Professional Practice Research Articles

The effects of women's double working hours on professional nursing practice

Objective: Reflect on the double working day of female nurses and its consequences for professional practice. Methodology: This is a theoretical and reflective study based on the theoretical perspective of the sociology of work, together with the theoretical references of Simone de Beauvoir and Karl Marx and Friedrich Engels. A narrative review of the literature was carried out in a non-systematic way in order to establish relationships between the theoretical framework selected and current issues in nursing, as well as women's experiences. Results: The logical-reflective exposition is anchored in three fundamental aspects: the working nurse; the double working day and the health of working nurses. It's not possible to look at women only as workers, since their biological reality is closely linked to their social representation. This implies the need to investigate how the social construction of women directly interferes with their lives in an integral way. Such reflection can contribute to valuing nursing work, as well as fostering discussion about the social role of women. Conclusion: This reflection needs to be present in society as a whole, not just in the context of nursing, so that women's demands, which have been evident throughout history, can be noted.

Beyond tick boxes: re-imagining education for sustainable development in higher education

ABSTRACT We are in an era of climate breakdown, mass extinction and global injustice. Through analysis of the new UK Professional Standards Framework (PSF) for academics, this paper explores some global challenges of incorporating Education for Sustainable Development (ESD) in the neoliberal university. The PSF is a globally recognised framework for professional development, yet its recent review concluded that ESD could not be included within it. The paper discusses the disconnect between the growing recognition of the need for education that responds to our planetary predicament and the particular logics and rationalities of a neoliberal framework. In its critique of the underpinning assumptions of the PSF and its wider context, it discusses (im)possibilities of values and unlearning in a performativity driven setting. Next, it provides generative provocations to those using such frameworks for their own professional development or to support the development of peers. It invites academics to find new ways of using the limits of these narrow professional development practices as prefigurative for a less disconnected university where other possibilities for responding to our planetary predicament can be imagined.

Advancing the Art and Science of Professional Nursing Practice With the Virtually Integrated CareSM Model.

The purpose of this article is to share the transformative vision of 2 nurse executives and how this vision paved the way for the development of a revolutionary model that changed care delivery. The CommonSpirit Health Virtually Integrated Care Team operationalized the vision by leveraging technology to develop a team-based care model that seamlessly integrates a virtual nurse as part of the care team. This article will discuss the spark that created the impetus for the creation of this metamorphic, interprofessional care delivery model and how this model unburdens the workload of the nurses to idealize the art and science of professional nursing practice.

To use or not to use artificial intelligence, that is the question

The adoption of Artificial Intelligence (AI) is rapidly increasing, reshaping both society and organizational landscapes. This transformative trend has inevitably reached strategic communication professionals, leading to various perceptions about its application in this field. This study explores these perceptions of uses and gratifications, perspectives on the influence of AI, as well as the practices of professionals operating in Portugal in the mentioned areas regarding the integration of AI into the exercise of their professions. The study employed a qualitative approach, using semi-structured interviews to collect data from communication professionals. The results from 21 interviews indicate a greater awareness of AI integration, especially after the launch of ChatGPT, and automated content generation as one of the biggest uses of AI. Although most respondents expressed favorable inclinations towards AI integration, some reservations persist related to replacing human expertise and creating dependency. The recommendations underline the imperative to train professionals to mitigate AI-related drawbacks, maintain a symbiotic relationship between AI and humans, and uphold ethical standards.

Assessment of Students and Graduates ‘perceptions on Effectiveness of Nursing Curriculum and their Preparedness in a Selected School of Nursing and Midwifery in Rwanda

The study aimed to evaluate the perceptions of students and graduates regarding the effectiveness of the nursing curriculum at the School of Nursing and Midwifery, College of Medicine and Health Sciences, University of Rwanda, in preparing them for professional practice. Two key research questions were addressed: the extent to which the curriculum prepares students and graduates as nurse professionals, and specific areas where they feel more or less prepared. Guided by constructivist theory and utilizing a cross-sectional design, the study sampled 153 respondents (61.7%) from a population of 248, including 90 students and 47 graduates. Findings revealed that a robust theoretical foundation in essential areas is crucial for nursing practice readiness. Most nursing-specific modules were deemed highly relevant, and all functional modules were considered significant for developing generic skills. The curriculum delivery was characterized by student-centered strategies, with students expressing moderate satisfaction with the assessment process. The mean preparedness score for students was (3.56), indicating that (85.8%) felt moderately prepared for their future careers, while the mean score for graduates was (3.85), showing that (63.8%) felt well-prepared.

