Professional Programs Research Articles

Exploring the effects of a graduate level trauma-informed care education program for child welfare professionals

The national child welfare agency in Ireland identified the integration of trauma-informed practices as a service need, in the current significantly challenging practice climate. A promising program that meets the need of child welfare professionals to support need has been developed and is reported on in this paper. This study aimed to evaluate the effects of a newly developed post-graduate level trauma-informed care program for professionals in the national child welfare agency in Ireland. Study participants were 41 child welfare professionals that included front-line practitioners, supervisors, and senior managers. A pretest–posttest study design was used, data was collected over three-time points to measure the effects of the program on pre-defined outcomes of Trauma-informed Knowledge, Professional Self-efficacy, Professional Quality of Life, and Intention to Leave. Statistically significant positives effects were found in trauma-informed knowledge, professional confidence, burn-out and compassion fatigue/secondary traumatic stress, with effect sizes ranging from medium-large to large (η2=.133toη2=.721) across the intervention time period. The positive impacts arising from the program were sustained for 3 months post-intervention. The results of this initial evaluation are promising in supporting child welfare professionals’ capacity to integrate trauma-informed practices and addressing the need for trauma informed practitioners. The need for further research is highlighted.

Ethical consideration in programme evaluation for health professional education programmes.

To explore the ethical considerations and measures of quality assurance during data-collection for programme evaluation in health professional education. The qualitative case study was conducted at Bahria University of Health Sciences, Karachi, from August to November 2023, and comprised faculty members involved in programme evaluation for at least two years having done a minimum two audit cycles. System thinking philosophical framework was used during the data-collection phase. A diverse sample was selected to ensure representation from different sectors and roles within the teams. Data was collected through participant observation, semi-structured interviews and focus group discussions. Data was subjected to thematic analysis. There were 7 faculty members who were interviewed individually twice in addition to 4 focus group discussion. Members of quality assurance team were experts in their respective fields, but were not found to be wellversed in terms of ethical considerations that should guide data-collection. This lack of knowledge may inadvertently lead to ethical lapses in the evaluation process. Another ethical challenge seen was bias in the data-collection phase. Faculty members integral to programme evaluation efforts were found to lack knowledge regarding ethical considerations in data-collection, which can pose significant risks.

Bridging the gap: national virtual education programme for professionals caring for adults with intellectual and developmental disabilities at the time of COVID-19.

The COVID-19 pandemic significantly impacted the mental health of adults with intellectual and developmental disabilities (IDD). During this period of uncertainty and need for up-to-date information, various virtual training programmes demonstrated the role of tele-mentoring programmes. The aim of this paper is to describe the educational evaluation of the National Extension for Community Healthcare Outcomes - Adults with Intellectual and Developmental Disabilities (ECHO-AIDD), a programme for service providers working with adults with IDD during COVID-19. The programme consisted of six sessions, conducted weekly, over two cycles. Each session included didactic teaching by hub team members, COVID-19 news updates, wellness check-ins and a brief mindfulness activity, followed by a 30 to 45 min case-based discussion. The hub structure had an inter-professional approach to team expertise. Those with lived experience were an integral part of the content experts' hub. Pre-, post- and follow-up evaluation data were collected. Care providers from health and social care sectors (n = 230) participated in the programme. High levels of engagement and satisfaction were reported. Self-efficacy ratings improved from pre- to post-, and were maintained at 8-week follow-up; improvement from pre- to post- was significant (P < 0.0001). Exposure to National ECHO-AIDD educational intervention led to improvement in perceived competencies. This study also shows the valuable role of people with lived experience in fostering adaptive expertise in learners. The outreach and scalability support the feasibility of building a national virtual community of practice for IDD service providers. Future studies should focus on studying the impact of these programmes on the health outcomes of people with IDD.

