Minimum Educational Requirements Research Articles

Spatially-informed insights into early marriage and school dropout: An advanced bivariate binary multilevel model for understanding Ethiopia's context

The phenomenon of school dropout, which entails the failure to meet the minimum educational requirements, and early marriage, which involves the marital union of girls prior to attaining 18 years of age, constitute crucial issues in Ethiopia. This research endeavor sought to identify the determinants of these two outcomes. A weighted sample of 3091 girls who had experienced early marriage and school dropout was drawn from the 2016 Ethiopian Demographic and Health Survey (EDHS) dataset and analyzed utilizing bivariate binary multilevel models featuring spatial effects. The prevalence rates of early marriage and school dropout were 62.9 % and 75.4 %, respectively. We observed non-uniform spatial distributions of early marriage and school dropout across Ethiopia. The odds ratio of the association between early marriage and school dropout was 1.39, indicating a significant interdependence of these two outcomes. The probability of early marriage and school dropout was estimated to be 1.63 and 1.18 times higher, respectively, for girls hailing from rural areas and 1.70 and 1.23 times higher, respectively, for those classified in the poorest wealth index, as compared to their counterparts. Therefore, stakeholders and policymakers must prioritize hotspots, socio-economic, and demographic factors to achieve a meaningful reduction in the incidence of early marriage and school dropout.

Minimum Education Requirements For Presidential Candidates In The Administration Of State Government

This study discusses the relevance of minimum education for presidential candidates, as stipulated in Article 169 of Law of the Republic of Indonesia Number 7 of 2017 concerning General Elections, focusing on the concept of state capacity. State capacity theory identifies three main elements: extractive, coordinative, and compliance. Higher education is considered important in increasing the capacity of state leaders, especially in dealing with the complexity of leadership tasks. Using juridical-normative research methods, this study conducted an analysis of a number of Indonesian presidents who had undergraduate education backgrounds or higher education levels. The formulation of the problem in this study is: What is the basis for consideration of the education of presidential candidates at least high school as one of the conditions for candidacy? And the results illustrate the stagnation in related laws and regulations, especially Article 169, which maintains the minimum limit of high school education for presidential candidates. By involving state capacity theory, the authors conclude the need for updates in the educational requirements of presidential candidates to increase the country's capacity to face increasingly complex tasks and challenges. Continuous evaluation of the education system and laws and regulations is essential to create more qualified national leaders in the future.

Challenges and opportunities for minority students at police academies: A national sample

This article examines institutional factors influencing graduation rates for police trainees of different races and ethnic groups. The study is based on the Census of Law Enforcement Training Academies data collected in 2013 and 2018. It uses both analysis of variance and ordinary least squares regressions to analyze the data. Overall, the article reports a statistically significant improvement for Hispanic trainees’ graduation rates when comparing 2013 and 2018. However, the same was not true for Black students at the police academies who continued to trail in 2018 compared with both White and Hispanic students. Our findings show that the length of the program and the location of the academy in the South were negatively influencing the graduation rates for all groups of cadets in both datasets. Other findings show that minority trainees were more likely to succeed where minimum education requirements for the instructors were in place, academies were affiliated with academic institutions, field training was the preferred mode of instruction, and where dormitories were not present.

ANALYZING THE AVIATION SECURITY KNOWLEDGE TEST ITEMS TO EVALUATE CADET PROFICIENCY ACROSS DIVERSES LEVEL OF VOCATIONAL SCHOOLS

Assessments are vital tools in education, shaping dynamic learning experiences and contributing significantly to overall learner development. In AVSEC training, mandatory tests for license acquisition are a prerequisite for both job applicants and active duty officers contingent upon achieving satisfactory scores. Potential test takers vary in level of formal vocational education with a minimum educational requirement of a high school for job applicants. This study scrutinizes the quality of the AVSEC test, evaluating elements like difficulty index (DIF), discrimination index (DI), and distractor efficiency (DE). Serving as a comprehensive evaluative tool, it provides valuable feedback on proficiency and areas for improvement. 
 In AVSEC item analysis, findings indicate that retaining a low category of Differential Item Functioning (DIF) may be justifiable based on item purpose. The influence of test-taker backgrounds and nuances in classical formal education is reflected in the low Discrimination Index (DI), emphasizing the need for considerations beyond intrinsic item characteristics. Challenges emerge in questions about regulations due to their overly straightforward construction, rendering the substitution of suboptimal distractors impractical. To address potential drawbacks, the training school may contemplate replacing items with similar topics, maintaining the test's purpose while enhancing item quality. This study underscores the delicate balance required in crafting effective assessments within the distinctive context of AVSEC.

