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"Humans"

Background: Work-based learning depends on patients’ consent to have trainees involved in their care. However, patients can refuse trainees, which might lead to the loss of learning experiences. Improved understanding of patients’ views on consulting trainees may provide useful insights to further optimise learning for trainees. Methods: We performed a qualitative study with 28 patients in The Netherlands. Participants were recruited from GP practices, and were purposively sampled on (un)willingness to consult GP trainees. In semi-structured interviews patients’ perspectives and willingness to consult a trainee were explored. Transcripts were thematically analysed using an inductive approach. Results: Two themes explained patients’ views on consulting GP trainees: Presenting complaint-driven preferences and Trust in trainees’ capabilities. Patients select their doctor based on complaint-driven preferences and chose trainees if they fulfilled these preferences. For urgent, gender-specific and minor complaints, patients prefer timeliness, gender concordance or availability. Patients with more complex, long-term problems prefer to consult a trusted doctor with whom they have a longitudinal relationship. Through repeated visits and empathic behaviour trainees can become this doctor. Before patients consider consulting a trainee, they need to have trust in the trainee’s capabilities. This trust is related to the basic trust patients have in the education of the trainee, their knowledge about trainees’ capabilities and supervisory arrangements. Conclusions: Patients’ decision to visit a trainee is fluid. Patients will visit a trainee when their complaint-driven preferences are satisfied. Influencing trainees’ fulfilment of these preferences and patients’ trust in trainees can make patients more willing to consult trainees. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

Health professions education has undergone significant changes over the last few decades, including the rise of competency-based medical education, a shift to authentic workplace-based assessments, and increased emphasis on programmes of assessment. Despite these changes, there is still a commonly held assumption that objectivity always leads to and is the only way to achieve fairness in assessment. However, there are well-documented limitations to using objectivity as the ‘gold standard’ to which assessments are judged. Fairness, on the other hand, is a fundamental quality of assessment and a principle that almost no one contests. Taking a step back and changing perspectives to focus on fairness in assessment may help re-set a traditional objective approach and identify an equal role for subjective human judgement in assessment alongside objective methods. This paper explores fairness as a fundamental quality of assessments. This approach legitimises human judgement and shared subjectivity in assessment decisions alongside objective methods. Widening the answer to the question: ‘What is fair assessment’ to include not only objectivity but also expert human judgement and shared subjectivity can add significant value in ensuring learners are better equipped to be the health professionals required of the 21st century. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

This study aims to arouse students' interest in physical education (PE) in response to President Xi Jinping's call to strengthen students' physical quality because cultural courses occupy PE classes. Problem-based learning (PBL) is introduced, and a new teaching method of PE is proposed based on the convolutional neural network (CNN) in deep learning (DL). This method is employed to teach the experimental subjects in solid ball throwing. The students' interest, learning ability, and physical quality in the solid ball are investigated by a questionnaire survey. The questionnaire survey shows that the students' academic performance in solid ball throwing is improved, and their problem-solving ability, group cooperation ability, and theory learning ability are improved. Their time on a 1000-meter long run is shortened, and their body flexibility is improved. Therefore, it is believed that this new teaching method based on DL plays a significant role in improving students' physical quality. © 2022 Honghai Li et al.

This article aims to analyse the integration of sex and gender (s/g) by ergonomics students during their internship at the master’s degree level, following training sessions on s/g issues in the workplace. This exploratory research used a descriptive mixed-methods design, encompassing evaluation of students’ intention to use the content from the training (n = 13 students), and a multiple case study (n = 5 ergonomics interventions). The results show that while students found the training relevant, they only minimally integrated s/g in their interventions and when they did, it was primarily from an anthropometric and physiological perspective. In addition to discussing the training format limitations, the article discusses barriers to this integration: combining learning about s/g issues with learning about activity analysis is challenging; employers’ and workers’ organisations may be reluctant to approach s/g issues; and it is difficult for an ergonomist to integrate these issues when the employer’s request does not specify it. Practitioner summary: This article aims to analyse the integration of s/g by ergonomics students during their internships. Findings show that they only minimally considered s/g. The discussion examines s/g training, organisational obstacles to inclusion of s/g during interventions, and how ergonomists can consider s/g in their practice. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

