24 results
Search Results
2. 2018 Curriculum Study Part B: Accreditation and Curriculum/Internship Characteristics Research Study I Abstract.
- Author
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Zahl, Melissa, Stumbo, Norma, Greenwood, Janell, Carter, Marcia Jean, and Wilder, Allison
- Subjects
MEDICAL education standards ,ACCREDITATION ,ACADEMIC medical centers ,RESEARCH evaluation ,MEDICAL students ,CURRICULUM ,RECREATIONAL therapy ,QUANTITATIVE research ,INTERNSHIP programs ,SURVEYS ,UNDERGRADUATES ,QUALITATIVE research ,UNIVERSITIES & colleges ,MASTERS programs (Higher education) ,INTERPROFESSIONAL relations ,DESCRIPTIVE statistics ,CURRICULUM planning ,DATA analysis software ,EDUCATIONAL outcomes - Abstract
This paper is the second in a two-part series reporting results from the 2018 Curriculum Study. The 2018 study is the fifth installment of a decades-long research project that captures descriptive snapshots-in-time of TR curricula. The intent of this curriculum study was to capture an in-depth, descriptive snapshot of TR educational programs in the U.S. and Canada as of 2018. The study results described TR curricula in five areas: (a) accreditation, (b) curriculum/internship, (c) university and unit, (d) faculty, and (e) student characteristics. This paper, Part B, reports on: (a) accreditation and (b) curriculum/ internship characteristics portions of the research. A 64-item online survey was sent to 91 TR program directors with 67 usable surveys returned (73.6% return rate). Half of the responding TR educational programs were accredited by either COAPRT or CARTE. The National Council for Therapeutic Recreation Certification (NCTRC™) standards continued to be the most important driver of curricular changes. Curriculum changes included adding more TR specific courses, more assignments with courses, more TR credit hours, and more internship requirements and assignments, in addition to assessing specific student outcomes. Recommendations are made for future curricular studies and research. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
3. Effectiveness of an educational intervention to increase human papillomavirus knowledge in high-risk populations: A systematic review.
- Author
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Mogaka, Edwin N., Fadairo, Ahmed A., Cannon, Kristin L., and Sadiku, Olusola A.
- Subjects
EDUCATION of parents ,TUMOR prevention ,CERVIX uteri tumors ,ATTITUDE (Psychology) ,HEALTH education ,MEDLINE ,ONLINE information services ,VACCINATION ,SYSTEMATIC reviews ,HUMAN papillomavirus vaccines ,EDUCATIONAL outcomes ,HEALTH literacy - Abstract
Background: HPV vaccine has been described as a very efficacious and safe vaccine, making it highly acceptable for the prevention of potential cervical cancer. However, rejection of vaccine use is on the rise. This paper aims to showcase the benefit of educational intervention as an avenue to increase the rate of vaccination among the high-risk population. Hypothesis: Parental education on HPV vaccine will improve the rate of vaccination acceptance. Methods: Databases including PubMed, Google Scholar, Science-Direct and Web of Science were searched for studies pertaining to the effects of educational intervention on HPV vaccine receipt. Results: A total of 11 articles were included in this review. Eight studies targeted high-risk minors of recommended ages for the HPV vaccine. The parents of these minors were then assessed pre- and post-intervention to study the effect of educational intervention on intent to vaccinate against HPV. Three studies focused on the effect of educational intervention targeted to adolescents and young adults ages 18-22 on intent to vaccinate against HPV. Results compared the intent to vaccinate in groups exposed to the educational intervention versus groups without intervention. Percentage increase in the intent to vaccinate was reported for all groups exposed to educational intervention versus groups without intervention. Conclusion: The increase in the percentage of participants with intent to vaccinate reflects the importance of individual knowledge. Future studies should focus on methods that improve dialogue and acceptance with groups of different ethnicity and cultures. [ABSTRACT FROM AUTHOR]
- Published
- 2019
4. Nursing Students' Views on an E-Learning Activity on Clinical Leadership and Ageism: A Cross-Sectional Study.
- Author
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Baskerville, Kelly, Dahlke, Sherry, Hunter, Kathleen F., Fox, Mary T., and Davidson, Sandra J.
