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Practice-based learning via clinical placement is a core part of a physiotherapy degree with the Chartered Society of Physiotherapy requiring completion of 1000 placement hours over a preregistration degree programme. In April 2020, as a result of the COVID-19 pandemic and subsequent lockdown Connect Health had to cancel 10 student placements as we transitioned to virtual consultations for all clinics. This cancellation of student placements was replicated across the nation with many Higher Education Institutes reporting a backlog of student placements. Without the requisite placement hours students are unable to progress into the next academic year or are unable to graduate. This then reduces the flow of new-graduate physiotherapists into the workforce at a time when there is a plan to grow the physiotherapy workforce to meet primary care demand. In response to this problem a novel placement model to facilitate virtual student placements ('virtual placements') was developed, tested and then rolled out across Connect Health using the Plan-Do-Study-Act quality improvement methodology. The model combines shadowing a broad range of virtual clinics with delivery of patient-facing online exercise classes via the Facebook Live platform and completion of virtual projects to support knowledge consolidation. This virtual student placement model enabled an increase in student capacity of over 400% compared with 2018-2019 with 182 students starting between May and August 2020. The model runs using widely available technology, requires no additional investment and has enabled these students to continue their studies and progress towards qualifying as physiotherapists., Competing Interests: Competing interests: Connect Health receive a standard placement tariff for each undergraduate physiotherapy student on placement within the organisation., (© Author(s) (or their employer(s)) 2020. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)

Objective. To describe the landscape of teaching and learning curriculum (TLC) programs sponsored by US schools and colleges of pharmacy and evaluate their adoption of best practice recommendations. Methods. A 28-item electronic survey instrument was developed based on best practice recommendations published by the American Association of Colleges of Pharmacy (AACP), American Society of Health-System Pharmacists (ASHP), and American College of Clinical Pharmacy (ACCP) for the conduct of TLC programs. The survey instrument was electronically distributed to 137 accredited colleges and schools of pharmacy in the United States. Results. Eighty-eight institutions responded, resulting in a response rate of 64%. Sixty-one TLC programs were included in the final analysis. Seventy-five percent of TLC programs reported using best practice recommendations; however, 10% of respondents indicated they were not aware of the published recommendations. Inconsistencies among programs were noted in required teaching experiences, participant evaluation, and ongoing programmatic assessment. Conclusion. Most institutions offering TLC programs are aware of published best practice guidelines and have adopted a majority of the published best practices. However, considerable variability exists across the country. Development of a formal external validation process for TLC programs is necessary to ensure consistent quality., (© 2020 American Association of Colleges of Pharmacy.)

The health crisis situation we have experienced caused by the SARSCoV-2 virus  has changed our daily life in numerous aspects, including those related to  training (undergraduate, postgraduate, and continuing education, etc). Training  activities, conferences, lectures, face-to-face workshops were suspended until  the Health Situation was over. Alternatives to face-to-face training were needed  to guarantee the continuity of these activities. Online training, teaching and  evaluation emerged as a relatively fast, simple, operational and flexible solution. Universities and faculties promoted online teaching through virtual  classes. The Spanish Society of Hospital Pharmacy supported this initiative by  signing an agreement with the Board of Deans and Chancellors of Pharmacy to  make it possible for undergraduate students to continue their studies and  supervised practices in hospital pharmacy departments. Specialized training was  affected. Pharmacy residency programs were significantly modified by hospital  pharmacies to be able to provide the new clinical and research activities  required, everyday, by the pandemic situation. Postgraduate and residency  training were also negatively affected. Again, online activities made up for  restrictions to face-to-face teaching and training. The Spanish Society of Hospital Pharmacy promoted continuing education and provided updated information on  the SARS-CoV-2 virus through its website. Thus, numerous virtual sessions,  lectures and webinars have been held, and high-quality material was offered to  provide up-todate knowledge, on the pharmacological management of patients  with COVID-19. Online teaching and education has demonstrated to be an  invaluable tool for hard times. During the lockdown, technology has kept us  closer and has emerged as an ally. Many of us have found a new means of  communication, information, and training. The Spanish Society of Hospital  Pharmacy has substantially contributed to make it possible., (Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.)