The interrelationship between women’s help-seeking experiences for vaginismus and their sense of self: a qualitative study and abductive analysis

ABSTRACT Objective There is a lack of research on women’s holistic experiences of vaginismus, also called sexual pain-penetration disorder, from their perspective. To address this gap, an abductive qualitative study aimed to examine women’s help-seeking experiences for vaginismus, and its impact on their sense of self. Methods This study was informed by a feminist approach to the theory of self focused on participants’ negotiation of dis/empowerment when help-seeking for vaginismus. Twenty-one participants aged 19–37 years (mean 27.6 years) and diagnosed with vaginismus in Australia participated in semi-structured interviews, which were thematically analysed. Results Three themes were developed: Interconnected constructions of womanhood and help-seeking, Elicit agency to move forward, Resilience to surmount challenges with subthemes. Participant’s overall help-seeking experiences, within and outside the healthcare system, shaped their sense of self in ways that drove their approach/es to future help-seeking behaviours. Conclusions Positive help-seeking experiences for vaginismus strengthened participants’ sense of self to persevere with treatment even when it was difficult. Conversely, negative help-seeking experiences led to participants’ weakened sense of self which was often caused by a gap between their ideal and perceived self. This led to negative feelings and responses of demotivation or halting subsequent help-seeking. Recommendations are provided to improve health professional practice to support women help-seeking for vaginismus, and to help close the gap between their ideal and perceived selves. Such insight can help to empower women’s sense of self and motivate them to persevere with help-seeking to experience improvement for their vaginismus and quality of life.

THE REALITY OF ALGERIAN TRADITIONAL BANKS IN LIGHT OF THE ACCELERATION OF FINANCIAL TECHNOLOGY

Objective: This research aims to understand the reality of how Algerian banks operate in light of the rapid advancement of financial technology and the extent to which they have embraced the new trend based on financial technology, or what is known as "FINTECH," in payment systems, lending, and even investment. Theoretical Framework: Fintech has reached advanced stages, and traditional Algerian banks need to change the outdated conventional style they've been using due to technological changes in order to improve financial services. Method: In order to answer the questions asked and to take note of the various aspects of the subject, and to test the validity of the previously mentioned hypotheses, the analytical descriptive approach was relied upon to cover the theoretical aspect and to usestatistical side for analyzing the data and information included in the study. Results and Discussion: The study concluded that adopting financial technology is among the most important activities in the financial and banking system in Algeria, despite the limited range of financial services and products offered through its financial channels, which are still in their early stages. It has become essential to encourage digital banks and support institutions active in payment and financial services, which will have a positive impact on financial technologies as well as the banking system. Research Implications: This study identified the main obstacles that have prevented financial technology in the Algerian banking system from reaching advanced levels, along with the significant efforts made by the state to enhance Algerian banking services. Originality/Value: This study aims to highlight the banking sector in Algeria and its ability to keep up with the developments occurring in the field of financial technology.evidenced by [explain how the results may impact the area of study or professional practice].

How to Better Qualify ICT Graduates to Support Digital Education: A contribution from CALOHEE Tuning project qualifications framework