Advanced practice nursing in Europe-Results from a pan-European survey of 35 countries.

To report the results of a mapping exercise by the European Federation of Nurses on current advanced practice nursing frameworks and developments across Europe. Online, cross-sectional, questionnaire study. An online questionnaire was distributed among 35 national nurses' associations across Europe in March 2021. The questionnaire solicited input on 60 items concerning key features of advanced practice nursing, intending to map existing developments and better understand the current state of advanced practice nursing in Europe. Data analysis used descriptive statistics, including counts and percentages, tabulation; open-text responses were handled with thematic synthesis techniques. The definition, sense-making and operationalization of advanced practice nursing vary across Europe. Important variations were noted in the definition and requirements of advanced practice nursing, resulting in different views on the competencies and scope of practice associated with this role. Importantly, the level of education and training required to qualify and practice as an advanced practice nurse varies across European countries. Furthermore, only 11 countries reported the existence of a national legislation establishing minimum educational requirements. Significant variation exists in how countries define advanced practice nursing and how it is regulated at academic and practice levels. More research is needed to clarify whether this variation results from designing models of advanced practice nursing that work in different contexts; and what impact a standardized regulatory framework could have to grow the volume of advanced practice nurses across Europe. The current paper exposes the lack of clarity on the development and implementation of advanced practice nursing across Europe. We found significant variation in the definition, recognition, regulation and education of advanced practice nurses. Our data are essential to policymakers, professional associations and employers to ensure a coordinated and systematic effort in the consistency and ongoing development of advanced practice nurses across Europe. No patient or public contribution applied; the participants were national nurses' associations.

Machine learning to predict poor school performance in paediatric survivors of intensive care: a population-based cohort study

PurposeWhilst survival in paediatric critical care has improved, clinicians lack tools capable of predicting long-term outcomes. We developed a machine learning model to predict poor school outcomes in children surviving intensive care unit (ICU).MethodsPopulation-based study of children < 16 years requiring ICU admission in Queensland, Australia, between 1997 and 2019. Failure to meet the National Minimum Standard (NMS) in the National Assessment Program-Literacy and Numeracy (NAPLAN) assessment during primary and secondary school was the primary outcome. Routine ICU information was used to train machine learning classifiers. Models were trained, validated and tested using stratified nested cross-validation.Results13,957 childhood ICU survivors with 37,200 corresponding NAPLAN tests after a median follow-up duration of 6 years were included. 14.7%, 17%, 15.6% and 16.6% failed to meet NMS in school grades 3, 5, 7 and 9. The model demonstrated an Area Under the Receiver Operating Characteristic curve (AUROC) of 0.8 (standard deviation SD, 0.01), with 51% specificity to reach 85% sensitivity [relative Area Under the Precision Recall Curve (rel-AUPRC) 3.42, SD 0.06]. Socio-economic status, illness severity, and neurological, congenital, and genetic disorders contributed most to the predictions. In children with no comorbidities admitted between 2009 and 2019, the model achieved a AUROC of 0.77 (SD 0.03) and a rel-AUPRC of 3.31 (SD 0.42).ConclusionsA machine learning model using data available at time of ICU discharge predicted failure to meet minimum educational requirements at school age. Implementation of this prediction tool could assist in prioritizing patients for follow-up and targeting of rehabilitative measures.