Objective. To develop a hospital-based pharmacy internship program in a comprehensive cancer care center in Jordan and review its outcomes over a 10-year period . Methods. King Hussein Cancer Center developed a two-year internship program for pharmacy students in Jordanian universities. The program included training in operational and clinical settings during the academic year and school holidays. In addition, the students completed rotation-related assignments and met weekly with the program director. During the rotations and at the end of the program, interns were asked to assess their level of satisfaction with the program and to comment on its content and structure. Results. From a pilot phase with only three interns and a simple training structure, the two-year internship program has become more structured now training six interns annually. During the first 10 years of the program, 51 students from four universities in Jordan enrolled in the program, with six current interns, 34 graduates, and 11 withdrawals. Graduates reported improved academic performance and satisfaction with the program's structure and the skills obtained. Their main challenge was time management during the academic year. Conclusion. A hospital-based pharmacy internship program is feasible and sustainable. Participation in the program improves interns' academic performance and clinical and professional skills, despite the challenges of highly demanding conditions on both the hospital and the students.

Previous research indicates that trainees often withhold important information related to their clients' progress and their reactions to supervision. Moreover, factors associated with the occurrence of supervisee nondisclosure (SND) are not well established. As one of the few studies to compare clinically related with supervision-related nondisclosure, we tested the relation of these two dimensions of the construct, as measured by Siembor and Ellis's (2012) Supervisee Nondisclosure Scales, to three important process variables: perceptions of (a) the supervisory alliance, as measured by Bahrick's (1989) Working Alliance Inventory-Trainee; (b) collaborative supervision, as measured by Rousmaniere and Ellis's (2013) Collaborative Supervision Behavior Scale; and (c) explicitly relational supervisor behaviors, as measured by Shaffer and Friedlander's (2017) Relational Behavior Scale. Participants were 257 North American trainees, predominately White female doctoral students receiving supervision in a practicum or internship setting. As hypothesized, the three process variables inversely contributed to the multivariate composite of SND, jointly accounting for roughly one quarter of the variability; alliance and relational behavior were uniquely significant contributors (24.5% and 7%, respectively). Follow-up analyses indicated that only alliance perceptions contributed unique variance (23%) to supervision-related nondisclosures, which were endorsed much more frequently than clinically related nondisclosures in this sample. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Objective: To evaluate the social representations of residents regarding the pedagogical strategies of a Multiprofessional Health Residency program., Method: A case study with a qualitative approach supported by the Theory of Social Representations. Data collection was performed by applying a questionnaire to the resident professionals. ALCESTE software was used for the lexical content analysis., Results: Questionnaires were applied to 15 resident professionals. The analysis showed the educational potential of a Distance Education tool, the need to prioritize theoretical content and its planning, aligning it with the experience in the territory, and the preference of the subjects for dynamic spaces that favor communication and critical-reflective analysis of day-to-day routines., Conclusion: There is a need to value strategies and teaching-learning methodologies that are significant for the resident professional and which contribute to health education.

Sepsis and septic shock are complex, clinical conditions associated with high morbidity and mortality rates. There are evidence-based guidelines outlining priority care areas for sepsis, including early screening outside the intensive care unit. Nurses are directly involved with patient care and must be able to provide safe, competent care after graduation. High-fidelity human patient simulation is an educational tool that provides access to a safe learning environment where the care of a septic patient can be experienced. Nurses can gain confidence and knowledge surrounding the care of the septic patient while improving patient care outcomes., (Copyright © 2018 Elsevier Inc. All rights reserved.)

