Professional Practice Experience Research Articles

Emerging Topics, Challenges, and Strategies for Information Science Research

ABSTRACTThis panel will discuss emerging topics, challenges, and strategies for information scholars and information organizations to advance information science (IS) research in current complex information environments. Five panelists will provide their observations and thoughts based on their extensive research and/or professional practice experience, followed by active interaction with the audience. The panel discussion will be centered around 4 questions: 1. What emerging information topics or areas will have great significance to science and/or society? 2. What are the top challenges for IS researchers to perform cutting edge research? 3. How can information science researchers work together to address our research challenges? And 4. What are the implications of emerging topics, challenges, and strategies for information schools and information organizations? The engagement of the panelists and the audience will help information science research and practitioner communities gain insights into the directions of information science research.

Preceptors' perceptions of an entrustable professional activities-based community introductory pharmacy practice experience curriculum

IntroductionIn 2021, the Southeastern Pharmacy Experiential Education Consortium implemented Entrustable Professional Activities (EPAs) into the community introductory pharmacy practice experience (IPPE) curriculum at five colleges/schools of pharmacy. The objective of this study was to evaluate community IPPE preceptors' perceptions regarding the newly implemented EPA-based community IPPE curriculum and corresponding preceptor training. MethodsCommunity IPPE preceptors who precepted first-year student pharmacists in the EPA-based curriculum during the 2021 and 2022 community IPPE cycles were invited to complete a voluntary electronic survey. The survey collected preceptor feedback regarding the required EPA tasks, assessment tool, and preceptor development module. ResultsEighty-eight preceptors began the survey, and approximately half completed the entire survey. Greater than 92% of preceptors surveyed agreed or strongly agreed EPA domain tasks were developed at an appropriate level for a student to complete by the end of the community IPPE, and ≥ 94% agreed or strongly agreed tasks prepared a community IPPE student for the community advanced pharmacy practice experience (APPE). Overall, most preceptors agreed or strongly agreed that the assessment tool was easy to navigate and effective at evaluating students' performance. All preceptors who viewed the recorded preceptor development module found it helpful to their understanding of the new assessment tool. ConclusionsPreceptors' feedback supports the use of an EPA-based community IPPE curriculum to assess student performance and prepare students for community APPEs. Preceptor involvement is valuable in the evaluation of a revised experiential curricula to assure IPPE expectations are appropriate and align with contemporary pharmacy practice.

Professional Practice And Learning Experiences of Students Taking Psychiatric Nursing Courses with Children With Neurodevelopmental Disorders: A Phenomenological Study

Çalışma psikiyatri hemşireliği dersi alan öğrencilerin nörogelişimsel bozukluğu olan çocuklarla mesleki uygulama ve öğrenme deneyimlerini niteliksel fenomenolojik bir yaklaşım kullanarak değerlendirmek amacıyla yapılmıştır. Araştırmada nitel araştırma deseni olan fenomenolojik araştırma tasarımı kullanılmıştır. Bu nitel araştırma 72 gönüllü hemşirelik öğrencisi ile yapılmıştır. Görüşmeler bireysel olarak ve yüzyüze gerçekleştirilmiştir. Veriler, Colaizzi'nin fenomenolojik analiz yöntemi kullanılarak yapılmıştır. Verilerin analizinde üç kategori (uygulama sırasında yaşanan duygular, uygulama sırasında yaşanan zorluklar, özel eğitim ve uygulama merkezlerinin yararlarına yönelik düşünceler) sekiz alt tema (olumlu duygular, olumsuz duygular, iletişim, bilgi, süre, yaşam kalitesi, iletişim, sosyal yönden) saptanmıştır. Psikiyatri hemşireliği uygulamasının sonunda, terapötik ilişkilerin geliştirilmesi yoluyla empati ile nörogelişimsel sorunlara yönelik ön yargı azaltılmıştır. Öğrenciler, nörogelişimsel sorunlarda iletişimin çok önemli bir yeri olduğunu ve özel eğitim ve uygulama merkezlerindeki uygulamanın kişilerarası ilişkileri geliştirmelerine yardımcı olduğunu belirtmişlerdir. Bu çalışmanın sonuçları, eğitimcilere klinik eğitimin planlanması ve geliştirilmesi konusunda yol gösterici olabilir.