Frequency of Goal Setting Contact with Physical Therapists Is Associated with Orthotist’s Perceived Skill Level

ABSTRACT Introduction Effective communication is key to the development of a successful interdisciplinary team, and effective communication cannot be achieved without an accurate understanding of role awareness. Communication within interdisciplinary teams may be particularly important for orthotists given their highly specialized scope of practice, the limited public awareness of the profession, and relatively recent increases to minimum education requirements. Because physical therapists (PTs) and orthotists commonly work together to restore mobility, the purpose of this study was to determine if there are factors associated with the perceived value of orthotists as members of the health care team among PTs. Materials and Methods This study consisted of a cross-sectional survey assessing demographic characteristics and four value variables. The survey was distributed via email using snowball sampling to health care team members. Responses from PTs were analyzed through a series of statistical testing for significant correlations of the demographic characteristics and value variables. Results A total of 68 responses from PTs were included in the final analysis. Mutual patient goal setting contact showed a statistically significant relationship with frequency of contact and the perceived skill level of orthotists. The mean orthotist skill level was 86.57 (±10.24, min = 59, max = 100). The frequency of mutual patient goal setting contact was higher for PTs who were younger, had a higher level of education, and fewer years of experience. Conclusions Despite its rich history, orthotics may be considered relatively new as a profession, and orthotists are often still establishing their role within a team setting. Mutual patient goal setting may provide a key opportunity for orthotists to increase awareness of their skill set and demonstrate their value as professional members of the health care team. Interprofessional education is another opportunity to increase role awareness and may explain why younger PTs with higher levels of education and fewer years of experience were more likely to set mutual patient goals with orthotists. Clinical Relevance The results of this study show that engaging in mutual patient goal setting with PTs may be an avenue for orthotists to demonstrate their skills, knowledge, and, ultimately, their value.

"COVID-19 Was the Publicist for Homeschooling" and States Need to Finally Take Homeschooling Regulations Seriously Post-Pandemic

Homeschooling was rapidly growing in the U.S. even before COVID-19. The pandemic accelerated this growth by quickly exposing nearly every American family to homeschooling in some form. The pandemic has ushered in a new age of homeschooling characterized by flexibility, technology, collaboration, and alternative forms of schooling beyond the traditional parent-teaching-child framework. Although the Supreme Court has never recognized a fundamental right of parents to homeschool their children, it has repeatedly recognized that parents have the right to direct their children’s education and to choose to educate them in the way they deem fit. There is debate as to what level of scrutiny homeschooling statutes and regulations should be subjected to, but it is clear that the states must balance their own interest in ensuring children have access to education with the presumption that parents may direct their children’s education, and the strong historical basis for doing so in the home. States currently impose varying degrees of regulation with no uniformity and little enforcement. As homeschooling grows, the law must develop to support parents who choose to homeschool while imposing enough regulations to which the state can keep records of every student, track students’ progress, and increase the visibility of these students to protect them from abuse. This can be accomplished through annual notice requirements, certification of work by certified educators, minimum education requirements for homeschool educators, and wider homeschooler access to public extracurricular programs.

Training and competency assessment of Clinical Embryologists and licensing of the profession in European countries.