Background: Professional commitment is defined as a belief in and acceptance of the values of the profession which is chosen, effort to actualize these values, desire to improve him/herself. Nurses' professional and organizational commitment are influenced by factors such as job stress, job satisfaction and burnout., Objective: This study was conducted to determine the effect of nursing internship program on professional commitment and burnout of senior nursing students., Design: A quasi-experimental study with a pretest and posttest without control group design was used., Methods: Students who were attending nursing internship program and agreed to participate were included in the study. Sample consisted of 101 students. Data were collected with a questionnaire, the burnout measure short version and nursing professional commitment scale., Results: After the nursing internship, 77.2% were pleased to study nursing, 83.2% were pleased to be a senior student, 55.4% did not have any intention to change their profession, 81.2% wanted to work as nurses, and 82.2% were planning career advancement in nursing of the students, 34.7% and 43.6% were found to experience burnout, before and after the nursing internship, respectively (p < 0.05). When the students' mean pre-test and post-test scores on the nursing professional commitment scale were compared, a significant difference was found between mean scores on the total score and "maintaining membership" subscale (p < 0.05)., Conclusion: This study revealed that after the nursing internship, burnout and professional commitment levels of the students increased., (Copyright © 2018 Elsevier Ltd. All rights reserved.)

As many hospitals are implementing residency programs for new graduate nurses, the utilization of high-fidelity simulation has become common. This pilot program compared simulation with participation of only new graduate nurses and new graduates with advanced care providers. Results found a statistically significant increase in knowledge of differing roles and skills in simulations that included both groups. Nursing professional development practitioners will find this helpful in designing residency programs for new graduate nurses.

Journal clubs are an established means of ongoing learning in medicine. Beginning with physicians in the nineteenth century, journal clubs have gradually become established in nursing and other allied health professions. However, their use in Clinical Pastoral Education (CPE) is relatively new. We describe the creation of a journal club for CPE residents and discuss the lessons learned from this effort. Over two years, a journal club was conducted with two different cohorts of residents. Residents were surveyed regarding the perceived strengths and weaknesses of the journal club and their recommendations for improvement. A small group of six to eight residents appears to be most effective. Focusing on a specific topic is preferable to broad-based readings. Residents preferred greater discussion about the applicability of the research findings to their clinical activity. Finally, the pros and cons of residents selecting articles and use of the Rush Research Summary Worksheet are discussed.

The outcomes of a longitudinal research study on a nurse residency program indicated improvement in the onboarding experience for new graduate nurses. Practice changes and implications for nursing professional development practitioners resulting from the study include the number and orientation of preceptors, program length standardization, and improvement of emergency clinical response education. Additional research studies were implemented to further explore issues novice nurses and their proficient registered nurse colleagues experience throughout the organization.

Background: The shortage of supervised practice sites in dietetics is associated with fewer numbers of preceptors available to supervise interns, especially in the clinical setting., Objective: To identify clinical dietitians' perceived benefits and challenges of training dietetic interns and to determine key motivators that would entice nonpreceptors to volunteer for the role., Design: Registered dietitian nutritionists working in clinical settings completed a semi-structured, audiotaped interview followed by a brief questionnaire., Participants: Clinical dietitians working in hospitals, long-term care facilities, and outpatient clinics (n=100) participated: 54 preceptors and 46 nonpreceptors., Statistical Analysis: Qualitative analysis was conducted using an iterative process to identify and code common themes. T tests were used to compare mean differences between the opinions of preceptors and nonpreceptors., Results: Preceptors had approximately 5 more years of experience (mean=14.27±12.09 years) than nonpreceptors (mean=8.83±9.72 years) (P< 0.01). Furthermore, preceptors reported twice as many benefits to mentoring interns (mean=6.7 mentions/participant) as nonpreceptors (mean=3.4 mentions/participant), including knowledge gains and staying current. Lack of time was consistently noted as a barrier in interviews and rated as the greatest barrier in the survey. Both groups rated receiving continuing professional education units (CPEUs) for precepting as the greatest potential motivator for taking on interns., Conclusions: Incentive programs should be developed to entice nonpreceptors to take on interns. These programs should include extensive training on the preceptor role and how to alleviate the burden of time spent supervising interns and should provide a significant number of CPEUs to make the added workload worthwhile., (Copyright © 2018 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.)

