Relevant bibliographies by topics / Health profession students

Academic literature on the topic 'Health profession students'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Health profession students"

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Orbayinah, Salmah, and Laksmi Putri Utami. "Students’ Perception on Interprofessional Education." International Journal of Public Health Science (IJPHS) 4, no. 4 (December 1, 2015): 284. http://dx.doi.org/10.11591/ijphs.v4i4.4747.

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Unawareness of the roles and competencies of other health professions has led to many medical and medication errors in the treatment of patients in the hospital. It is considered important to give Interprofessional Education (IPE) to students at pre-clinic and clinical stage in order to have a good understanding about roles of other health professionas. IPE is an interprofessional collaborative learning to support promotive, preventive, curative, rehabilitative and other approches related to health aspect. Perception is among the most important and highly needed skill in the implementation of IPE. This research aimed to determine the effect of IPE learning toward the perception among the students in Faculty of Medicine and Health Science of Universitas Muhammadiyah Yogyakarta (FMHS UMY). This is an observational study adopting a cross sectional design. The sample of students was collected through purposive sampling technique. A number of 94 students met the inclusion criteria, comprised of 21 students of Medical Profession Education, 25 of Dentistry Profession Education, 25 of Nursing Profession Education and 21 Undergraduate students of Pharmacy. Samples were given questionnaire of<em> Interdiciplinary Education Perception Scale</em>. Comparative test<em> </em>was done by<em> Kruskall-Wallis test.</em> From 94 students of FMHS, 75.5% had good perception toward IPE. No significant differences appeared in perception (p=0.285) among the students of FMHS UMY. The <em>Interprofessional Education</em> (IPE) had significant effects toward the perception among the students of FMHS UMY.
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Orbayinah, Salmah, and Laksmi Putri Utami. "Students’ Perception on Interprofessional Education." International Journal of Public Health Science (IJPHS) 4, no. 4 (December 1, 2015): 284. http://dx.doi.org/10.11591/.v4i4.4747.

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Abstract:
Unawareness of the roles and competencies of other health professions has led to many medical and medication errors in the treatment of patients in the hospital. It is considered important to give Interprofessional Education (IPE) to students at pre-clinic and clinical stage in order to have a good understanding about roles of other health professionas. IPE is an interprofessional collaborative learning to support promotive, preventive, curative, rehabilitative and other approches related to health aspect. Perception is among the most important and highly needed skill in the implementation of IPE. This research aimed to determine the effect of IPE learning toward the perception among the students in Faculty of Medicine and Health Science of Universitas Muhammadiyah Yogyakarta (FMHS UMY). This is an observational study adopting a cross sectional design. The sample of students was collected through purposive sampling technique. A number of 94 students met the inclusion criteria, comprised of 21 students of Medical Profession Education, 25 of Dentistry Profession Education, 25 of Nursing Profession Education and 21 Undergraduate students of Pharmacy. Samples were given questionnaire of<em> Interdiciplinary Education Perception Scale</em>. Comparative test<em> </em>was done by<em> Kruskall-Wallis test.</em> From 94 students of FMHS, 75.5% had good perception toward IPE. No significant differences appeared in perception (p=0.285) among the students of FMHS UMY. The <em>Interprofessional Education</em> (IPE) had significant effects toward the perception among the students of FMHS UMY.
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Lehman, Donald C., and Kathryn Goldman. "Study Abroad for Pre-health Profession Students." Delaware Journal of Public Health 4, no. 4 (July 2018): 74–79. http://dx.doi.org/10.32481/djph.2018.07.011.

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Mehling, Kendra, and Su Jin Jeong. "Perceptions of Public Health: The Challenges of Public Health Education Integration." Journal of Education and Development 2, no. 2 (June 18, 2018): 46. http://dx.doi.org/10.20849/jed.v2i2.433.

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Public health seeks to protect and improve the health of communities through the promotion of healthy lifestyles, research for disease and injury prevention, and detection and control of infectious diseases. It is a population-focused science that works primarily with prevention strategies, policies implementation, service administration, and research. While this field seemingly contrasts with the field of clinical medicine—in which patients are treated on an individual level after becoming sick or injured—public health concepts regarding prevention are critical knowledge areas for any health professional. In recent years, public health courses have been incorporated into degree requirements for a variety of health-related professions; however, several studies have indicated that health professions students have negative attitudes toward these courses for a variety of reasons. Given the importance of public health as a crucial component of health profession education, it is important to understand how students’ perceptions of public health education are shaped to ensure effective integration.
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Stewart, Miriam J. "Attrition from Health Professional Schools in a Canadian University." Canadian Journal of Higher Education 20, no. 3 (December 31, 1990): 43–63. http://dx.doi.org/10.47678/cjhe.v20i3.183085.

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A descriptive study was conducted in order to identify the incidence of student voluntary withdrawal from undergraduate programs of the schools of the Faculty of Health Professions, in a Canadian university, over a two-year period; to identify students' expressed reasons for voluntary withdrawal; and, to develop a profile of characteristics of students who withdraw voluntarily and those who are successful academically and continue/persist through to graduation. There were 30 respondents from among the 42 withdrawing students (73.2% response rate) and 85 respondents from among 120 eligible graduates sampled (70.8% response rate). Dropouts from the health professional schools in this Canadian university were typically older, married, and employed; considered their program less difficult; had not participated in orientation or contacted writers' workshop, clubs, sports teams, student health, faculty advisors, or their profession's clientele. These characteristics appear to reflect facets of academic integration more than social integration. Former students cited dissatisfaction with the program/curriculum content, uncertainty about educational/occupational goals, and stress associated with the profession as the three most important reasons for voluntary withdrawal.
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Shabani, Zamira, and Fatbardha Osmanaga. "Students’ Perceptions about the Profession of Nursing." Athens Journal of Health and Medical Sciences 8, no. 2 (March 2, 2021): 135–48. http://dx.doi.org/10.30958/ajhms.8-2-4.