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PSYCHOLOGY of college students ,CROSS-sectional method ,EVIDENCE-based nursing ,SELF-evaluation ,GERIATRIC nursing ,PLEASURE ,RESEARCH funding ,LEADERSHIP ,EDUCATIONAL outcomes ,HEALTH occupations students ,CONTENT analysis ,UNIVERSITIES & colleges ,CONFIDENCE ,DESCRIPTIVE statistics ,NURSING practice ,AGEISM ,ONLINE education ,STUDENT attitudes ,LEARNING strategies ,DATA analysis software ,NURSING students - Published
- 2024
- Full Text
- View/download PDF
5. 'Confidence and fulfillment': a qualitative descriptive study exploring the impact of palliative care training for long-term care physicians and nurses.
- Author
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Gill, Ashlinder, Meadows, Lynn, Ashbourne, Jessica, Kaasalainen, Sharon, Shamon, Sandy, and Pereira, José
- Subjects
NURSING education ,EDUCATION of physicians ,INTERDISCIPLINARY education ,NURSES ,PALLIATIVE treatment ,PERSONNEL management ,QUALITATIVE research ,PSYCHOLOGICAL burnout ,EDUCATIONAL outcomes ,INTERVIEWING ,LEADERSHIP ,CONFIDENCE ,RESEARCH methodology - Abstract
Objective: To explore the impact of a 2-day, in-person interprofessional palliative care course for staff working in long-term care (LTC) homes. Methods: A qualitative descriptive study design was employed. LTC staff who had participated in Pallium Canada's Learning Essential Approaches to Palliative Care LTC Course in Ontario, Canada between 2017 and 2019 were approached. Semi-structured interviews were conducted, using an online videoconferencing platform in mid-2021 in Ontario, Canada. These were done online, recorded, and transcribed. Data were coded inductively. Results: Ten persons were interviewed: four registered practical nurses, three registered nurses, one nurse practitioner, and two physicians. Some held leadership roles. Participants described ongoing impact on themselves and their ability to provide end-of-life (EOL) care (micro-level), their services and institutions (meso-level), and their healthcare systems (macro-level). At a micro-level, participants described increased knowledge and confidence to support residents and families, and increased work fulfillment. At the meso-level, their teams gained increased collective knowledge and greater interprofessional collaboration to provide palliative care. At the macro level, some participants connected with other LTC homes and external stakeholders to improve palliative care across the sector. Training provided much-needed preparedness to respond to the impact of the COVID-19 pandemic, including undertaking advance care planning and EOL conversations. The pandemic caused staff burnout and shortages, creating challenges to applying course learnings. Significance of results: The impact of palliative care training had ripple effects several years after completing the training, and equipped staff with key skills to provide care during the COVID-19 pandemic. Palliative care education of staff remains a critical element of an overall strategy to improve the integration of palliative care in LTC. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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6. Does Participation in Full-Time Kindergarten Improve Metis Students' School Outcomes? A Longitudinal Population-Based Study from Manitoba, Canada.
- Author
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Brownell, Emily, Enns, Jennifer E., Sanguins, Julianne, Brownell, Marni, Chartier, Mariette, Chateau, Dan, Sarkar, Joykrishna, Burland, Elaine, Hinds, Aynslie, Katz, Alan, Santos, Rob, Chartrand, A. Frances, and Nickel, Nathan C.
