Journal articles on the topic 'Health profession students'
To see the other types of publications on this topic, follow the link: Health profession students.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Health profession students.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full text
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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
7
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.
Full text
8
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.
Full textAbstract:
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
9
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.
Full textAbstract:
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.
10
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.
Full text
11
Motakpalli, Kaviraj, Shahnaz Shaheen, Deepak Jamadar, and N. D. Bendigeri. "Futuristic perception and carrier aspects of nursing profession among nursing students at Kalaburagi city, Karnataka." International Journal Of Community Medicine And Public Health 5, no. 9 (August 24, 2018): 3865. http://dx.doi.org/10.18203/2394-6040.ijcmph20183406.
Full textAbstract:
Background: The nursing profession is one of the important and integral parts of health care delivery system. Hence nursing profession is rated as one of the most trusted profession in the health care industry and also considered as one of the exiting and in demand profession. Our study aims to know the futuristic perception of young and dynamic students of nursing colleges across the Kalaburagi city. As nursing profession is a supporting pillar for the health care sector. It is very important to understand the significant social professional values and the urge and intense of our nursing students at this region and time.Methods: A descriptive cross-sectional study design was used to identify the nursing students’ attitudes toward nursing profession. The study was carried out in 240 nursing students in different nursing colleges at Kalaburagi city.Results: Only 27.9% students had family members or relatives in the nursing profession. The reasons for joining nursing revealed 80.42% students were self motivated to perceive nursing as a carrier. Regarding perception 97.08% perceived nursing as an opportunity to serve humanity and 92.52% perceive nursing as a caring profession.Conclusions: Though nursing is regarded as a caring, dignify and respectful profession still many don’t want to work locally. More than half of the students were interested to work in abroad.
12
Opoku, Eric N., and Peter O. Ndaa. "Awareness and Knowledge of Final Year Health Science Students on Occupational Therapy in a Public University in Ghana." Third Edition of the HSI Journal: Volume 2 Issue 1, 2021 Publication. 2, no. 1 (June 29, 2021): 189–95. http://dx.doi.org/10.46829/hsijournal.2021.6.2.1.89-195.
Full textAbstract:
Background: Occupational therapists play a major role in the healthcare team in the provision of holistic care to patients. Successful healthcare depends on collaboration and understanding among health professionals and recognition of each health professional’s role in a team. Objective: The study aimed to determine the awareness and knowledge of final-year health sciences students of the University of Ghana on occupational therapy(OT). Methods: A cross-sectional study was employed by means of a questionnaire with final year students in the Medicine, Nursing and Allied Health Professional programmes (physiotherapy, dietetics, radiography, and medical laboratory sciences) of the University of Ghana. Participants were randomly selected and requested to complete a questionnaire. Data was analysed using IBM SPSS Statistics, Version 23.0. Results: The results showed anoverall OT awareness of 94.66% (n = 195/206). About 35.0% (n = 69/206)of participant learned about OT as a health profession through other means rather than their academic curriculum. Collectively, participants demonstrated an average actual knowledge on OT services of 14.43 ± 3.17. The results also showed that, the importance participants accorded OT profession in the healthcare team did not depend on their knowledge on OT scope of practice (rs=0.162, p>0.05). Conclusion: Actions should be channelled towards enabling health science students to learn about OT and other health professions through their university curriculum. Furthermore, OT students should endeavour to sensitise fellow health science students on the unique roles and responsibilities of the OT profession in the healthcare team
13
Doğan, Hatice Dilek, and Çisem Baştarcan. "THE EFFECT OF MEDIA LITERACY ON THE CHOICE OF PROFESSION IN HEALTH SCIENCES STUDENTS." e-Journal of New World Sciences Academy 15, no. 4 (October 31, 2020): 154–65. http://dx.doi.org/10.12739/nwsa.2020.15.4.1b0099.
Full textAbstract:
In this study was aimed to determine affect the choice of profession, career selection qualifications and the effect of media literacy on the choice of profession in health sciences students. The descriptive and cross-sectional research was carried out on a University Faculty of Medicine, Faculty of Dentistry, Nursing Department, Nutrition and Dietetics Department, Physiotherapy and Rehabilitation Department, Health Management Department undergraduate programs. The students who accepted to participate constituted the sample group. “Student Identification Form", “Media Literacy Scale” and “The Scale of Occupational Choice Capability” were applied. While 91.9% of the participants chose the section “willingly” and "interest" factor was the most important factor in. While 0.9% of the students stated they used the Internet "very rarely", 91% stated they used it “every day", and it was found they used the Internet 4.77±4.31 hours per day. A positive and significant relationship was found between the students' scores from " The Scale of Occupational Choice Capability” and “Media Literacy Scale" and this relationship was found to be weakly. These age groups should be provided with the necessary public and social support during the career selection periods and to improve media literacy.
14
Lippe, Megan, Bailey Johnson, Stephanie Barger Mohr, and Kyle Rhoads Kraemer. "Palliative Care Educational Interventions for Prelicensure Health-Care Students: An Integrative Review." American Journal of Hospice and Palliative Medicine® 35, no. 9 (February 13, 2018): 1235–44. http://dx.doi.org/10.1177/1049909118754494.
Full textAbstract:
To provide adequate care, students from all health-care professions require education regarding palliative and end-of-life (EOL) care prior to entering professional practice. In particular, students need proper training to be equal members of interprofessional teams providing palliative and EOL care. However, limited information is currently available about the effectiveness of educational interventions relating to palliative and EOL care. Thus, an assessment of educational interventions to utilize in providing this education is warranted. The purpose of this integrative review was to critically evaluate the impact of palliative or EOL care interventional studies on learning outcomes for prelicensure health-care students. Articles published from 2001 to present that utilizied palliative or EOL care educational interventions for prelicensure students from any health-care profession and also evaluated preidentified learning outcomes were included in the review. The final sample comprised 34 articles. Four studies utilized interprofessional interventions, whereas the remaining taught students from a single profession. Trends in sample sizes, teaching interventions, learning outcomes, and outcome measures are discussed. Teaching interventions reviewed were primarily focused on student learning outcomes specific to knowledge and attitudes. Future studies should implement interprofessional educational interventions, utilize reliable and valid outcome measures, and evaluate their impact on different learning outcomes, such as self-efficacy, comfort, and communication.
15
Edwards, Claire M., and Jason M. Newell. "Interprofessional Education for BSW Students: A Pilot Course." Journal of Baccalaureate Social Work 24, no. 1 (January 1, 2019): 61–70. http://dx.doi.org/10.18084/1084-7219.24.1.61.