How is the acquisition and testing of theoretical and practical knowledge in Clinical Embryology and the licensing of ART laboratory personnel carried out in European countries? Twelve out of 31 European countries have established some kind of verification of laboratory competency and skills in ART: in 7 countries, this was related to licensing, but where organized education for Clinical Embryologists existed, there were vast differences in the way these processes were undertaken. In 2015, a report by the ESHRE Embryology Certification Committee concluded that regardless of the large number of people working in IVF laboratories, Clinical Embryology was only recognized as an official profession in 3 out of 27 European national health systems. In most countries, Clinical Embryologists needed to be officially registered under an alternative profession and there were limited opportunities for organized education in this specialist field. Five years after this report, the ESHRE Working Group on Embryologist Training Analysis conducted a survey to collect detailed information about how Clinical Embryologists from different European countries are acquiring their theoretical knowledge and practical skills in ART, and how their level of education and competence in Clinical Embryology is verified. Two questionnaires about the possibilities for acquiring the education and training needed to work in ART and verification of this knowledge were prepared by the ESHRE Working Group on Embryologist Training Analysis. The first was sent in 2020 to a panel of invited lead European Embryologists who attended an Expert Meeting held in Rome, Italy. In order to have a more comprehensive and updated picture, in 2021 the same survey was also sent to the ESHRE Committee of National Representatives (CNRs). At the end of 2021, the second survey with specific questions, more focused on Clinical Embryologists' training and licencing, was sent to the CNRs who reported on verification of education in Clinical Embryology. The first survey consisted of 17 questions. It was initially submitted to 14 lead Embryologists and then resubmitted to the 34 ESHRE CNRs. Representatives from 31 countries responded. A second survey with 23 questions was sent to the 12 ESHRE CNRs who reported an established national system of verification of education in Clinical Embryology, with specific questions focused on the training of Clinical Embryologists. All 12 CNRs responded. Analysis showed that European national education programmes in Clinical Embryology could be split into 4 categories: non-existent (13 countries), recommended (5 countries), simple compulsory (9 countries), and complex compulsory (4 countries). A national document stating the minimum education requirements for staff to work in an IVF laboratory was reported by 19 respondents. The requirement to follow a prescribed theoretical and laboratory training programme in ART was compulsory in 9 and 10 countries, respectively. Some form of verification of laboratory skills, theoretical knowledge in ART, and continuing professional development was required in 12, 10, and 9 countries, respectively. A national trainee's logbook format was reported by seven respondents and a national tutorial system was available in six countries. Only seven countries had official licensing of ART laboratory staff. The title of Clinical Embryologist was not recognized in 13 countries and in 6 countries, it was used only by professional bodies, while in 12 countries the profession was at least cited in governmental regulations. The ESHRE Clinical Embryologist Certificate was officially recognized in eight countries. The survey took place in two steps and the results were then combined to provide a representative picture for most of the European countries sampled. The vast majority, but not all, of the CNRs answered the request to participate in the survey. The professional recognition of Clinical Embryology within Europe is steadily evolving. However, it remains a concern that many countries continue to not recognize Clinical Embryology as a profession, with a vast difference in the reported organization of educational and training programmes and verification of skills. It is recommended that a training programme for Clinical Embryology and ART in Europe should be standardized and relevant issues should be addressed by competent authorities and European Union institutions. ESHRE is best placed to take a leading role in this educational process. The Working Group members who are the authors of this article did not receive payments for the completion of this study. The authors have no conflicts of interest to declare.

The influence of conservation agency resources on officer entry and training requirements

The current inquiry examines the influence that agency characteristics (e.g. hunting and fishing license sales, total revenue) have on the minimum entry and training standards established by those agencies (e.g. minimum education, academy type, physical standards). Open source data were collected from each state's conservation agency through an extensive internet search and directly contacting agencies. Findings indicated a significant relationship between the number of fishing license and hunting license holders and both the minimum education standards set by the agency and their academy modality ( p ≤ .05). Conversely, no significant relationships were found between revenue from license sales and any entry or training requirements. In addition, neither the number of license holders nor revenue was shown to be statistically significant among minimum physical standards for entry-level work as a conservation officer. Thus, the number of license holders appears to be more influential over the minimum education requirements and academy type versus generated revenue. This indicates that demand placed on natural resource organizations may have a greater effect than the revenue they generate.

Post-graduate Psychiatry Teaching and Training in India

In India, the history of psychiatry is approximately 80 years of post-graduate education. The first psychiatrist who received an MD degree from an Indian medical institution was Late Prof. L.P. Verma, who received his degree in 1941 from Patna Medical College, Bihar.1 In India, a post-graduate course in psychiatry is taught in two forms (MD in Psychiatry and DNB in Psychiatry). MBBS is the minimum educational requirement to be eligible for pursuing MD or DNB Psychiatry course. The duration of the post-graduate course in psychiatry is three years in India. A recent study revealed that the post-graduate degree courses in psychiatry are unequally distributed in the country, which might be responsible for the not-so-equitable distribution and generation of mental health manpower in the country.2 In India, general hospital psychiatry units (psychiatry units attached to medical colleges) play an instrumental role in training post-graduate students of psychiatry. Other than this, mental hospitals also provide teaching and training facilities for post-graduate psychiatry trainees.