Comparing knowledge, attitudes, and practices in cardiovascular disease prevention and health promotion between community and hospital pharmacists in Saudi Arabia: A cross-sectional study

PurposeSaudi Arabia is one of the leading nations in the world in terms of the high frequency of chronic diseases and their associated risk factors. Knowledge and awareness are crucial for pharmacists to play an active role in the prevention of cardiovascular diseases (CVD). The current study assessed the pharmacists' knowledge, attitude, and practice to determine the potential differences with respect to their respective practice settings toward CVD prevention and related health promotions. MethodsIt is a cross-sectional study targeted the registered pharmacists in the Kingdom of Saudi Arabia. An online questionnaire was prepared, and the link was circulated through various social media platforms. Descriptive statistics, multivariate linear regression analysis and chi square test were used to analyze the data accordingly. ResultsA total of 324 pharmacists were included in the study. Among these, 157 (48.4 %) were community pharmacists, and the remaining were hospital pharmacists (51.6 %). No significant differences in knowledge scores were observed between community and hospital pharmacists. The mean attitude score among community and hospital pharmacists was found to be 26.40 ± 5.125 and 25.09 ± 5.393 respectively, which was statistically significant (p = 0.026). Similarly, the total practice scores across the settings were statistically significant (p = 0.02). Gender plays a significant role in terms of knowledge scores among both community and hospital pharmacists (p = 0.016 & 0.029). Gender, professional practice experience, and number of prescriptions handled and prescriptions with CVD medications showed significant differences in the distribution of positive attitudes and good practice frequency between community and hospital pharmacists. ConclusionIt is evident that there is a deficiency in knowledge among hospital pharmacists compared to community pharmacists. Which indicates that there is a need for a rigorous continuous pharmacy education covering the fundamental aspects of CVD primary prevention and health promotion among pharmacists, given more focus on hospital pharmacists.

Enablers and barriers for implementation of the outpatient intravenous diuretic treatment across NHS Greater Glasgow and Clyde

Abstract Introduction The burden of heart failure is underestimated, and it has a long average inpatient stay. Many healthcare institutions have trialled the outpatient administration of intravenous diuretics, which demonstrated a reduction in hospitalisation, however the reasons for not implementing this service model more widely remain unknown. Aim The aim was to explore the qualitative views on the enablers and barriers for implementation of an outpatient intravenous diuretic service across NHS Greater Glasgow & Clyde. Methods This study was qualitative in design and participants were recruited by convenience sampling from three professional groups: doctors, nurses and pharmacists. Inclusion criteria stipulated at least 10 years of professional practice and current experience within cardiology. We aimed to recruit 12 participants as this is the minimal number needed to deliver saturation of ideas.1 Data was gathered through semi-structured, individual interviews, which were conducted via videoconferencing platform, Microsoft Teams. The interviews were recorded and transcribed. Inductive thematic analysis was undertaken using Braun and Clarke’s six phases, via the NVivo software.2 Approval from the University of Strathclyde Ethics Committee was received. Results Analysis of transcripts generated 6 main themes: system performance (staffing levels, training, inpatient stay and budgetary control, utilisation of healthcare); person factors (experience and satisfaction, physical factors, collaboration, attitude and person-centred care); treatment – procedure (practicalities, governance, referral, treatment effectiveness); environment and technology (hospital environment, designated area, transport); external factors (impact of the pandemic, support from management, vision and innovation); alternative location. Barriers and enablers were interdependent, and some themes featured both, depending on the context. The overall perspective of the service was positive due the impact on system performance and reduction of inpatient stay as well as improved wellbeing of patients related to favourable person factors. Themes, which represented barriers were limited staffing levels and unavailability of a designated area. Discussion/Conclusion Although certain themes identified through this research were expected, they reemphasise the common underpinning interactions within dynamic healthcare systems. Described themes may form an improvement framework, which could be transferrable to other therapeutic areas and aid patient care beyond cardiology. The proposed outpatient diuretic service has potential for development and may bridge a gap between current and future treatment strategies, which supports priorities related to transforming patient care during post-Covid recovery. Barriers and enablers are interdependent and unlikely to be resolved by a single intervention. It was recognized that a whole system approach with the focus on disease prevention as well as wider collaboration are required to broaden the range of available options. It may be achieved by creating more effective partnerships between healthcare settings. The study highlighted the importance of promoting innovation, as the results may narrow the evidence gap in the formation of future care pathways. Data emerging from research may empower healthcare providers to apply innovation to deliver person-centred care in accordance with national priorities. Limitations included small study sample, however the sampling strategy allowed diversity of opinions. Analysis continued until last interview to form the framework, which was not limited by pre-existing models.