Full textAbstract:
The focus on interprofessional education (IPE) for professional training programs in allied health professions such as social work has increased recently. There is limited pedagogical literature regarding either the instruction or application of IPE in any given profession. Based on a co-teaching model of instruction, this article delineates the preparation and integration process of a pilot course on IPE. The pilot course was taught at a small liberal arts college where it was cross-listed in two undergraduate professional programs in social work and speech-language pathology. This article discusses the relevance of including IPE in allied health professional training programs. Additionally, this article outlines the timeline for developing and implementing the course, from conceptualization to the integration phases including implications from student evaluations of their experience in the course. Elements of the course including delivery, descriptions of assignments, and projects also are discussed.
16
Danaci, Esra, Esma Ayse Ozturk, Sevil Masat, Tugba Kavalali Erdogan, Cansu Atmaca Palazoglu, and Zeliha Koc. "Considerations for professionalism of nursing students in clinical practices." New Trends and Issues Proceedings on Advances in Pure and Applied Sciences, no. 10 (September 28, 2018): 38–54. http://dx.doi.org/10.18844/gjpaas.v0i10.3742.
Full textAbstract:
This is a descriptive study that aims to determine the factors affecting the professional behaviour of nursing students in clinical applications. The survey was conducted between 20 September and 20 December 2017 with the participation of 274 students studying in the Nursing Department of Health Sciences Faculty of a University. The data were collected using a questionnaire consisting of 18 questions and Nursing Students Professional Behaviours Scale (NSPBS). The mean age of the nursing students participated in the study was 20.67 ± 1.88 years and 81.8% of the students were female while 18.2% were male. Of them, 78.5% loved their profession, 60.9% chose their profession willingly, 67.5% did not want to change their profession and 9.5% of them were members of professional associations and followed professional publications. The mean score of NSPBS was determined to be 122 (29–135). Hence, the nursing students’ ability to perform professional behaviours was found to be high.Keywords: Nursing, student, professional behaviour.
17
Radeva, Svetlana. "TRAINING OF STUDENTS IN THE PROFESSION." Knowledge International Journal 32, no. 2 (July 26, 2019): 285–89. http://dx.doi.org/10.35120/kij3202285r.
Full textAbstract:
The motivation for an action is an internal condition that maintains, directs and stimulates a person's behavior by occupying a leading position in the structure of behavior and expression of personality. Personality motivation influences the different forms of human activity and perceptions, including learning. Heterogeneous is the essence of the personal motivating factors, forming the behavior – social, moral, behavioral, etc. The motivation for learning is seen as a focus on the individual countries of the learning process related to the internal attitude of the person to it. The motivation for training in the chosen profession was investigated for 75 students from the third and fourth course of the midwife, from Medical university Varna for the period 2017-2019, working as midwifery assistants in the hospital structures of the medical institutions in the town Varna. The motivation for learning to the chosen profession is large for 92% of respondents, as the leading motivating factor for 100% of them is the prestige of the profession. For 65% of working students, communication with patients is important in providing health care, and for 78% acquisition of professional skills and experience. The asked of the factors motivating them to succeed in training students unanimously indicated that exercising what they learned during the performance of their work is a leading factor, followed by tolerance, the respect they see from patients and the appreciation they receive strengthens their willingness to work and learn new skills. The trust that respondents receive from patients and staff is an engine of their willingness to engage in work on wards in hospital structures. The driving force and the opportunity for professional growth in acquiring professional competencies for the future professionals is an indicator that the chosen professional direction is realized for future realization and leads to increased Their satisfaction with their training choices.
18
Handayani, Rahmaya Nova, and Adiratna Sekarsiwi. "STUDENTS INTEREST IN CONTINUING PROFESSIONAL EDUCATION NURSES IN HEALTH EDUCATION INSTITUTIONS IN BANYUMAS." INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) 2, no. 1 (March 13, 2018): 14. http://dx.doi.org/10.24990/injec.v2i1.3.
Full textAbstract:
Introduction. Types of nursing education in Indonesia are vocational, academic and professional. Professional education is higher education after an undergraduate program that prepares students to have jobs with specific skill requirements. The purpose of this study was to identify factors that affect student interest in continuing professional education nurses based on perception, motivation and support system. Method. The study design was a descriptive analytic cross-sectional approach. Unstratified sampling using random sampling with a sample of 111 respondents in health education institutions in karisidenan Banyumas, there are Harapan Bangsa Purwokerto Institute of Health Science, Purwokerto Muhammadiyah University, Jenderal Sudirman University.Data was analysed by using multivariate logistic regression. Results. The results of the study showed that no correlation perception, motivation, and support system of nurses Profession election interest in health education institutions in-karisidenan Banyumas (p=0,999; 0,956; 0,135).Discussion. The most dominant factor affecting the interest of the nurse profession was support system.Keywords: interest, perception, motivation, support system, professional nurses
19
Denat, Yıldız, Gülşah Gürol Arslan, and Muazzez Şahbaz. "Change in students' perception of profession during nursing education in Turkey: A longitudinal study." International Journal of Human Sciences 13, no. 1 (February 18, 2016): 900. http://dx.doi.org/10.14687/ijhs.v13i1.3462.
Full textAbstract:
Background: Progress in the nursing is only possible with nursing students who graduate with sufficient information and comprehension about their professions. Objectives: This study aimed to investigate nursing students’ professional perceptions during 4-year undergraduate nursing program and to determine whether changes occur in this time frame Desing and Methods: This study was designed as a longitudinal cohort survey research. Data were collected over a four -year period. The study sample was constituted of 137 undergraduate nursing students attending two Schools of Health located in the western Turkey. In this study, data were collected using the Information Form which was prepared by the investigators and the Perception of Nursing Profession Scale (PNPS). Results: Students’ PNPS mean scores were identified as 85.24±11.66 for Time 1, 86.86±12.37 for Time 2, 86.43±13.39 for Time 3, 86.32±15.12 for Time 4 and 90.76±13.16 for Time 5. No statistically significant differences were found in perception of nursing profession mean scores during nursing education (p>0.05). Statistically meaningful differences were detected among students’ “Professional Qualities” sub scale mean scores (p0.05). Conclusion: The results of this study indicated that freshmen students perceived the nursing profession rather positively and that influence continued throughout their education. It was identified that initial positive perceptions of students progressively increased at the end of 2nd and 4th years. It was determined that students positively perceived the professional status of nursing and that the significant perceptions continued throughout their education.
20
Nogueira, Isabela, Gabriela Spagnol, Fernanda Rocha, Maria Helena Lopes, Dalvani Marques, and Debora Santos. "Gender and Empowerment by Nursing Students: Representations, Discourses and Perspectives." International Journal of Environmental Research and Public Health 20, no. 1 (December 28, 2022): 535. http://dx.doi.org/10.3390/ijerph20010535.
