Master of nursing programs in Australia: A desktop analysis
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SUBMITTER: Dunn A
PROVIDER: S-EPMC11336601 | biostudies-literature | 2024 Jul
REPOSITORIES: biostudies-literature
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Project description:The importance of research ethics (RE) training has led academic and funding institutions to require that students, trainees, and faculty obtain such training at various stages of their careers. Despite the increasing awareness of the value RE education offers, this training requirement is absent in Jordan. We aimed to assess RE education offerings of pharmacy master programs in Jordan and compare with the top-ranked pharmacy graduate programs globally. Therefore, a list of universities that offer research-based pharmacy master programs was created. Each program was evaluated for the inclusion of RE education. A qualitative content analysis approach based on inductive reasoning and latent analysis was followed to analyze the data. Results of the study showed a lack of appropriate RE education for graduate-level pharmacy programs in Jordan with only 40% of the programs partially discuss selected topics related to RE. Regarding pharmacy graduate programs globally, 10% offer a standalone RE course, 40% offer some discussions related to RE, another 10% do not offer RE education in any form, and the remaining 40% of the programs were difficult to assess due to lack of sufficient information available online. Based on the findings of this study, training in RE is tends to be lacking in pharmacy graduate programs in Jordan and globally, with a greater lack in Jordan than globally. There is a need to incorporate formal RE education into programs that do not offer this type of instruction. Programs that formally touch on some aspects of RE need to expand the scope of topics to include more RE-related themes. Integrating a standalone RE course into pharmacy graduate programs is highly encouraged.
| S-EPMC7895361 | biostudies-literature
Project description:BackgroundThe Arab world faces numerous health challenges that mandate a competent public health workforce and strengthening public health education.ObjectiveTo analyze university-based Master of Public Health (MPH) programs offered at Faculties of Public Health (FPH) and of Medicine (FM) in Arab countries.MethodsWe searched a regional database of academic public health institutions, conducted a search of university websites, and reviewed websites of the Association of Arab Universities and World Directory of Medical Schools. A factsheet for each MPH program was emailed to deans of respective faculties for validation and completion. We examined associations between presence of such programs and population size and Human Development Index (HDI).FindingsA total of 19 FPH and 10 FM at 28 universities offer MPH programs (7 programs per 100 million population). Ten countries offer no MPH programs; the remaining 12 offer 1-5 programs each. Ten MPH programs were initiated over 45 years (1965-2009) and another 19 over 10 years (2010-2019). No correlation was observed between offering an MPH program and the country's HDI or population size. Less than half of the programs admit students from fields outside health. FPH and FM-based programs are comparable in offering core disciplines but FPH programs offer more Social and Behavioral Sciences (83% vs. 60%). More FM-based programs provide practicum training (78% vs. 53%); 10 programs offer none. Epidemiology, alone or with Biostatistics, and Health Management and Policy are the two most frequently offered MPH concentrations. None of the MPH programs offer a concentration on public health in conflict or humanitarian crises; only one offers a certificate on the theme. Only three programs, all FPH-based, reported international accreditation.ConclusionsThe recent increase in MPH programs in Arab countries is encouraging. Critical gaps are absence of MPH programs in 10 countries, less coverage of the social sciences, and lack of practicum experience in 10 programs. Upgrading and promoting public health education across the region to fill these gaps calls for collaboration among existing MPH programs. More in-depth analysis of the history and mission of these programs, as well as their admission criteria and curricula, is needed.
| S-EPMC8300585 | biostudies-literature
Project description:BackgroundTechnology can support transformational outcomes of high quality and evidenced-based care and education. Embedding nursing informatics into the undergraduate nursing curriculum enhances nursing students' digital health literacy, whilst preparing them to use health information systems and technological innovations to support their learning both at university and in the clinical environment.AimThis scoping review aimed to provide an overview of the published literature on how nursing informatics was embedded and integrated into the undergraduate nursing curriculum in Australia before coronavirus disease (COVID-19).MethodologyA scoping review approach guided this study using the Levac, Colquhoun, and O'Brien framework, and the following databases were searched: CINAHL Plus, EMCARE, MEDLINE Ovid, Scopus, ERIC ProQuest, and Web of Science. A total of 26 articles were included: Five quantitative studies, eight qualitative studies and 13 mixed-methods studies.FindingsFew studies focused on the concept of nursing informatics itself, and only two studies described the process of developing curricula that contain nursing informatics competencies and their implementation: the educational scaffolding and modular development approach and a Community of Inquiry Framework (COI). Most studies centred on nursing informatics tools to facilitate teaching and learning in classrooms and skills laboratories. The reported pedagogical strategies were online learning, blended learning, and technology-enabled simulations. Hindrances to nursing informatics being integrated into undergraduate curricula were disparities of the informatics content, a lack of guidelines and/or frameworks, and poor digital literacy.ConclusionThis study provided a baseline perspective of how nursing informatics was embedded and integrated into nursing education in Australia before COVID-19. Overwhelmingly, the focus of research to date was found to be mainly on the utilisation of technological tools to support learning and teaching.