“Starting from the Image”: A Tele-pathology Pre-graduate Course Aimed at Motivating Medical Students

In the tele-course entitled “Starting from the image”, medical students are confronted with practical tasks in relevant professional contexts. Initially, a macroscopic or microscopic image of a patient case is presented to learners who then receive relevant information on the patient’s history, clinical findings, and other laboratory tests. A pathologist actively discusses the pathological findings; then, a clinician explains their implications for the patient’s individualized treatment and prognosis. In this way, pathology’s interaction with other medical specialties is highlighted. Students declared that through these simulated professional practice experiences, they strengthened their decision-making skills. Educators should consider upgrading from information-based teaching to practice-focused instruction.

Veterinary professional identity: Conceptual analysis and location in a practice theory framework.

Professional, social, and cultural issues and phenomena of veterinary practice are now established areas of commentary and interest in research, education, professional publications and even in the mainstream media. Despite the availability of theoretically informed literature in diverse relevant domains and disciplines including professional practice, workplace learning, and medical sociology and anthropology, commentary and research on veterinary practice issues and phenomena remains dominated by clinician-educators and clinician-policymakers. Reflecting the clinical disciplinary traditions, there is a resulting over-representation of individualistic, positivist perspectives and under-theorized research studies. In this paper we provide an interdisciplinary theoretical framework for veterinary practice and veterinary professional identity grounded in a practice theory perspective. We begin by arguing for the need for such a framework by scoping veterinary practice in its contemporary social context. We go on to provide a sociocultural framing of veterinary practice, underlining the mutual constitution of individuals and the social world through participation in practices and taking into consideration important concepts including knowledge, institutions, ethics, and embodiment. We assert the importance of professional identity as a core phenomenon of veterinary practice, constituted by making meaning of professional practice experiences, especially through narrative and dialogue. This practice theory framework for veterinary practice and veterinary professional identity development provides rich opportunities for understanding, researching, and enacting diverse activities and phenomena, especially learning, development and change within and beyond formal educational settings.

СTРУЧНA ПРAКСA ИЗ ШКOЛСКE ПEДAГOГИJE НA OСНOВНИM AКAДEMСКИM СTУДИJAMA ПEДAГOГИJE ИЗ ПEРСПEКTИВE СTУДEНATA

The paper presents an analysis of the professional practice of students at undergraduate academic studies in pedagogy. The main goal of the research is to examine how students experienced professional practice in the subject School Pedagogy. The research was conducted using a qualitative research method, and the basic research instrument is a questionnaire with open-ended questions. The following research tasks were set in the research: (1) to determine students’ expectations from professional practice; (2) to identify the positive and negative sides of the realized professional practice; (3) to determine the problems that arise in the process of organization of professional practice; (4) to examine the opinion of students about assignments for professional practice in the subject School Pedagogy; (5) to collect student proposals on possible means of improvement of the professional practice. The results of the research indicate that the students had a very positive experience of professional practice in the subject School Pedagogy. Almost all of the surveyed students believe that professional practice met their expectations and that it has many positive aspects. The analysis showed that the negative aspects of professional practice are relate to the short duration of practice, both in this subject and in general. The students experienced the tasks for professional practice from the subject School Pedagogy as appropriate, and some described them as interesting and creative. In accordance with this, proposals for improving professional practice are to the greatest extent oriented towards the time frame of professional practice, in terms of increasing the time and changing the date of realization of professional practice. Keywords: professional practice, students, School Pedagogy, school, organization

