, one phone call, and one agency visit. With the home visit intervention, there were significant differences in physical, mental, and social health except grip strength compared with the control group. Conclusion: Health promotion interventions provided through home visit interventions made the most positive effects regarding healthcare education, exercise, and cognitive programs for older adults living alone. Further research is needed to identify the relevant intervention benefits in terms of health promotion, formulation, and application of strategies to maximize effectiveness.

Türk Kadınlarında Meme Kanseri ile Başa Çıkma, Pozitif Büyüme ve Sosyal Desteğin İncelenmesi

The study aimed to explore the role of social support, coping strategies in fostering positive growth among Turkish women with breast cancer, utilizing a cross-sectional design. Involving 188 women from three hospital centers in Türkiye the research employed standardized measures such as The Ways of Coping Inventory and the Stress Related Growth Scale, alongside collecting socio-demographic and medical information. The results revealed significant positive correlations between social support, problem-solving, religious coping, and seeking social support coping strategies with positive growth (ps < 0.05). Conversely, helplessness coping strategies were inversely correlated with positive growth (ps < 0.05). Furthermore, multivariate analysis indicated that 61.2% of the positive growth score could be attributed to variables such as the stage of cancer, marital status, social support, problem-solving coping, and religious coping. The perceived availability of emotional support, particularly in the context of benefit finding, plays a crucial role in the patients' emotional adjustment. Conclusively, the findings suggest that enhancing social support, problem-solving, and religious coping could significantly improve the outcomes for Turkish women dealing with breast cancer. This research underscores the need for improvements in healthcare policies, support systems, and educational programs, proposing that such interventions should be integrated into healthcare services to effectively contribute to the positive growth of breast cancer patients.

Do Biometric Analyses and Empathy Training Predict the Development of Empathy?

Many healthcare education programs recognize the importance of empathy in professional practice and, consequently, include empathy training in their curricula. Unfortunately, the literature has not yet demonstrated that empathy training consistently yields greater levels of empathy. This may partly stem from the fact that empathy is frequently measured using (valid and reliable) self-reported scales. These instruments provide a “snapshot” of a respondent’s empathy but provide minimal information about the development of empathy. Applying biometric analyses within the context of empathy training permits collecting additional data that may provide a more developmental evaluation of empathy training. This study empirically examines whether biometric measures are statistically significant predictors of empathy when employed within the context of health-related empathy training. We find that empathy training does not significantly impact self-reported levels of cognitive or affective empathy as measured. However, biometric information collected from individuals who completed empathy training does significantly predict affective (but not cognitive) empathy.

Utility of Noncognitive Admission Variables in the Prediction of Academic Success

Background: Graduate healthcare education programs commonly rely on cognitive measures such as grade point average for admission to their programs. Noncognitive measures are also collected at the time of application, with less information known about their utility in prediction of academic outcomes. This analysis observed the following noncognitive admission domains and their relationship with PA student academic success: employment hours, shadowing experience hours, research hours, hours spent in extracurricular activities, healthcare related activity hours, leadership experience, patient care experience hours, teaching hours, and volunteerism hours.
 Objective: This archival analysis aims to determine if noncognitive admission variables are predictive of Physician Assistant National Certifying Examination (PANCE) failure or academic attrition at a West Texas Physician Assistant (PA) Program.
 Methods: Institutional Review Board exemption was obtained; then a series of univariate logistic regression models were constructed to predict using applicant self-reported cumulative experience hours. Five cohorts (n=235) were evaluated by noncognitive variables using R statistical software (version 4.1.2).
 Results: Patient care experience hours showed a positive association with PANCE failure, while healthcare and teaching experience had positive trends with attrition. High GPA was protective against attrition when controlled for employment, research, and shadowing experiences, and also when controlled for leadership and patient care experience. High GPA was not a protective factor for PANCE failures.
 Conclusion: Contrary to our hypotheses, increased self-reported experiences did not show a protective effect against PANCE failure or attrition but were instead detrimental.

Automating the Identification of Feedback Quality Criteria and the CanMEDS Roles in Written Feedback Comments Using Natural Language Processing.

Manually analysing the quality of large amounts of written feedback comments is time-consuming and demands extensive resources and human effort. Therefore, this study aimed to explore whether a state-of-the-art large language model (LLM) could be fine-tuned to identify the presence of four literature-derived feedback quality criteria (performance, judgment, elaboration and improvement) and the seven CanMEDS roles (Medical Expert, Communicator, Collaborator, Leader, Health Advocate, Scholar and Professional) in written feedback comments. A set of 2,349 labelled feedback comments of five healthcare educational programs in Flanders (Belgium) (specialistic medicine, general practice, midwifery, speech therapy and occupational therapy) was split into 12,452 sentences to create two datasets for the machine learning analysis. The Dutch BERT models BERTje and RobBERT were used to train four multiclass-multilabel classification models: two to identify the four feedback quality criteria and two to identify the seven CanMEDS roles. The classification models trained with BERTje and RobBERT to predict the presence of the four feedback quality criteria attained macro average F1-scores of 0.73 and 0.76, respectively. The F1-score of the model predicting the presence of the CanMEDS roles trained with BERTje was 0.71 and 0.72 with RobBERT. The results showed that a state-of-the-art LLM is able to identify the presence of the four feedback quality criteria and the CanMEDS roles in written feedback comments. This implies that the quality analysis of written feedback comments can be automated using an LLM, leading to savings of time and resources.