ADVANCING PERSONALISED LEARNING IN DISTANCE EDUCATION AT THE UNIVERSITY OF BUEA: A PATH FORWARD FOR A MASTERS PROGRAMME IN NURSERY AND PRIMARY EDUCATION

The realm of nursery and primary education in Cameroon has witnessed the introduction of novel curricula aimed at fostering competencies among learners, particularly accentuating Science, Technology, Engineering, and Mathematics (STEM) education. This paradigm shift underscores the pressing demand for educator’s adept at navigating and fully leveraging these curricular frameworks to facilitate the acquisition of knowledge, skills, and attitudes requisite for the learners' holistic development. Concurrently, the enactment of the National Development Strategy 2020-2030 (NDS30), geared towards propelling Cameroon towards emergent status by 2035, serves as a resounding call for concerted efforts across all sectors, including education, to realise the stipulated objectives. Consequently, there is an urgent imperative for a cadre of high-calibre educators equipped with the specific knowledge, skills, and competencies necessary to yield the desired educational outcomes. Such educator proficiency can only be cultivated through rigorous professional programmes that address contemporary challenges and foster avenues for lifelong learning. It is well-established that higher levels of education are intricately linked with elevated pedagogic standards (Howes et al., 2003; Siraj-Blatchford, 2010). In alignment with this premise, the Faculty of Education at the University of Buea has devised a master's programme in nursery and primary education employing a blended learning model, encompassing both face-to-face and online learning modalities. Nonetheless, to provide truly tailored educational experiences catering to the diverse talents, interests, and needs of each learner, a personalised learning approach is indispensable. The creation of a personalised distance learning environment holds paramount significance, particularly in light of the burgeoning prominence and acceptance of personalised learning within higher education circles. This initiative furnishes a roadmap for transitioning from conventional face-to-face instruction to online learning through the lens of personalised learning principles.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0736/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Learning Preference of Health Care Professional Students at a Multi-culturalUniversity in the United Arab Emirates

Background: Identifying the preferred learning modalities of students is crucial for a comprehensive understanding of the content of the study, and this can be achieved by employing the VARK inventory developed by Neil D. Fleming. The preferred learning modality of students significantly influences their learning outcomes. Aim: This study aimed to identify the preferred learning modalities among health professional students. Methods: Using a cross-sectional survey study design, we surveyed a consecutive sample of 351 students from three health professional programs: Nursing, Medical, and Pharmacy. After obtaining institutional board approval, a standardized self-administered VARK inventory (Visual, Aural, Read/write, Kinaesthetic), version 7.8, was employed. VARK scores were computed for each respondent and sent to the publisher for interpretation and categorization of learning preferences. Data were analyzed using SPSS version 28.0 and 29.0. Results: The findings revealed that 35.9% of participants were between 18-20 years old and identified as unimodal learners, with 19.1% preferring kinaesthetic learning. In the bimodal and trimodal categories, 5.98% exhibited preferences for AK (Aural, Kinaesthetic) and VAK (Visual, Aural, and Kinaesthetic). Only seventy students (19.9%) preferred multimodal learning patterns. Notably, all the college students were identified as unimodal learners. Conclusion: Understanding these diverse learning preferences empowers students to employ appropriate learning methods, enhancing their overall learning experience. Faculty members can leverage this data to tailor teaching styles, thereby optimizing the learning environment. Further research across different universities can contribute to broader knowledge and informed strategies that promote effective learning processes.

A Brief but Spectacular Take: Reflecting on Professionalism by Student Physical Therapists.

Professionalism is an abstract concept that requires reflection for students to generate personal meaning and application. It should be taught explicitly within the academic part of a professional physical therapist education program. The purpose of this case report was to present one unique strategy to increase reflection about professionalism. Forty-four students enrolled in the first semester of a professional physical therapist education program participated in the case report. All were enrolled in a 1-credit hour course, Professional Issues, in which they developed a 2- to 3-minute video presenting their brief but spectacular take on various professional issues. Students responded in an online discussion tool to 2 of their colleagues' videos, developing a rich conversation. An optional 11-item survey about student satisfaction with the assignment was distributed electronically. A 4-point Likert scale was used for 10 items with the 11 being open ended. An analysis of the video presentations identified 4 themes: diversity, equity, and inclusion; self-care; core values; and patient management. Discussions were positive, professional, and encouraging. The optional survey had a 45% response rate. The medians for individual items ranged from 3 (6 items) to 4 (3 items). Reflection is essential to provide meaning in the learning process. Creating a video reflection that allowed students to describe their passion for the profession and then to discuss it in an online format was a unique teaching/learning activity. The concept of professionalism was successfully explored using the assignment that was well-received, and most students found it beneficial to their personal growth.