- Subjects
ACHIEVEMENT ,SUCCESS ,KINDERGARTEN ,EDUCATIONAL outcomes ,BINOMIAL distribution ,KINDERGARTEN facilities ,LONGITUDINAL method ,STUDENT engagement - Abstract
As a result of the colonization of Canada, Metis have faced many political and socioeconomic challenges, one of which is the lower educational achievement of Metis students vs other Canadian students. In this study, we examined whether full-time kindergarten (FTK) vs half-time kindergarten (HTK) was associated with improved educational outcomes for Metis students in Manitoba using linked, population-based administrative data from 1998/99-2012/13. The cohort included 271 FTK and 405 HTK Metis students. We used generalized linear models with binomial distribution to calculate predicted probabilities and risk ratios for the outcomes (assessments of numeracy and literacy in Grades 3, 7 and 8; student engagement in Grade 7; high school graduation). However, we observed no significant differences in outcomes between FTK and HTK students, suggesting that FTK is not sufficient to overcome the structural barriers to academic success Metis students may face. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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7. Canadianizing and Evaluating a Virtual Simulation Program for Community Health.
- Author
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Chircop, Andrea, Cobbett, Shelley, Schofield, Ruth E., Dicasmirro, Jamie, and Doucet, Lisa
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INFERENTIAL statistics ,EVALUATION of human services programs ,ANALYSIS of variance ,VIRTUAL reality ,NURSING schools ,CROSS-sectional method ,RESEARCH methodology ,SIMULATION methods in education ,NURSING education ,HUMAN services programs ,LEARNING strategies ,SURVEYS ,EXPERIENTIAL learning ,UNIVERSITIES & colleges ,SCALE analysis (Psychology) ,NURSING students ,STUDENT attitudes ,THEMATIC analysis ,COMMUNITY health nursing ,EDUCATIONAL outcomes - Published
- 2023
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8. The Effects of Mental Health First Aid Preparation on Nursing Student Self-Effifficacy in their Response to Mental Health Issues.
- Author
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McGregor, Kristen E., Boyd, Shannon E. M., Collins, Emma C. M. L., Mcdonald, Amy M., and Pereira-Edwards, Marlo P. A.
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STATISTICS ,MENTAL health ,SOCIAL learning theory ,FIRST aid in illness & injury ,NURSING education ,SELF-efficacy ,PRE-tests & post-tests ,T-test (Statistics) ,QUESTIONNAIRES ,DESCRIPTIVE statistics ,NURSING students ,DATA analysis software ,DATA analysis ,MENTAL illness ,EDUCATIONAL outcomes - Published
- 2023
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9. A Tale of Two Policies: The Case of School Discipline in an Ontario School Board.
- Author
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Milne, Emily and Aurini, Janice
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EDUCATION policy ,EDUCATION ,EDUCATIONAL law & legislation ,EDUCATIONAL accountability ,EDUCATIONAL outcomes - Abstract
This study examines how staff working for one Ontario school board perceive two distinct approaches to school discipline policy: the Safe Schools Act (Bill 81) and Progressive Discipline and School Safety (Bill 212). The more centrally controlled and rigid Safe Schools Act was criticized by interviewees and cited for human rights violations. However, the inherent flexibility and vagueness of the Progressive Discipline policy that replaced it was seen to lead to inconsistent policy implementation and unequal outcomes for students. This paper considers the broader implications of policies that are "tightly coupled" or "loosely coupled" in terms of teachers' professional discretion, accountability, and student outcomes. [ABSTRACT FROM AUTHOR]
- Published
- 2017
10. Implementation of a collaborative online international learning program in nursing education: protocol for a mixed methods study.
- Author
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Kiegaldie, D., Pepe, A., Shaw, L., and Evans, T.