Full textAbstract:
Nursing history is marked by stigmas of gender, race and class. Nowadays, this scenario is evidenced by the social disqualification of the profession and biomedical and male supremacy. Nevertheless, the profession has the potential to change this paradigm with an intersectional approach. The current study aims to understand how the relationships of gender, feminism and empowerment are experienced by nursing students at a Brazilian public university. This is a qualitative study, exploratory-explanatory, with the application of interviews with nursing students in their five years of training. The chosen method of analysis was the Discourse of the Collective Subject based on the central ideas categorized after the interviews: (a) Profession—female and stigmatized due to its historical construction influenced by religiosity and moral; (b) Formation—far from gender relations by the perpetuation of stereotypes; and (c) Perspectives—empowerment of the profession if close to the feminist movement. The students' discourse alert to the historical reflexes of oppressive ideological mechanisms of women and nursing in their ongoing professional training, claiming transversal learning spaces for the critical expansion of gender awareness and consequent empowerment of nursing in a feminist and intersectional perspective.
21
Lorenz, Rodney A., James W. Pichert, Elaine J. Boswell, Robert N. Jamison, and David G. Schlundt. "Training Health Profession Students to be Effective Patient Teachers." Medical Teacher 9, no. 4 (January 1987): 403–8. http://dx.doi.org/10.3109/01421598709008334.
Full text
22
Ali, Sadia, Rashida Khakoo, Melanie Fisher, and Gerald R. Hobbs. "An assessment of influenza vaccination among health profession students." Scandinavian Journal of Infectious Diseases 39, no. 9 (January 2007): 822–25. http://dx.doi.org/10.1080/00365540701367819.
Full text
23
Reilly, Jo Marie, Ashley Halle, Cheryl Resnik, Jeremy Teoh, Brad Williams, Patricia Harris, and Freddi Segal-Gidan. "Qualitative Analysis of an Inter-Professional, In-Home, Community Geriatric Educational Training Program." Gerontology and Geriatric Medicine 7 (January 2021): 233372142199720. http://dx.doi.org/10.1177/2333721421997203.
Full textAbstract:
This study describes and provides qualitative analysis of an innovative, inter-professional (IP) geriatrics curriculum focused on team-based care with healthy older adults in a home-based community setting. The curriculum consisted of five, four-hour didactic and experiential sessions over one academic year. Dental, medical, occupational therapy, pharmacy, physical therapy, and physician assistant students were placed into teams led by IP faculty from each health professional school. Teams met with a community-dwelling older adult three times. At the program’s conclusion, students responded to the reflective question “What is the most important learning experience you expect to take away from the geriatric inter-professional training? A qualitative analysis of student responses revealed four common themes from all five professions aligning with curricular goals: (1) health professional roles/scope of practice, (2) geriatric care and health outcomes, (3) team communication/collaboration, and (4) advocating for one’s own profession. As sites for institutional clinical training become scarcer for health professions’ trainees, this study offers both a novel, IP, geriatrics curriculum with didactic/experiential learning through community partnerships in a home-based setting and a reflective evaluation.
24
Almalki, Abdulraheem, Yoon Soo Park, and Ara Tekian. "Needs Assessment for Interprofessional Education: Implications for Integration and Readiness for Practice." Healthcare 9, no. 4 (April 2, 2021): 411. http://dx.doi.org/10.3390/healthcare9040411.
Full textAbstract:
Interprofessional education (IPE) is an important concept to promote health professionals for interprofessional collaboration. Successful implementation of IPE in health education programs requires consideration of readiness and effectiveness and faces some challenges/barriers. The aim of this study was to examine the perception, understanding and attitude of health profession students and faculty members toward IPE. A cross-sectional study was conducted with students and faculty members from six health professions at Taif University. The study involved administration of the Readiness for Inter-Professional Learning Scale (RIPLS) questionnaire to all students. In addition, focus groups were conducted separately with both students and faculty members. The study showed that only 10 participants (four students, six faculty members) indicated their previous knowledge of IPE. IPE remains a new approach for the majority of students and faculty members. There was no significant difference in the readiness of IPE between professions. Students and faculty members showed positive attitudes toward the IPE curriculum and they believe that it will improve medical education at our university.
25
Jutte, Lisa S., Fredrick R. Browne, and Marie Reynolds. "Effects of an Interprofessional Project on Students' Perspectives on Interprofessional Education and Knowledge of Health Disciplines." Athletic Training Education Journal 11, no. 4 (October 1, 2016): 189–93. http://dx.doi.org/10.4085/1104189.
Full textAbstract:
Context: Interprofessional education (IPE) is encouraged in health care education in the hope that it will improve communication among future health care professionals. In response, health professional education programs are developing IPE curricula. Objective: To determine if a multicourse interprofessional (IP) project impacted students' knowledge and views on other health care professions, as well as their attitudes toward IPE. Design: Cross-sectional survey. Setting: Four university classrooms. Patients or Other Participants: Eighty-one undergraduate students (32 men, 49 women) from 4 introductory courses (2 athletic training sections, 41 students; 1 health administration section, 19 students; and 1 nursing section, 21 students) participated in 2 surveys and an IP project. Main Outcome Measure(s): Participants completed a modified Readiness for Interprofessional Learning Scale (RIPLS) questionnaire. The faculty assigned students to an IP group with representation from each discipline. Groups were instructed to produce a presentation on an assigned health care profession. After completing the project, students completed the same modified RIPLS questionnaire. Means and frequency were calculated. Quantitative data were analyzed with analysis of variance followed by Tukey post hoc testing when appropriate. Results: After the IP project, students from all disciplines reported an increased knowledge regarding nursing, health administration, athletic training, and other health care professions in general and how their discipline differed from other health care disciplines. All students agreed that they should practice communication with other health care disciplines. Other perceptions related to IPE did not change. Conclusions: Undergraduate athletic training, health administration, and nursing students who completed an IP project reportedly increased their knowledge of health care disciplines and increased their appreciation for practicing communication among health care disciplines. Future studies should assess how increasing basic knowledge of health care professions may impact the integration of advanced IPE concepts later in one's professional education.
26
Backovic, Dusan, and Marija Jevtic. "Burnout syndrom as a mental health problem among medical students." Medical review 65, no. 3-4 (2012): 129–32. http://dx.doi.org/10.2298/mpns1204129b.
