Self-assessed Competence Research Articles

Intensive care professionals' perceptions of the quality of counselling provided in the ICU: A cross-sectional study.

Intensive care professionals (ICPs) have a key role in counselling adult intensive care unit (ICU) patients and their family members. The counselling provided to ICU patients and their family members can be described based on the content, implementation, benefits, and resources. The study had two specific aims: first, to assess ICPs' perceptions of the quality of counselling provided to ICU patients and their family members; and second, to explore which factors ICPs feel is associated with the quality of counselling. A cross-sectional survey of ICPs working in adult ICUs in Finnish university hospitals. Data were collected using the Counselling Quality Instrument. The data were analysed by descriptive statistics and chi-square and t-test statistical methods. A total of 182 ICPs returned the questionnaire, reflecting a response rate of 18.6%. Most of the respondents were nurses (97%) and the mean age was 42 years. The ICPs reported having adequate time for patient- (77%) and family-centered (73%) counselling, but only 47% felt that their units had the appropriate facilities. There were statistically significant differences between patient- and family-centered counselling and the ICP's self-assessed competence (p < .001), goal-oriented counselling (p < .001), and atmosphere during counselling (p < .001). ICPs' attitudes towards counselling impacted how these professionals assessed patients' and family members' confidence, along with patient recovery (p < .001). This study confirms that the provision of high-quality counselling has beneficial effects; however, it also indicates that there is a need for training that considers each ICP's professional experience and patient- and family-centered factors, which may differ from one another. According to ICPs, the quality of counselling can be enhanced by empowering ICPs to improve counselling and providing appropriate ICU facilities for counselling, such as a private room for family members.

Translation and validation in Greek of the Central Vancouver Island Multicultural Society Cultural Competence Self-Assessment Checklist for health professionals

1. Halse C. Multicultural trends in Europe. In: Halse C, Kennedy KJ, eds. Multiculturalism in Turbulent Times. Routledge; 2021:23-39. doi:10.4324/9781003090090 Google Scholar

SELF-ASSESSMENT OF LATVIAN SUPERVISORS’ DIGITAL COMPETENCE

The importance of digital competence (Dc) is significantly increasing as global digital transformation continue rapidly to develop and digital solutions are extensively integrating into all areas. As a result, Dc is included as one of eight core competences for lifelong learning. The present study aimed to find out the self-assessment of the importance (an assessment of how significant and necessary a certain value is) and attainability (an assessment of how attainable a certain value is) of Latvian supervisors’ Dc. Digital competence self-assessment questionary is theoretically based on a major European Union research project, DigComp 2.1 and identifies the key components of Dc in 5 areas, namely, information and data literacy, communication and collaboration, digital content creation, safety and problem solving. 56 respondents participated in the online survey during October 2021. The importance and attainability indicators of Dc statements were evaluated on a 5-point Likert scale. The study indicated rather high importance of Dc (3 of 51 statements were evaluated as very important, 43 as rather important and 5 as moderately important). The indicators of the attainability of Dc varied from rather unattainable to rather attainable (26 of 51 statements were evaluated as rather attainable, 21 as average attainable and 4 as rather unattainable). Wilcoxon signed-rank test indicated statistically significant differences in 34 out of 51 statements of Dc that was evaluated higher in importance than attainability. The study results show high level of supervisors’ awareness of the digital competence importance. The obtained attainability results allowed to highlight the need for the further digital competence improvement for the supervisors, especially at such digital competence areas as safety and problem solving.

SELF-ASSESSMENT OF OPERATING THEATRE NURSE COMPETENCE IN PERIOPERATIVE CARE

Assessment of competence level of operating theatre nurses (OTN) has a significant role in ensuring patient safety, continuity of perioperative care, and positive care environment, allowing to identify shortcomings and address them. The competence level describes quantitatively the competence in perioperative care — a set of skills, attitudes, and knowledge required for effective and safe perioperative care. A simple method to assess the competence level is a self-assessment scale; however, this method has not been used in Latvia to establish the OTN competence levelThe goal of this work is to determine the perceived level of competence in the perioperative care of OTN in a multi-profile hospital in Latvia. For this purpose, a modified perioperative competence self-assessment scale was used, based on Gillespie’s (2012) Perceived Perioperative Competence Scale-Revised (PPCS-R). The results show that OTN have a high perceived level of competence. However, the leadership subscale (which includes coordination and management) displayed lower levels of perceived competence, which shows the insufficiency of training. The results also show that certified OTN, those with more work experience, and OTN with a Bachelor’s degree have a higher perceived competence level. The scale adapted to Latvian exhibits equally good internal consistency as other versions of PPCS-R.