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ONLINE education ,EVALUATION of human services programs ,RESEARCH methodology ,NURSING education ,HUMAN services programs ,INTERPROFESSIONAL relations ,NURSING students ,EDUCATIONAL outcomes - Abstract
Background: An essential component of becoming a professional nurse is a perspective of global health issues and an awareness of diverse populations. Collaborative online international learning (COIL) using digital technologies, offers meaningful and rewarding opportunities to develop international partnerships between nurses from other countries, without economic, organisational or geographical barriers. Despite reported advantages of using COIL, few COIL interventions have been identified in the nursing literature. The aims of this study are to develop, implement and evaluate a COIL program between Australian and Canadian pre-registration nursing students. Methods: The study will utilize a mixed methods approach incorporating pre and post-test surveys, focus groups, and semi-structured interviews of key stakeholders. The design will adhere to The State University of New York (SUNY) COIL's criteria for intercultural/international learning opportunities. Participants will be recruited from nursing programs at an Australian Training and Further Education Institute and a Canadian college. Bennett's stages of intercultural competence will provide the theoretical framework for the research. Four specific research interventions will be developed for this project. For students, there will be an online virtual community to allow students and teachers to communicate, socially connect and share resources with each other. Virtual reality simulations will be employed within a virtual global classroom to promote collaborative, intercultural learning. For faculty, a virtual community of practice will provide a platform for faculty to share education and research ideas and participate in collaborate research opportunities. Discussion: This study will evaluate the outcomes of a nursing COIL program. It will measure participants' views on COIL, its contribution to student learning, changes in cultural awareness, organisational impact and research productivity. It will provide nursing students with the opportunity to become global leaders in nursing care and for faculty to develop international research skills and outputs. The findings from the study will allow further refinement of future nursing COIL programs. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
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11. Mental Health Promotion Efforts for Children and Youth in Canada and Beyond: Evidence in Research, Policy, and Practice.
- Author
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Whitley, Jessica and Gooderham, Suzanne
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CHILD psychology ,MENTAL health ,CHILDREN ,MENTAL health of youth ,MENTAL health promotion ,CURRICULUM ,EDUCATIONAL outcomes ,SCHOOLS - Abstract
Mental health issues continue to present barriers for Canadian children, in terms of both psychological and academic outcomes. Growing numbers of students are placed "at risk" as a result. A mental health promotion approach suggests that students can develop a number of skills and competencies, namely those related to social-emotional learning (SEL), which can reduce their chance of developing mental health difficulties. In Canada, a wide range of curricula, frameworks, initiatives, and programs have been put in place that address elements of SEL. In this paper, a sampling of these drawn from across the country is described. The emphasis on SEL apparent in many provinces and territories is evidence of the shared understanding of its importance with respect to improving student outcomes. However, a lack of evidence to support these approaches, inconsistencies in terms of terminology and practices, the lack of alignment between SEL and academics, and the piecemeal approach adopted within some provinces leave SEL and mental health promotion approaches vulnerable to being labelled "add-ons" and becoming transient initiatives. [ABSTRACT FROM AUTHOR]
- Published
- 2015
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12. A Continuing Educational Program Supporting Health Professionals to Manage Grief and Loss.
- Author
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Esplen, Mary Jane, Wong, Jiahui, Vachon, Mary L. S., and Leung, Yvonne
- Subjects
GRIEF ,ONLINE education ,HOSPITAL medical staff ,SOCIAL support ,EVALUATION of human services programs ,PROFESSIONS ,LOSS (Psychology) ,SATISFACTION ,CONTINUING education ,CANCER patients ,PSYCHOSOCIAL factors ,DESCRIPTIVE statistics ,PHILOSOPHY of education ,STUDENTS ,CANCER patient medical care ,EDUCATIONAL outcomes - Abstract
Health professionals working in oncology face the challenge of a stressful work environment along with impacts of providing care to those suffering from a life-threatening illness and encountering high levels of patient loss. Longitudinal exposure to loss and suffering can lead to grief, which over time can lead to the development of compassion fatigue (CF). Prevalence rates of CF are significant, yet health professionals have little knowledge on the topic. A six-week continuing education program aimed to provide information on CF and support in managing grief and loss and consisted of virtual sessions, case-based learning, and an online community of practice. Content included personal, health system, and team-related risk factors; protective variables associated with CF; grief models; and strategies to help manage grief and loss and to mitigate against CF. Participants also developed personal plans. Pre- and post-course evaluations assessed confidence, knowledge, and overall satisfaction. A total of 189 health professionals completed the program (90% nurses). Reported patient loss was high (58.8% > 10 deaths annually; 12.2% > 50). Improvements in confidence and knowledge across several domains (p < 0.05) related to managing grief and loss were observed, including use of grief assessment tools, risk factors for CF, and strategies to mitigate against CF. Satisfaction level post-program was high. An educational program aiming to improve knowledge of CF and management of grief and loss demonstrated benefit. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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13. Intergenerational Education Mobility among the Children of Canadian Immigrants.