In the supervision literature, research on sexual orientation considerations often focuses on sexual minority supervisees and less often on their work with sexual minority clients. Yet both heterosexual and sexual minority supervisees serve sexual minority clients and may have different supervision needs. Twelve predoctoral interns from 12 APA-accredited counseling center internships were interviewed about how they made use of supervision for their work with a sexual minority client. The sample consisted of 6 heterosexual-identified supervisees and 6 supervisees who identified as lesbian, gay, or queer (LGQ). Data were analyzed using consensual qualitative research. All participants reported positive gains from supervision that carried over to their work with heterosexual and sexual minority clients, even when not all supervisors disclosed or discussed their own sexual orientation. Heterosexual supervisees used supervision to ensure that their heterosexuality does not interfere with an affirmative experience for their sexual minority client, whereas LGQ supervisees used supervision to explore differences in sexual identity development between themselves and their client to minimize the negative impact of overidentification. Thus, affirmative supervision may unfold with different foci depending on supervisees' sexual identity. Implications for training and supervision are discussed. (PsycINFO Database Record, ((c) 2018 APA, all rights reserved).)

Background and Purpose: StrengthsFinder ® is a widely-used assessment that can be used to help student pharmacists discover their talents (i.e., signature themes [STs]) and develop their leadership skills. The assessment has also been used in pharmacy residents, but the prevalence of various STs in that group has not been compared to those in student pharmacists., Educational Activity and Setting: Residents from four midwestern pharmacy institutions completed StrengthsFinder ® 2.0 and received their top five STs. STs were organized and examined by domains (executing, influencing, relationship building, and strategic thinking). StrengthsFinder ® data on student pharmacists were obtained from a previously published study. The distribution of the themes and domains was compared between residents and student pharmacists., Findings: Responses from 31 residency program cohorts, including 290 pharmacy residents from a pool of 304 (95.4%) possible respondents, were included in the study. The learner ST was more frequently reported in the top five in pharmacy residents versus student pharmacists (42.8% versus 35.5%, p = 0.022). The woo and communication STs were also more frequently reported in the top five, while the consistency ST was reported less frequently in the top five in pharmacy residents versus student pharmacists (p < 0.05). The executing and relationship building domains had the highest average number of STs (1.58 and 1.56, respectively)., Discussion and Summary: The ST profile of pharmacy residents at residency programs affiliated with four midwestern schools of pharmacy is generally similar to that of pharmacy graduates. However, several STs were more or less prevalent in pharmacy residents. Recognition of these differences may assist residency program directors in marketing and design of programs and ranking of candidates., (Copyright © 2017 Elsevier Inc. All rights reserved.)

Background and Purpose: Most postgraduate year 1 (PGY1) pharmacy residents complete at least one research project as part of their graduation requirements. The research skills learned prepare residents to address research questions and generate evidence-based recommendations for patient care. However, there are multiple steps involved in a research project, and streamlining this process can be difficult., Educational Activity and Setting: Northwestern Memorial Hospital (NMH), a large academic center located in Chicago, IL, developed a research committee (RC) to facilitate research within the department of pharmacy for residents and to maintain residency research support materials. These materials included a charter to help guide the organizational structure and operations of the RC, research timelines, and a seminar series., Findings: The RC works to ensure that the residents overcome any challenges that they may incur during their research projects by setting clear expectations and milestones. Feedback is provided by the residents and incorporated into the research process and support materials., Discussion: The RC allows for individualized attention and personalization of the research experience for each resident. The program endeavors each year to provide the message that publication should be the final goal of a research project and not presentation at a conference., Summary: Pharmacy residents receive support from the RC from throughout the year, not only when issues surround their project arise. Institutions may implement or modify existing programs based upon the resources provided., (Copyright © 2017 Elsevier Inc. All rights reserved.)