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Nurses represent the largest category of professional workforce in the health care system. The role and contribution of them have a vital importance in the provision of health care system, especially in nowadays. The aim of this study is to evidence the students’ perceptions about the profession of nursing. This is a cross-sectional study. The study was realized during the period of January–February 2020. The study was conducted with nursing students in first, second and third year of study, in bachelor degree. The research question is: "What are the nursing students’ perceptions about the profession of nursing?" In this study we conduct a standardized questionnaire about the perception of nursing profession. The survey performed in classroom was anonymous. All data collected were elaborated with SPSS version 19. There are given the conclusions and recommendations.Nursing students have good perception about the nursing profession. It exist an non-significant and negative correlation between the age and students’ perception. There is no significant relationship between students’course of study and their perception about nursing profession. There is a significant relationship between having family members in health care and students’ perception about nursing profession. The inclusion of the subject "Introduction to nursing" in the high school curriculum should be considered. Keywords: nurse, perception, student
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Kritikos, Vicky, Helen M. G. Watt, Ines Krass, Erica J. Sainsbury, and Sinthia Z. Bosnic-Anticevich. "Pharmacy students' perceptions of their profession relative to other health care professions." International Journal of Pharmacy Practice 11, no. 2 (June 1, 2003): 121–29. http://dx.doi.org/10.1211/0022357021242.

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Jokhio, Pir Bux. "Measurement of Bachularate Nursing Students’ Professional Behavior." Journal of Practical & Professional Nursing 6, no. 1 (May 10, 2022): 1–5. http://dx.doi.org/10.24966/ppn-5681/100030.

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A profession is an indicator by which professional behavior can be regulated through various means because professional behaviour is necessary to maintain consistency in achieving desired outcomes of the profession. This research is conducted to measure professional behavior of the students as they have to be part of this challenging behavior in the future. This cross sectional study included students of Bachelor of Science in Nursing at a Health Science University of Sindh, Pakistan during November-December, 2021. Stratified sampling method was applied for sample selection
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Černelič-Bizjak, Maša, and Petra Dolenc. "Relationship between nursing students’ attitudes toward nursing profession and online learning satisfaction during COVID-19 lockdown." PLOS ONE 17, no. 11 (November 3, 2022): e0277198. http://dx.doi.org/10.1371/journal.pone.0277198.

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Formal education is crucial for the development of nurses’ professional identity and can play a decisive role in attracting students to the nursing profession. This is even more important during a public health emergency such as the COVID-19 pandemic. This study aimed to investigate nursing students’ attitudes and feelings toward their future profession and academic studies during the first COVID-19 lockdown. A cross-sectional, descriptive study was conducted on 361 nursing students. The data were collected through the Students’ attitudes toward the nursing profession during the COVID-19 outbreak scale, and the Satisfaction with online learning scale. Nursing students expressed higher levels of commitment and dedication to their profession compared to perceived job security. They were generally satisfied with their distance learning experience in terms of accessibility of study materials, adaptation of lectures and quality of communication with academic staff. However, students perceived the ICT-supported distance learning as moderately effective. Students’ satisfaction with online learning was positively related to their perceived professional commitment. In times of health crisis, faculties should consider students’ perceived quality of nursing education and attitudes toward future profession to promote appropriate professional identity.
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Palmisano, Paul, and Joan Edelstein. "Teaching Drug Promotion Abuses to Health Profession Students." Academic Medicine 79, no. 11 (November 2004): 1107. http://dx.doi.org/10.1097/00001888-200411000-00021.

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Dissertations / Theses on the topic "Health profession students"

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Schmidt, Lisa Frances. "Gender Roles, Socialization and Hierarchy in an Allied Health Profession: Radiography Students Constructs of Self and the Profession." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194664.

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Diagnostic medical imaging has typically been a feminized profession for decades, however, since the early 1990's, has increasingly attracted more men into the field, where now, the gender make up for diagnostic imaging is near parity. Medical imaging is a dynamic field comprised of ever evolving technology and sub-imaging fields, referred to as imaging modalities, including computed tomography, magnetic resonance imaging, mammography, cardiovascular imaging, and nuclear medicine, to name a few. Diagnostic imaging is now described as where the new "hot" jobs are located, and entrance into the field has continued to grow by more than 11 percent each year. This study is designed, through the interviewing of 39 men and women from two radiography programs located geographically 50 miles from one another, to explore the interest of men entering a feminized field characterized as a "high touch" profession, with occupational characteristics that consist of a broad mix of patient care/technology skills. While there is focus on men entering imaging, exploration of the interests of women entering this highly technical and physically challenging profession is a large part of this study, as radiography is feminized yet does not hold necessarily the occupational characteristics consistent with that of feminized fields. Additionally, this study is designed to determine what male and female perspectives are of the profession, as medical imaging has been characterized as consisting of "subordinates" who work under nurses, doctors and radiologists, occupational characteristics that do not typically attract men.
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Feilen, Sujung, Karolina Seminova, Elizabeth A. Hall-Lipsy, and Amy K. Kennedy. "Educating Health Profession Students About Health Disparities: a Systematic Review of Educational Programs." The University of Arizona, 2012. http://hdl.handle.net/10150/614484.