Full textAbstract:
Introduction. Mental health problems of adolescents are among the prevailing problems of public health. While studying for their future medical profession, the students of medicine have to exchange emotions with the patients intensively, and the empathic relationship itself bears a risk of eventual ?emotional depletion?, which leads to ?professional lack of emotions?. The study was aimed at presenting burnout syndrome as a challenge for mental health of medical students, its importance for the future professional engagement of doctors and the possibilities of its prevention. Methods. The authors of this paper review and analyze data and conclusions of previous national and international studies from this field and suggest possibilities of overcoming the condition of burnout. Results. The frequency of burnout syndrome, which is the synonym for the above mentioned condition of emotional exhaustion, is twice as high in medical professionals, particularly young ones, as in other professions on average. Burnout syndrome is nowadays regarded as a psychological distress experienced during the educational process and it has been observed in as many as 50% of medical students. The most significant factors independently associated with student burnout are: personality traits, stressful personal life events and learning and training conditions at their faculties. Conclusions. It is of utmost importance to understand the causes and consequences of psychological distress in students, and the faculties should not only identify these problems, but also endeavor to promote health by developing strategies for improving personal well-being, which are important for future doctors to achieve professional success and develop resistance to stress.
27
Agatić, Adriana Giullia, Rahela Orlandini, Mario Marendić, and Diana Aranza. "Perception of the Nurse's Profession among Students of the University of Split." Hrvatski časopis zdravstvenih znanosti 2, no. 1 (May 3, 2022): 24–30. http://dx.doi.org/10.48188/hczz.2.1.8.
Full textAbstract:
AIM: The aim of this study was to investigate the perception of the nursing profession among the students at the University of Split. METHODS: The study was conducted at 5 institutions of the University of Split: University Department of Health Studies, School of Medicine, Faculty of Law, Faculty of Maritime Studies, and Catholic Faculty of Theology, and included 516 students. The questionnaire was completed anonymously and online via Google Forms from November 2020 to March 2021. RESULTS: The results of this study show that the Croatian version of the revised questionnaire with 16 statements about the Perception about the image of the nursing profession has acceptable measurement properties. The analysis of internal consistency on the entire questionnaire (Cronbach's α=0.85) showed that the selected statements are suitable for determining the overall level of perception of the nursing profession. Attitudes toward the nursing profession differed significantly among the 5 faculties (P<0.001). Students from School of Medicine had the most positive attitudes toward the nursing profession (X̄=0.28; SD=0.61), followed by University Department of Health Studies students (X̄=0.18; SD=0.97), whereas Catholic Faculty of Theology students had negative attitudes toward the nursing profession (X̄=-0.98; SD=1.42). CONCLUSION: Nurses should promote their profession, especially towards young people who are on the verge of choosing their professional career.
28
Scott, P. Anne. "Ethics Education and Nursing Practice." Nursing Ethics 3, no. 1 (March 1996): 53–63. http://dx.doi.org/10.1177/096973309600300107.
Full textAbstract:
This paper suggests that a consideration of health care practice is a necessary step in gaining insight into the appropriate composition of an ethics course for students in the health care professional. Health care practice, if it responds to the needs of society, is dynamic in nature. In the current climate of change in the health service, the author sug gests that the nursing profession needs to become more proactive in analysing and attempting to determine the future shape of nursing. To protect patient care the nursing profession needs to have its eyes open to the ethical dimensions of changes in role and practice. The author argues that, in attempting to ensure that the education to which nursing students are exposed is of relevance, it is necessary to introduce an element of the ideal into the ethics component of their professional education. From early on in their profes sional development students should be aware of the scope and standards of practice, and the type of role enactment to which the profession requires them to aspire.
29
Freund, Anat, Ayala Cohen, Edith Blit-Cohen, and Nicole Dehan. "Professional socialization and commitment to the profession in social work students: A longitudinal study exploring the effect of attitudes, perception of the profession, teaching, training, and supervision." Journal of Social Work 17, no. 6 (June 3, 2016): 635–58. http://dx.doi.org/10.1177/1468017316651991.
Full textAbstract:
Summary The article attempts to characterize social work students in higher education institutes in Israel, regarding professional socialization and the development of commitment to the profession during their BA (undergraduate) studies, lasting three years. This longitudinal study included a sample of 450 students in four social work schools. Data was gathered throughout four time periods: during the first two weeks of the academic year and at the end of each academic year. Findings Students, during the first academic year, harbor certain misconceptions about the profession, leading to a sharp decrease in their commitment to the profession. However, it seems that supervisors, teachers and decisionmakers in social work schools somehow manage to bring the fantasies entertained by students at the beginning of their studies into line with reality, leading to both higher and stronger commitment to the profession by the time they complete their BA degree. Applications The article discusses the findings and their implications on the social work profession, in general, and on social work training, in particular, regarding the development of commitment to the profession over the years.
30
Elam, Carol L., Daniel C. Seaver, Peter N. Berres, and Barbara F. Brandt. "An Overview of Admission Processes for Medical, Dental, Pharmacy, Physical Therapy, and Physician Assistant Programs." NACADA Journal 20, no. 1 (March 1, 2000): 24–32. http://dx.doi.org/10.12930/0271-9517-20.1.24.
Full textAbstract:
Advisors commonly meet with students interested in pursuing a career in a health profession. This paper addresses the admission processes used by medical, dental, pharmacy, physical therapy, and physician assistant programs. Advice on helping students gather information about the professions, seek health-related experience, and prepare academically competitive portfolios is presented. Admission procedures across the health professions are discussed, including the application timelines, as well as institutional use of standardized tests, interviews, and letters of evaluation to make selection decisions. By being better informed about the admissions process in the health professions, advisors can assist students in planning their undergraduate educational experiences.
31
Rulli, Danielle, Vinoothna Bavireddy, Laura J. Smith, Melissa Gross, Debra Mattison, Mark Fitzgerald, Thomas W. Bishop, Nicole Trupiano, Peggy Ursuy, and Olivia S. Anderson. "Socialisation into interprofessional teams: A mixed-methods study among early health professional learners who engaged in a teams and teamwork module / Sozialisierung in interprofessionellen Teams: Eine Mixed-Methods-Studie zum Effekt eines Team- und Teamwork-Moduls bei Auszubildenden im Gesundheitswesen." International Journal of Health Professions 9, no. 1 (January 1, 2022): 164–73. http://dx.doi.org/10.2478/ijhp-2022-0014.