The Information and Communications Technology subject area is a broad multidisciplinary field of academic research and professional practice covering many topics ranging from electronics to system and network administration, to software development, cyber security, VR, AR, IoT and AI. Due to its nature, it cooperates closely with diverse areas, most notably eLearning and digital education. As contemporary educational institutions undergo a digital transformation, by which its processes are reengineered to take most of the possibilities offered by the emerging technologies, the contribution of the ICT field has become transversal and consequently of critical importance. The term ICT which refers to this wide multidisciplinary field differentiates from IT, which applies specifically to the management and use of computer systems to store, retrieve, transmit, and manipulate data. The continuous expansion of the field to new territories of practice such as education is requiring additional knowledge, skills and wider competences acquisition. In addition, high volatility of the job market creates the need for very adaptable professional profiles. As a result, there is a pressure from the job market for shorter and more job-oriented programmes, but also for competence frameworks which may serve as references for quality higher education and training. In this paper we present the Tuning Quality Reference Framework (QRF) for ICT which was developed as part of the CALOHEE Erasmus+ funded project. A multidisciplinary team with experts from 12 different countries (Portugal, Lithuania, Germany, Italy, Spain, Austria, Belgium, Greece, Turkey, Finland, Ireland and Romania) took part in the task. The QRF is built in a way to flexibly address all the mentioned complexity and continuously emerging new requirements including educational institutions and non-formal education organisations. The approach used also supports innovation in learning, teaching and assessment practices in ICT degrees, fostering open and digital education.

Co-development of a national, bilingual, post-licensure accredited educational program for registered nurses in primary care: A knowledge-to-action exemplar.

Registered nurses' practice in primary care varies and is sometimes sub-optimal. To fill the gap in primary care-specific knowledge, we co-constructed a national educational program to reinforce the nursing workforce. We based our project on the knowledge-to-action approach. Many lessons were learned during the development phase: (1) The experiential knowledge of patient partners and stakeholders allows an education program based on real needs; (2) The development of a national education program requires high-intensity investment from all involved persons; (3) An in-person meeting at the beginning of the project enables robust discussions and optimal co-creation; and (4) In a country where two official languages are spoken, it's essential to create a safe environment and a translation infrastructure that allows everyone to express themselves in the language of their choice. Finally, other initiatives in healthcare education or professional practice improvement could leverage our findings to realize national-scale projects using knowledge creation approaches.

Core competencies in the professional practice of the library and information science programme

A professional practice is a type of internship, a practicum, that encompasses a supervised hands-on training experience for students to develop and identify the core and enabling competencies required in a professional environment. It also allows them to identify the developed and underdeveloped skills that are important in the labour environment while still undergoing an academic training. Therefore, the purpose of this research is to determine the core and enabling competencies required and developed by the students coursing the Library and Information Science Programme at Universidad Tecnologica Metropolitana during their professional practices carried out from 2019 through 2021. To this end, a questionnaire with open and closed-ended questions was used as data collection instrument. It was applied to a sample of 64 graduates from this Programme, out of a universe of 70 students in addition to a focus group to delve deeper into the answers obtained. The results established that both core and enabling competencies had been relevant in their professional practice. The most relevant core competencies were those related to information and knowledge services; information analysis and data retrieval; and organisation of data, information and knowledge assets meanwhile the most relevant enabling competencies were communication, teamwork and adaptability.

The Healing Heuristic of the Medicine Buddha in Bhutan

This paper examines the role of the Medicine Buddha in the healthcare system in Bhutan, a bipartite system where allopathic and Bhutanese Traditional Medicine co-exist. Discussion is informed by a wider study that explored the use of mindfulness practices by nurses across both sectors. An emergent theme from this narrative inquiry is that health practitioners across the sectors spoke of the importance of the Medicine Buddha in their professional practice. To better understand this centrality, we provide a historical overview of the long-standing presence of the Medicine Buddha in Bhutanese society and the materiality and spirituality of Medicine Buddha practice, and review how this healing aspect of Awakened Mind (Buddha) is integrated into nurse training. We then explore how this unique holistic education is integrated into the lives and practices of nurses and their workplaces. While recognizing that empirical proofs remain elusive, this paper is also informed by our own reflective practice and individual experience with the Medicine Buddha in affirming a healing heuristic in our own lived experiences. To wit, we can see value in the pivotal role of Medicine Buddha in the Bhutanese health system, and, more broadly, the health of Bhutanese society.

Moral Distress and Its Determinants among Nursing Students in an Italian University: A Cross-Sectional Study.

