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Shared understanding among collaborators is a key element of delivering successful interprofessional care and a main challenge for professional education concerns nurturing such understanding among students. We assessed how nursing students perceived different levels of shared understanding in their collaborations with others in clinical internships. We analyse the collaborative networks of interns to examine whether individual factors (attitudes, perceptions of collaborative cultures, and motivation) or relational factors among collaborators (task-interdependence, cooperation frequency, and interprofessional and hierarchical roles) affect shared understanding among 150 Dutch nursing interns and their collaborators (n = 865). Theoretically, we stress the importance of focusing on collaborative relations in interprofessional care settings. Multilevel models distinguish two levels in explaining the variation in shared understanding, nesting collaborative relationships within individuals. Results indicate merely 37.4% of found variation of shared understanding could be attributed to individual-level factors (variation between interns), while 62.6% of variation is found within interns, showing that shared understanding differs substantially between the collaborations one intern engages in. Multilevel models reveal that task-interdependence strongly predicts shared understanding in inter- and intraprofessional collaborations. We conclude that focusing on collaborative relations is essential to foster shared understanding in vocational internship programmes, and that health care organisations should pay explicit attention to task-interdependence in interns’ collaborations. © 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.

Background: Medical deserts are considered a problematic issue for many Western countries which try to employ multitude of policies and initiatives to achieve a better distribution of their health workforce (HWF). The aim of this study was to systematically map research and provide an overview of definitions, characteristics, contributing factors and approaches to mitigate medical deserts within the European Union (EU)-funded project “ROUTE-HWF” (a Roadmap OUT of mEdical deserts into supportive Health WorkForce initiatives and policies). Methods: We performed a scoping review to identify knowledge clusters/research gaps in the field of medical deserts focusing on HWF issues. Six databases were searched till June 2021. Studies reporting primary research from Western countries on definitions, characteristics, contributing factors, and approaches were included. Two independent reviewers assessed studies for eligibility, extracted data and clustered studies according to the four defined outcomes. Results: Two-hundred and forty studies were included (n = 116, 48% Australia/New Zealand; n = 105, 44% North America; n = 20, 8% Europe). All used observational designs except for five quasi-experimental studies. Studies provided definitions (n = 171, 71%), characteristics (n = 95, 40%), contributing factors (n = 112, 47%), and approaches to mitigate medical deserts (n = 87, 36%). Most medical deserts were defined by the density of the population in an area. Contributing factors to HWF issues in medical deserts consisted in work-related (n = 55, 23%) and lifestyle-related factors (n = 33, 14%) of the HWF as well as sociodemographic characteristics (n = 79, 33%). Approaches to mitigate them focused on training adapted to the scope of rural practice (n = 67, 28%), HWF distribution (n = 3, 1%), support/infrastructure (n = 8, 3%) and innovative models of care (n = 7, 3%). Conclusion: Our study provides the first scoping review that presents and categorizes definitions, characteristics, contributing factors, and approaches to mitigate HWF issues in medical deserts. We identified gaps such as the scarcity of longitudinal studies to investigate the impact of factors contributing to medical deserts, and interventional studies to evaluate the effectiveness of approaches to mitigate HWF issues. © 2023 The Author(s); Published by Kerman University of Medical Sciences.

Introduction: Whilst admission to dental school in many jurisdictions requires applicants to shadow dentists or undertake work experience at a dental practice, little is known about the impacts on professional learning when dental students work part-time as dental assistants whilst concurrently studying dentistry. This paper explores what, how and from whom dental students who work as dental assistants acquire professional knowledges during employment. Methods: This study draws on a qualitative analysis of interviews with sixteen senior dental students who have extra-curricular part-time employment as dental assistants in private dental practices. Results: Analysis produced four themes that relate to students learning in the professional environment: students learn about the responsibilities, rhythms and routines of practice, as well as patient communication and interactions. Students embedded in the dental team noticed and related to the dispositions and the work of dentistry. Students learned from all members of the dental team including clinical and non-clinical staff (reception, administration, laboratory and sterilisation). Discussion: Students used their experiences in a practice setting to further their professional education. The ability to “read” a situation and formulate an appropriate response requires the integration of complex and actionable professional knowledges. Conclusion: This research study presents insight into the ways dental students employed as dental assistants are embedded in and learn from the dental team in a critically evaluative manner. Students professionally notice and make sense of complex practice environments whilst undertaking university studies to learn about practice routines, rhythms and responsibilities as well as advancing confidence in relating with patients. This study provides a stimulus for further research about the contribution of workplace experiences to dental education. © 2022 The Authors. European Journal of Dental Education published by John Wiley & Sons Ltd.

This study evaluates the impact of game-based learning (GBL) and Service-Learning on the flow and engagement of teacher education students. A quasi-experimental between-group comparison design with pre-test and post-test measures was conducted with a sample of 113 students majoring in childhood education. The results indicate that the experimental group statistically significantly improved their flow and engagement scores compared to the control group. It is concluded that the GBL and SL methodology in initial teacher training allows students to learn about inclusive education in a motivating way and to design different strategies and resources that they will be able to use in their professional future. © 2023 by the authors.

Objective: This study explores the opinions of academic and practicing pharmacists about ways to prepare pharmacy students for disaster management to enable them to optimize their role in disaster health management. Methods: Semi-structured individual interviews were conducted for data collection from April through June 2021. The research participants were 9 pharmacists who were involved in disaster management. The interview guide was developed following a comprehensive literature review on disaster management. Data were analyzed using thematic analysis. Results: The main themes identified are knowledge of health and disaster management, specific skills in disaster management, positive attitudes toward involvement in disaster management, and appropriate behavior in the face of a disaster, as well as personal readiness and training to achieve competence and readiness. Participants mentioned that special training in soft skills, especially communication and problem-solving, is essential for students. Conclusion: Disaster-specific competencies and personal readiness through training can prepare pharmacy students for disaster management. Soft skills such as communication and problem-solving must be the highest priority. © The Author(s), 2023. Published by Cambridge University Press on behalf of Society for Disaster Medicine and Public Health, Inc.