BIG DATA, ARTIFICIAL INTELLIGENCE, AND MANAGEMENT ACCOUNTANT: A GLOBAL PERSPECTIVE

This study aims to objectively explored the relevance of big data issues that have developed in the professional world to the best practices of the management accounting profession. The conceptual framework was developed to become the frame for consideration of making structured designs on artificial intelligence issues. Using data sources derived from literature studies and conducting various reviews of articles related to this interesting topic, conclusions are generated that refer to the implications of management accountant best practices. This study finds that the concept of management accountants is strongly influenced by the adoption of Big Data in the companies. Furthermore, we specifically define and present strategic steps that can suggest management accountants can carry out best practices in accordance with professional programs that have become an important part of practice. This study contributes to the development of the best practice of management accountants where Big Data is the center of attention that cannot be separated from their professional practice so that it is possible to adjust the practice of management accountants that generate added value. To the best authors knowledge, this is the first study to seeks and explores the Big Data and Artificial Intellegence in the management accountant profession from global perspectives. The study provides some deep insight to the accountant management global more take care for their sustainable profession in the long wave of digitalisation.

Reshaping Librarianship as a Career through Professional Certification

Compared to other professionals, librarians in Indonesia are less recognized as belonging to a profession. Rather than information professionals, librarians in Indonesia are seen as technical, clerical, and administrative staff. This paper discusses the implementation of a professional certification program to build and strengthen librarianship as a professional career in Indonesia. A questionnaire survey was administered to 60 library stakeholders to determine their perceptions of professional library certification. The study finds that the certification strategically reshapes librarians' professionalism by assessing their competencies. Through accreditation, professional librarians' competencies are measured and accounted for by performing specific library tasks that will affect library services.

Evaluation of a psychological readiness program and final clinical practicum among final year nursing students: A mixed methods study

BackgroundFinal year nursing students may experience higher levels of stress owing to the increasing complexity and expectations from their clinical practicums. Enhancing psychological readiness may be a potential strategy to enhance nursing students' transition to the clinical area. ObjectiveTo evaluate the effects of a psychological readiness enhancement for transition to professional practice program and a 10-week clinical practicum on students' psychological wellbeing, resilience, practice readiness and confidence. DesignA sequential mixed-methods approach comprising of a single-group evaluation and descriptive qualitative study. SettingFinal year nursing students enrolled in an undergraduate nursing program from one autonomous university in Singapore was recruited. Participants148 final year nursing students participated in the single-group evaluation study. A total of 24 participants who completed the psychological readiness program were recruited in the qualitative study. MethodsThis study included two phases. Phase I comprised of an evaluation of a blended psychological readiness program and clinical practicum. Data was collected across three waves to assess nursing students' psychological wellbeing, resilience, practice readiness and confidence. In Phase II, a qualitative study using individual semi-structured online interviews was conducted to examine students' experiences of the psychological readiness program and clinical practicum. ResultsThe psychological readiness program led to significant changes in students' anxiety and patient centeredness scores. The accumulated effects of the psychological readiness and clinical practicum showed significant improvements in students' practice readiness and confidence. Although there were no significant improvements in depression, stress and resilience scores, there were improvements in the trend across three waves. Students attributed these improvements to the psychological readiness program and sharing by the alumni. ConclusionsThe findings of this study laid the foundation for the development of psychological readiness programs. However, larger scale studies using randomized controlled trial designs should be used to confirm the effects of these interventions.

PhD Progression: a micro-credentialing program motivates and supports PhD students’ professional development at a US University

PurposeThis study aims to present the evaluation of a competency-based online professional development training program, PhD Progression, tied to a digital badge system, created to support PhD students across fields.Design/methodology/approachThis study took place at Boston University, a large, nonprofit, Carnegie Classified R1 research-intensive institution located in the northeastern region of the USA. Through internal campus collaborations, the authors developed a PhD core capacities framework. Building from this framework, the authors designed the first learning level of the program and ran a pilot study with PhD students from various fields and at different stages of their PhD. Using surveys and focus groups, the authors collected both quantitative and qualitative data to evaluate this program.FindingsThe quantitative and qualitative data show that the majority of the PhD student participants found the contents of the competency-based training program useful, appropriate for building skills and knowledge and therefore relevant for both their degree progress and their future job. Gaining digital badges significantly increased their motivation to complete training modules.Practical implicationsThis type of resource is scalable to other institutions that wish to provide self-paced professional development support to their PhD students while rewarding them for investing time in building professional skills and enabling them to showcase these skills to potential employers.Originality/valueThis study demonstrates, for the first time, that tying a digital badging system to a competency-based professional development program significantly motivates PhD students to set professional development goals and invest time in building skills.