Results of the George Washington University cancer center's comprehensive cancer control cancer communication mentorship program and implications for future practice.

PurposeThe Comprehensive Cancer Control Cancer Communication Mentorship Program (“Mentorship Program”) was created by the George Washington University Cancer Center (GWCC) to provide technical assistance (TA) in implementing evidence-based cancer screening communication interventions and support networking for comprehensive cancer control (CCC) professionals. The Mentorship Program matched entry-to mid-level CCC professionals with health communication and/or CCC experts and offered monthly web-based discussions with academic researchers and practitioners who shared their knowledge and provided applied learning opportunities throughout mentees’ project planning, implementation and evaluation. The program objective was for mentees to improve health communication skills and apply evidence-based knowledge to reduce the burden of cancer.MethodsA mixed methods evaluation was conducted, including a qualitative description of each project and its outcomes as well as quantitative measures of satisfaction with the program and self-rated changes in competence.ResultsMentees represented the following locations: New Jersey, Arkansas, Michigan, West Virginia, and Republic of Palau. Project topics ranged from increasing Human papillomavirus (HPV) vaccinations to increasing screening uptake for colorectal cancer, lung cancer, cervical cancer, and breast cancer. Evaluation results from pre- and post-program communication competency self-assessments and mid- and post-program surveys revealed that the Mentorship Program advanced personal and professional goals and improved public health communication skills.ConclusionThe Mentorship Program achieved its objectives for peer networking and offering expert TA in cancer prevention and control communication, offering a promising model for others involved in supporting implementation of evidence in practice.

Analysis of a Resident Competence Self-Assessment Survey

ABSTRACT Introduction Orthotic and prosthetic clinicians need to self-assess their performance and make decisions about practice limitations and continuing education throughout their careers. The objectives of this study were to evaluate the internal consistency of a self-assessment survey, examine the latent common factors and responsiveness of the survey, and use the results of the analysis to develop a shortened self-assessment survey. Methods Residents completed a self-assessment 29-item survey based on the six domains of the American Board for Certification in Orthotics, Prosthetics, and Pedorthics (ABC) Practice Analysis of Certified Practitioners in the Disciplines of Orthotics and Prosthetics at multiple times during the clinical residency. Internal consistency was examined through Cronbach α. Confirmatory and exploratory factor analysis were used to examine latent common factors and inform item reduction. Responsiveness was examined through repeated-measures analysis of variance (ANOVA). Results Analysis revealed a Cronbach α of 0.927. Confirmatory factor analysis indicated a poor fit of the six-factor model. The final and best-fitting model suggested four latent common factors: patient centeredness, regulatory awareness, device evaluation, and professional responsibility. Review and revision of the items resulted in a 14-item instrument. The instrument was responsive to changes over time. Conclusions The results indicate a need to reexamine current clinical practice framework in orthotics and prosthetics, particularly as it relates to clinical competence. Future research should evaluate the performance of the shortened self-assessment survey and consider implications for educational standards. Clinical Relevance The use of validated educational tools can strengthen the efficacy of assessments in clinical education and residency. Improved clinical education assessments may result in standardization of competency and improved graduate preparedness.

Correlation between Overconfidence and Learning Motivation in Postgraduate Infection Prevention and Control Training.