- Author
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Aydemir, Abdurrahman, Chen, Wen-Hao, and Corak, Miles
- Subjects
EDUCATION of children of immigrants ,CHILDREN of immigrants ,INTERGENERATIONAL mobility ,EDUCATIONAL outcomes ,EDUCATIONAL attainment ,IMMIGRANTS - Abstract
Copyright of Canadian Public Policy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2013
- Full Text
- View/download PDF
14. Leadership Practices in Effective Schools in Disadvantaged Areas of Canada.
- Author
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Bouchamma, Yamina
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ACADEMIC achievement ,EDUCATIONAL outcomes ,LEADERSHIP ,EFFECTIVE schools - Abstract
Purpose. The purpose of this paper was to examine leadership practices in effective schools located in economically disadvantaged areas of three Canadian provinces: Ontario, Qu'ebec, and New Brunswick. Research Design. Our study was conducted in five successful schools selected on the basis of student outcomes on province-wide standardized exams, as well as on some risk factors such as rural area, low socioeconomic level, and proportion of Francophones (Ontario and New Brunswick). To increase the study's validity, we used triangulation and various data sources: (1) individual interviews; (2) observation of school principals; (3) field documentation; (4) student essays; (5) internal school documents such as mission statement, rules, and directives. Participants. Participants included Department of Education heads and school board administrators, school principals and vice principals, teachers, school counsellors, educational psychologists, parent school board members, and students. Findings. Results show that leadership practices in effective schools can be grouped together around five dimensions: establishing goals and expectations; strategic resourcing; curriculum planning, coordination, and evaluation; promoting and participating in teacher supervision and development; ensuring order and support. [ABSTRACT FROM AUTHOR]
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- 2012
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15. Nursing Students in Clinical Placements Learning in Dyads: A Feasibility Study Using a Non-Randomized Pilot Trial.
- Author
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Tousignant, Kelley, Vandyk, Amanda, Lalonde, Michelle, Bigras, Sophie, Roggie, Sarah, Weeks, Kerri-Lynn, Morley, Michelle, and Jacob, Jean-Daniel
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COLLEGE students ,PILOT projects ,TEACHER-student relationships ,STUDENT assignments ,CLINICAL trials ,HEALTH occupations students ,COLLEGE teacher attitudes ,INTERNSHIP programs ,LEARNING strategies ,MEDICAL protocols ,SELF-efficacy ,INTERPROFESSIONAL relations ,INTERPERSONAL relations ,UNIVERSITIES & colleges ,QUESTIONNAIRES ,SCALE analysis (Psychology) ,NURSING students ,PATIENT-professional relations ,CONTENT analysis ,STUDENT attitudes ,CLINICAL education ,EDUCATIONAL outcomes ,ALGORITHMS - Published
- 2021
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16. An evaluation of a cancer survivorship education class for follow-up care.
- Author
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Mutsaers, Brittany, MacDonald-Liska, Carrie, Larocque, Gail, Morash, Robin, Stenason, Lauren, Harris, Cheryl, and Lebel, Sophie
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ANALYSIS of variance ,BREAST tumors ,CANCER patients ,COLON tumors ,HEALTH behavior ,PATIENT aftercare ,PRESUMPTIONS (Law) ,QUESTIONNAIRES ,RECTUM tumors ,HEALTH self-care ,INFORMATION resources ,MULTIPLE regression analysis ,LIFESTYLES ,EDUCATIONAL outcomes ,HEALTH literacy ,EVALUATION of human services programs ,DATA analysis software ,DESCRIPTIVE statistics ,TERTIARY care - Abstract
Copyright of Canadian Oncology Nursing Journal is the property of Pappin Communications and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
- View/download PDF
17. Evaluating prescribing competencies covered in a Canadian-accredited undergraduate pharmacy program in Qatar: a curriculum mapping process.