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Class of 2012 Abstract
Specific Aims: Health disparities are contributing to differences in access to healthcare and health outcomes among diverse groups in the United States. Causes of health disparities are multifactorial. One approach to minimize health inequalities is through educating future health care professionals. The purpose of this review is to identify and describe approaches for developing health disparities curriculum for health professions programs in the United States. Methods: A systematic review was conducted in April of 2012 to identify articles describing medical and nursing school curricula, educational courses, and activities focusing on health disparities in the United States. The search was conducted by utilizing Medline PubMed database. Articles describing a specific educational course/curriculum in health disparities in medical and nursing undergraduate or graduate programs were included in the review. The review did not take into account continuing education programs. All articles describing educational programs focus on healthcare disparities in the United States. Main Results: The search identified 153 articles focusing on specific health disparities curricula or education programs. Out of those articles 30 were included in the analysis. Results are pending. Conclusions: Anticipated results will aid in identifying successful and effective health disparities curricula for health professions programs in the United States.
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Feilen, Sujung, and Karolina Seminova. "Educating health profession students about health disparities: a systematic review of educational programs." The University of Arizona, 2012. http://hdl.handle.net/10150/623608.

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Class of 2012 Abstract
Specific Aims: Health disparities are contributing to differences in access to healthcare and health outcomes among diverse groups in the United States. Causes of health disparities are multifactorial. One approach to minimize health inequalities is through educating future health care professionals. The purpose of this review is to identify and describe approaches for developing health disparities curriculum for health professions programs in the United States. Methods: A systematic review was conducted in April of 2012 to identify articles describing medical and nursing school curricula, educational courses, and activities focusing on health disparities in the United States. The search was conducted by utilizing Medline PubMed database. Articles describing a specific educational course/curriculum in health disparities in medical and nursing undergraduate or graduate programs were included in the review. The review did not take into account continuing education programs. All articles describing educational programs focus on healthcare disparities in the United States. Main Results: The search identified 153 articles focusing on specific health disparities curricula or education programs. Out of those articles 30 were included in the analysis. Results are pending. Conclusions: Anticipated results will aid in identifying successful and effective health disparities curricula for health professions programs in the United States.
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Wilson, Natascha Monique. "Substance Use Among Female Graduate Students." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27934.

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This study examines data from a modified version of the Core Alcohol and Drug Survey to establish the frequency use of alcohol, tobacco, marijuana, and stimulants, which were the four variables used to denote substance use. This study also investigates the consequences experienced as a result of substance use among female graduate students (n = 266) in mental health majors, including Counseling Education (n=164) and Other Mental Health majors (n=102). Eight universities located in the southeastern region of the United States participated in the study. In addition to measuring substance use, the survey also provided a general description of the participants. The participants, who averaged 24.85 years in age, were 48.9% (n=130) Caucasian and 51.1% (n=136) African American. In terms of marital status, were 38.7% (n=103) the respondents single, 18.8% (n=50) in a committed relationship but not married, 28.2% (n=75) married, and 13.5% (n=36) married, but with an absentee spouse. A majority of the respondents (n=178) were employed in a full time capacity. An ensuing analysis of the data revealed generalized substance use among female graduate students in mental health majors, with alcohol being the most prevalently used substance among the four. Demographic variables found to be significant in these findings were ethnicity, age, major, marital status and living arrangements. When examining consequences experienced as a result of tobacco, alcohol, marijuana and stimulants use during the past year, the majority of participants did not experience any consequences; frequencies indicated small percentages of consequences experienced by graduate students and are reported herein. Implications for the profession and recommendations for future research are suggested.
Ph. D.
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Pardue, Karen. "Learning together : the impact of interprofessional education among first-year health profession students." Diss., NSUWorks, 2013. https://nsuworks.nova.edu/hpd_con_stuetd/7.

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Svensson, Martina. "Students perception of their own and each other’s profession." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24922.

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Interprofessional practice and teamwork are becoming more essential in health care. Increased collaboration gives the opportunity to enable patient centred health care with high quality of outcomes. If health professional students learn together they will be better prepared for interprofessional collaboration and teamwork, such initiative can be interprofessional education (IPE) at a clinical education ward (CEW). The aim of the study is to explore how students from medicine, nursing, physiotherapy and occupational therapy programs, perceive their own and each others` profession prior to a clinical placement at a CEW. This was a qualitative study using focus groups. 18 students participate in the study. Data were analyzed using thematic analysis and a thematic network was developed. A plethora of professional perceptions emerged as the highest order category. This was derived from four organizing themes; professional expectations, relationship to the patient, leadership and relationship across professions and from the respective basic themes: different areas of professional doing and explanation of professional images, being close, being distanced, being a coordinator and being a leader, collaboration and unclear boundaries. This perceptions are needed to discuss and reflect during the CEW and allowing the student, together rather than silos, to develop professional identities as well as the knowledge, skills and attitudes.
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Harris, Kevin A. "Investigating the Relationship between Emotional Intelligence and Cultural Intelligence to Attitudes towards Team-Based Learning in Undergraduate Pre-health Profession Students." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5182.

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Improving patient outcomes has long been the rationale supporting calls to reform health care delivery systems and health profession education programs (Greiner, 2002; Institutes of Medicine, 2001, 2004; O’Neil & Pew Health Professions Commission, 1998). In 2003, the Institute of Medicine shared its vision statement for health professions education, asserting that “[a]ll health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches and informatics” (Knebel & Greiner, 2003, p. 3). Despite the importance placed on teamwork in health sciences education, little attention has been devoted to understanding underlying factors influencing student attitudes towards team learning (Curran, Sharpe, Forristall, & Flynn, 2008). The purpose of this study is to explore the importance of emotional and cultural intelligence in shaping pre-health students’ attitudes towards team-based learning. A non-experimental, cross-sectional study design was used employing correlational and multivariate regression analysis. Findings indicate: a) significant relationships between emotional and cultural intelligence to the value students place on group work; and, b) emotional intelligence accounts for approximately 3% of variance above and beyond the Big Five personality factors in predicting student attitudes towards group work. This study will inform interprofessional education policy and practice in two fundamental ways. First, the study provides insight on the importance of non-academic factors in shaping students’ attitudes towards team-based learning. Secondly, increasing understanding of emotional and cultural intelligence in early stagse of a student’s development influences their preparation for health professions careers.
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Morgan, Trina J. "Minority College Students’ Attitudes and Beliefs Regarding the Profession of Dental Hygiene in Comparison to their Oral Health and Dental Knowledge." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2564.