Introduction: Training in hand hygiene for health care workers is essential to reduce hospital-acquired infections. Unfortunately, training in this competency may be perceived as tedious, time-consuming, and expendable. In preceding studies, our working group detected overconfidence effects in the self-assessment of hand hygiene competencies. Overconfidence is the belief of being better than others (overplacement) or being better than tests reveal (overestimation). The belief that members of their profession are better than other professionals is attributable to the clinical tribalism phenomenon. The study aimed to assess the correlation of overconfidence effects on hand hygiene and their association with four motivational dimensions (intrinsic, identified, external, and amotivation) to attend hand hygiene training. Methods: We conducted an open online convenience sampling survey with 103 health care professionals (physicians, nurses, and paramedics) in German, combining previously validated questionnaires for (a) overconfidence in hand hygiene and (b) learning motivation assessments. Statistics included parametric, nonparametric, and cluster analyses. Results: We detected a quadratic, u-shaped correlation between learning motivation and the assessments of one’s own and others’ competencies. The results of the quadratic regressions with overplacement and its quadratic term as predictors indicated that the model explained 7% of the variance of amotivation (R2 = 0.07; F(2, 100) = 3.94; p = 0.02). Similarly, the quadratic model of clinical tribalism for nurses in comparison to physicians and its quadratic term explained 18% of the variance of amotivation (R2 = 0.18; F(2, 48) = 5.30; p = 0.01). Cluster analysis revealed three distinct groups of participants: (1) “experts” (n1 = 43) with excellent knowledge and justifiable confidence in their proficiencies but still motivated for ongoing training, and (2) “recruitables” (n2 = 43) who are less competent with mild overconfidence and higher motivation to attend training, and (3) “unawares” (n3 = 17) being highly overconfident, incompetent (especially in assessing risks for incorrect and omitted hand hygiene), and lacking motivation for training. Discussion: We were able to show that a highly rated self-assessment, which was justified (confident) or unjustified (overconfident), does not necessarily correlate with a low motivation to learn. However, the expert’s learning motivation stayed high. Overconfident persons could be divided into two groups: motivated for training (recruitable) or not (unaware). These findings are consistent with prior studies on overconfidence in medical and non-medical contexts. Regarding the study’s limitations (sample size and convenience sampling), our findings indicate a need for further research in the closed populations of health care providers on training motivation in hand hygiene.

Assessment of Psychometric properties of Clinical Competence Self-Assessment Tool (CCSAT)

Introduction: The healthcare sector is very complex. Presently there is shortage of nurses and the hospitals tend to recruit new graduate nurses to work in critical and intensive care units. The baccalaureate study equips a nursing student with theoretical knowledge and fundamental nursing skills. There is still a challenge to promote nursing student’s competence before they acquire their nursing degree. Nurse competence has been assessed in past, few have estimated it at the point of completion of nursing degree. In India too there is a scarcity of data and so far no tool developed or modified to assess the same. Purpose of the current study is to assess reliability and validity of a newly developed “Clinical Competence Self Assessment Tool” which measures perceived clinical competence in terms of professional behavior, knowledge and skills. Aim: To establish reliability and validity of CCSAT. Materials and Methods: The present paper assesses CCSAT try out results on a sample of 410 upcoming nursing graduates from 09 randomly selected nursing colleges of western Uttar Pradesh. A cross sectional descriptive survey design was done to collect the data. Factor analysis was used to analyze the results. Results: The data was found suitable for factor analysis. All subscales achieved reliability with reliability coefficient value of &gt; 0.83. Post factor analysis all the 19 items were retained in professional behavior subscale and one item each were reduced from Knowledge and skills subscale. Conclusion: Final CCSAT, post try out on a sample of 410 upcoming graduates CCSAT contained total 90 items. The reliability and validity of the tool was also ascertained.

Oncology Training Needs Assessment Among Health Care Professionals in Nigeria.

PURPOSEThis study investigated the status of training and preparedness for oncology practice and research and degree of interprofessional collaboration among health care professionals in the six geopolitical regions of Nigeria.METHODSA convergent parallel mixed methods design was used. Three hundred seventeen respondents completed a three-part, online questionnaire. Self-rated competencies in oncology research (26 items), oncology practice (16 items), and interprofessional collaboration (nine items) were assessed with a one- to five-point Likert scale. Six key informant and 24 in-depth interviews were conducted. Descriptive statistics, analysis of variance, and pairwise t-test were used to analyze the quantitative data, whereas thematic analysis was used for the qualitative data.RESULTSRespondents were mostly female (65.6%) with a mean age of 40.5 ± 8.3 years. Respondents include 178 nurses (56.2%), 93 medical doctors (29.3%), and 46 pharmacists (14.5%). Self-assessed competencies in oncology practice differed significantly across the three groups of health care professionals (F = 4.789, P = .009). However, there was no significant difference across professions for competency in oncology research (F = 1.256, P = .286) and interprofessional collaboration (F = 1.120, P = .327). The majority of respondents (267, 82.4%) felt that educational opportunities in oncology-associated research in the country are inadequate and that this has implications for practice. Key training gaps reported include poor preparedness in data analysis and bioinformatics (138, 43.5%), writing clinical trials (119, 37.5%), and writing grant/research proposals (105, 33.1%). Challenges contributing to gaps in cancer research include few trained oncology specialists, low funding for research, and inadequate interprofessional collaboration.CONCLUSIONThis study highlights gaps in oncology training and practice and an urgent need for interventions to enhance interprofessional training to improve quality of cancer care in Nigeria. These would accelerate progress toward strengthening the health care system and reducing global disparities in cancer outcomes.