Assessment of diagnostic radiographers’ knowledge of work-related health problems and associated effects: A multicentre study in Ghana

IntroductionWork-related health problems (WRHPs) are health conditions peculiar to a group of people or occupations including radiography in a specific work setting. These WRHPs occur as a result of prevailing work conditions which predispose workers to risks of physical or psychological distress. AimThis study assessed the knowledge of WRHPs among practicing radiographers in Ghana and evaluated the sources, causes, effects and preventive measures of WRHPs. MethodsA prospective cross-sectional design incorporating a quantitative data collection approach was used. A questionnaire was used to assess the knowledge and evaluate the effects of WRHPs among two cohorts of 31 practicing radiographers at a regional hospital (RH) and a teaching hospital (TH). ResultsAn average score of 4.2 (SD = 0.4) out of 5 (84.8%) obtained on the knowledge scale indicated very good knowledge of WRHPs among the radiographers. Physical work demands, ergonomic issues, increased workload and stress levels on on-duty radiographers due to sick absence by colleagues, large numbers of daily cases, and extra work without incentives were reported as WRHPs effects mostly experienced by the radiographers. The study also showed no significant difference between gender groups (p = 0.313), years of professional practice experience level (p = 0.319), and academic qualifications (p = 0.287) on knowledge of WRHPs. ConclusionRadiographers working in some referral and teaching hospitals in Ghana demonstrated very good knowledge of WRHPs and identified several effects of WRHPs on professional practice. Implication for practiceThe study concludes that WRHPs predispose radiographers to adverse health conditions, and administrative protocols are required to prevent or mitigate the burden.

Nursing students experience during the COVID-19 pandemic: a qualitative research.

To describe the professional practice experiences of fifth year nursing students during the COVID-19 pandemic. Qualitative research design with content analysis. Participant sampling was purposive. 13 fifth-year nursing students participated. All of them completed their professional clinical practice in public hospitals and private clinics who cared for COVID-19 patients in Chile. The data were obtained through guided online written self-reflections. Three main themes were inductively identified: (1) Facing with a very difficult and stressful situation, due to the permanent use of personal protection elements, multiple emotions, and physical fatigue, as well as facing ethical-clinical dilemmas in daily tasks; (2) Recognising different coping styles in difficult moments, highlighting contact with significant people and combination form of support and harmful ways of coping with stress; and (3) Experiences disciplinary learning and personal growth, such as: nursing care management, interpersonal skills in times of crisis and having contributed to the country in this adverse context. The clinical experience of the students in times of COVID-19, was an opportunity to learn how to perform nursing care in times of crisis, humanize care and support health teams in some of the country's hospitals.

Multiorganizational Partnerships: A Mechanism for Increasing the Employment of Internationally Educated Nurses.

Internationally educated nurses (IENs) face multiple challenges in entering and integrating into the Canadian workforce. These challenges include getting to know the Canadian culture, nursing accountabilities, professional practice requirements and experience or qualifications deemed not equivalent to the Canadian standard. Hamilton Health Sciences' (HHS') IEN Integration Project has been funded by the Ontario and Canadian governments to support IENs in overcoming these challenges and contribute to the healthcare system. The aim of this article is to describe a multiorganizational project that prepares IENs for employment in Canadian healthcare. HHS invited partners in education and immigrant support services to co-design the project. A community collaboration employment model (CCEM) was developed to leverage each partner's strengths in targeted interventions to address the needs of IENs, as identified in focus groups. The interventions pertain to professional practice and accountability in the Canadian healthcare setting, workplace language, communication and selected clinical skills. Between project initiation in 2009 and early 2021, 591 IENs obtained employment. Multiorganizational partnerships can help build and sustain a strong nursing workforce, and IENs can fill gaps in care. A needs-based approach and the CCEM increased the likelihood of IEN employment. The ability of the CCEM to engage partners makes it relevant for healthcare organizations.