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The purpose of this study was to find out the attitudes and beliefs of minority college students enrolled at Missouri College in Brentwood, Missouri in reference to the dental hygiene profession. In particular, does their oral health and dental knowledge relate to their knowledge of profession of dental hygiene? One hundred and six students gave their consent to participate in the study via Survey Monkey. The study was conducted in May 2015 for a period of four weeks. Four statements were designed to gauge minority students’ knowledge of dental hygiene as a career. No differences were found based on gender, age, education and ethnicity. A difference was found based upon the respondent’s program of study. Further research is needed spread the word about dental hygiene programs and to explain the role of the dental hygienist.
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Wolfe, Kami Sommers. "A Cross Sectional Study Exploring Barriers to Recruitment of African American College Students Into the Genetic Counseling Profession." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1125685894.

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Boyce, Barbara Ann, Jackie Lund, and Kason M. O’Neil. "The Impact of Supply and Demand on Doctorates in Physical Education Teacher Education: The Future of the Profession." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4052.

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Quality preparation of doctoral students is a key to the survival of physical education teacher education. Past research has revealed a shortage of students graduating with a doctoral degree in physical education and a general reluctance of teachers to leave their jobs to pursue an advanced degree. As the number of universities preparing new physical education teacher education assistant professors decreases, those in the profession are concerned for the future of teacher education. Unlike other professions that prepare more doctoral students than the market can accommodate, this is not the case for physical education teacher education doctoral programs. This article will provide summary information on supply and demand, which will be used to identify trends and recommendations for the future. This article will explore the status of doctoral programs in the United States and whether university programs will be able to prepare a sufficient number of professors to replace the aging physical education teacher education professoriate.
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Books on the topic "Health profession students"

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Unprotected: A campus psychiatrist reveals how political correctness in her profession endangers every student. New York, N.Y: Sentinel, 2007.

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Toohey, M. Toohey's medicine: A textbook for students in the health care professions. Edinburgh: Churchill Livingstone, 1995.

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Abramova, Galina, and Yuliya Yudchic. Psychology in medicine. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/textbook_5a0a92a00b4075.63360726.

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The textbook addresses the problems of psychological research arising at the intersection of professional interests of doctors and psychologists. It can be used by representatives of these professions in the process of choosing the content and forms of influence on the experiences of a person associated with his health and diseases. The manual is intended for students of medical and psychological specialties, studying courses in deontology, valeology, psychosomatic medicine, General psychology, clinical and medical psychology. Specialists in the field of practical medicine and psychology can use the information provided to organize professional interaction.
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Volkov, Sergey. Healthy man and his environment. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1069041.

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The textbook covers modern concepts of health, factors influencing health, health risk factors, human needs and ways to meet them, and the role of nursing staff in the maintenance and promotion of health. Presents the main indicators describing the demographic situation in Russia and the world, anatomical and physiological and psychological characteristics of healthy people of different age, possible problems that could have an impact on health in different age periods. The material presented in the textbook contribute to the development of the competencies required of nursing personnel in the preservation and strengthening of health of healthy person. For students of institutions of secondary professional education in healthcare 31.02.01 "medicine", 31.02.02 "Obstetric business", 34.02.01 "Nursing".
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Gillian, Lester, ed. Jumping the queue: An inquiry into the legal treatment of students with learning disabilities. Cambridge, Mass: Harvard University Press, 1997.

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Sheila, Twinn, ed. Quality clinical supervision in the health care professions: Principled approaches to practice. Oxford: Butterworth-Heinemann, 1997.

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D, Hogue Michael, ed. Points of light: A guide for assisting chemically dependent health professional students. Washington, DC: American Pharmaceutical Association, 1996.

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Nancy, Olrech, ed. LWW's student success for health professionals made incredibly easy. Baltimore, MD: Wolters Kluwer Health/Lippincott Williams & Wilkins, 2012.

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United States. Congress. Senate. Committee on Labor and Human Resources. Health Professions Reauthorization Act of 1988: Report (to accompany S. 2229) (including cost estimate of the Congressional Budget Office). [Washington, D.C.?: U.S. G.P.O., 1988.

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United States. Congress. House. Committee on Energy and Commerce. Health Professions Reauthorization Act of 1988: Report (to accompany H.R. 4983) (including cost estimate of the Congressional Budget Office). [Washington, D.C.?: U.S. G.P.O., 1988.

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Book chapters on the topic "Health profession students"

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Henrekson, Magnus, and Johan Wennström. "The Malaise in the School System." In Dumbing Down, 63–80. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93429-3_4.

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AbstractA significant drop in students’ knowledge and skills is not the only problem facing Sweden’s schools. The chapter discusses the emergence of a systemic malaise that includes grade inflation, increasing gender differences in performance, and declining civic mindedness. Moreover, the work environment is marred by rising levels of bullying, unacceptable levels of rule-breaking, truancy, and a high incidence of mental health problems. The chapter also discusses the deterioration of working conditions for teachers and the flight from the teaching profession. Teachers self-report that their professional status is low in society, teacher-training programs do not attract top-level students, roughly half of the students in those programs drop out, and a substantial share of those who graduate leave the profession after a couple of years. The wholesale introduction of NPM methods has robbed teachers of the professional autonomy that used to be a key element of the profession’s attractiveness.
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Henrekson, Magnus, and Johan Wennström. "A Perfect Storm." In Dumbing Down, 141–56. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93429-3_8.