Green spillover effect of human capital growth—Evidence from the PM enrollment expansion

This paper examines the impact of human capital on corporate green innovation. We exploit an expanded professional master enrollment program in China that resulted in a surge in staff with professional master's degrees (SPM) and use a Difference-in-Differences (DID) approach to address the potential endogeneity. We find that green patents in firms belonging to human capital-dependent industries increase significantly after SPM enters the labor market. Environmental awareness and green investment are two plausible potential mechanisms. We further find this effect is more pronounced in firms with state-owned equity, and higher employee care. Our study highlights an important but unanticipated benefit arising from the accumulation of human capital.

Trueness of the apical and middle root portion segments of 3D-printed removable die and alveolar cast designs manufactured using stereolithographic 3D printing.

The present study evaluated the effects of the root portion design, segment (middle vs. apical), and part (die vs. cast) on the trueness of three-dimensional (3D)-printed removable die-cast complex. The trueness of apical and middle segments of the root portion of 45 3D-printed removable dies and casts with three different root portion designs (n = 15) was assessed using a metrology-grade computer program. The three removable dies and cast designs (root form [RF], conical [CON], and cylindric [CYL]) were created using professional computer-aided manufacturing computer programs (DentalCAD 3.1 Rijeka, and InLab CAD 22.0), and manufactured using stereolithographic 3D printer (Form3; FormLabs, Somerville, MA). Subsequently, the 3D-printed removable dies and casts were scanned by a single operator with an intraoral scanner (PrimeScan; Dentsply Sirona, Charlotte, NC), and their respective standard tessellation language files were aligned and compared to master reference files in a metrology-grade computer program (Geomagic Control X; 3D systems, Rock Hill, NC). The root mean square (RMS) values of the middle and apical segments for each removable die and cast were calculated and analyzed using a mixed model including a repeated measure 3-way analysis of variance (ANOVA) and post-hoc stepdown Bonferroni-corrected pairwise comparisons (α = 0.05). A statistically significant 3-way interaction between factors was detected, suggesting that the part (removable die or alveolar cast) and their design affected the RMS values of their apical and middle root portion segment. (p = 0.045). The post-hoc analysis identified significant differences between RMS values of the apical segments of the CON and CYL removable dies (p = 0.005). Significant differences were observed between the middle and apical segments of the CON (p < 0.001) and RF removable die designs (p = 0.004). No statistically significant differences were noticed between the RMS of the different alveolar cast designs (p > 0.05). Significant differences were detected between the apical and middle segments of the same alveolar cast design (p < 0.05). For the manufacturing trinomial and 3D printing strategy used in the present study, the interaction of the part, design, and segment affected the trueness of removable dies and alveolar casts. The trueness was higher on the middle segment on removable dies and alveolar casts in all designs used, except for CYL removable dies, where the trueness difference between segments was small. Higher trueness values may be achieved with designs with simple apical segment geometries.

Assessing Training Programs for Preventive Healthcare Professionals: A Comprehensive Kaufman Evaluation Framework

Assessing Training Programs for Preventive Healthcare Professionals: A Comprehensive Kaufman Evaluation Framework

Burnout, Exhaustion, Experiences of Discrimination, and Stress Among Underrepresented and First-Generation College Students in Graduate Health Profession Education.