Objective: The United States appears to be the only country which typically requires completion of a two-year postdoctoral fellowship for one to be considered competent to practice clinical neuropsychology. We review the history of how this came to be in the United States. Further, we describe obstacles that postdoctoral trainees face during this stage of training., Method: We first describe the most significant events leading to the requirement of a two-year fellowship in clinical neuropsychology. Next, we describe factors that trainees face when selecting and completing postdoctoral training. Finally, we review the results of the most recent annual survey of applicants for postdoctoral training to measure their experiences., Results: Postdoctoral training in the United States is a relatively recent requirement in neuropsychology. Trainees face many obstacles when obtaining a postdoctoral position some of which can be addressed by the field., Conclusions: Training in Clinical Neuropsychology in the United States has evolved considerably over at least the last 45 or so years to the point that a two-year postdoctoral fellowship is now required for one to be a candidate for board certification through the American Board of Clinical Neuropsychology. We review many of the challenges that postdoctoral trainees face and provide survey data to describe their experiences and preferences.

Objective. To implement and assess the perceived impact of a program designed to engage postgraduate year-2 (PGY2) pharmacy residents in formal co-evaluation of platform presentations at a regional residency conference. Design. A PGY2 formal co-evaluator program was designed and conducted over two years. Postgraduate year-2 residents were paired with a preceptor for modeling, coaching, and facilitating. To assess the perceived usefulness of this program, a 2-question presurvey and an 11-question postsurvey were distributed to participating residents. Assessment. Eighty-two residents completed the program and pre/postsurveys (response rate=94.3%). The percentage of residents who rated themselves as skilled in critically evaluating a platform presentation increased from 56.1% to 100%, while the percentage of residents who rated themselves as skilled in providing constructive feedback increased from 67.1% to 98.8%. Conclusion. This novel program, which was designed to engage PGY2 pharmacy residents in formal platform presentation co-evaluation, was well received and improved resident self-reported skills.

Objective: The aim of this study was to determine the effectiveness of an evidence-based practice (EBP) learning module within a nursing residency program (NRP)., Background: Utilization of EBP has been shown to improve patient outcomes; however, new-graduate nurses lack the practice application ability, attitudes, knowledge, and skills to incorporate EBP into their personal practice., Methods: New-graduate nurses in a hospital NRP participated in this nonexperimental, descriptive, correlational, study. The Evidence-Based Practice Questionnaire was utilized in a prestudy-poststudy format to collect data for analysis., Results: Statistically significant changes occurred throughout the EBP module in regard to new-graduate nurse practice and knowledge of EBP., Conclusion: Enabling novice nurses to foster a spirit of inquiry through EBP literacy is essential to patient outcomes; nonetheless, new-graduate nurse readiness must be further assessed in order to determine appropriate timing of EBP education within NRPs in an effort to improve the application of evidence at the bedside.

A novice nurse program was developed to address the need for educational and clinical support for entry-level nurses in a community hospital setting. A focus group was used to assess the novice nurses' perception of the program and to synthesize lessons learned. Nursing professional development specialists are advised to access the voice of novice nurse participants to meaningfully evaluate and further develop residency programs.

This systematic review evaluated the relationship between new graduate nurses and clinical leadership skill, and between new graduate nurse transition programs and clinical leadership skill. New graduate nurse transition programs have been cited as one strategy to improve clinical leadership skill, but to our knowledge, no one has synthesized the evidence on new graduate nurse transition programs and clinical leadership skill. Results of this review showed that new graduate nurse transition programs that were at least 24 weeks in length had a positive impact on clinical leadership skill. New graduate nurse transition programs using the University HealthSystem Consortium/American Association of Colleges of Nursing Nurse Residency curriculum had the greatest impact, followed by curriculum developed by the Versant New Graduate RN Residency, an important finding for nursing professional development specialists.