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AbstractThe chapter summarizes our main findings and examines the effects of “post-truth” schooling in combination with marketized education on students and teachers in Sweden. It does this in three parts. First, it discusses the deteriorating academic performance, including the gender difference in knowledge attainment and the rise of grade inflation. Then, it looks at the health and attitudes of students. Finally, the chapter discusses the unattractiveness of the teaching profession.
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Akselbo, Iben, and Ingvild Aune. "How to Use Simulation as a Learning Method in Bachelor and Postgraduate/Master Education of Nurses and Teachers in Healthcare." In How Can we Use Simulation to Improve Competencies in Nursing?, 13–23. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_2.

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AbstractIn this chapter, results from three different studies about simulation as a learning method are presented and discussed alongside relevant pedagogical theory and other research. These studies were conducted at a university in Norway from 2018 to 2020. The studies used a qualitative approach, and reflection notes and focus group interviews were used to collect data. The participants (81 students in total) were bachelor of nursing students 2nd year public health nursing students, and students in teacher training (healthcare). The interviews were conducted shortly after the students had performed the simulation activity. The students expressed that the simulation provided a higher degree of realism and seriousness than skill training did. They felt that the simulation was an educational method in which they experienced realistic feelings and stress in a serious situation. The students learned that in an emergency, good communication is important to make the right decision. The simulation was perceived as one of the most effective ways to prepare themselves for the profession of nursing. They experienced learning through describing the course of events during the debriefing process and obtaining feedback from other students to reveal the gaps in their knowledge.
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Leedham-Green, Kathleen, Alec Knight, and Rick Iedema. "Developing Professional Identity in Health Professional Students." In Clinical Education for the Health Professions, 1–21. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6106-7_46-1.

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Cook, Katie. "Mentorship in Practice: Student Nurse Perspectives." In Professional Perspective in Health Care, 253–301. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-09034-8_11.

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D’Angelo, Barbara J., and Barry M. Maid. "Developing Students' Professional Identity through Writing and Peer Review." In Teaching Writing in the Health Professions, 55–66. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003162940-7.

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Livesay, Karen, and Ruby Walter. "Developing Care and Compassion in Health Professional Students and Clinicians." In Clinical Education for the Health Professions, 1–15. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6106-7_97-1.

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McCallum, Faye. "Teacher and Staff Wellbeing: Understanding the Experiences of School Staff." In The Palgrave Handbook of Positive Education, 715–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_28.

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AbstractThe health of the teaching profession is essential for the innovation and productivity potential of our young people. Teachers are faced with preparing young people for an unknown future, with the reduction of manual tasks and an increased focus on people skills, problem-solving, and creative thinking. Teachers are critical in helping students achieve, belong, and develop socially and emotionally. But how well prepared are teachers and other school staff for shifting conditions, and how satisfied and productive are they? The reality is that many teachers, leaders, and school staff are struggling. Drawing on two research studies, this chapter explores experiences of staff wellbeing. Findings indicate that for young people to be well, to achieve at school, and to be prepared for the future, teachers must also be well. Strategies for supporting teacher wellbeing and implications for the future are discussed. A well-educated population is key to a nation’s prosperity, peace, and human flourishing.
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Miller, Wendy. "Preparing students for entry into the workforce." In Strategies for Clinical Teaching in the Health Professions, 78–80. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003132509-7.

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Yonder, Sarah. "Teaching Medical Students to Write Proper Clinical Notes Using Expectancy-Value Theory." In Teaching Writing in the Health Professions, 13–24. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003162940-3.

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Conference papers on the topic "Health profession students"

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Ryan, Katie. "Supporting the development of students in the pharmacy profession through stakeholder engagement and technology innovation." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.37.

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Pharmacists are experts in safe drug usage, and are uniquely placed to provide professional advice on a range of health related issues. It is crucial that pharmacy education embodies an emphasis on creating independent and responsible learners and prioritises life-long learning in the face of rapid change. Consequently, appropriate teaching and learning modalities are essential to prepare students. Changes in the way patient’s access information and education of pharmacists call for new ways of teaching to prepare pharmacists for a changing profession. The aim of this body of work was to support pharmacy students’ education as teachers and learners through their utilisation of technology to create short educational videos on a range of topics intended for different stakeholder groups including patients and allied healthcare professionals.
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Mukhalalati, Banan AbdulRzaq, Sara ElShami, Ahmed Awaisu, Bridget Javed, Alison Carr, Hiba Bawadi, Randa Almahasneh, et al. "The Design of Preceptor Development Program for Health Cluster in Qatar – “The Practice Educators Academy”." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0140.

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Background: Experiential learning is the backbone of many healthcare professional education programs, and the quality of experiential learning is dependent on the skills, experiences, and proficiency of the clinical preceptors who largely contribute to this experience. Preceptors should ideally possess both clinical practice and teaching skills; however, preceptors often do not possess formal training as educators. This research was conducted at Qatar University with the aims of identifying preceptors’ educational needs and developing the skills by designing an educational professional development program called: “The Practice Educators’ Academy”. Methods: A mixed-methods triangulation study design was applied to identify preceptors’ educational needs quantitatively through a validated survey sent to preceptors (n=325), and qualitatively by conducting 11 focus groups with preceptors (n=20), students (n=42), sand clinical faculty members (n=7). Quantitative and Qualitative data in addition to an extensive literature review were used in designing the academy by an inter-professional healthcare and educational team. Results: Principles of learning theories, planning for experiential learning, teaching strategies, students’ assessment and feedback, and communication skills for effective preceptorship and conflict resolution were the key domains expressed as preceptors’ educational needs. A five-module program syllabus was designed to meet these needs while benchmarking it with international preceptors’ educational development programs. The designed syllabus was critically examined and validated by national and international health professional education scholars. Conclusion: “The Practice Educators’ Academy” is the first intervention nationally and regionally that aims at improving preceptors’ teaching skills required to prepare competent health profession graduates. This will advance healthcare outcomes, meet the healthcare needs of Qatari society, and ultimately contribute to achieving Qatar National Vision 2030. Future studies should focus on evaluating the effectiveness of the program in improving preceptors’ knowledge and skills, and enhancing students’ satisfaction before full implementation at a national level.
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Panthalookaran, Varghese, and Biru R. "Some Models and Methods to Nurture General Management Skills in Engineering Students Living in Large Residential Communities." In ASME 2010 10th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2010. http://dx.doi.org/10.1115/esda2010-24057.