- Author
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Abdallah, Oraib, Ageeb, Rwedah Anwar, Elkhalifa, Wishah Hamza Imam, Zolezzi, Monica, El-Awaisi, Alla, Diab, Mohammad Issam, and Awaisu, Ahmed
- Subjects
COLLEGE curriculum ,UNDERGRADUATE programs ,HEALTH occupations schools ,CURRICULUM evaluation ,EDUCATIONAL outcomes ,CURRICULUM ,ACTIVE learning - Abstract
Background: The objective of this study was to evaluate the existing Bachelor of Science in Pharmacy [BSc (Pharm)] curriculum at Qatar University College of Pharmacy (QU CPH), for addressing international prescribing competencies. Methods: The Australian National Prescribing Service (NPS MedicineWise) Competencies Required to Prescribe Medicines framework (the Prescribing Competencies Framework) was used in the BSc (Pharm) curriculum mapping process. The NPS MedicineWise Prescribing Competencies Framework outlines seven competency areas that are essential for pharmacist prescribing. The first mapping activity assessed the learning outcomes (LOs) of 62 courses within the BSc (Pharm) curriculum for covering and addressing the NPS MedicineWise competencies. The second mapping activity involved matching the LOs identified to address the NPS MedicineWise prescribing competencies, to the 2017 Association of Faculties of Pharmacy of Canada (AFPC) educational outcomes, on which the QU CPH BSc (Pharm) program is based. The AFPC educational outcomes address seven key program-level learning outcomes. Results: The QU CPH BSc (Pharm) curriculum addresses most of the prescribing competencies listed in the NPS MedicineWise Prescribing Competencies Framework. However, gaps were identified in the curricular content and in the LOs that were related, but not restricted, to the following: electronic prescribing, physical examinations/preparing patients for investigations, and policies/procedures and quality assurace related to prescribing. Other gaps identified include legislative and workplace requirements for obtaining consent to access confidential patient's health information. Conclusion: The curriculum mapping exercise provided evidence that, for the most part, the existing BSc (Pharm) curriculum at QU CPH prepares pharmacy graduates for prescribing. However, there are areas that need better alignment between the taught curriculum and training on prescribing in practice. The results of this study are important to consider if pharmacist prescribing is to be implemented in Qatar. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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18. How are competency frameworks perceived and taught?
- Author
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Paradis, Elise, Zhao, Rebecca, Kellar, Jamie, and Thompson, Alison
- Subjects
PHARMACY education ,OUTCOME-based education ,CURRICULUM change ,EDUCATIONAL outcomes ,CURRICULUM planning - Abstract
Introduction: Faculties of Pharmacy worldwide have to adapt their curriculum to accreditation criteria. The present study explored how the Association of Faculties of Pharmacy of Canada’s (AFPC’s) 2010 Educational Outcomes are perceived and taught at the Leslie Dan Faculty of Pharmacy (LDFP). These outcomes were adapted from the CanMeds Physician Competency Framework which describes both medical expert and non-expert roles.Methods: We wondered if pharmacy would struggle, as medicine has, to integrate these roles into curricula in meaningful ways, given the absence of previous studies from Pharmacy. We conducted an exploratory interview study with 10 core faculty members in charge of courses where non-expert roles were taught. Data were analysed using conventional content analysis.Results: Faculty members understood that the AFPC Outcomes are important for students, patients, and the profession of pharmacy, and some saw the roles as knowledge-based and teachable using content from academic disciplines. However, most saw them as skills taught informally or through clinical experience. They used the roles as a framing device to legitimize their course content and relied on informal role modelling to do most of the teaching. The few faculty members who taught content related to these roles had postgraduate education in a social science or humanities discipline.Discussion: Similar to studies of Faculties of Medicine, our study highlights the difficulty of translating a role-based, competency framework into concrete, integrated curricula for students. Competency development should be explicitly embedded into the curriculum and cannot be left to individual instructors. [ABSTRACT FROM AUTHOR]