Organizations are looking to new graduate nurses to fill expected staffing shortages over the next decade. Creative and effective onboarding programs will determine the success or failure of these graduates as they transition from student to professional nurse. This longitudinal quantitative study with repeated measures used the Casey-Fink Graduate Nurse Experience Survey to investigate the effects of offering a prelicensure extern program and postlicensure residency program on new graduate nurses and organizational outcomes versus a residency program alone. Compared with the nurse residency program alone, the combination of extern program and nurse residency program improved neither the transition factors most important to new nurse graduates during their first year of practice nor a measure important to organizations, retention rates. The additional cost of providing an extern program should be closely evaluated when making financially responsible decisions.

The American College of Clinical Pharmacy (ACCP) Research Affairs Committee published a commentary in 2013 on training clinical pharmacy scientists in the context of changes in economic, professional, political, and research environments. The commentary centered on the opportunities for pharmacists in clinical/translational research including strategies for ACCP, colleges of pharmacy, and the profession to increase the number and impact of clinical pharmacy scientists. A postdoctoral fellowship is cited as a current training pathway, capable of producing independent and productive pharmacy researchers. However, a decline in the number of programs, decreased funding availability, and variability in fellowship program activities and research focus have brought into question the relevance of this research training pathway to meet demand and opportunities. In response to these points, this commentary examines the state of research fellowship training including the current ACCP research fellowship review process, the need for standardization of research fellowship programs, and strategies to strengthen and promote research fellowships as relevant researcher training pathways., (© 2015 Pharmacotherapy Publications, Inc.)

Hospitals are increasingly implementing residencies to help ensure that new graduate nurses are prepared to provide safe and effective care. At the Cleveland Clinic, a docudrama focused on ethical concerns in living with dementia was implemented into a 6-month pilot new graduate nurse residency program. Outcomes suggest that the docudrama helped nurse residents gain empathy and understanding through stepping into the lives of families experiencing dementia.

The purpose of this project was to describe the benefits and components of successful nurse residency programs, as well as gain insight into the perceptions of staff nurses, nurse educators, and nurse leaders regarding value, feasibility, and barriers to implementing nurse residency programs in acute care settings. This study has important implications for implementing an effective residency program.

Nurse residency programs are designed to increase competence and skill, and ease the transition from student to new graduate nurse. These programs also offer the possibility to positively influence the job satisfaction of new graduate nurses, which could decrease poor nursing outcomes. However, little is known about the impact of participation in a nurse residency program on new graduate nurses' satisfaction. This review examines factors that influence job satisfaction of nurse residency program participants. Eleven studies were selected for inclusion, and seven domains influencing new graduate nurses' satisfaction during participation in nurse residency programs were identified: extrinsic rewards, scheduling, interactions and support, praise and recognition, professional opportunities, work environment, and hospital system. Within these domains, the evidence for improved satisfaction with nurse residency program participation was mixed. Further research is necessary to understand how nurse residency programs can be designed to improve satisfaction and increase positive nurse outcomes., Competing Interests: STATEMENT Neither the planners nor the authors have any conflicts of interest to disclose. The authors have disclosed no potential conflicts of interest, financial or otherwise., (Copyright 2014, SLACK Incorporated.)

Background: Speech-language pathology students gain experience and clinical competency through clinical education placements. However, currently little empirical information exists regarding how competency develops. Existing research about the effectiveness of placement types and models in developing competency is generally descriptive and based on opinions and perceptions. The changing nature of education of speech-language pathology students, diverse student cohorts, and the crisis in finding sufficient clinical education placements mean that establishing the most effective and efficient methods for developing clinical competency in students is needed., Aims: To gather empirical information regarding the development of competence in speech-language pathology students; and to determine if growth of competency differs in groups of students completing placements that differ in terms of caseload, intensity and setting., Methods & Procedures: Participants were students in the third year of a four-year undergraduate speech-language pathology degree who completed three clinical placements across the year and were assessed with the COMPASS® competency assessment tool. Competency development for the whole group across the three placements is described. Growth of competency in groups of students completing different placement types is compared. Interval-level data generated from the students' COMPASS® results were subjected to parametric statistical analyses., Outcomes & Results: The whole group of students increased significantly in competency from placement to placement across different placement settings, intensities and client age groups. Groups completing child placements achieved significantly higher growth in competency when compared with the competency growth of students completing adult placements. Growth of competency was not significantly different for students experiencing different intensity of placements, or different placement settings., Conclusions & Implications: These results confirm that the competency of speech-language pathology students develops across three clinical placements over a one-year period regardless of placement type or context, indicating that there may be a transfer of learning between placements types. Further research investigating patterns of competency development in speech-language pathology students is warranted to ensure that assumptions used to design clinical learning opportunities are based on valid evidence., (© 2013 Royal College of Speech and Language Therapists.)