Update and recommendations: Pharmacists’ prescriptive authority for tobacco cessation medications in the United States

To characterize state laws in the United States regarding the expansion of pharmacists’ prescriptive authority for tobacco cessation medications, compare key components across different models, and discuss important considerations for states that are considering similar legislation or policies.Legislative language was reviewed and summarized for all states with pharmacist prescriptive authority for tobacco cessation medications, and state boards of pharmacy were contacted to determine the number of registered complaints or safety concerns received as a result of pharmacists’ prescribing under these authorities.As of June 2022, 17 states have enacted laws for pharmacists’ prescriptive authority for tobacco cessation medications; most (N = 16) have implemented procedures, and 1 is in the process of adopting a similar prescribing model. Of 16 states with fully delineated protocols, 8 (Colorado, Idaho, Indiana, New Mexico, North Dakota, Oregon, Utah, Vermont) include all medications approved by the U.S. Food and Drug Administration for smoking cessation, and 8 (Arizona, Arkansas, California, Iowa, Maine, Minnesota, Missouri, North Carolina) include nicotine replacement therapy medications only. Most protocols specify minimum cessation education requirements for pharmacists and define required intervention elements (e.g., screening, cessation intervention components, follow-up, and documentation requirements). Personal communications with state boards of pharmacy revealed no complaints or safety concerns regarding pharmacists’ prescribing for cessation medications since these authorities were first implemented, in New Mexico, in 2004.The number of states with pharmacists’ prescriptive authority for tobacco cessation medications has increased substantially in recent years. There have been no registered complaints or safety concerns since the inception of this expanded scope of practice. Although the profession has made meaningful progress, there are inconsistencies across states with respect to medications that are included and requirements for implementing tobacco cessation services, which may impede broader adoption.

Comparison of library studies programs in Croatia and the USA

This study describes and compares the minimum educational requirements of library and information science programs offered in Croatia and the USA. The article adds to previous research in comparative education and comparative librarianship. The findings show notable differences and similarities between the two countries. The library and information science educational path in Croatia is more structured, requiring a Bachelor’s degree in addition to a Master’s, as well as postgraduate licensure. The USA typically only offers graduate degree programs in the field. Library and information science programs in both countries are generally flexible and highly customizable. Both countries require several foundational courses in librarianship, however, Croatian programs place greater emphasis on technology and collection management curricula. In contrast, library and information science programs in the USA require more managerial coursework and offer students increased flexibility in terms of course choice. This article may assist library school educators in evaluating their programs to address current and future professional needs.

Analyzing Patterns of Qualified Teachers and the Impact of Teacher Education Requirements in Small Island Developing States

This paper analyzes existing patterns in the percentage of qualified teachers in primary school in Small Island Developing States (SIDS) as well as patterns in the current required minimum level of education to teach primary school in those countries. Sustainable Development Goal Target 4.C aims to substantially increase the supply of qualified teachers by 2030, including through international cooperation for teacher training in developing countries, especially least developed countries and Small Island Developing States. Using data from the World Policy Centre and the World Bank, this study finds that in a sample of Small Island Developing States (N = 23) the percentage of teachers who are qualified is lower than the global average (78.1 percent compared to 85.6 percent). When looking at minimum teacher educational requirements for primary education, only 29.2 percent of countries require a Bachelor's degree with training (compared to 48.8 percent globally). This study further aimed to determine whether stricter educational requirements for primary school teachers in SIDS is related to higher literacy rates of ages 15-24 and GDP per capita. No significant relationship between educational requirements and either measure was found using a Pearson’s product-moment correlation coefficient. However, in a global sample (N = 168), a significant positive correlation between teacher educational requirements and GDP was found. In addition, a marginally significant positive correlation between educational requirements and literacy rate ages 15-24 was found. The results suggest that having qualified teachers and stricter educational requirements may lead to economic and educational benefits, though the results from SIDS-only analyses were inconclusive. This paper also recommends for changes in policy in order to achieve Sustainable Development Goal 4.C, including the development of a clearer universal definition of qualified teacher and the development of programs to help individuals attain teaching credentials and higher education.