Self-assessed Competence of Nurses in Critical Care Units in Malawi: A Cross-sectional Survey

Background: The birth of a premature infant and admission to the NICU is often unexpected and traumatic for families, leading to increased distress and can negatively impact parental-infant attachment. Appropriate interventions can help to lessen the negative impact of a NICU admission on families, improving parental mental health, reducing distress, enhancing parent- infant relationships, and improving the long-term physical, cognitive, emotional, and social development of the infant.&#x0D; Aims: The purpose of this study is to examine and evaluate research evidence on the effectiveness of current interventions for improving parental distress in the NICU. Methods: A rapid review was conducted utilizing a protocol based on the Virginia Commonwealth University guidance. Keyword searches were conducted on CINAHL, MEDLINE, and PsychINFO, and studies were selected according to pre-defined eligibility criteria, published between January 2015 and January 2020. The literature search included primary studies of interventions with parental stress and/or anxiety reduction as outcomes.&#x0D; Results: A total of 14 articles were included, evaluating the effectiveness of 13 different interventions, including narrative writing, art therapy, structured nursing interventions, anxiety counselling, spiritual care, organizational change, music therapy, relaxation, and mindfulness techniques. With the Pexception of three, all the studies found significant results in the reduction of stress and/or anxiety levels of the subjects, with mothers having overall higher levels of stress indicated by higher stress scores on standardized measurement tools.&#x0D; Conclusion: There is a need for ongoing assessment of parental distress and integration of appropriate interventions within the NICU settings. In this review, both individualized and group interventions including narrative writing, art therapy, music therapy, spiritual care, activity-based group therapy, music therapy, audio-assisted relaxation techniques, mindfulness based neurodevelopmental care, cognitive behavioral based counselling, family nurture intervention and a structured nursing intervention were shown to be effective in reducing parental stress and/or anxiety in the NICU. The small scale of the studies included in this review impact generalizability to a broader audience and emphasizes the need for larger scope, multi-center studies at an international level to build on and broaden our level of knowledge on how to better support families and reduce parental distress in the NICU.&#x0D;

Implementation of the Nurse Practitioner as Most Responsible Provider model of care in a Specialised Mental Health setting in Canada.

Globally, mental health systems have failed to adequately respond to the growing demands of mental health services resulting in a disparity between the need and provision of treatment. Paucity of mental health care providers contributes to the aforementioned disparity. This can be addressed by engaging Nurse Practitioners (NPs) in an integrated model within healthcare teams. This paper describes the implementation of NPs as Most Responsible Provider (MRP) care of model in a specialised mental health hospital in Ontario, Canada. Guided by the participatory, evidence-based, patient-focused process for advanced practise nursing (APN) role development, implementation, and evaluation (PEPPA) framework, authors developed a model of care and implemented the first seven steps of the PEPPA framework - (a) define the population and describe the current model of care, (b) identify stakeholders, (c) determine the need for a new model of care (d) identify priority areas and goals of improvement, (e) define the new model of care, and (f) plan and implement the NP as MRP model of care. Within these steps, different strategies were implemented: (a) revising policies and procedures (b) harmonising reporting structures, (c) developing and implementing a collaborative practise structure for NPs, (d) standardised and transparent compensation (e) performance standards and monitoring (f) Self-Assessment Competency frameworks, education, and development opportunities. This paper contributes to the state of the knowledge by implementing NPs as MRP model of care in a specialised mental health care setting in Ontario, Canada; and advocates the need for incorporating mental health programmes within the Ontario nursing curriculum.