Aim: The purpose of this study was to determine leadership behaviors developed by nursing students and peers before and after a service-learning experience., Background: Nurses have been called to fill growing needs in the health care setting, rendering care to vulnerable and diverse populations in a wide range of organizations. Leadership behaviors are therefore essential., Method: Baccalaureate students (N = 65) completed the Student Leadership Practices Inventory-Self at the beginning and end of the semester. The students also rated peers using the Leadership Practices Inventory-Observer and answered six questions about service-learning., Results: Repeated measures of analysis of variance for pre- and posttests revealed that leadership behaviors improved (p < .0001). A significant correlation was found (p = .02) between the overall posttest scores for both instruments. CONCLUSION Integrating service-learning into a leadership course is an effective approach to the development of leadership behaviors.

Universities offering undergraduate degrees in health promotion or health education and/or graduate degrees in public health typically require an internship, practicum, or fieldwork experience. This type of mentored experience is an important aspect of career development for the next generation of public health professionals and benefits not only the students but also the profession and the communities in which they work. This article provides perspectives from four public health professionals who have recently graduated from designated minority-serving institutions and highlights the ways in which internship, practicum, or fieldwork experiences have contributed to their career development. From a career development perspective, internships provide unique opportunities to develop professional networks, practice competencies learned in the classroom, gain experience in different environments, and share lessons learned with others in our field. The diversification of the public health research and practice workforce is increasingly recognized as crucial in building health equity. Internship programs that focus specifically on the academic and professional development of students underrepresented in public health provide experiences that meet or supplement academic requirements, and provide students with real-world experience and an expanded network of mentors and role models.

The internship is an essential part of doctoral training in professional psychology. Most students access internships through the annual match sponsored by the Association of Psychology Postdoctoral and Internship Centers (APPIC). For two decades the match has seen an increasing shortfall of internship positions relative to applicants, exceeding 650 unmatched clinical students as of 2013. Efforts to solve this problem have not met appreciable success. This review discusses the structure of the internship placement process, including and beyond the APPIC match, and identifies the reasons for the failed efforts, which lie principally in the varied standards for an acceptable internship among doctoral programs. Efforts to establish a common standard and the need for a governance structure to enforce whatever standard is agreed upon are discussed. Projections for the future of the placement process and the imbalance are sketched, and links to other issues in the field are briefly reviewed.

Objectives: This study investigated the preferred learning styles, related to clinical education of a cohort of final year physiotherapy students., Design: A cross sectional observation study using a questionnaire survey., Setting: Undergraduate physiotherapy program at James Cook University, Townsville, Queensland., Participants: 48 final year physiotherapy students representing 89% of the total cohort (48/54)., Interventions: Survey questionnaire using Kolb's Learning Style Inventory (Version 3.1)., Results: The preferred learning styles were spread uniformly across the three learning styles of Converging, Assimilating and Accommodating, with the least preferred method of learning style the Diverging style. This suggests that in the clinical environment this student cohort are least likely to prefer to develop their learning from actually experiencing the scenario i.e. in front of a real life patient (concrete experience), and were more likely prefer this learning to come from a theoretical perspective, allowing them to consider the problem/scenario before experiencing it. When transforming this experience into knowledge, they prefer to use it on a 'real life' patient (active experimentation)., Conclusion: Whilst understanding learning styles have been promoted as a means of improving the learning process, there remains a lack of high level evidence. The findings of this study reinforce those of other studies into the learning styles of physiotherapy students suggesting that physiotherapy students share common learning style profiles., (Copyright © 2012 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.)