Full textAbstract:
Abstract Introduction Early health profession learners hold stereotypes about their own and other professions. Socialising students through interprofessional education (IPE) early in their training facilitates the development of their beliefs and values surrounding their professional and interprofessional identities. This study evaluates the effect of a 3-week, virtual IPE intervention in early health professional learners. Methods Students reflected on their functioning as an interprofessional team through discussion and written prompts which were coded by two faculty members for themes and trends. Exposure to developing an interprofessional identity and socialisation within an IPE team were measured through pre- and post-intervention surveys containing the Interprofessional Socialisation and Valuing Scale (ISVS). Results Students increased their positive attitudes towards IPE from pre- to post-intervention module as well as socialisation and readiness across all ISVS subscales: self-perception of working together, value, and comfort (all p < .001). Students reflected that ‘taking time to get to know each other’ (n = 23 teams; 42%) and ‘allowing everyone to contribute’ (= 17; 31%) were key factors for team development. Individual reflections on what students would work on the next time they worked in an interprofessional team revealed ‘communication’ as important (n = 87; 45%). Discussion Health profession students who engaged in the module reflected on how their interprofessional team functioned and identified what helped or hindered them to work as a team. The opportunities to reflect on how their own professional identity within the context of an interprofessional team led to evidence of socialising into an interprofessional team. Students who are challenged to socialise into a team early in their education will better understand their beliefs and values surrounding interprofessional collaboration.
32
Buelow, Janet R., Rod McAdams, Alice Adams, and Leigh E. Rich. "Interdisciplinary Teamwork: Student Differences and Teaching Implications." American Journal of Health Sciences (AJHS) 1, no. 1 (December 1, 2010): 11–22. http://dx.doi.org/10.19030/ajhs.v1i1.988.
Full textAbstract:
Teamwork with individuals from multiple disciplines is recognized as a significant skill necessary for professional employment. While a variety of teaching methods for students in health care professions have been investigated and found to be generally effective in improving interdisciplinary team skills, one field - health administration - has not been included in these studies. The research presented here used two standardized instruments (with seven distinct subscales) to compare perceptions of health care administration students and clinical students regarding interdisciplinary teamwork. Three attitudes toward interdisciplinary health care teams were similar among all students - shared leadership, perceived need for cooperation, and understanding others’ values. Significant differences between administration and clinical students were found in four areas. Health administration students exhibited lower scores for: 1) believing in the value of teamwork, 2) recognizing teamwork efficiency, 3) believing their profession was perceived as competent by other health care professionals, and 4) recognizing their own lack of cooperation in teamwork. These findings reveal the diverse cultures among health care professionals and invite educators to consider the diversity of their students when implementing interdisciplinary team-teaching techniques and methods.
33
Almarwani, Abdulaziz Mofdy, Fahad M. Alhowaymel, Naif S. Alzahrani, and Hanan F. Alharbi. "Attitudes toward Nursing Profession and Fear of Infectious Diseases among Undergraduate Nursing Students: A Cross-Sectional Study." Healthcare 11, no. 2 (January 12, 2023): 229. http://dx.doi.org/10.3390/healthcare11020229.
Full textAbstract:
The uncertainty surrounding the effect of infectious diseases on nursing students’ attitudes toward the nursing profession worldwide exists. This study sought to examine the association between fear of infectious diseases and students’ attitudes toward the nursing profession. Methods: This quantitative descriptive cross-sectional study used a convenience sample of 477 students enrolled in nursing programs from three universities located in urban and non-urban areas in Saudi Arabia. Results: The study revealed a positive attitude toward nursing and minimal fear of infectious diseases. Junior nursing students reported significantly better attitudes and preferences toward the nursing profession than senior nursing students. Students who reported positive attitudes toward the nursing profession significantly had no intension to discontinue or transfer from nursing programs, whereas students with low attitudes reported significant intention to discontinue their enrollment in the nursing programs. Students in urban universities reported higher significant fear of infectious diseases compare to non-urban. The study revealed a significant negative correlation between fear of infectious diseases and students’ preference for the nursing profession. Conclusions: Nurse educators need to support senior nursing students’ attitudes toward the nursing profession and reduce their fear of infectious diseases, particularly among students studying in urban areas.
34
Taşkıran, Nihal, and Süreyya Bulut. "Effects of the Fear of COVID-19 on Professional Perception among Nursing Students: A Cross-sectional Study." Medical Science and Discovery 9, no. 11 (November 19, 2022): 623–30. http://dx.doi.org/10.36472/msd.v9i11.830.
Full textAbstract:
Objective: The impact of a pandemic on psychological health is an essential factor in determining professional perception. This study aims to evaluate the fear of COVID-19 and the perception of the nursing profession and examine the relationship between them. Material and Methods: This study was conducted as a cross-sectional design using self-report questionnaires distributed to 976 nursing students in Turkey. Results: The findings showed that students’ COVID-19 fear levels in the present study were moderate, and their perceptions of the nursing profession were positive. There was a weak and positive correlation between the students' COVID-19 fear and the total score averages of the Nursing Profession Perception Scale. Conclusion: There was a two-way relationship between professional perception and fear of COVID-19. The education programs need to be ready to prepare future nurses to deal with future novel pandemics and increase the perception of the profession.
35
Sobkin, V. S., T. A. Lykova, and A. V. Sobkina. "LIFE ATTITUDES OF STUDENTS WITH DISABILITIES AND STUDENTS WITH PRESERVED HEALTH." Arts education and science 1, no. 2 (2021): 168–79. http://dx.doi.org/10.36871/hon.202102021.
Full textAbstract:
The article considers three components that characterize socio-psychological features of the students' life position: emotional assessment of the success of their life prospects, specifics of life plans and nature of value orientations. Taken together, these components allow to determine the social well-being of students, depending on their health state and the type of professional education they receive. The article is based on the results of the questionnaire survey conducted among RGSAI students. The study involved 167 participants, of whom 98 were those with preserved health and 69 — with disabilities. The survey was conducted in all courses (first to sixth) and faculties (theater, music, fine arts). The materials obtained are analyzed in relation to the influence of gender and age factors. Special attention is paid to the comparison of the life attitudes of students with preserved health and students with disabilities studying at different faculties. Significant differences were found between students with preserved health and students with disabilities in their assessment of the success of their life prospects, the certainty of plans for their future and value preferences. Using factor analysis, the structural correlations between various components of the life attitude were identified, and its content features depending on the health status of the respondents and the nature of the profession obtained were characterized.
36
White, L. "HEALTH PROFESSION STUDENTS’ ATTITUDES TOWARD AND BELIEFS ABOUT OLDER ADULTS." Innovation in Aging 1, suppl_1 (June 30, 2017): 728. http://dx.doi.org/10.1093/geroni/igx004.2620.
Full text
37
Rogan, Slavko, Adrian Rufener, Monika Holzer, and Helena Luginbuehl. "Mentoring questionnaire for health profession students in Switzerland: validation study." European Journal of Physiotherapy 20, no. 1 (July 12, 2017): 32–36. http://dx.doi.org/10.1080/21679169.2017.1352021.
Full text
38
Crowson, Matthew Gordon. "A Crash Course in Medical Writing for Health Profession Students." Journal of Cancer Education 28, no. 3 (June 23, 2013): 554–57. http://dx.doi.org/10.1007/s13187-013-0502-0.