Moral Distress (MD) is a unique form of distress that occurs when people believe they know the ethically correct action to take but are constrained from doing so. Limited clinical experience and insufficient ethical knowledge contribute to nursing students' MD, which can potentially cause negative outcomes. The aims of this study are: (1) to describe the MD intensity of nursing students, and (2) to analyze differences and associations between MD intensity and socio-demographic and academic variables. A cross-sectional study design with a convenience sample of the second, third, and delayed graduation students was included; only students willing to participate and who had attended their scheduled internships in the last six months were eligible for inclusion. To measure the level of MD, we used the It-ESMEE. We collected socio-demographic and academic variables. The data collection occurred from January 2024 to March 2024. The students who adhered to the collection were N = 344. The findings reveal that the students perceived a high level of MD in situations related to clinical internship and class. They perceived higher levels of MD when nursing was not their first career choice, were separated or divorced, did not have children, and were not an employed student. The overall MD score is statistically significantly lower among students who had nursing as their first career choice (β = -0.267, p < 0.05), have children (β = -0.470, p < 0.01), and are employed (β = -0.417, p < 0.01). In contrast, being separated or divorced (β = 0.274, p < 0.01) was associated with a higher MD score. This study has some limitations: data reflect a local context, and the findings may not be generalizable to other regions or educational environments. Additionally, students' recollections of their experiences could be influenced by the passage of time, and there may be a selection bias since only students willing to participate were included. The findings suggest that nursing education programs should incorporate more robust training in ethical decision-making and stress management to better prepare students for the moral challenges in their professional practice.

Charting the evolving landscape of digital leadership in education: A systematic literature review

The increasing domains of digital technology in educational settings urgently require digital leadership (DL) to ensure the sustainability of school improvement initiatives in the digital era and to facilitate the digital transformation of educational institutions. DL emerges as an urgent and evolving topic of significant public interest. However, there is a notable lack of consensus persists regarding its definition and constructs within educational settings, hindering the advancement of DL theory. To address this gap, a systematic literature review was conceived, employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology. The primary aim was to enhance comprehension of the geographical and temporal distribution of relevant publications, as well as to elucidate prevalent definitions and constructs of digital leadership in educational contexts. This article endeavors to synthesize the extant scientific literature on DL, focusing on studies published between 2019 and 2024. Inclusion criteria encompassed scientific research publications sourced from Scopus and the Web of Science (WoS) databases, available in English, and centered on educational settings. Initial database queries yielded 578 papers, subsequently refined to 35 studies through meticulous screening for duplicity and adherence to inclusion criteria. Notably, the reviewed publications predominantly characterize DL as a multifaceted process, amalgamation, or integration, with a predominant emphasis on functional aspects of leadership. Noteworthy constructs frequently encountered include digital age learning culture, visionary leadership, excellence in professional practice, systemic improvement, and digital citizenship. This review contributes to the enrichment of theoretical conceptualizations surrounding DL. It underscores the imperative for future research to explore into the measurement of DL, thereby presenting promising avenues for evaluating principal DL within educational institutions.

Interprofessional education interventions for healthcare professionals to improve patient safety: a scoping review.

Patient safety incidents, such as adverse events and medical errors, are often caused by ineffective communication and collaboration. Interprofessional education is an effective method for promoting collaborative competencies and has attracted great attention in the context of patient safety. However, the effectiveness of interprofessional education interventions on patient safety remains unclear. This scoping review aimed to synthesize existing studies that focused on improving patient safety through interprofessional education interventions for healthcare professionals. Six databases, including Medline (via PubMed), Embase, Cochrane Library, CINAHL (via EBSCO), Scopus and Web of Science, were last searched on 20 December 2023. The search records were independently screened by two researchers. The Joanna Briggs Institute Critical Appraisal Tool for Quasi-Experimental Studies was used for quality appraisal. The data were extracted by two researchers and cross-checked. Finally, a narrative synthesis was performed. The protocol for this scoping review was not registered. Thirteen quasi-experimental studies with moderate methodological quality were included. The results revealed that the characteristics of current interprofessional education interventions were diverse, with a strong interest in simulation-based learning strategies and face-to-face delivery methods. Several studies did not assess the reduction in patient safety incidents involving adverse events or medical errors, relying instead on the improvements in healthcare professionals' knowledge, attitude or practice related to patient safety issues. Less than half of the studies examined team performance, based primarily on the self-evaluation of healthcare professionals and observer-based evaluation. There is a gap in applying newer tools such as peer evaluation and team-based objective structured clinical evaluation. Additional evidence on interprofessional education interventions for improving patient safety is needed by further research, especially randomized controlled trials. Facilitating simulation-based interprofessional education, collecting more objective outcomes of patient safety and selecting suitable tools to evaluate teamwork performance may be the focus of future studies.