As baby boom executives retire at an ever-increasing pace, leading-edge hospitals are using a variety of tactics to find Gen Xers and Gen Yers with leadership potential and help them acquire the skills they'll need.

Purpose: The processes used by institutions to manage and coordinate multiple pharmacy residency programs were evaluated., Methods: An 18-question survey was developed. The survey was distributed via e-mail to all University HealthSystem Consortium (UHC) member institutions. The survey request was e-mailed to the pharmacy director of each hospital. Respondents submitted their information in an unblinded process. The survey was completed between May 31, 2011, and June 29, 2011. Respondents who indicated that their institution did not have four or more residency programs did not complete the remaining survey questions. Descriptive statistics were used to analyze survey responses., Results: Of the 236 surveys distributed, 43 (18%) were completed. Of these, 28 had at least four unique residency programs. The majority of specific duties related to residencies (i.e., budgeting, project development, compliance with residency standards, scheduling of rotations and operations, and residency showcase preparation) were primarily the responsibility of the residency program director (RPD), residency activities coordinator, chief resident, or department chair or director. All of the programs surveyed had a residency program advisory committee (RAC). A majority of the programs (96%) had only one advisory committee overseeing both their postgraduate year 1 and postgraduate year 2 programs. The majority of respondents (60%) reported utilizing part-time administrative support for the residency programs; the remaining 40% reported no administrative support., Conclusion: UHC organizations with multiple pharmacy residency programs placed the majority of the responsibility for programs on the RPD, residency activities coordinator (where that model was used), and the pharmacy department chair. All programs utilized an RAC to govern the residency programs at their sites.

Nurse educators can no longer focus on imparting to students knowledge that is merely factual and content specific. Activities that provide students with opportunities to apply concepts in real-world scenarios can be powerful tools. Nurse educators should take advantage of student-patient interactions to model clinical reasoning and allow students to practice complex decision making throughout the entire curriculum. In response to this change in nursing education, faculty in a pediatric course designed a reflective clinical reasoning activity based on the SAFETY template, which is derived from the National Council of State Boards of Nursing RN practice analysis. Students were able to prioritize key components of nursing care, as well as integrate practice issues such as delegation, Health Insurance Portability and Accountability Act violations, and questioning the accuracy of orders. SAFETY is proposed as a framework for integration of content knowledge, clinical reasoning, and reflection on authentic professional nursing concerns., (Copyright 2012, SLACK Incorporated.)

Background: New nurse internships or residency programs represent one evidence-based strategy to increase new nurse recruitment and readiness for practice. This qualitative study examined the phenomenon of being a new nurse in an internship program and explored ways that concernful practices (Diekelmann & Diekelmann, 2009) present themselves in that program., Methods: Heideggerian phenomenology was used to structure the study of seven nurse interns. Transcripts were made from audiotaped conversations of each new nurse and the primary investigator. Hermeneutic analysis was used to identify study themes across narratives. Sequential transcript analysis was used to connect individual excerpts to create a converging conversation of new nurses' lived internship experiences., Results: Three study themes defined the meaningfulness of the preceptor-new nurse relationship. A converging conversation of new nurse stories linked themes, concernful practices (patterns), and interpretation of the experience of being a new nurse in an internship program., Conclusion: This study amplifies the importance of the new nurse-preceptor relationship that supports new nurses' transition to practice., (Copyright 2012, SLACK Incorporated.)

As evidence of the effectiveness of these programs grows, nurse leaders feel the pressure to establish high-quality, yet cost-effective graduate nurse transition programs. In 2009, the authors developed an innovative program by incorporating transition theory, research results, stakeholder involvement, and the recommendations of the National Council of State Boards of Nursing. The graduate nurse residency program yielded positive outcomes, including stakeholder satisfaction and high retention rates., (Copyright 2012, SLACK Incorporated.)