Full text
39
Gon, Sheri M. "Health Services Career Pathway." Californian Journal of Health Promotion 1, SI (December 31, 2003): 160–72. http://dx.doi.org/10.32398/cjhp.v1isi.567.
Full textAbstract:
Hawai‘i is facing a healthcare workforce shortage. Factors contributing to this shortage include poor marketing of healthcare professions, lack of preparation for postsecondary education, or attitudes and perception of healthcare careers by youth. This paper presents the Health Services Career Pathway program, a possible model for use in recruiting students for the health education profession. Health Services Career Pathway introduces secondary students to skills, knowledge, and attitudes found universally throughout the healthcare industry. High school education becomes engaging and relevant since it supports the student’s career choice and prepares the student for transition to postsecondary education. Evolution of the Health Services Career Pathway is described and a variety of activities are highlighted. Partnership of secondary, postsecondary, and industry is stressed.
40
Taylor, Ann, Caragh Brosnan, and Gwendalyn Webb. "Equity in the Classroom and the Clinic: Understanding the Role of Sociology in Health Professional Education." Teaching Sociology 50, no. 2 (November 19, 2021): 155–67. http://dx.doi.org/10.1177/0092055x211053374.
Full textAbstract:
Sociology teachers often encounter students studying to be future health professionals; sociology content can assist students to increase their understanding of patients, the social context of health and illness, and the social determinants of health. Engaging these students in sociological thinking can be challenging because of their diverse social locations and their identification with their future profession, which may emphasize clinical competence over broader reflective skills. In this conversation piece, we encourage critical reflection on the assumptions that underpin the teaching of sociology to aspiring health professionals. Through case studies of nursing, medicine, and speech-language pathology, we consider differences in the social locations of students and how sociological ideas are received by these professions. We argue that sociology teachers can assist health professions students to gain more from sociology by understanding these student cohorts and by reflexively considering power relations between teachers and students and between disciplines and professions.
41
Mallah, Faheem Ahmed, Shahzad Ali Khan, Nazeer Ali Buriro, Muhammad Baqar Baloch, and Mrs Surriya Parveen. "The DETERMINANTS AND DEVELOPMENTS IN CHOOSING NURSING PROFESSION AS CAREER, A QUALITATIVE ANALYSIS OF NURSING STUDENTS AT DISTRICT KHAIRPUR SINDH, PAKISTAN." Pakistan Journal of Public Health 8, no. 1 (May 16, 2018): 13–17. http://dx.doi.org/10.32413/pjph.v8i1.53.
Full textAbstract:
Background: Nursing is an important tier for the health care delivery system. Nurses are holding essential and largest part of health delivery system from direct care to management, performing many functions for the smooth operations of the health care delivery system. Nursing education ignored in Pakistan nowadays many nurses are being enrolled in nursing schools every year. Changes people to join nursing profession may vary from one another. Objectives: Our study's objectives were to explore motivating factors for the nursing profession, and to assess the motivational factors among student nurses. Methods: We conducted Focus Group Discussions with nursing students. Thematic content analysis was done after assigning codes, making sub categories and categories and then driving sub themes and themes. Results: Factors such as wish to become nurse, mostly an alternate as failure to get admission in medicine, to fulfill parents wish, financial support job either public or private and get a chance to settle abroad, and seeking stipend during training. Easy public, private or clinic set up and jobs abroad. According to our study findings most students chose nursing profession as alternate but not their first choice, many personal, professional and financial factors attract students to enroll into the nursing. Conclusion: We conclude that most of the nursing student's perceive nursing being more suitable for females supporting their financial health.
42
Enguta Mwenzi, Jonathan, Reagan Ngonzo Kitumba, and Potien Manda Beya. "ACADEMIC AND PROFESSIONAL ASPIRATIONS OF PEDAGOGICAL HUMANITIES STUDENTS IN KINSHASA." Journal of Social Sciences 5, no. 4 (January 2023): 52–66. http://dx.doi.org/10.52326/jss.utm.2022.5(4).12.
Full textAbstract:
This study began with the observation that the profession of primary school teacher in the Democratic Republic of Congo is devalued. Thus, it proposes to indirectly evaluate the effect of this devaluation on the educational and professional aspirations of students in the pedagogical humanities. Two main hypotheses served as the guiding principles of the study: (1)the academic aspirations of students in the pedagogical humanities would be oriented towards fields of study that have no connection with the psycho-pedagogical fields of study and (2) the occupations to which students in the pedagogical humanities aspire would not be related to the professions of teacher and psychologist. This study aimed to assess the academic and professional aspirations of students in the pedagogical humanities in Kinshasa. To do so, we used a survey method supported by a questionnaire administered to 229students of the humanities in several schools in the commune of Mont-Ngafula. The results obtained reveal that: (1) 20.1% of the subjects aspire to pursue their higher education in psycho-pedagogical fields and (2) only 38.4% of the subjects aspire to psycho-pedagogical professions against 61.6% who aspire to other professions, with a strong predominance of health and judicial professions.
43
E.V., Golubevа. "PROFESSIONAL READINESS OF STUDENTS FOCUSED ON SELF-DEVELOPMENT." “Educational bulletin “Consciousness” 24, no. 7 (July 30, 2022): 4–11. http://dx.doi.org/10.26787/nydha-2686-6846-2022-24-7-4-11.
Full textAbstract:
Abstract. The article is devoted to the problem of professional readiness of students focused and not focused on self-development. The theoretical analysis of the problem showed that professional activity is one of the main areas of self-development and begins to come to the fore from the moment, when a person chooses a future profession and when a person's professional readiness begins to form. Therefore, the study of professional readiness of self-development-focused students seems to be relevant. An empirical study was conducted with the participation of 57 technical students and using the following methods: «Readiness for self-development» (T.A. Ratanova, N.F. Shlyakhta) and «Questionnaire of professional readiness» (L.N. Kabardova). The following statistical methods were used: Mann-Whitney U-test, Fisher's exact test, r-Spearman correlation test. It has been established that the professional readiness of students focused on self-development is generally higher than that of students who are not focused on self-development (both in accordance with the chosen profession, and in those that do not correspond to it) and in its individual components (in particular, in the components "Skill” and “Attitude”). Such students, thanks to the desire for self-development, receive the necessary experience, which allows them to rate highly their own abilities for professional activity in general. It has also been proven that the components of professional readiness (“Skill”, “Desire”) correlate with areas of self-development (self-knowledge and self-improvement). The hypothesis that self-development-focused students more often choose a professional field for which they demonstrate greater professional readiness than non-self-development students has not been confirmed and requires further research, which may be a research perspective.