Aims and Objectives: To describe prehospital nursing students' experiences of patient safety culture in emergency medical services during their internship. Background: Patient safety culture in the emergency medical services is a complex phenomenon including more than organisational policies and practices and professionals' technical skills. Design: The descriptive qualitative approach used the Sharing Learning from Practice to improve Patient Safety Learning Event Recording Tool, which includes both open-ended and structured questions. Methods: Purposeful sampling was used, and data were collected from graduating prehospital nursing students (n = 17) from three Finnish Universities of Applied Sciences. Open-ended questions were reviewed using thematic analysis, and frequencies and percentages were derived from structured questions. COREQ guidelines were used to guide this study. Results: Four themes were identified during the thematic analysis: environmental and other unexpected factors in emergency medical services, working practices and professionalism in emergency medical services, teamwork in emergency medical services and feelings related to patient safety events in emergency medical services. Patient safety events described by students were seldom reported in the healthcare system or patient files. According to the students, such events were most likely related to communication, checking/verification and/or teamwork. Conclusions: This study shows that prehospital nursing students can produce important information about patient safety events and the reasons that contributed to those events. Therefore, emergency medical services organisations and managers should use students' observations to develop a patient safety culture in emergency medical services. Relevance to clinical practice: Understanding how prehospital nursing students have experienced patient safety culture during their internships on ambulances can support educational institutions, together with emergency medical services organisations and managers, to improve policies for students to express patient safety concerns as well as patient safety successes. © 2022 The Authors. Journal of Clinical Nursing published by John Wiley & Sons Ltd.

Students’ health profession education includes learning at the workplace through placements. For students, participating in daily work activities in interaction with supervisors, co-workers and peers is a valuable practice to learn the expertise that is needed to become a health care professional. To contribute to the understanding of HPE-students’ workplace learning, the focus of this study is to identify affordances and characterise student’s participation during placements. We applied a research design based on observations. Three student-physiotherapists and four student-nurses were shadowed during two of their placement days. A categorisation of affordances is provided, in terms of students’ participation in activities, direct interactions and indirect interactions. Students’ daily participation in placements is discussed through unique combinations and sequences of the identified affordances reflecting changing patterns over time, and differences in the degree of presence or absence of supervisors, co-workers and peers. © 2022, The Author(s).

People use a wide range of communicative acts across different modalities, from concrete demonstrations to abstract language. While these modalities are typically studied independently, we take a comparative approach and ask when and why one modality might outperform another. We present a series of real-time, multi-player experiments asking participants to teach concepts using either demonstrations or language. Our first experiment (N=416) asks when language might outperform demonstration. We manipulate the complexity of the concept being taught and find that language communicates complex concepts more effectively than demonstration. We then ask why language succeeds in this setting. We hypothesized that language allowed teachers to reference abstract object features (e.g., shapes and colors), while demonstration teachers could only provide concrete examples (specific positive or negative objects). To test this hypothesis, our second experiment (N=568) ablated object features from the teacher's interface. This manipulation severely impaired linguistic (but not demonstrative) teaching. Our findings suggest that language communicates complex concepts by directly transmitting abstract rules. In contrast, demonstrations transmit examples, requiring the learner to infer the rules. © 2022 Elsevier B.V.

The objective of this review is to identify work-related and personal risk factors for contact dermatitis (CD), and assess their association with this frequently occurring occupational disease. A systematic review of the literature from 1990 to June 2, 2020, was conducted using Medline and Embase. Prospective cohort and case–control studies were included, and meta-analyses were conducted when feasible. Quality of evidence was assessed using the Grading of Recommendations, Assessment, Development, and Evaluation. Twenty-nine studies were identified, comprising 26 study populations and with a total of 846 209 participants investigating 52 risk factors for CD. Meta-analyses were performed for five risk factors, all of them for irritant contact dermatitis (ICD). Moderate-quality evidence was found for associations between wet work and ICD (OR: 1.56, 95%CI: 1.21–2.01). High-quality evidence was found for the association between atopic dermatitis and ICD (OR: 2.44, 95%CI: 1.89–3.15). There was no evidence for an association between ICD and sex or history of hand dermatitis, respiratory and mucosal atopy. In conclusion, several work-related and personal risk factors associated with CD were identified. Our data emphasize the need for the assessment of both, work-related and personal, risk factors to prevent occupational CD. © 2022 The Authors. Contact Dermatitis published by John Wiley & Sons Ltd.

Course-based undergraduate research experiences (CUREs) have the potential to impact student success and reduce barriers for students to participate in undergraduate research. Literature review has revealed that, while CUREs are being implemented at both community colleges (CCs) and bachelor’s degree–granting institutions, there are limited published studies on the differential impacts CUREs may have on CC students in allied health programs, career and technical education, and nursing pathways (termed “workforce” in this essay). This essay summarizes proposed outcomes of CURE instruction and explores possible reasons for limited reporting on outcomes for CC and workforce students. It also provides recommendations to guide action and effect change regarding CURE implementation and assessment at CCs. This essay is a call to action to expand the science, technology, engineering, and mathematics career development pathway to include workforce students, implement CUREs designed for workforce students, and assess the differential impacts CUREs may have on workforce student populations at CCs. © 2023 C. T. Leonetti et al.