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To be successful in one’s profession, an engineer operating in the contemporary globalized world needs to be adequately equipped with suitable management skills. They include talent to plan, implement and manage engineering projects in diverse and pluralistic teams, ability to communicate at different levels, perseverance in the face of failures and crisis, creativeness to improvise innovative solutions, maintenance of physical and mental health, ability to invent and implement eco-friendly engineering solutions, and smartness to work within stipulated time-frames, etc. Large residential student communities prepare suitable context for engineering students to nurture their general management skills, if carefully planned. In the current paper, we present some innovative models and appropriate methods to convert large residential student communities into an arena where students can train themselves in general management skills. It also presents some results of two years of implementation of such methods in a men’s hostel, which accommodates youngsters between 17–19 years of age in their first year of undergraduate engineering study.
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Knyazeva, Elena. "About the role of the content line of ICT in ensuring psychological safety of students in virtual environment." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-21.

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The article shows the importance of creation of content line of the discipline “Information Communication Technologies” to ensure psychological safety of students in virtual environment. Wide development and application of information technologies is an external side of information civilization, the main trend in formation of information society. Like any other process, the process of informatization of the society has both positive and negative sides. To avoid the latter cause irreparable harm to the development of personality and become dangerous for it, they should be studied already now, and possible consequences of digital addiction, leading to desocialization, mechanical way of thinking, inability to cope with creative tasks, problems with psychological and physical health, should be prevented. To ensure psychological safety in the context of student’s future profession, the tasks of the ICT course should be relevant, topical, and consequently interesting to the student in terms of their practical orientation in combination with mandatory elements of independence. The content analysis, carried out as a result of pedagogical experiment, has revealed competence of students in problems, related to the use of network technologies in daily life and in educational environment. Discussions, seminars, brainstorming have revealed information literacy of high school students, their understanding and ability to resist the influence of the worldwide web. The student audience sees Internet as a tool for the development of the society, on the one hand, and a threat to the development of personality, on the other. Their information literacy lies in the ability to solve identified problems. Education of an active, thinking consumer of information is the main credo, one of the main aims of the discipline, which teaches information technologies, its psychological and pedagogical task.
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Yulizawati, Yulizawati, Masrul Masrul, Detty Iryani, Rika Susanti, Lusiana Bustami, and Aldina Insani. "Analysis of the Implementation Mentorship Model as an Effort for Professionalism Attitude of Midwifery Undergraduate Students about Life Skill Midwife Profession." In Proceedings of the 1st EAI International Conference on Medical And Health Research, ICoMHER November 13-14th 2018, Padang, West Sumatera, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-11-2018.2283523.

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Lifer, Kathleen C., Jason S. VanAtta, Judson M. Bauman, Jed E. Marquart, and Hui Shen. "Sample Biomedical Projects Carried Out by Undergraduate Mechanical Engineering Students." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63087.

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As reported by the ASME Center for Education Task Force [1], human health will be one of the major areas in which mechanical engineers will take the leadership position to develop innovative technologies in the future. To adapt to the transforming role of the mechanical engineering profession, undergraduate education of mechanical engineering needs to guide students to apply engineering principles in this area. In this paper, the development of an undergraduate biomedical course in a mechanical engineering major is introduced. Several course projects developed by mechanical engineering undergraduate students are described. These projects focused on the study of biomedical problems using engineering problem solving skills. The projects were started with the analysis of injuries or diseases of patients. Then, injuries and/or possible treatments were analyzed from the viewpoint of a mechanical engineer. All of these students’ projects are summarized in this paper and a few projects discussed in detail. Among these projects, the flow and pressure distributions of different types of heart valves were calculated using computational fluid dynamics; the consequence of injuries of joint cartilage was analyzed with bearing design theory; the treatment of a muscle hernia was calculated using the finite element method. These projects encouraged students to appreciate engineering applications in fields other than traditional fields such as automobile and aircraft design. The results of the projects are also useful in practice. The course model is applicable for engineering programs in other small teaching universities.
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Torres, Ana, Sérgio Soares, and Maribel Carvalhais. "Nursing Relational Laboratory: Educational, dialogical and critical projet." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8170.

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Nursing is a relational profession and communication is the basic instrument in its practice. The Nursing Relational Laboratory aims to collaborate in the development of communication skills of students of the Nursing, using Portuguese sign language, dramatization and emotional facial expression. 73 students participated (Experimental group; EG; n=38; Control group; CG; n=35). General self-efficacy scale(GSES), the Patient Health Questionnaire-9 Depression Module(PHQ-9), assertiveness questionnaire(ASS), Emotional Thermometer(ET), Inventory of Barrett-Lennard interpersonal relations(OS-M-40), and autoscopies, are used. The main results were as follows: a) better outcomes of EG on final autoscopy; b) significant reduction of the levels of assertiveness and revolt from the beginning to the end in EG; c) lower levels of emotional distress and need for help of EG, compared with CG at the beginning; d) lower levels of emotional distress, anxiety, need for help, empathy and congruence, and higher levels of revolt and unconditionality in EG, at the end; e) teachers recognize the high potential of the LRE. The LRE allowed the development of communicational skills of GE students through sign language, drama and emotion analysis. It is incentivized the development of projects in the area and reinforces the importance of this skills training in health professionals.
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González-Alonso, María Yolanda. "Estrategias utilizadas para el cambio en la percepción de estudiantes universitarios hacia personas con discapacidad." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.12024.