Building information modelling (BIM) – enabled construction education: teaching project cash flow concepts

This research explores the practical feasibility and effectiveness of BIM-enabled education in teaching the topic of project cash flows to construction management students. Using a participatory action research methodology, a BIM-enabled cash flow exercise was developed, carried out and refined in a construction investment course to simulate integrated practice. The results of the implementation demonstrate that BIM-enabled education can promote and infuse both BIM collaboration and professional practice experiences within an architecture, engineering, construction, and facilities management (AEC-FM) curriculum. Additionally, the teaching practice and method in this intervention demonstrate the capability to accommodate all levels of knowledge in Bloom’s taxonomy which is a standard requirement for educational module design. This study recommends that BIM-enabled education be embraced and explored by faculties in AEC-FM courses to improve teaching and learning of construction management concepts.

Graduate Nurse Transition Programs Pivotal Point of Participants' Practice Readiness Questioned During the COVID-19 Pandemic Crisis: A Scoping Review.

The COVID-19 pandemic requires an accessible, practice-ready nursing workforce to assist with the increase in health service delivery. Graduate nurse transition programs are the entry point for most graduates into professional practice, and this review focused on both empirical studies and gray literature to identify at what point practice readiness occurs and what can assist graduate nurses' transition to become practice ready. A scoping review was conducted using the Joanna Briggs Institute scoping review framework. Consensus purports supportive environments, ideally in formal structured graduate transition to practice programs, to enhance graduate nurses' clinical skills and confidence development. With nursing confidence and competence gained through professional practice experience, it is apparent that for a sustainable nursing workforce, greater access for graduating nurses to transition programs is imperative. Recommendations include restructuring transition programs with possible time reductions, limited rotations, comprehensive orientations inclusive of preceptorship, and dedicated educators to increase and enhance supportive graduate nurse transitions. [J Contin Educ Nurs. 2021;52(8):392-396.].

Experiencing motherhood and fatherhood with learning difficulties in Austria: The need for self‐determined support

Accessible summary Some parents with learning difficulties are supported by child welfare in raising their child. Many mothers and fathers with learning difficulties have their child removed. This paper is the first published research about being a mother and being father with learning difficulties in Austria. There is not enough good quality support for parents with learning difficulties in Austria. We interviewed six mothers and five fathers with learning difficulties and asked them about who supports them and how. We also asked them what it means to them to be a mother or a father. Most parents said that they get the wrong support and are being checked on by child welfare. One mother said that she gets very helpful support. Being a mother with learning difficulties is different to being a father with learning difficulties. Mothers who have lived with their child feel that they are the main caregivers, but fathers sometimes feel excluded from their child's life. AbstractBackgroundMany parents with learning difficulties face high rates of child welfare intervention and child removal. In contrast to other high‐income countries, there has not been any published research on the lives of mothers and fathers with learning difficulties from an Austrian perspective. After presenting an insight into the international literature and the Austrian context, original empirical findings relevant to providing professional support for parents with learning difficulties are introduced.MethodAs part of a larger qualitative study, ten individual parents with learning difficulties (six mothers and four fathers) were interviewed to gain insight into their experience of motherhood and fatherhood. During the interviews, participants were asked to visualise their social networks through network maps that were then included into analyses. The current paper primarily engages with parents’ experience of professional practice based on a hermeneutic analysis of latent and manifest meanings.FindingsThe study results reinforce the relevance of social networks, including (a lack of) professional parenting support, and gendered parental self‐understandings in relation to barriers for parents with learning difficulties in Austria. Parents often experienced surveillance from child welfare professionals and referred to “being checked on” as well as receiving “the wrong support”. Only one study participant experienced the (flexible and self‐determined) support provided to her family as helpful. Mothers and fathers with learning difficulties face, at times, quite different challenges in the parenting role. The findings highlight a maternal self‐understanding as being primarily responsible for their child, while fathers often felt excluded from their child's life.ConclusionsSupport services need to acknowledge the relevance of gendered parenting roles and intersections of multidimensional disadvantages. The parenting support currently available to mothers and fathers with learning difficulties (if available at all) needs radical improvement and nationwide support structures need to be installed in collaboration with families.