Objective. To survey the application of PDCA (plan, do, check, and action) process management in day operation ward and the influence of nursing quality and safety. Methods. The routine nursing management was carried out in our hospital from March 2019 to March 2020, which was set as the control group (N=20), and the PDCA process management was implemented from March 2020 to March 2021 as the research group (N=20). Twenty nurses and patients were selected as subjects in two periods of time. The nursing quality, the score of individual quality control examination in clinical department, the nursing quality of operating room, the incidence of adverse events and nursing errors, the number of problems existing in the quality management of nursing documents, and the score of nursing satisfaction were accessed. Results. In the comparison of nursing quality, the nursing safety, specialty quality, and nursing norms of the study group were higher compared to the control (P<0.05). In terms of the scores of individual quality control examination in clinical departments, the scores of ward management, rescue, therapeutic articles, drug management, first-level nursing, nursing documents, and head nurses in the study group were greater compared to the control (P<0.05). In terms of the operating room nursing quality score, the instrument management, instrument preparation, nurses' cooperation skills, disinfection and isolation quality, and the total score of the study group were above the control (P<0.05). In terms of the incidence of operative adverse events and nursing errors, the incidence of nosocomial infection, iatrogenic injury, information check error, equipment failure, violation of operation regulations, ECG monitoring error, infusion operation error, and medication error in the study group was lower compared to the control (P<0.05). According to the comparison of the number of problems existing in the quality management of nursing documents, the number of problems in temperature sheet, medical order, evaluation sheet, nursing record, and other nursing documents in the study group was lower than the control (P<0.05). The scores of nursing communication, professional technology, nursing service attitude, nursing environment, and knowledge education in the study group were higher in contrast to the control (P<0.05). Conclusion. The application of PDCA management can effectively enhance the nursing quality and safety of the day operation ward, further facilitate the quality of hospital nursing work, and improve patient satisfaction, which exert great potential, and application value in the management of day ward in the future. © 2022 Huan Ma et al.

This paper constructs an evaluation model of occupational competency in rehabilitation therapy and applies it to the improvement of college students' innovative and entrepreneurial competencies. Based on clarifying the connotation of college students' entrepreneurial competency, this study carries out research on the evaluation system of college students' entrepreneurial competency. First, the method of qualitative research is used to conduct in-depth interviews with college students and entrepreneurial mentors to understand the views of these groups on college students' entrepreneurial competency, and the coding of the interview contents is carried out by applying the rooting theory, and finally, a theoretical model of the composition of college students' entrepreneurial competency is derived. The front-line position of talent cultivation is the construction of faculty, because the faculty with high-quality vocational ability is an indispensable prerequisite for the development of universities, and the teaching level of the faculty is the key factor for the effectiveness of teaching to appear. Based on the perspective of role theory, we analyze the problems and reasons for the lack of competency in the role-playing process; integrate the three stages of understanding the role, playing the role, and adjusting the role with the competency model; and propose strategies to improve the competency of youth social workers in the process of playing the role, to help workers accurately understand the role, correctly play the role, and reasonably adjust the role. The curriculum is designed to cultivate the competency of college student nursing positions, which is conducive to improving the professional quality of college student nursing service providers and regulating college student nursing practice so that they can actively respond to problems. This will strengthen the entire teaching faculty and enhance the professional competence of full-time teachers. © 2022 Zhenghan Liang.

BACKGROUND: Errors can have dangerous consequences, resulting in a preventive strategy in most company-based technical vocational education and training (TVET). On the contrary, errors provide a useful opportunity for learning due to mismatches of mental models and reality and especially to improve occupational safety and health (OSH). OBJECTIVE: This article presents a didactic concept for developing a learning system based on learning from errors. Learners shall directly experience the consequences of erroneous actions through presenting error consequences in augmented reality to avoid negative, dangerous, or cost-intensive outcomes. METHODS: Empirical data prove errors to be particularly effective in TVET. A formal description of a work system is systematically adopted to outline a connection between work, errors concerning OSH, and a didactic concept. A proof-of-concept systematically performs a use case for the developed learning system. It supports critical reflections from a technical, safety, and didactical perspective, naming implications and limitations. RESULTS: By learning from errors, a work-based didactic concept supports OSH competencies relying on a learning system. The latter integrates digital twins of the work system to simulate and visualise dangerous error consequences for identified erroneous actions in a technical proof-of-concept. Results demonstrate the ability to detect action errors in work processes and simulations of error consequences in augmented reality. CONCLUSION: The technical learning system for OSH education extends existing learning approaches by showcasing virtual consequences. However, capabilities are limited regarding prepared learning scenarios with predefined critical errors. Future studies should assess learning effectiveness in an industrial scenario and investigate its usability. © 2022 - IOS Press. All rights reserved.