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This research aims to investigate the perception of university students about people with disabilities. Fifty-six first-year students of the occupational therapy degree participated in the study, during the 2017-2018 academic year. The effect caused by the use of different strategies with the aim of achieving a positive perception of persons with disabilities is collected, after several information, training, contact and reflection sessions. The results suggest that first-year students appreciate having contact with people with whom they will be able to apply their knowledge as professionals. They are surprised by the autonomy, optimism, perseverance and participation of people with disabilities. It has served them mainly to understand the profession, to value the therapeutic relationship and to see support products. The most chosen weakness to change, after carrying out the designed activities is patience. Disability is still a distant and unknown world for first year students, however, it is crucial to achieve a positive perception through strategies throughout the career, since in the near future they will work with these people from the occupation in contributing to their health, welfare and participation in life.
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Laubinger, Jean, Mark Quinn, Wendy Hildenbrand, and Cheryl Gibson. "HEALTH PROFESSIONS STUDENTS EXPAND PUBLIC HEALTH KNOWLEDGE AND PROFESSIONAL SKILLS THROUGH INTERNSHIPS WITH COMMUNITY ORGANIZATIONS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0350.

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Todorov, Deyan, Svetoslav Simeonov, and Petar Iankov. "THE BENEFITS OF THE COURSES IN SNOW SPORTS FOR THE STUDENTS OF THE NATIONAL SPORTS ACADEMY „VASSIL LEVSKI“." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/109.

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ABSTRACT The National Sports Academy “V. Levski” – the sports university of Bulgaria, has almost 80 years of history and state accreditation for the education of coaches in more than 76 sports, physical education teachers, kinesitherapy, and sport animation specialists. The course program includes a total of 12 hours of lectures, and 5 hours of practical seminars per day every day. The aim of our research was to study the influence of the “Snow Sports” course on the students from the National Sports Academy “V. Levski”, in terms of its social, psychological, physiological, training, and educational impact. Results: The research includes an inquiry with students who had already completed their education in the “Snow Sports” course, aged between 19 - 25. The greater part of them had no preliminary experience in Snow Sports, and they made their first steps in skiing and snowboarding at the course. However, after finishing the course, a great number of them chose to continue with additional education in snow sports. The students gave a positive self-evaluation of their physical and mental health after the end of the course, and they reported an improvement in their general well-being. The study also takes into account the acquired knowledge and skills in snow sports, in safety rules, and in environmental protection requirements. As a result, students gain confidence that they have developed new training and leadership qualities, giving them the opportunity to practice another new profession. On the basis of these results, we have reasons to assume, that this form of education in snow sports has a multi-aspectual impact on the students. This assumption strengthens our conviction, that snow sports could have a wide application, not only in the education and training of young people but also in their socialization.
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Reports on the topic "Health profession students"

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Steinmann, Peter. Do changes in the pre-licensure education of health workers impact on the supply of health workers? SUPPORT, 2017. http://dx.doi.org/10.30846/170209.

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In many countries there is a shortage of health workers. The high financial and resource investments needed to train health workers make it important to find ways to increase the number of students entering initial health professional training (sometimes referred to as pre-licensure training) and reduce the number of pre-graduation drop-outs. Ways to achieve this include interventions to increase the capacity of health professional training institutions; reduce the loss of students (and increase the likelihood that students will graduate); or increase the recruitment of students from other countries into health professional training institutions. Minority academic advisory programmes that include academic, personal, financial and vocational advising, skills building, mentorships, supplementary training, and annual evaluations are an approach to achieving this amongst students from minority groups.
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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.
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Kozhevnikova, O. A. ELECTRONIC COLLECTION OF TEST TASKS FOR THE COURSE "FUNDAMENTALS OF PEDIATRICS AND HYGIENE" : A BANK OF QUESTIONS. SIB-Expertise, January 2022. http://dx.doi.org/10.12731/er0530.21012022.

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The test tasks are compiled in accordance with the requirements of the Federal State Educational Standard in the direction of "Psychological and pedagogical education" and are designed to control the formation of the following universal general professional and professional competencies: OPK-1 (Able to carry out professional activities in accordance with regulatory legal acts in the field of education and professional ethics) and PC-6 (Capable of ensuring the protection of the life and health of students). Indicators of competence achievement are knowledge of the priority directions of the development of the education system of the Russian Federation, laws and other regulatory legal acts regulating activities in the field of education in the Russian Federation, legislative documents on the rights of the child, the Convention on the Rights of the Child; knowledge of methods and methods of ensuring the safety of students in dangerous situations; ability to apply basic regulatory legal acts in the field of education and professional ethics; the ability to analyze and assess the degree of danger in various situations, the ability to provide conditions for a safe and comfortable educational environment that contributes to the preservation of life and health of students.
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Codd, Heather, Leslie Fierro, Ann Marie Castleman, Robin Kuwahara, Maureen Wilce, Sarah Gill, Ayana Perkins, et al. Planting the Seeds for High-Quality Program Evaluation in Public Health. National Center for Environmental Health ( U.S.), August 2021. http://dx.doi.org/10.15620/cdc:110639.

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Evaluation and evidence-informed decision making are central to public health practice. In recent decades, the professional discipline of evaluation has experienced tremendous growth that can be leveraged for use in public health. To meet the growing need for program evaluation training, the National Asthma Control Program presents the e-textbook Planting the Seeds for High-Quality Program Evaluation in Public Health. This free e-textbook is designed to help public health students and professionals understand evaluation approaches and techniques to improve public health programs.
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Opiyo, Newton. What are the impacts of teaching critical appraisal skills in healthcare settings? SUPPORT, 2016. http://dx.doi.org/10.30846/161211.