Embedding Cultural Knowledge in Social Work Education: Reflections from Master of Social Work Students at a Regional Australian University

Abstract Social work students (SWS) are increasingly demanding diverse curriculums and training in skills that will help them decentre whiteness as their default position of professional practice. This article reports on findings from a qualitative study exploring how Masters of SWS at a regional Australian university engaged with content delivered in a core unit with a strong focus on anti-racist, anti-oppressive practices. The unit’s structure and delivery facilitated a dialogue that compelled students, especially those from dominant cultural groups, to ‘think of and reflect on themselves as ‘raced’ rather than the invisible ‘norm’ to which all other cultural groups are compared’ (Walter et al., 2011, p. 8).The unit raised complex questions about how social services and policies unwittingly reproduce discourses of rescue and saviourism towards racially and culturally marginalised communities and how students could challenge such practices. The article’s emphasis on supporting SWS towards a triangulated trajectory reports on how experiences of cultural knowledge in the classroom are facilitated by (i) the experience (or lived expertise) of the educator, (ii) the willingness of the student to interrogate their intersectional social positioning in society and (iii) a practice framework that focuses on curiosity and humility rather than competence.

Teaching Methodologies of Gross Anatomy Education for Undergraduate Physiotherapy Students: An Updated Scoping Review

Gross anatomy provides essential knowledge about the structure and function of the human body. Understanding human anatomy requires specific skills from physiotherapy students to comprehend and memorize the location and relationships of anatomical structures. This review aims to summarize the current evidence on teaching methodologies in anatomy education for undergraduate physiotherapy students. A scoping review was conducted consulting the PubMed, EBSCO, SCOPUS, and Web of Science databases. By analyzing ten studies involving over 1380 students, we identified four primary pedagogical approaches: the use of technological tools, combined traditional methods (such as dissections and radiological imaging), interprofessional education, and the innovative use of animal dissections. The findings highlight that hands-on, practical activities, especially those integrating technology (e.g., virtual reality and interactive quizzes), significantly enhance student engagement and knowledge retention. Collaborative learning through interprofessional education was found to foster a deeper understanding of anatomical concepts and improve teamwork skills, which are crucial for clinical practice. Additionally, the inclusion of traditional methods like dissections and radiological imaging, when paired with modern tools, offers a comprehensive approach that bridges theoretical knowledge with practical application. The use of animal dissections also emerged as an innovative strategy to enhance anatomical comprehension. In conclusion, the literature underscores the importance of adopting diverse and innovative teaching strategies in gross anatomy education for physiotherapy students. Such approaches not only enrich the learning experience but also ensure that students are well prepared for the demands of professional practice.

The Equality Act 2010: evaluating the evolution and development of organisational strategy and professional practice

The Equality Act 2010: evaluating the evolution and development of organisational strategy and professional practice

Implementation strategies and outcomes in the delivery of HIV test services (HTS) in community pharmacies in Nigeria

BackgroundStudies have shown that training interventions fail when proper strategies are not in place for their implementation. The study described the implementation strategies used in the delivery of the HIV test services (HTS) and measured implementation outcomes in the delivery of the services.MethodsThe study was conducted between August and November 2019 among 50 selected community pharmacies in Oyo State, Nigeria using a mixed-method quantitative and qualitative data survey design. The implementation strategies and activities used in the delivery of HTS in the pharmacies and during outreaches were described while both observational and survey methods were used to collect data. Implementation outcomes were measured and analysed in terms of penetration, adoption, acceptability, feasibility, fidelity, and appropriateness of the intervention.ResultsPenetration among respondents was 90%. Acceptability of the HTS was high (77.3%) among clients 20–49 years of age with 919 clients participating in the HIV screening. While 919 HIV tests were conducted, only 19 (2.1%) were positive. Adherence to the protocol of delivery of HTS (fidelity) indicated that all the respondents conducted rapid HIV testing, pre-testing counselling (43, 95.6%), post-testing counselling (40, 88.9%), and provision of confidential test results (39, 86.7%). Respondents’ responsiveness indicated that 23 (51.1%%) of the respondents could use up to 80% and above of the test strips given within the period. Researchers’ observations showed respondents’ ability to perform the tests as intended with little challenges. Participants felt that rendering the services was an interesting experience, and fulfilling, and allowed them to improve on their professional deliverables and practice. It also showcased the relevance of pharmacists in rendering HTS, creating awareness of the menace of HIV/AIDS, and helping people to stop the spread.ConclusionThe study showed that HTS is acceptable, appropriate, feasible, and easy to adopt in community pharmacies and penetration was high. For sustainability, community pharmacists should be well remunerated, and need for an established policy to include this scope in community pharmacy practice.