Mental health disorders are increasing among health profession students. Compounding this, students from underrepresented backgrounds may face additional stressors and challenges. The aims of this study were to: (1) assess the extent to which burnout, exhaustion, experiences of discrimination, and stress exist among students in dentistry, nursing, occupational therapy, pharmacy, and physical therapist professional education programs; (2) determine if there are significant differences by key demographic characteristics (those who are first-generation college students [FGCSs], a member of an underrepresented minority [URM] group, or both); and (3) highlight strategies and solutions to alleviate these challenges identified by students. Cross-sectional survey using a mix of question types of a sample of graduate students from dentistry, nursing, occupational therapy, pharmacy, and physical therapy programs from February to June 2020. Utilizing the Maslach Burnout Inventory Student Survey and campus climate and stress survey, mean subscale scores were calculated for the following outcomes of interest: MBI-SS burnout, dimensions of stress, and observed racism. Logistic regressions examined student factors that may help explain these outcomes. Content analysis examined participants' responses to open-ended questions. There were 611 individuals who completed all survey questions. FGCSs were significantly more likely than non-FGCSs to report exhaustion (adjusted odds ratio [aOR]: 1.50; 95% CI = 1.04-2.16), family stress (aOR: 3.11; 95% CI = 2.13-4.55), and financial stress (aOR: 1.74; 95% CI = 1.21-2.50). URM students reported not feeling supported in their program and mentioned needing additional support, particularly for well-being, from staff and faculty. Findings from this study are consistent with literature that FGCSs experience additional stressors that may lead to burnout and exhaustion. URM students reported not feeling supported in their programs. This study's findings point to the need for leadership and faculty of health professional schools to implement or strengthen current policies, practices, and strategies that support URM students and FGCSs. Research demonstrates that a diverse student body and faculty enhances the educational experience for health professional students, and that diversity strengthens the learning environment and improves learning outcomes, preparing students to care for an increasingly diverse population. However, this study finds that students from underrepresented backgrounds may still experience more burnout, exhaustion, discrimination, and stress than their peers. Programs and policies to support URM students and FGCSs throughout their academic careers can help improve graduation and retention rates, leading to improved workforce diversity.

ПРОБЛЕМНЫЕ АСПЕКТЫ В РАБОТЕ С КАДРОВЫМИ РЕЗЕРВАМИ УЧРЕЖДЕНИЙ И ОРГАНОВ ФЕДЕРАЛЬНОЙ СЛУЖБЫ ИСПОЛНЕНИЯ НАКАЗАНИЙ И НАПРАВЛЕНИЯ ПОВЫШЕНИЯ ЕЕ ЭФФЕКТИВНОСТИ

The article provides theoretical justifications for the need to manage the personnel reserve, including in the public administration system. The personnel situation in the penal enforcement system is analyzed and the main problematic aspects of the formation of personnel reserves of institutions and bodies of the Federal Penitentiary Service of Russia are identified, as well as proposals for improving work with personnel reserves are formulated. The topic raised is relevant due to the fact that in modern socio- economic and political conditions, the main purpose of staffing the Federal Penitentiary Service of Russia is to preserve and strengthen the human resources of the penal enforcement system. In the mechanism for achieving this goal, the most important task is the formation and effective use of personnel reserves of institutions and bodies of the Federal Penitentiary Service of Russia to meet the needs of the system in qualified managerial personnel in a timely manner. The analysis made it possible to substantiate a set of measures to improve work with the personnel reserve of territorial institutions and bodies of the Federal Penitentiary Service of Russia, including proposals to increase the salary of employees filling the positions of managers (chiefs); to stimulate employees enrolled in the personnel reserve; to increase the number of professional training programs for employees. A systematic approach to the formation and training of a reserve of senior personnel of institutions and bodies of the Federal Penitentiary Service of Russia will ensure the creation of an effective personnel management system of the penal system.

Gender Disparities in Adverse Events Resulting From Low-Value Practices in Family Practice in Spain: A Retrospective Cohort Study.

Objectives: This study aimed to evaluate gender-based disparities in preventable adverse events due to low-value practices (LVPs) in primary care. Methods: A retrospective cohort study in Alicante, Spain. Results: A total of 1,516 patient records were examined, finding that older individuals and women experienced more LVP-related events. Female patients faced a higher volume of such events than males with the same health issue. Interaction analysis revealed patients treated by male physicians had more severe events, while those attended by females experienced milder ones. Adverse events were more frequent in LVPs associated with gender-based reasons. Conclusion: These results highlight the need for tailored healthcare professional awareness programs on overuse's impact on safety. Addressing outcome differences between male and female patients should inform awareness campaigns.