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Critical appraisal is the process of assessing and interpreting evidence by systematically considering its validity (closeness to the truth), results and relevance to an individual’s work. The goal of formal training in critical appraisal skills is to help healthcare workers in understanding results of research studies and their relevance to patient care. This review focused on training for qualified health professionals in practice, and not health professional students.
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Opiyo, Newton. What are the impacts of teaching critical appraisal skills in healthcare settings? SUPPORT, 2016. http://dx.doi.org/10.30846/161114.

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Critical appraisal is the process of assessing and interpreting evidence by systematically considering its validity (closeness to the truth), results and relevance to an individual’s work. The goal of formal training in critical appraisal skills is to help healthcare workers in understanding results of research studies and their relevance to patient care. This review focused on training for qualified health professionals in practice, and not health professional students.
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Kaatrakoski, Heli. Learning in and for work in correctional services in Norway. University of Stavanger, November 2022. http://dx.doi.org/10.31265/usps.251.

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The study explored the views of prison officer students and their supervisors regarding (1) prison officer education, (2) prison officers’ continuing professional development, (3) prison officers’ training needs and opportunities, and 4) the future of prison work. A total of ten interviews were conducted in a prison in Norway in October 2021. The prison officer students who were interviewed expressed satisfaction with their education. Communication was highlighted as the most relevant learning topic. Regarding the continuing professional development of prison officers, learning about communication and mental health issues were expressed as areas of particular significance. Learning about services for female prisoners was also brought up. The issues that impede prison officers’ participation in training were the limited time to arrange training and the lack of financial resources. The importance of collaborating and learning together with mental health professionals was expressed, but borrowing learning resources from the neighbouring disciplines was considered to be problematic because of the specific character of prison work. The future of prison work was discussed from different viewpoints. The numbers of aggressive prisoners, old prisoners and those with mental health issues were expected to increase. The need to continue the development of prisons and concerns over the future role of prison officer were also expressed. The report provided five suggestions for future research concerning correctional services.
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Klochko, Oksana V., Vasyl M. Fedorets, Aleksandr D. Uchitel, and Vitaliy V. Hnatyuk. Methodological aspects of using augmented reality for improvement of the health preserving competence of a Physical Education teacher. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4405.

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The article deals with the results of the research aimed at the improvement of methodology of use of augmented reality for the development of health preserving competence of a Physical Education teacher under conditions of post-graduate education. From the point of Umwelt phenomenology, augmented reality is characterized by correspondence to nature, its cognitive, metaphoric, diverse, interactive, anthropomorphic nature. The article analyzes the vectors of using augmented reality in the professional activity of a Physical Education teacher, particularly the one that is aimed at health preservation. The software that may be used with this purpose has been described. The attitude of Physical Education teachers to the use of the augmented reality for preserving their students’ health and development of their motion skills, intellect and creativity was determined in the research. The results of the survey show that the majority of teachers positively react to the idea of using augmented reality in their professional activity. However, in some cases, not a fully formed understanding of this issue was observed. The ways of solving the stated problem could be the inclusion of augmented technologies’ techniques into the process of post-graduate education, taking into consideration the anthropological, ethical, cultural contexts as well as teacher involvement in the stated process.
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Zhytaryuk, Maryan. UKRAINIAN JOURNALISM IN GREAT BRITAIN. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11115.

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Professor M. Zhytaryuk’s review is about a book scientific novelty – a monograph by Professor M. Tymoshyk «Ukrainian journalism in the diaspora: Great Britain. Monograph. K.: Our culture and science, 2020. 500 p. – il., Them. pok., resume English, German, Polish.». Well-known scientist and journalism critic, Professor M. S. Tymoshyk, wrote a thorough work, which, in terms of content, is a combination of a monograph, a textbook and a scientific essay. This book can be useful for both students and practicing journalists or anyone interested in the history of the Ukrainian diaspora, Ukrainian journalism and Ukrainian culture. The author dedicated his work to Stepan Yarmus from Winnipeg, Canada – archpriest, journalist, editor, professor. As the epigraph to the book were taken the words of Ivan Bagryany: «Our press, born under the sword of Damocles of repatriation», not only survived and survived to this day, but also showed a brilliant ability to grow and develop. It was shown that beggars that had come to the West without money at heart can and know how to act so organized. It was also an example of how a modern «enbolshevist» and «denationalized» by the occupier man person is capable of a combined mass action».
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S. Abdellatif, Omar, Ali Behbehani, and Mauricio Landin. Luxembourg COVID-19 Governmental Response. UN Compliance Research Group, August 2021. http://dx.doi.org/10.52008/lux0501.

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The UN Compliance Research Group is a global organization which specializes in monitoring the work of the United Nations (UN). Through our professional team of academics, scholars, researchers and students we aim to serve as the world's leading independent source of information on members' compliance to UN resolutions and guidelines. Our scope of activity is broad, including assessing the compliance of member states to UN resolutions and plan of actions, adherence to judgments of the International Court of Justice (ICJ), World Health Organization (WHO) guidelines and commitments made at UN pledging conferences. We’re proud to present the international community and global governments with our native research findings on states’ annual compliance with the commitments of the UN and its affiliated agencies. Our goal as world citizens is to foster a global change towards a sustainable future; one which starts with ensuring that the words of delegates are transformed into action and that UN initiatives don’t remain ink on paper. Hence, we offer policy analysis and provide advice on fostering accountability and transparency in UN governance as well as tracing the connection between the UN policy-makers and Non-governmental organizations (NGOs). Yet, we aim to adopt a neutral path and do not engage in advocacy for issues or actions taken by the UN or member states. Acting as such, for the sake of transparency. The UN Compliance Research Group dedicates all its effort to inform the public and scholars about the issues and agenda of the UN and its affiliated agencies.
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