Graduating Nursing Students' Empowerment and Related Factors: Comparative Study in Six European Countries.

New nurses are needed in healthcare. To meet the role expectations of a registered nurse, nursing students must feel empowered at graduation. However, there are only a few studies focusing on nursing students’ empowerment. This study aims to describe and analyze graduating nursing students’ level of empowerment in six European countries and potential related factors. A comparative and cross-sectional study was performed in the Czech Republic, Finland, Italy, Portugal, Slovakia, and Spain with graduating nursing students (n = 1746) using the Essential Elements of Nurse Empowerment scale. Potentially related factors included age, gender, a previous degree in health care, work experience in health care, graduation to first-choice profession, intention to leave the nursing profession, level of study achievements, satisfaction with the current nursing programme, clinical practicums, theoretical education, and generic competence measured with the Nurse Competence Scale. The data were analysed statistically. Graduating nursing students’ self-assessed level of empowerment was moderate, with statistical differences between countries. Those with high empowerment had no intention to leave the nursing profession, had a higher level of study achievements, and a higher self-assessed generic competence level. The results suggest that empowerment needs to be enhanced during nursing education. Further research is needed to understand the development of empowerment during the early years of a nursing career.

Contribution of self-assessment of football competencies and the length of football experience for explaining the self-efficacy in junior and senior players

Aim of this paper was to examine the contribution of football experience and the self-assessment of tactical/technical skills and social competencies on the perceived self-efficacy in junior and senior football players. A total of 164 football players from Bosnia &amp; Herzegovina have taken part in the research, 79 of which were professional senior players and 85 were professional U18 (junior) players. Three measuring instruments were used in the research: A questionnaire on general information, a self-assessment scale of self-efficacy for football players and a scale for estimating tactical/ technical and social competencies in football was used to gather data. Based on the results and the conducted analyses, it is indicative that the model that encompasses the length of football experience and a self-assessment of tactical/technical and social competencies in senior football players contributed around 8.5% to the total explanation of perceived self-efficacy. In senior players, the length of experience has a greater significance in perceived self-efficacy compared to the perceived success in performing football elements. The set model doesn’t have an equal contribution in junior players, where the model entirely contributed with 14.3% of the explanation of perceived self-efficacy, and the perceived success of performing football elements also has a statistically significant contribution. So, the model which encompasses football experience and the perceived success in performing football elements (tactical/technical and social competencies in football) is not equally predictive in junior and senior players.

Virtual auscultation course via video chat in times of COVID-19 improves cardiac auscultation skills compared to literature self-study in third-year medical students: a prospective randomized controlled cross-over study

Background: Cardiac auscultation is a core clinical skill taught in medical school. Due to contact restrictions during the SARS-CoV-2 pandemic, interaction with patients was very limited. Therefore, a peer-to-peer virtual case-based auscultation course via video conference was established.Methods: A randomized controlled cross-over study was conducted to evaluate whether participation in a virtual auscultation course could improve heart auscultation skills in 3rd-year medical students. A total of sixty medical students were randomly assigned to either the experimental or control group after informed consent was obtained. Due to no-shows, 55 students participated. Depending on allocation, students attended three ninety-minute courses in intervals of one week in a different order: a virtual case-based auscultation course held via video chat, literature self-study, and an on-site course using a high-fidelity auscultation simulator (SAM II). The study's primary endpoint was the performance of the two groups at the simulator after participating in the virtual auscultation course or literature self-study. To evaluate their auscultation skills, students participated in five assessments using the same six pathologies: stenosis and regurgitation of the aortic and mitral valve, ventricular septal defect, and patent ductus arteriosus. Moreover, participants rated their satisfaction with each course and provided a self-assessment of competence.Results: Compared to literature self-study, participation in the virtual auscultation course led to a significantly improved description of heart murmurs at the auscultation simulator with regard to the presence in systole and diastole, low- and high-pitched sounds, and volume dynamics. There was no significant difference between the groups in diagnostic accuracy and identification of the point of maximal intensity. After the virtual course, students showed higher satisfaction rates and a higher increase in self-assessed competence compared to participants who engaged in literature self-study.Conclusions: For the first time, this study demonstrates that a case-based virtual auscultation course can improve aspects of cardiac auscultation skills on a simulator. This may facilitate the further acquisition of an essential clinical skill, even when contact restrictions will be lifted.