치매노인 가족부양자의 우울감 감소를 위한 집단상담 프로그램 개발 요구도 조사

Objectives This study was attempted to provide basic data for the development of a group counseling program for family dependents for the elderly with dementia to reduce depression among family dependents (housewife dependents, other dependents). Methods The subjects of the study are family dependents living with 80 elderly people aged 65 or older registered in the dementia management project among the elderly who use the Daegu Metropolitan City Day Care Center and the Home Welfare Center. Data were collected through a questionnaire by dividing family caregivers into housewives (80 people) and other caregivers (80 people). The collected data were analyzed using descriptive statistics, cross-analysis, factor analysis, multiple regression analysis, and t-test. Results As a result of the study, 55.0% of housewives and 60.0% of other dependents living with the elderly with dementia said they were willing to participate in group counseling. As a result of statistical analysis, the burden of support for other dependents living with the elderly with dementia was positively significant in depression, indicating that depression also increased as the burden of support for family dependents increased. In the composition of the group counseling program, both housewives had a high demand for emotional support and empathy, and other dependents had a high demand for self-care and stress management. Among other supporters who want to participate in group counseling, 56.2% prefer online counseling to face-to-face counseling. Conclusions As a result of this study, special attention is needed not only for elderly housewives with dementia but also for other dependents in order to reduce depression among elderly families with dementia. There is an urgent need for a professional group counseling program for them. In order to maximize the effectiveness of the program rather than uniform group counseling, it is necessary to operate a customized program and prepare a system that applies various counseling methods for each subject.

Insights into professional learning for intensive Block Model: Lessons from a participatory evaluation for capacity building

We share lessons gained through supporting an institution-wide curriculum innovation via a post-graduate professional learning program. At the inception of the innovation, an intensive Block Model (BM) was unfamiliar to both the institution and its professional learning facilitators. The Graduate Certificate of Tertiary Education was re-modelled with BM as the heart of professional learning so academics would encounter BM as students. The program modelled BM principles, reinforced by meta-conversations to provide students with a reflective, immersive experience. Through a participatory evaluation, professional learning facilitators’ individual reflections were distilled to generate collaborative insights into academics’ capacity building for BM. Their lessons inform strategies to cultivate institution-wide capability-building including their own professional growth. Lessons shape the study recommendations. Recommendations originate from effectively engaging time-poor, diverse cohorts. (1) In recognition of the ease with which students can fall behind, embedding strategies to manage their time and stress helps to maintain a realistic study pace. (2) Authentic assessments provide students with useful products for their teaching. (3) Peer-feedback and examples of students’ work exposes them to how their colleagues present their work and illustrates good BM practices. (4) Modelling BM principles must be reinforced by meta-conversations to provide students with a reflective, immersive experience of the pedagogical principals. We observed that well planned efficiencies for students often provide consequent efficiencies for staff. These insights are captured in a model for scalable institutional-based professional learning practice. Capability growth flourishes at the intersection of action, reflection and evaluation. Professional collegial conversations are the catalyst for developing context-relevant professional learning.

Transgender people's experiences of hospitalization: A qualitative metasynthesis.

To identify, synthesize, and interpret the scientific literature on the experience, perspectives, and feelings of transgender people during hospitalization. A qualitative metasynthesis. PubMed, CINAHL and PSYCHINFO were consulted in March 2024. A literature review was conducted following Sandelowski and Barroso's four-step metasynthesis methodology. The article selection process was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines. Studies were selected based on the objectives of the review, pre-established criteria and quality appraisal. A thematic analysis was conducted after extracting relevant quotations and a metasynthesis table was created to compare quotations and analyse overarching themes. Twenty-two studies were included after screening titles and abstracts, full texts, and references. Three themes were identified: 'Perception of self-identity'; 'Misgendering' and 'Lack of staff training and awareness'. Transgender people's healthcare experiences during hospitalization were mainly negative, delayed or uncomfortable. Misgendering and lack of awareness of transgender issues among healthcare workers generated anxiety and frustration. Key aspects of care for transgender people need to be included in all training programs for health professionals. There is a need to increase education and awareness among healthcare professionals towards transgender people's needs during hospitalization ensure high quality care. This study addressed the negative experience, perspectives and feelings of transgender people during hospitalization. Misgendering and unawareness of transgender peoples' issues create anxiety and frustration among nurses. Elements to improve care for transgender people need to be integrated into all nursing curricula and training programs. The authors adhered to the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines and the Critical Appraisal Skills Programme (CASP). Since this was a metasynthesis, no patient or public contribution was required.

An Empirical Analysis on Certified Public Accountants (CPA) Exam Passage Rates in Texas

Studying noncurricular features alongside existing curriculum elements provides valuable information for improving professional programs that prepare future business leaders (Barilla, 2008). We use a large sample of aggregated CPA exam passage rate data from 12 Texas public universities over a ten-year period to analyze CPA exam passage rates. We then investigate the interactions across sample years, number of examinees, degree types, and exam sections. Our findings provide curriculum developers and schedulers with considerable insights into the delegation of teaching responsibilities owed to examinees and employers who increasingly expect the rewards of prompt CPA certification.