44
Schaefer, Jaylene K., Frederick R. Browne, Lisa S. Jutte, and Stephanie Donauer. "Undergraduate Social Work Students' Participation in an Interprofessional Group Project." Journal of Baccalaureate Social Work 23, no. 1 (January 1, 2018): 197–212. http://dx.doi.org/10.18084/1084-7219.23.1.197.
Full textAbstract:
Interprofessional education is being used in many professional programs to help students develop interprofessional collaboration skills. This article examines baccalaureate social work students' participation in an interprofessional group project. Students worked in assigned interprofessional teams to research and report on a designated health-care profession. The project was developed by faculty members in other disciplines to meet their accreditation standards. Students' perceptions before and after the project were measured using a modified Readiness for Interprofessional Learning Scale. Results indicated that social work students benefited from participating in the project. They reported improved understanding of the role of other professions in teams and, more important, social work students had the largest increase in their perceived importance of learning communication skills with students from other health-care disciplines. Results are discussed in light of the 2015 Educational Policy and Accreditation Standards competencies related to interprofessional practice.
45
Maayah, Mikhled F., Muhammed Al-Jarrah, Sunitha Mysore, Riziq Allah Gaowgzeh, Umar M. Alabasi, Thamer A. Altaim, Ziyad Neamatallah, and Saad S. Alfawaz. "The Perception of Physical Therapy Students towards Their Profession in Jordan." Healthcare 10, no. 5 (May 5, 2022): 849. http://dx.doi.org/10.3390/healthcare10050849.
Full textAbstract:
Background: The physical therapy profession has grown rapidly in less than a century, increasing its importance, techniques, settings, and the responsibilities provided to its practitioners. Objectives: The aim of the study was to explore how undergraduate physiotherapy students view physiotherapy as their future career and their perception of the educational physiotherapy programs in Jordan. Methods: A cross-sectional study was conducted. A questionnaire designed to collect data on students’ perceptions of their profession was delivered to 222 undergraduate physiotherapy students at Jordan University of Science and Technology in Irbid, Jordan. The response rate was 157 (70.72%). Descriptive statistics and the chi-square test were used to analyse the data. Results: Among 157 physiotherapy students, results were collected. Although students were satisfied with being physiotherapy students (p < 0.001), most of the study participants knew about physical therapy from their families, and they were not satisfied with the job opportunities in Jordan. Conclusions: Physiotherapy education in Jordan is rising rapidly. The public, patients, parents, and clinical preceptors in physiotherapy settings must recognize this educational and professional practice. It is noted that some levels of occupational awareness are intermediate. However, it would be beneficial to organize activities such as seminars and interviews in order to increase the level of professional awareness.
46
Kloppers, M., F. Bardien, A. Titus, J. Bester, and G. Inglis-Jassiem. "The lived experience of health sciences students’ participation in an interprofessional community-based stroke class." African Journal of Health Professions Education 14, no. 2 (February 1, 2022): x. http://dx.doi.org/10.7196/ajhpe.2022.v14i2.1341.
Full textAbstract:
Background. Collaborative approaches in healthcare contexts may provide better care for patients. Interprofessional circuit-based group therapy could counter profession-specific tribalism. There is no evidence on interprofessional education (IPE) community-based interventions on student learning in the health professions. Objective. To explore undergraduate health sciences students’ experience of being involved in community-based interprofessional circuit-based group therapy. Methods. Semi-structured interviews were inductively analysed exploring undergraduate health sciences students’ experience of involvement in an IPE community-based stroke intervention. Results. A total of 12 final-year students participated, with representation from physiotherapy, occupational therapy and speech therapy. This IPE opportunity beneficially impacted students’ collaborative competencies in knowledge, attitudes, skills and behaviours. This community-based rotation immersed students in a service-delivery environment where patient management was co-ordinated by a multiprofessional rehabilitation team. The integrated stroke circuit group activity aimed to enhance further interconnectedness between student participants. Students who were exposed to this clinical activity reported an understanding of (i) patients’ unique contexts; (ii) role development and complementary overlap between health professions; and (iii) the value of joint interventions to both patients and rehabilitation teams in resource-constrained settings. Conclusion. These students have been primed in their practice-readiness as healthcare professionals for the 21st century who will promote quality care, and embrace collaborative professional practice and person-centredness.
47
Rybalov, O. V., I. Yu Lytovchenko, S. V. Kolomiets, and V. L. Prochankina. "DEONTOLOGY AND PROFESSIONAL ETHICS IN DENTIST’S PROFESSION." Ukrainian Dental Almanac, no. 2 (June 25, 2018): 37–40. http://dx.doi.org/10.31718/2409-0255.2.2018.09.
Full textAbstract:
Medicine is a sphere of activity where there are no trivialities, no unnoticed acts, views, experiences. All contact between the doctor and the patient during the course is a system of human relationships, so the outcome of any treatment depends on their level and quality. Through cooperation with a physician, the patient takes an active position, assumes responsibility for his or her health and takes part in recovery. An inextricable set of manual skills and communication skills determines the professionalism of the physician, forming a solid foundation of trust in the patient.
The purpose of the investigation is to consider the specifics of issues of deontology and professional ethics in the work of a dentist in modern conditions.
The professional morale of the doctor is the subject to the goal of health and human life. Hence the well-known ethical principle of therapy: "Non nocere". The basic moral principle states: "Do not harm the patient by providing the patient health care." At the clinical departments of the Medical Academy, one of the goals of training future specialists is the tradition of treatment, when the doctor brings benefits to the patient and does not harm. These approaches are implemented by the teacher during the theoretical part of the class, and especially on the practical one. When studying the section "Periodontology" at the departments of Therapeutic and Surgical Dentistry of UMSA, the ethical principle "Non nocere" is used at the stages of diagnosis of periodontal tissue diseases, the appointment of general treatment, when choosing local therapies, especially in the application of surgical methods (closed and open curettage, , cryo-curettage, gingivectomy, scapular operations, and others). Students learn to apply a differentiated and individualized approach to each patient.
For the modern physician, the highest values must be universal values, therefore, in the process of decision-making, he can not be guided by the notions of moral and other value-added character. The doctor acts as an expert who, based on clinical data and experimental laboratory findings, establishes a final diagnosis, explaining to the patient all that relates only to his disease, leaving out the attention of the patient's vital problems. At the departments of Surgical and Therapeutic Dentistry, during classroom practical classes in the clinic, students, from the first steps of communication with patients, develop basic ethical and moral principles. Students independently conduct a subjective and objective examination of patients, learn to correctly collect the anamnestic data of the disease and life of patients. They analyze the data of the anamnesis, ponder them and make a plan of diagnosis and plan of treatment of their patients. After the differential diagnosis and the establishment of a final clinical diagnosis, under the guidance of the teacher, medical manipulations are carried out.