The Awareness of Rare Diseases Among Medical Students and Practicing Physicians in the Republic of Kazakhstan. An Exploratory Study.

Although national plans or strategies for rare diseases (RDs) have been implemented in many jurisdictions research show that one of the main barriers RD patients face during medical encounter is medical professionals' low level of knowledge and experience on the diagnosis, treatment and rehabilitation of RD patients. Consequently, there is a need to increase the standards of medical education in the field of RDs and to revise the undergraduate and postgraduate training programs. However, while studies on medical education in the field of RDs has been conducted in various countries across the both Americas, Asia or the European Union, still little is known about the awareness of RDs among healthcare professionals in the Republic of Kazakhstan. Thus, we conducted a survey among 207 medical students and 101 medical doctors from the West Kazakhstan Marat Ospanov Medical University, Aktobe, Kazakhstan. The study was conducted between March and May 2021. The questionnaire assessed their knowledge about the number, examples, etiology and estimated frequency of RDs. It also evaluated respondents self-assessment of competence in RDs. Although the majority of respondents agreed that RDs constitute a serious public health issue both medical students and medical doctors showed insufficient knowledge on the etiology, epidemiology and prevalence of RDs, and many had problems with separating RDs from more common disorders. Moreover, they also lacked knowledge about and the central register of RD patients and reimbursement of orphan drugs in Kazakhstan. Finally, while almost half respondents declared having had classes about RDs during their studies most perceived their knowledge about RDs as insufficient or poor and felt unprepared for caring for RD patients. Additionally, although majority of respondents in both groups believed that all physicians, regardless of their specialization, should possess knowledge on RDs many respondents did not look for such information at all.

Is the post-registration foundation programme fit for purpose for community pharmacists? An exploration of pharmacist experiences

IntroductionThe two-year, NHS Education for Scotland (NES) post-registration foundation programme supports early career pharmacists in patient-facing sectors of practice. The experiential programme, based on an eight-element competency framework, also includes webinars, online resources, and tutor support. Learners complete an online evidence portfolio and undertake a summative OSCE.AimThe aim of this paper is to report the experiences of the community-pharmacist participants, with a focus on the ‘fitness-for-purpose’ of the programme.MethodsThis was a longitudinal mixed-methods study theoretically underpinned by Miller’s triangle and social cognitive theory. Eligible participants were all pharmacists registering for the programme in Scotland in September 2017 and February 2018, all participating Welsh community-pharmacists, and all tutors. Invitation packs were emailed by NES/HEIW staff with names forwarded to researchers following signed consent. Focus groups/interviews (face-to-face or virtual according to participant preference) were undertaken at start, mid-point and exit of programme, to explore expectations (benefits, social gains, professional identify), experiences (challenges, facilitators, meeting of learners’ needs) and barriers. Proceedings were digitally recorded, transcribed verbatim and managed using NVivo. Thematic analysis (1) was based on social cognitive theory (transferable behavioural skills and professional attitudes). An inductive analysis additionally identified emergent themes. Participants in Scotland were invited to complete an on-line base-line questionnaire to describe their self-assessed competence against the NES Foundation framework (personal and professional practice, membership of healthcare team, communication, patient centred approach to practice). Data was analysed in SPSS using descriptive statistics. Themes from qualitative and quantitative data were integrated. IRAS ethical approval was not required; NHS Research & Development approval was given.Results96 pharmacists registered for the programme: 18 community-pharmacists in Scotland (11 health boards); 14 community pharmacists in Wales. In Scotland 15 community-pharmacists completed questionnaires: 9 expected an ‘increase in confidence’ and 11 to provide ‘better patient care’. Self-assessed competence against the framework was generally high. Across Scotland and Wales, 12 focus-groups (involving 19 community-pharmacists), 12 community-pharmacist interviews, 10 tutor focus-groups (8 community-pharmacist tutors) and 3 community-pharmacist tutor interviews were conducted.At midpoint and exit pharmacists and tutors reported increased confidence, the ability to reflect and pride in their achievement. Barriers: included lack of protected time; workload; and lack of support (tutor and employer). There were also programme issues (practicalities of portfolio; workplace-based assessment, no access to medical records); and cultural issues in community-pharmacy (‘speed & safety’; lack of recognition). Reasons for dropping out of the programme included: moved geographical area; too experienced; workload pressures; no incentive; no employer support. Four community-pharmacists in Scotland and none in Wales completed the programme.ConclusionStudy limitations include the small numbers, programme delivery limited to Scotland and Wales, and limited response rate to focus-groups/interviews, exacerbated by COVID19. Overall community pharmacist expectations were met, and they perceived the programme was fit-for-purpose and worthwhile. However, barriers particularly related to the community pharmacy context, may have led to the high drop-out rate. These findings should be considered as the new UK-wide RPS curriculum for foundation pharmacists (2) is implemented in Scotland, to optimise its successful delivery.References(1) Braun, V. and Clarke, V. Using thematic analysis in psychology. Qualitative Research in Psychology. [Internet]. 2006; 3 (2): 77-101. ISSN 1478-0887 Available from: http://eprints.uwe.ac.uk/11735(2) Post- registration Foundation Programme for Newly Qualified Pharmacists in Scotland [Internet] https://nes.scot.nhs.uk/our-work/post-registration-foundation-programme-for-newly-qualified-pharmacists-in-scotland-autumn-2021-onwards Accessed October 12, 2021.