Clinical profile, management and risk factors for seizure-related burn injuries among patients with epilepsy in southwest China

ObjectiveThe epidemiological information associated with seizure-related burn injuries is lacking in China. Therefore, this study aims to analyze the clinical profile, management, outcome, and risk factors of burns that are directly caused by seizures among epileptic patients, and identify the epidemiological characteristics to develop effective preventive strategies. MethodsThis study was conducted between January 2002 and December 2022 in a large Chinese burn center. Data including clinical profile, wound treatment, and outcome were analyzed. A multiple linear regression was used to screen the risk factors for the length of hospital stay (LOS), and a multiple logistic regression was used to screen the contributory factors for the amputation. ResultsA total of 184 burn patients (55.98 % females) were enrolled, with a 0.78 % incidence rate during the study period. The mean age of the patients was 36.16 years (SD: 17.93). Patients aged 20–29 were the most affected age groups (23.37 %). Most burns were caused by flame, accounting for 60.33 % (111/184) of all cases. In total, 76.09 % of the 184 patients underwent at least one operation, and 35 patients (19.02 %) still required amputation during the study period. Burn sites (hands) had the greatest impact on amputation (OR = 3.799), followed by flame burns (OR = 3.723). The mean LOS/TBSA was 6.90 ± 8.53 d, and a larger TBSA, full-thickness burns, and a higher number of operations were identified as the risk factors for a longer LOS. There was one death among the 184 patients, with a mortality rate of 0.54 %. ConclusionThis study demonstrates that burn injuries are extremely harmful to individuals with epilepsy in China because they are at high risk of amputation and disability. Effective healthcare education and preventive programs that focus on lifestyle modifications and seizure control should be implemented to reduce the burn incidence in these populations.

A Picture is Worth a Thousand Words: Using Photovoice Methodology to Explore Perceptions of Servant-Leadership During International Service-Learning

Healthcare education programs are tasked to develop the leadership capacity of students in the preparation for them to become future healthcare providers who can holistically address the needs of complex communities and our society at large. Educational institutions often look to experiential learning opportunities where students can be active participants in the exploration of new leadership behaviors. In particular, service-learning experiences may help support the development of servant leadership qualities. These experiences and qualities both aid in the development of empathetic, inclusive practitioners and professions. A gap in literature exists on health profession students’ perceptions of these experiences and if they are influential to the development of servant leadership behaviors, thus warranting further examination.
 This paper is a qualitative investigation of servant-leadership using Photovoice methodology. Graduate healthcare students studied the concepts of servant-leadership then engaged in an international service-learning opportunity. Broad and deep contextualization of photographs taken during the time abroad explored the five themes of servant leadership: stewardship, partnership, obligation, emotional healing, and elevated purpose. A novel finding was the emergence of intentionally actioned cultural awareness within healthcare service delivery with the authors newly defining the term, cultural humilitence. Conclusions were drawn that support strong researcher and student-generated contextualization alignment with literature-based constructs of leadership and service, and the need for investment by institutions to cultivate experiences (domestic and international) which build interprofessional, transprofessional, and culturally aware teams.

Practices of hygiene during complementary food feeding and associated factors among women with children aged 6-24 months in Dedo district, Southwest Ethiopia: A cross-sectional study.

Poor food handling practices contribute to food contamination, leading to food-borne illnesses and childhood diarrhea in developing countries like Ethiopia. This study examines hygienic complementary food feeding practices and associated characteristics among women with children ages 6-24 months in the Dedo District. A community-oriented cross-sectional study design was used in a multistage sampling strategy to gather information from 501 mothers of children between May 25 and July 10, 2022. There were absolute and relative frequencies assigned to each variable. Multiple logistic models have been used for factors that were 20% significant in univariate analysis. Odds ratios with corresponding 95% confidence intervals (CI) were produced to identify the important predictors. This study showed that mothers with a diploma (adjusted odds ratio[AOR]: 11.2; CI: 5.51-22.8), urban residency (AOR = 6.35; CI: 3.57-11.3), a positive attitude toward hygienic complementary food feeding (AOR = 2.23; CI: 1.19-4.20), good knowledge of complementary food feeding practices (AOR = 3.95; CI: 2.39-6.55), access to a hand washing facility close to the latrine (AOR = 2.60; CI: 1.55-4.36), and access to water close to their home (AOR = 2.42; CI: 1.27-4.59) were highly associated with good hygiene practices of mothers. This study shows that mothers of children aged between 6 and 24 months have a very low overall prevalence of good hygienic complementary feeding practices. The concerned parties should therefore establish a healthcare educational program for mothers that emphasizes the importance of hand washing and informs them about the dangers of improper complementary feeding practices.

Barriers and Facilitators to Implementing Holistic Admission Review in Graduate Advanced Nursing Programs.

There are strong recommendations and high demand for the use of holistic admission review (HAR). However, there is no study exploring and identifying barriers and facilitators to implementing HAR in health care education programs. This qualitative descriptive study aimed to understand the key determinants influencing the integration of HAR in graduate advanced nursing programs. Two online focus groups with content analysis were used to identify barriers and facilitators. The findings highlight 39 key determinants of HAR implementation in the graduate advanced nursing program; the determinants included four neutral influencing factors, 18 barriers, and 17 facilitators. These influencing factors aligned with all four domains in the Consolidated Framework for Implementation Research (CFIR) and with 20 of the 39 CFIR constructs. By taking into account the facilitators and barriers, graduate advanced nursing programs may use effective implementation strategies to integrate HAR changes and guide their evolving admissions processes. [J Nurs Educ. 2023;62(10):570-574.].