- Published
- 2018
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- View/download PDF
19. Valuing Curriculum Evaluation as Scholarship: A Process of Developing a Community of Scholars.
- Author
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Tate, Betty, Chapman, Marilyn, Zawaduk, Cheryl, and Callaghan, Doris
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EVALUATION of teaching ,TEACHING methods ,NURSING education standards ,NURSING education ,CLINICAL competence ,PROFESSIONAL employee training ,TEACHER-student relationships ,VOCATIONAL guidance ,COURSE evaluation (Education) ,EDUCATIONAL outcomes - Published
- 2018
- Full Text
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20. Enhancing Nursing Students' Understanding of Oral Health: An Educational Intervention with an Interprofessional Component.
- Author
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Spurr, Shelley, Bally, Jill, Hayes, Alyssa, Ogenchuk, Marcella, and Trinder, Krista
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UNDERGRADUATE education ,CLINICAL medicine ,HEALTH occupations students ,INTERDISCIPLINARY education ,INTERPROFESSIONAL relations ,LECTURE method in teaching ,ORAL hygiene ,NURSING education ,NURSING students ,PEDIATRICS ,QUESTIONNAIRES ,SCHOOL environment ,T-test (Statistics) ,TOOTH care & hygiene ,UNIVERSITIES & colleges ,PILOT projects ,TEACHING methods ,PRE-tests & post-tests ,EDUCATIONAL outcomes ,DATA analysis software ,DESCRIPTIVE statistics - Published
- 2017
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21. The Role of University Characteristics in Determining Post-Graduation Outcomes: Panel Evidence from Three Canadian Cohorts.
- Author
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Betts, Julian, Ferrall, Christopher, and Finnie, Ross
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COLLEGE graduates ,EDUCATIONAL outcomes ,HIGHER education ,EDUCATIONAL quality ,LABOR market ,WAGES ,HUMAN capital ,COLLEGE enrollment ,COHORT analysis ,ECONOMIC history - Abstract
Copyright of Canadian Public Policy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2013
- Full Text
- View/download PDF
22. Training family physicians in shared decision making for the use of antibiotics for acute respiratory infections: a pilot clustered randomized controlled trial.
- Author
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Légaré, France, Labrecque, Michel, LeBlanc, Annie, Njoya, Merlin, Laurier, Claudine, Côté, Luc, Godin, Gaston, Thivierge, Robert L., O'Connor, Annette, and St‐Jacques, Sylvie
- Subjects
GENERAL practitioners ,ANTIBIOTICS ,ANALYSIS of variance ,ATTITUDE (Psychology) ,BEHAVIOR modification ,COMPUTER software ,CONCEPTUAL structures ,CONFIDENCE intervals ,STATISTICAL correlation ,DRUGS ,INTENSIVE care nursing ,PATIENTS ,PHYSICIANS ,PROFESSIONAL employee training ,REGRESSION analysis ,RESEARCH ,RESEARCH funding ,RESPIRATORY infections ,STATISTICAL sampling ,SCALE analysis (Psychology) ,STATISTICS ,PATIENT participation ,DECISION making in clinical medicine ,PILOT projects ,DATA analysis ,RANDOMIZED controlled trials ,EDUCATIONAL outcomes ,INTER-observer reliability ,EVALUATION of human services programs ,EDUCATION - Abstract
Experts estimate that the prevalence of antibiotics use exceeds the prevalence of bacterial acute respiratory infections (ARIs). To develop, adapt and validate DECISION+ and estimate its impact on the decision of family physicians (FPs) and their patients on whether to use antibiotics for ARIs. Two-arm parallel clustered pilot randomized controlled trial. Four family medicine groups were randomized to immediate DECISION+ participation (the experimental group) or delayed DECISION+ participation (the control group). Thirty-three FPs and 459 patients participated. DECISION+ is a multiple-component, continuing professional development program in shared decision making that addresses the use of antibiotics for ARIs. Throughout the pilot trial, DECISION+ was adapted in response to participant feedback. After the consultation, patients and FPs independently self-reported the decision (immediate use, delayed use, or no use of antibiotics) and its quality. Agreement between their decisional conflict was assessed. Two