The Efficacy of a Didactic and Case-Based Pharmacogenomics Education Program on Improving the Knowledge and Confidence of Alberta Pharmacists.

BackgroundPharmacogenomics (PGx) is the study of how genetic variations for functional proteins, such as metabolizing enzymes and drug receptors, impact drug pharmacokinetics and pharmacodynamics. In theory, pharmacists are well suited to utilize PGx in tailoring medications to patient genetics when providing medication therapy management services. However, PGx education needs to reach pharmacists prior to implementation. The aim of this study is to develop and evaluate a PGx course for pharmacists.MethodsA PGx education program was created and offered synchronously (virtual) and asynchronously (self-study) to pharmacists in Alberta, Canada. Lectures were delivered by experts live (virtual) with a question-and-answer period for synchronous sessions. These sessions were recorded for asynchronous delivery. Six case studies were discussed in large and small groups (“breakout rooms”) in synchronous sessions, and provided for self-study in the asynchronous subgroup. Topics included genetic and PGx concepts; therapeutic applications; ethical, legal, and social considerations; and practical implementation. Pre- and post-course surveys measured self-rated knowledge using a 5-point Likert Scale and tested objective knowledge with a graded quiz.ResultsThirty-six pharmacists completed the course and both surveys. Participants reported backgrounds in community (88.9%) and hospital (38.9%) practice. Prior education in PGx was reported by 44.4% from degree programs and 27.8% from continuing education. Overall responses to statements about confidence in PGx moved from a median of “Disagree” at baseline to “Agree” after receiving PGx education (2-point difference [1,2] on 5-point Likert Scale; p < 0.001), indicating an increase in self-assessed competency in PGx. Likewise, mean participant grades on the knowledge quiz improved (20.8±21.9% pre-course vs 70.2±19.1% post-course, p < 0.001). There was no difference in these results between synchronous and asynchronous groups.ConclusionA didactic and case-based PGx education program was effective at increasing pharmacist knowledge and confidence in PGx in both synchronous and asynchronous environments. Knowledge gained can be utilized in delivery of patient-centered, personalized medication therapy management in the pharmacy setting.