Purpose: In the face of constant and rapid development achieving a work-life balance requires highly qualified and motivated professionals who can deal with stress and the demands of the future. In response, by facilitating school- and work-based learning, upper secondary vocational education and training (VET) prepares and qualifies adolescents for professional practice. In relation to VET, two fundamental salutogenic concepts can explain how humans cope with stressful and demanding situations: Sense of coherence (SOC), which entails comprehensibility, manageability and meaningfulness, and general resistance resources (GRRs), theorised as resources within individuals themselves (i.e., internal) and/or in their surroundings (i.e., external). Against that background, in our study we aimed to identify and explore which GRRs contribute to SOC among apprentices in VET and how they influence work-based learning. Methods: Data were collected from 11 VET student in Norway at three time points-at interviews during their final semester of school-based learning (i.e., spring 2020), at interviews during their work-based learning (i.e., spring 2022) and, for register data, following their completion of trade certificates (i.e., autumn 2022). The students' experiences of work-based learning as apprentices formed the basis of this study's analysis. The stepwise deductive-inductive method was used to generate and analyse the data. Findings: The apprentices' GRRs emerged in emotional, cognitive, physical, professional, social, relational, material and cultural dimensions. Identification and utilisation of GRRs were both individually and socially conditioned. The apprentices were able to identify, both consciously and unconsciously, internal GRRs to further identify external GRRs, and vice versa. Each identified GRR appeared to affect at least one, if not all, of the three components of SOC. Conclusion: Salutogenic VET can provide personal, social, environmental and physical resources (i.e., GRRs) that ensure coherent learning experiences. For that reason, by supporting VET students in identifying GRRs, teachers and supervisors can promote their SOC and work-based learning and thereby prepare them to be highly qualified and motivated professionals. © 2022 European Research Network Vocational Education and Training. All rights reserved.

Introduction: Changes in society, new public demands for dental care and contemporary educational insights have influenced dental education worldwide and demand a renewed perspective. Following this perspective, an innovative interprofessional dental Master curriculum was developed at Radboud University Nijmegen in the Netherlands. Educational principles: The curriculum is based on five contemporary educational principles and the core of the curriculum consists of a Student Run Dental Clinic that is fully run by students under professional supervision. The new curriculum: In the Student Run Dental Clinic, Master dental students and Bachelor oral hygiene students are responsible for the care of approximately 750 patients. The students work within the same clinic for 3 years and patients receive oral health care from the same students over a long period. The clinic is a longitudinal cross-disciplinary clinic with different dental subdisciplines. Entrustable professional activities (also known as EPAs), to our knowledge not yet widely used in dental education, were introduced to facilitate learning and assessment. Fourteen EPAs have been developed to stimulate interprofessional education and learning. Of these, five EPAs are identical for the dental and oral hygiene curriculum, leading to extended interprofessional education and learning in the Student Run Dental Clinic. Discussion: Preliminary results show that EPAs are generally well received by supervisors and students. Conclusion: To monitor and investigate the exact effect of the interventions and underlying mechanisms, a research programme on interprofessional learning, practice-based learning and EPAs and entrustment in dental education was recently set up. © 2021 The Authors. European Journal of Dental Education published by John Wiley & Sons Ltd.

Aim: The aim of this study was to describe newly graduated nurses’ (NGNs’) experience of work-integrated learning (WIL), from an educational and occupational perspective. Background: NGNs often find themselves unprepared to meet occupational demands on their competence on entering working life, and express difficulties integrating educational theory into a practical context. Qualitative and effective WIL becomes particularly important for NGNs to develop the competence required to handle the transition from education to working life. Design: This is a qualitative, descriptive study with an inductive approach. Methods: Seven focus-group discussions were performed and subjected to qualitative content analysis. Results: The results revealed that WIL for NGNs includes personal mastering of several professional roles: a self-directed and collaborative learning role, a relational nursing role, and a transition from a student role to a collegial role. Furthermore, WIL entails adapting to organisational requirements, including development of contextual workplace knowledge and understanding; striving for confidence in medical-technical performance; and developing an experience-based understanding of clinical situations. Conclusion: The results reveal that WIL is complex, encompassing adaptation to roles and personal capabilities that increase new graduates’ competence and preparation for work. In addition, WIL requires personal commitment to one's own learning as well as organisational and social support. © 2022 The Authors