Dentists' knowledge about domestic violence against women: A questionnaire-based study.

Dentists are the first healthcare professionals to identify cases of domestic violence and abuse (DVA) with head and neck injuries. The aim of this study was to assess dentists' knowledge regarding behavioral and physical findings in female victims of DVA. The study included 558 volunteer dentists who completed a two-part questionnaire designed to assess their knowledge and awareness of DVA against women. The first part of the questionnaire inquired about the participants' demographic data, including age, sex, specialty, and the duration of professional practice. The second part assessed 15 statements on a 5-point Likert scale, concerning both behavioral (5/15) and clinical aspects (10/15) of DVA. For each statement, if a minimum of 70% of respondents selected the same option, it was interpreted as being agreed upon by the participants. The level of statistical significance was set at p < 0.05. Most of the participants were between the ages of 31 and 40 (29.1%). The study sample was predominantly female (70.4%), with 57.2% of the participants being married. The statement "Abused women tend to avoid eye contact" had the highest agreement rate (70.6%) for the behavioral assessments. However, the participants were mostly "undecided" on the remaining 4 statements in this section. In contrast, the agreement rate for 5 statements related to the clinical assessment of head, neck and intraoral injuries exceeded 70%. One-fifth of the behavioral assessment statements and half of the clinical assessment statements were negatively correlated with the age of the participants (p < 0.05). The findings of this study indicate that dentists can recognize and diagnose DVA symptoms to a certain extent. However, they may encounter difficulties in identifying the suspicious behavior that is indicative of DVA.

Knowledge, Attitudes and Practice About Vitamin Supplements Counseling in Libyan Community Pharmacies

Pharmacists play an important role in the healthcare system and have a greater impact on the outcome of public health programs. Patients who seek vitamin advice presume the role of community pharmacists including the recommendation of effective vitamin supplements. This study aimed to evaluate knowledge, attitudes and professional practices of Libyan community pharmacists in counselling patients about the safe consumption of vitamins. A cross-sectional study was conducted in pharmacies located in Tripoli, Libya between October 2023 and February 2024. Data collection was carried out using semi-structured self-administrated questionnaire. A total of 235 pharmacists participated in this study. The majority (75.3%) of pharmacists believed that a balanced diet is more achievable by eating healthily than by vitamins supplements. 76.6% of participants believed that chronic consumption of certain vitamins would not shorten life spans, while 65.5% agreed that vitamin supplements could be toxic or might contain unlabeled harmful ingredients. Less than half of pharmacists (35.3) were aware that some antioxidant vitamins have been verified to be of unproven value, or may even cause cancer. 80% of pharmacists would recommend vitamins on a regular basis without prescription, the majority agreed that counselling on vitamin supplements is part of their role in pharmaceutical care (94.5%), in addition to providing relevant information to other healthcare professionals (76.6%). Moreover, responses to specific knowledge questions, such as the interactions of vitamins with drugs or the recommended dietary allowance of vitamins for infants, children, and pregnant women, were negative. Furthermore, only a minority of pharmacists (48.5%) would recheck the accuracy of dose regimens in prescriptions and 50.6% of participants would follow up patients to record any consequences of vitamins consumption. The questionnaire revealed satisfactory awareness of community pharmacists about their role in counselling; however, further programmes to update their knowledge are mandatory to emphasise the importance of vitamin supplements as part of complementary medicine, and their exclusion from being considered as merely over the counter (OTC) products.