Education of pharmacists in Ghana: evolving curriculum, context and practice in the journey from dispensing certificate to doctor of pharmacy certificate

BackgroundUnderstanding the origin and evolution of education of pharmacists is important for practice and health system reforms. In Ghana, education of pharmacists started in the 1880s with the training of dispensers in a government hospital. Over the years, the curriculum and institutional arrangements changed and currently pharmacists are trained in universities. In this study we explored how and why education of pharmacists evolved in Ghana.MethodsWe used a case study design to systematically describe education of pharmacists reforms. Data was collected from October 2018 and December 2019 through document review and in-depth interviews. The data was analysed based on institutional arrangements and contextual factors influencing reforms from the 1880s through 2012, when the Doctor of pharmacy programme was initiated in Ghana.ResultsReforms occurred around four main periods when institutional arrangements including the certificate awarded and expected roles were modified by educators and government. These are: (1) the Certificate of dispensing with dispenser-in-training and nurse-dispenser schemes (1880s to 1942), when dispensers were trained to assist doctors in dispensing or directly diagnosing and treating specific disease conditions. (2) the Diploma and Certificate of competency with the dispenser-in-training and pupil pharmacist schemes (1943 to 1960), where in addition to existing roles, pharmacists operated village dispensers. (3) the Bachelor of pharmacy degree (1961 to 2017), when pharmacists were trained mainly as medicines experts with a strong science base on all aspects of medicines from production, distribution and use; and over time with a gradual move to patient-oriented practice. (4) the Doctor of pharmacy degree (2012 to date), where in addition to existing roles, trainees are exposed to advance professional practice experiences. Important factors influencing the reforms included, health systems demands for village dispensaries and clinically oriented pharmacists, and harmonization with regional and international training and practice.ConclusionReasons influencing education of pharmacists reforms are context specific and are driven by historical experiences, national and international expectations as well as educators and regulators abilities to influence change. These reforms call for direct corresponding change in professional practice laws and regulation to enable pharmacists contribute fully to health care delivery in Ghana.

Students' Perceptions of the Value of Learning the Skill Sets of a DNP-Prepared Nurse: An Exploratory Study.

Students enter doctor of nursing practice (DNP) programs with varying interests and professional experiences. Little is known about how this impacts learning. To explore if differences existed in students' perceptions of task values related to learning the skill sets of a DNP-prepared nurse. Students were sent a link to a 17-item electronic survey consisting of demographic questions and nine statements based on competencies as outlined in The Essentials of Doctoral Education for Advanced Nursing Practice (American Association of Colleges of Nursing [AACN], 2006). Students ranked the statements in order of perceived value of performing after program completion. Mean rankings of task values demonstrated the advanced practice registered nurse (APRN) group (n = 32) identified the most valuable skill as "suggest an evidence-based change in professional practice based on the findings of published research articles and professional practice experience." The non-APRN group (n = 10) reported "work collaboratively with other non-nursing healthcare professionals to improve patient and population health outcomes." Students' perceptions of the value of learning the skill sets vary amongst APRNs and non-APRNs, and are shaped by past professional experiences and future role demands. Findings provide faculty with knowledge that can be used to tailor teaching and engagement strategies.

Cultural and clinical practice realities of Māori nurses in Aotearoa New Zealand: The emotional labour of indigenous nurses

In Aotearoa New Zealand there is limited research exploring the tensions for Indigenous Māori nurses when integrating cultural priorities into clinical practice. This study explores how Māori nurses navigate delivering culturally responsive care to iwi, hapū, and Māori whānau across different healthcare settings. A qualitative Indigenous narrative inquiry was used to obtain data. Semi-structured interviews were conducted with 12 Māori registered nurses and nurse practitioners. The thematic analysis was both inductive and deductive. The narratives provide insight into the nurses’ holistic Indigenous world view by contextualising their professional practice experiences. Four main themes were derived from data: te tuakiri Māori - cultural identity; kawenga taumaha - bearing the burden; te kaikiritanga - racism; and tauutuutu - reciprocity. Māori practitioners routinely experienced compromises within biomedically oriented healthcare services. Practitioners witnessed discriminatory practices that may negatively impact on healthcare outcomes. Sustained cultural dissonance may also negatively impact on retention of Māori nurses. Māori practitioners value tauiwi colleagues who work as allies and affirm culturally shaped care for Māori.