Hiring Requirements and Qualifications of School Food Authority Directors Changed in Some Districts After Implementation of US Department of Agriculture Professional Standards

BackgroundIn 2015, the US Department of Agriculture set minimum education and training requirements (ie, professional standards) to ensure that school nutrition professionals have the knowledge and experience to operate school meal programs. No study to date has examined whether hiring requirements and qualifications of school food authority (SFA) directors have changed since 2015. ObjectiveTo assess changes in hiring requirements and qualifications of SFA directors since the US Department of Agriculture professional standards were established, overall and by district size. DesignCross-sectional analysis of nationally representative district-level data from the 2012 and 2016 cycles of the School Health Policies and Practices Study. Participants/settingIn 2012, 660 sampled districts completed the School Health Policies and Practices Study Nutrition Services questionnaire. In 2016, 599 sampled districts completed the questionnaire. Main outcome measuresHiring requirements for newly hired SFA directors and reported qualifications of SFA directors. Statistical analyses performedDifferences in prevalence estimates from 2012 to 2016 for all districts and by district size were assessed with χ2 tests. ResultsSignificant increases were found for 3 hiring requirements: degree in nutrition or related field, registered dietitian credential, and food safety certification. Significant changes in 4 of the 5 reported qualifications were found including an increase in the percentage of district directors with a degree in nutrition or a related field and decreases in the percentage of directors with a School Nutrition Specialist credential from the School Nutrition Association, School Nutrition Association certifications, and certified dietary managers. Changes were found in small and medium districts, but not large districts. ConclusionsDistrict hiring requirements and SFA director qualifications have changed since the implementation of the US Department of Agriculture professional standards, including some differences by district size. Future research could identify challenges facing districts in hiring directors who have a degree in nutrition or related fields or who have specialized nutrition credentials or certificates (eg, registered dietitians).

Are educated leaders good for education? Evidence from India

Formal education is often viewed as a proxy for the quality of leaders. Recently, candidates with low education levels have been disqualified from contesting local elections in some states in India. But there is no conclusive evidence linking education to the effectiveness of leaders. Against this backdrop, we investigate whether having educated political leaders in the state legislatures in India improves education outcomes. Using comprehensive data on various outcomes such as learning levels, enrollment, school funding and infrastructure, we find that the effectiveness of educated leaders depends on the initial level of development of the state. Educated leaders yield better education outcomes for their constituents only in those states where the initial level of development is high. There is no impact of educated leaders in less-developed states or in the overall sample. Our identification strategy is based on an instrumental variable that exploits the quasi-experimental election outcomes of close elections between educated and less-educated politicians. The results are consistent throughout various robustness analyses. These findings have implications for recent policy changes mandating minimum education requirements on candidates in two states and similar proposed changes in other states.

Graduate capabilities required of South African food science and technology students

AbstractSouth African societal stakeholders are in general not satisfied with the work preparedness of newly graduated food science and technology students. There is currently little local literature available that defines the graduate capabilities required of newly graduated food scientists and technologists in South Africa. Therefore, the outcomes of an empirical analysis conducted through stakeholder engagement to identify the required graduate capabilities of newly graduated students in food science and technology are reported in this article. A self‐developed questionnaire, administered as a web‐based survey, was used to conduct a needs analysis to identify the required graduate capabilities. The results of this study showed that the identified graduate capabilities composed of generic graduate attributes, including the related employability skills and characteristics of graduateness, the desirable personal attributes, and the foundational food science and technology knowledge, skills, and competencies required to be an effective food science and/or technology graduate that meets the expectations of stakeholders within the South African context. Comparison with the minimum educational requirements of international food science and technology organizations, including the Institute of Food Technologists 2018 “Standards and Essential Learning Outcomes,” showed considerable overlap with the required graduate capabilities identified in this study. However, it was also shown that within the South African context some additional skills and competencies in food science and technology are required from South African graduates and that existing curricula must be aligned to fully prepare students to be workplace ready.

Forensic Evaluations of Built-Up Roofing Storm Damage Claims and the Appraisal Process

Severe weather, which is a regular occurrence in the American Southwest, includes more than high temperatures and haboobs (dust storms). Severe thunderstorms, often accompanied by high winds and hail, are regularly experienced and have the potential to cause damage to roofing systems and other exterior building components. Insurance claims for storm damage — both legitimate and unwarranted — have come under increased scrutiny due to indistinct and altered dates of loss, the amending and broadening of damage causes, and the offering of technically unsupportable opinions by individuals who are less than qualified. Further, these claims often end in appraisal hearings that are decided by umpires for whom there are no minimum educational or experiential requirements.