One of the main ethical and moral principles is the preservation of medical secrets - the physician should not disclose personal information about the patient, as well as express doubts regarding his recovery. In order to gain the full confidence of the patient, the doctor must also preserve family secrets. Medical secrecy is the information the doctor receives during his duties. Starting with junior courses at profile dentistry departments, students learn that the medical secrecy involves the non-disclosure of disease data not only to others, but in some cases to the patient himself. It is necessary to protect the patient from the information that may harm his mental condition and the ability to fight the disease. When using information constituting a medical secrecy in the educational process, in research work, in particular, in cases where they are published in a special literature, anonymity of the patient should be ensured.
Providing medical stomatological services is a complex of activity that requires a lot of knowledge, skills, technology, work from biological elements that can be unpredictable, as well as knowledge of medical psychology. The ethical duty of a dentist is to respect the patient's right to make independent decisions. At the same time, the actions of a dentist are inevitably influenced by such human factors as subjectivity of judgment, fatigue, lack of time, mistakes of other people, technical malfunction of equipment, etc. The peculiarity of the activity of the dentist at the present stage is the comprehensive implementation of the principles of bioethics, which could be considered universal: it is the autonomy of the individual, informed consent, voluntariness, confidentiality, dignity, integrity, vulnerability, justice. Patients want to believe that their doctor always establishes an absolutely accurate diagnosis and never misses the treatment, but it is simply impossible. The combination of human relationships and technological moments increases the likelihood of medical errors. Ethics requires that the physician inform the patient of his or her mistakes if these errors affect the health of his or her health. Open recognition and analysis of mistakes are beneficial both to the patient and to the dentist, and to the whole practice.
Educational medical institutions of the III and IV levels of accreditation, which carry out post-graduate education for cadets and interns, pay great attention to practical activities. The reception of patients is carried out by teachers, along with young doctors or young doctors independently admit patients under the control of a teacher-tutor. Such situation often does not suit patients. They seek quality skilled assistance and do not want to be "trained" to doctors who have only received diplomas. Employees of the higher medical school use the knowledge of ethics and deontology in the relationship between the physician and the patient, and help to build a patient's confidence in a young specialist. The senior teacher explains to the patient the need to attract young doctors to treatment, defines the purpose of this collaboration as a transfer of experience.
In modern medicine, in particular, in dentistry, the patient takes part in the discussion of the treatment process, acquaints himself with the plan of examination and treatment, and gives his written consent to this at the completion of medical documentation, in particular, an outpatient card for a dental patient. The dentist interacts with the patient as a specialist and performs all necessary manipulations. With this aim in improving the medical skills of students and interns, discussions are held with their colleagues, discussions with older and more experienced doctors of complex diseases, clinical examinations, clinical conferences are practiced [4, 5].
Teachers of the dental departments of the academy always educate the students and intern doctors such qualities as a doctor, such as friendly fellowship, availability for contacts, readiness to seek help and help a colleague, justice, and high professionalism. It should be noted that the culture of behavior, together with professional competence, forms the authority of the physician both in the team and among patients. A doctor of proper clinical education is always grateful to his mentors. The key to friendly collegial relationships is deep respect, goodwill and trust, adherence to the established subordination, discipline.
48
Fogiel-Bijaoui, Sylvie, and Dafna Halperin. "Does It All Stay in the (Normative) Family? Attitudes About Family Among Female Jewish and Muslim Health-Profession Students in Israel." Journal of Family Nursing 24, no. 3 (June 25, 2018): 345–73. http://dx.doi.org/10.1177/1074840718780699.
Full textAbstract:
Family individualization occurs, if at all, at a different pace and to a different extent in various societies and in various parts of society. Its impact has led to new scholarship in the social and caring professions, for which the concept of family is central in both professional education and practice. It is assumed that attitudes toward changing marital norms, family forms, and family relationships affect professionals’ performance. This study, conducted in Israel in 2014 with 157 female health-profession students—102 (65%) Jews and 55 (35%) Muslim Arabs—focuses on attitudes about the family. Three patterns of attitudes emerged: individualized traditionalism—a mix of traditional and individualized attitudes, present among both the Jewish and the Muslim students; individualized autonomy, present mostly among the Jewish students; and classic traditionalism, present mostly among the Muslim students. Implications of these findings for the education and practice of health care professionals are also discussed.
49
Győrffy, Zsuzsa, Irén Csala, and Imola Sándor. "Medical students of Hungary. A changing profession or feminisation?" Orvosi Hetilap 154, no. 49 (December 2013): 1950–58. http://dx.doi.org/10.1556/oh.2013.29766.
Full textAbstract:
Introduction: Career motivations, professional socialization, as well as somatic and mental health of medical students have received a growing interest. Aim: To explore gender-related differences among medical students in the fields of career motivations, somatic and mental health, and stress factors. Method: Nationwide, cross-sectional, quantitative survey on a sample of medical students (n = 731). Results: Female medical students choose their profession earlier, and their career motivations are more altruistic than their male colleagues. The lack of the role model is more typical for females. Female students have more psychosomatic disorders, and complain about more stress factors than males. Workload, sleeping disorders and emotional exhaustion are significantly higher among female medical students. Conclusions: The results show that health protection of female medical students may have a key role in the prevention of subsequent morbidity of female physicians in Hungary. Orv. Hetil., 154(49), 1950–1958.
50
Bordakova, Olena. "Vocational guidance school system in the gymnasium of Poland as an important condition for professional development of a personality." Comparative Professional Pedagogy 4, no. 1 (March 1, 2014): 73–79. http://dx.doi.org/10.2478/rpp-2014-0011.
Full textAbstract:
ABSTRACT Choice of profession is a long process that begins in early childhood and usually lasts for the whole life. That’s why it is so important to build a solid vocational guidance school system that will help students to make weighted decisions about their professional future. This system should perform the following functions: engage students in active selfawareness and self-esteem; change student’s self-appraisal if it’s different from his/her actual capabilities (too high or too low); help students to deepen their knowledge about professions that are interesting to them; teach students to compare their state of health with the demands of a chosen profession; acquaint them with the structure of education; collaborate with their parents. The result of its work is prepared, motivated, active and enterprising young people who know how to take initiative in finding job; adapt acquired professional skills to the needs of the labor market; acquire new skills in difficult situations such as unemployment, new working environment, retraining; be free moving in the new realities of free-market economy; use the art of self-presentation; prepare application documents; use computer and serf on the web. So, the successful choice of future professional life depends on the decision of a gymnasium graduate about his/her further direction of education. And the factor of this successful choice is the knowledge obtained by pupils about themselves, the world of professions, directions of further study in the conditions of lifelong learning program.