The specifics of food design: Insights from professional design practice

What makes food design different from other types of industrial product design? Based on over twenty years of professional design practice and food experience research, the authors present a variety of insights – clustered in five overarching themes – that provide an invaluable view on the specifics of the food realm for practicing designers in this field. First of all, foods are based on materials that used to be alive, which makes them highly perishable. Before the widespread introduction of mass transportations systems, foods were usually produced and consumed in the same region. But food technologists continuously try to improve the ways to preserve foods and invest in packaging that protects them in order to increase shelf life and to make them more widely available, while consumers seem to demand more and more freshness. The second challenge is presented by the need to make the food system more sustainable, addressing agricultural production and its impact on biological diversity and the quality of the living environment and also focusing on the amount of waste generated in terms of food or its packaging material. Third, the food people eat is absorbed and transformed into the building blocks of their bodies. Food fulfils a basic human need, and thus, there is a challenge to provide people access to the right amount of safe and nutritious food, in order to keep them healthy. Fourth, food is a source of sensory stimulation that enriches people’s lives. This provides a new sensory spectrum to design for – including flavour and mouthfeel – and it challenges designers to trigger appetite, rather than aesthetics. The fifth challenge addresses preparation practices and the associated cultural differences. Because food stuffs can be prepared in multiple ways, many different products can be created, varying from raw to highly processed, and addressing multiple consumer needs, eating occasions and market segments. These five themes provide interesting challenges for designers that should be tackled in order to provide a healthy and sustainable future for the next generations on this planet.

Exploring the Intersection of Community Development, the Least Reached and Emerging, Vibrant Churches

Rarely have missiologists explored the overlapping space where community development work intersects the formation and multiplication of new, vibrant churches in ‘least reached’ settings. Drawing on professional practice and field experience in both community development and missiology the authors propose initial expressions of a missiology that explores this intersection, identifying key principles appropriate for this space. Understanding the Kingdom of God is foundational; understanding how people enter it deeply affects how we go about ministry. Ethical and professional concerns as well as demands for transparency cause us to avoid any hint of coercion or utilitarian approaches that would create a ‘platform’ of community development work merely as a base to accomplish a different goal. At the same time, the love and professional skill of community development workers may help open doors and win a hearing for the gospel among the least reached.

Enhancement of Qualitative Pharmacists’ Training: Canadian Experience

AbstractThe necessity for the development and restructuring of pharmacists’ training programs to correspond their increased practical role in society has been substantiated. It has been determined that Canada for the last decade has introduced a lot of changes concerning enhancement of pharmacists’ training, among which the following are of special interest: fulfillment of the training with a strict accordance with the accreditation standards, selective admission to colleges of pharmacists, assessment of students’ critical thinking and teaching methods, improvement of courses content delivery, interprofessional cooperation, development of practical experimental education, clinical rotations programs, mentoring programs etc. It has been defined that accreditation standards for pharmacists’ training in Canada reflect professional and educational attributes that intend to develop practicing, clinical, patient-focused pharmacists. They outline that pharmacy education of high quality depends on multiple components, including general knowledge, basic and professional sciences, and professional practice experience. The pharmacy curriculum is expected to embrace the scope of contemporary practice responsibilities as well as emerging roles that ensure the rational and safe use of drugs in the individualized care of patients. In the research it has been found out that admission of students to pharmacy colleges is organized so that to select students possessing inborn leadership skills and those of decision making. A number of techniques and tests for admission have been analyzed. Teaching strategies of theory in practice, critical thinking, clinical reasoning, inference and decision-making, which are widely used in Canadian pharmacy education, have been characterized. It has been stated that professional cooperation between medical and pharmacy students in Canada is an approach to health protection aimed at the patient and is team-based. It underlines one’s strengths and skills related to health care provision and should be taken into account. Clinical experimental rotations are one more approach that should be taken into consideration by Ukrainian educators and legislators (early involvement of students to establishments for taking care of patients and rotations of both senior and junior students when the former mentor the latter).