weeks later, patients assessed their decisional regret and health status. Compared to the control group, the experimental group reduced its immediate use of antibiotics (49 vs. 33% absolute difference = 16%; P = 0.08). Decisional conflict agreement was stronger in the experimental group (absolute difference of Pearson's r = 0.26; P = 0.06). Decisional regret and perceptions of the quality of the decision and of health status in the two groups were similar. DECISION+ was developed successfully and appears to reduce the use of antibiotics for ARIs without affecting patients' outcomes. A larger trial is needed to confirm this observation. [ABSTRACT FROM AUTHOR]
- Published
- 2011
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23. Sense of coherence and academic achievement of domestic and international students: a comparative analysis.
- Author
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Grayson, J.
- Subjects
ACADEMIC achievement ,FOREIGN students ,EDUCATIONAL tests & measurements ,UNIVERSITIES & colleges ,HIGHER education - Abstract
Traditional models of educational outcomes relate academic achievement to university experiences controlling for background characteristics, like former levels of achievement. In these models, most of the variance in the outcome under consideration is explained not by experiences inside the university but by background characteristics, such as prior levels of academic achievement. In many instances the contribution of institutional experiences to outcomes under consideration is small. To date, researchers have not included sense of coherence (SOC) among background characteristics. In the current study traditional models are modified to include SOC as a possible contributor to first year academic achievement among domestic and international students with English and other first languages at four Canadian universities. It is found that a model including SOC better fits data for commuter and residence students than a model in which SOC is omitted. Although the effect of SOC on first year academic achievement is small, it is larger than the effects of some institutional experiences. As a result, SOC should be included in attempts to explain first year academic achievement. [ABSTRACT FROM AUTHOR]
- Published
- 2008
- Full Text
- View/download PDF
24. The International Pharmacists-as-Immunizers Partnership (IPIP)—Advancing Research on Pharmacist-Administered Immunizations Worldwide.
- Author
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Violette, Richard R., Houle, Sherilyn K. D., Nissen, Lisa M., and Waite, Nancy M.
- Subjects
EMERGENCY management ,IMMUNIZATION ,EDUCATIONAL outcomes ,PHARMACISTS - Abstract
This article describes the formation of the International Pharmacists-as-Immunizers Partnership (IPIP), an international network of pharmacy practice researchers with an interest in pharmacist-administered immunizations. Using funds obtained from a university-sponsored grant, a two-day meeting was held at the University of Waterloo in Canada to discuss published and in-progress research on the topic, identify gaps and priorities for future research, and share implementation strategies used in different jurisdictions. Twelve researchers from five countries attended this initial meeting, identified from both personal networks and from authorship lists from published research. Small- and large-group discussions addressed a number of themes, including: clinical, economic and educational outcomes of the service; the perspectives of pharmacists, patients, and other health professionals; operational and policy factors influencing uptake; safety; and the immunizing pharmacist's role in disaster preparedness. Feedback on our first meeting and outcomes achieved were evaluated on the basis of participant feedback. Key components of the meeting that were considered successful and important lessons learned are summarized, so that other like-minded researchers with a shared pharmacy practice research interest could consider leveraging funding opportunities to establish other international pharmacy practice research networks. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
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