Improving Bronchoscopy Safety and Diagnostic Yield in Lung Transplant Recipients

<h3>Purpose</h3> Bronchoscopy is invaluable in the diagnosis of airway complications, infection, and rejection in lung transplant recipients, and a fundamental skill in pulmonology fellowship training. We aimed to improve bronchoscopy safety and diagnostic yield in our teaching institution by targeting two quality metrics: 1) higher patient radiation exposure in fellow-assisted compared to attending-only procedures and 2) variability in documentation of exam findings. <h3>Methods</h3> Using an A3 lean approach, we assessed current conditions by retrospective review of lung transplant bronchoscopies over four months. Then, we established target conditions of 1) radiation exposure in fellow-assisted procedures ≤ 2 times that of attending-only and 2) standardized documentation per ISHLT airway grading. Next, we conducted a gap analysis to identify root causes and implemented countermeasures over twelve months. <h3>Results</h3> In current conditions, the mean radiation exposure in fellow-assisted bronchoscopies was 2.6 ± 0.3 times higher than attending-only. We targeted fluoroscopy duration, lack of knowledge, and variable feedback with these countermeasures: tracking of fluoroscopy exposure, self-assessment of bronchoscopy competency, access to a fluoroscopy education video, and post-procedure attending feedback. As a result, radiation exposure ≤ 2 times was achieved in 11/12 months (92%). In current conditions, documentation included ischemia, malacia and stenosis in < 20% of bronchoscopies. We targeted lack of knowledge by creating a templated bronchoscopy report with multiple choice options to document ISHLT airway grading and placed representative graphics in the bronchoscopy suite. As a result, dehiscence, ischemia, malacia, and stenosis were documented in > 80% of bronchoscopies. <h3>Conclusion</h3> We successfully reduced radiation exposure difference in fellow assisted bronchoscopies and reduced variability of bronchoscopy documentation by implementing multiple countermeasures using an A3 lean approach.

The Need for and Perceptions of Interprofessional Education and Collaboration Among Undergraduate Students in Nursing and Medicine in South Korea.

PurposeInterprofessional education (IPE) for undergraduate students in the healthcare disciplines facilitates the acquisition of skills required for interprofessional collaboration, which is critical for patient care. This study assesses the need for and perceptions of IPE and interprofessional collaboration among undergraduate students in nursing and medicine in South Korea.Participants and MethodsThis was a cross-sectional survey of undergraduate students in nursing (n = 130) and medicine (n = 68), who had never been exposed to IPE, using a convenience sampling method. The Readiness for Interprofessional Learning Scale (RIPLS) (19 items), Interdisciplinary Education Perception Scale (IEPS) (12 items), and Interprofessional Education and Collaborative (IPEC) Competency Self-Assessment Scale (16 items) were used. Data were analyzed using descriptive statistics, χ2 test, and independent sample t-test.ResultsStudents in both schools almost equally indicated the need for IPE and practice-based IPE in their clinical rotations, focusing on patients in general wards, and wanted to learn teamwork. The mean RIPLS scores were 68.5 ± 5.62 in nursing students and 67.5 ± 6.53 in medical students, and those of the IEPS were 57.0 ± 7.03 in nursing students and 58.7 ± 7.08 in medical students, without significant differences. Nursing students scored significantly higher on the positive professional identity subscale of the RIPLS, whereas medical students scored higher on the competency and autonomy and perceived need for cooperation subscales of the IEPS. The total scale scores on the IPEC Competency Self-Assessment Scale were 65.2 ± 3.35 for nursing students and 67.4 ± 2.96 for medical students, the latter having a significantly higher score.ConclusionThis study revealed differences in needs and perceptions regarding IPE and interprofessional collaboration between schools. These findings warrant further research to design IPE program goals and strategies that are reflective of students’ needs.

Forming intending teachers’ health preserving competence in the educational environment of higher educational institution

Professional training in higher educational institutions is determined not only by the amount of obtained knowledge, but also by solving the problem of preserving and strengthening health, students’ need for healthy lifestyle, the need to find and implement ways to form their health preserving competence. The article deals with the problem of forming health preserving competence of intending teachers in the educational environment of HEI. The current state of research of the specified problem was analyzed in the paper, the maintenance of the concept “health preserving competence of intending teacher”, the structure of the investigated phenomenon, including value-motivational, cognitive, operational-activity and reflexive components was specified. Criteria, indicators and levels of formation of the studied competence were determined. The pedagogical conditions of its forming were revealed and theoretically substantiated: creating and realizing integral educational and methodical support by supplementing the content of disciplines of the professional and practical training cycle and practice with the health preserving component; forming the need for self-education, developing the ability to self-control and professional self-assessment of health preserving competence; creating the healthy educational environment. The model of forming health preserving competence of intending teachers in the process of professional training, suggested in the educational environment of HEI, includes three blocks: target (coverage of the purpose, tasks, principles and approaches), organizational and semantic (pedagogical conditions, pedagogical technologies, concretized by organizational forms, methods and the maintenance of training) and reflective and effective (criteria, indicators and levels of health competence). The results of the experimental verification of the pedagogical conditions of forming health preserving competence of intending teachers were given