Nurse prescribing of medicines in 13 European countries

BackgroundNurse prescribing of medicines is increasing worldwide, but there is limited research in Europe. The objective of this study was to analyse which countries in Europe have adopted laws on nurse prescribing.MethodsCross-country comparative analysis of reforms on nurse prescribing, based on an expert survey (TaskShift2Nurses Survey) and an OECD study. Country experts provided country-specific information, which was complemented with the peer-reviewed and grey literature. The analysis was based on policy and thematic analyses.ResultsIn Europe, as of 2019, a total of 13 countries have adopted laws on nurse prescribing, of which 12 apply nationwide (Cyprus, Denmark, Estonia, Finland, France, Ireland, Netherlands, Norway, Poland, Spain, Sweden, United Kingdom (UK)) and one regionally, to the Canton Vaud (Switzerland). Eight countries adopted laws since 2010. The extent of prescribing rights ranged from nearly all medicines within nurses’ specialisations (Ireland for nurse prescribers, Netherlands for nurse specialists, UK for independent nurse prescribers) to a limited set of medicines (Cyprus, Denmark, Estonia, Finland, France, Norway, Poland, Spain, Sweden). All countries have regulatory and minimum educational requirements in place to ensure patient safety; the majority require some form of physician oversight.ConclusionsThe role of nurses has expanded in Europe over the last decade, as demonstrated by the adoption of new laws on prescribing rights.

The eligibility criteria, training content, and scope of practice for prescriptive authority for midwives: a modified Delphi study†

Abstract Objective To investigate the necessary eligibility criteria for prescriptive authority for midwives, gather suggestions from experts on training content for prescriptive authority for midwives, and explore the scope of practice of their prescriptive authority in certain circumstances. The results of this study could serve as a reference for the development of policies on prescriptive authority for midwives. Methods Based on a literature search and semistructured interviews, a modified Delphi method was first used to conduct 2 rounds of expert consultation on eligibility criteria and training content for prescriptive authority for midwives. This stage included nursing experts (20) and medical experts (16) engaged in midwifery in many tertiary Grade A hospitals in China. Subsequently, consultation on the scope of practice of prescriptive authority for midwives was conducted with nursing experts (18) and medical experts (14) engaged in midwifery in many tertiary Grade A hospitals in China. The suggestions from the experts were analyzed using statistical methods to confirm the eligibility criteria for prescriptive authority, training content, circumstances, scope of practice for prescriptive authority, and the prescription forms. Results Among the consulted experts, 70.59% (the highest acceptance rate) considered an undergraduate degree to be the minimum educational requirement for midwives to be eligible for prescriptive authority, 85.29% (the highest acceptance rate) considered the supervisor nurse to be the minimum technical position experience necessary for midwives to be eligible for having prescriptive authority, and 50% (the highest acceptance rate) considered 5 years to be the minimum number of years of experience in the specialty for midwives to be eligible for prescriptive authority. The applicants should at least be practicing at Grade C hospitals, which was the consensus among 91.18% of the consulted experts. Among the consulted experts, 100%, 100%, 97.06%, 94.12%, and 94.12% agreed that the applicants should have knowledge in pharmacology, laws and ethics, nursing, diagnostics, and midwifery, respectively. The consulted experts confirmed 22 related course topics and identified 6 specific circumstances in which the midwives could partially practice prescriptive authority, including uterine atony, excessive uterine contraction, postpartum hemorrhage, premature rupture of fetal membranes, normal labor, and neonatal asphyxia. Under these 6 circumstances, the consulted experts commonly agreed that there were 20 medication prescriptions and 13 auxiliary examination prescriptions that could be prescribed by midwives. Of these prescriptions, 51.5% were independent prescriptions, 30.3% were protocol prescriptions, and the remaining 18.2% were both independent and protocol prescriptions. Conclusions Midwives who have an undergraduate degree, supervisor nurse position, and 5 years of practice in Grade C hospitals are considered eligible to apply for prescriptive authority. Partial prescriptive authority could be granted after regulated training in fundamental theories and practices, which could improve the independence and professionalism of midwifery.