| S-EPMC8626237 | biostudies-literature
Project description:OBJECTIVE:to analyze the technological production of three professional master programs in the area of Nursing. METHOD:documentary research on primary sources. A total of 100 graduate nurses from three professional master's programs in Nursing in the Southeastern region of Brazil were analyzed, based on the following variables: time of training, typology of products; context of products and technological and educational classification, welfare and management. The study was guided by the question: "How is the technological production of the dissertation of the professional master's degree according to typology, context and technological classification? The analysis of the data was based on the construction of a table that categorized the products according to the typology. RESULTS:development of techniques was the main type of product found, being expressed by flowcharts, protocols, guidelines and training courses. The products were mostly developed in the hospital context, in the educational technology format. CONCLUSION:the technological production of the analyzed programs is restricted, diffuse and, in its majority, of low social impact and has no relevance in the body of the dissertation. Despite the wide possibility of conclusion work, the dissertation, accompanied by an article and/or technical productions, is the main form of presentation.
| S-EPMC7266626 | biostudies-literature
Project description:Background Competency in infection control is crucial for implementing nursing best practices to ensure patient safety. However, research is lacking on the infection control education received by nursing students prior to entering clinical settings as nurses. This study aimed to explore how nursing students conceptualize infection control care in undergraduate nursing programs. Methods This study employed a qualitative research method using phenomenography. Universities providing undergraduate nursing programs in Korea. Thirty nursing students: 10 students each from the 2nd, 3rd, and 4th years of five undergraduate programs. Data were collected from May 2019 to February 2020 through semi-structured interviews and analyzed using a phenomenographic analysis procedure. Results Six descriptive categories were derived inductively for nursing students’ frames of reference regarding infection control care and six descriptive categories of how nursing students learned about infection control care. The structural framework of the identified categories, about how nursing students learn about infection control care, was presented as an outcome space. Conclusions Given that nursing students demonstrate diverse conceptualizations of infection control and are at varying levels of learning, professors and clinical mentors need to develop theoretical education and clinical practice opportunities that consider these differences. Supplementary Information The online version contains supplementary material available at 10.1186/s12912-023-01465-9.
| S-EPMC10470169 | biostudies-literature
Project description:ContextCompetency-based public health education ensures practitioners are well equipped to positively influence the health of the public. The Public Health Agency of Canada's Core Competencies for Public Health has named communication as an essential competency area for practitioners. However, little is known about how Master of Public Health (MPH) programs in Canada support trainees in developing the recommended core competencies in communication.ObjectiveOur research aims to provide an overview of the extent to which communication is embedded in the curriculum of MPH programs in Canada.DesignWe conducted an online scan of Canadian MPH course titles and descriptions to determine how many MPH programs offer communication-focused courses (ie, health communication), knowledge mobilization courses (eg, knowledge translation), and other courses that may support communication skills. Two researchers coded the data; discrepancies were resolved via discussion.ResultsOf the 19 MPH programs in Canada, less than half (n = 9) offer courses specifically focused on communication (ie, health communication); these courses are mandatory in only 4 programs. Seven programs offer knowledge mobilization courses; none are mandatory. Sixteen MPH programs offer a total of 63 other public health courses that are not focused on communication but contain communication terms (eg, marketing, literacy) in their course descriptions. No Canadian MPH program has a communication-focused stream or option.ConclusionCanadian-trained MPH graduates may not be receiving sufficient communication training to equip them for effective and precise public health practice. This is particularly concerning, given that current events have underlined the importance of health, risk, and crisis communication.
| S-EPMC10549883 | biostudies-literature
Project description:A desktop NMR spectrometer was used to qualitatively analyze samples in drug-related cases in order to enhance the accuracy of the results and identify new drugs. Twelve known drugs and their derivatives were used to establish the parameters, conditions, and procedures for the methods and validate the feasibility and reliability of the methods. First, 1-D and 2-D NMR data for these 12 drugs and their derivatives were obtained in detail using a 600-MHz NMR spectrometer to create a data library. Next, some of these 12 drugs were analyzed using a Picospin 80 MHz desktop NMR spectrometer to set up the analytical procedure and method. With the procedure and method established, real case samples were analyzed and the data were compared to those obtained by a standard method. The results indicate that the desktop NMR spectrometer is a reliable and promising approach that can be used in criminology to quickly identify whether or not samples contain illegal drugs.
| S-EPMC6169242 | biostudies-literature
Project description:The growing demand for data scientists in both the global and Dutch labour markets has led to an increase in data science and artificial intelligence (AI) master programs offered by universities. However, there is still a lack of clarity regarding the specific skills of data scientists. This study addresses this issue by employing Correlated Topic Modeling (CTM) to analyse the content of 41 master programs offered by 11 Dutch universities and an interuniversity combined program. We assess the differences and similarities in the core skills taught by these programs, determine the subject-specific and general nature of the skills, and provide a comparison between the different types of universities offering these programs. Our analysis reveals that data processing, statistics, research, and ethics are the core competencies in Dutch data science and AI master programs. General universities tend to focus on research skills, while technical universities lean more towards IT and electronics skills. Broad-focussed data science and AI programs generally concentrate on data processing, information technology, electronics, and research, while subject-specific programs give priority to statistics and ethics. This research enhances the understanding of the diverse skills of Dutch data science graduates, providing valuable insights for employers, academic institutions, and prospective students.
| S-EPMC10903789 | biostudies-literature
Project description:ObjectiveTo survey current community health nursing (CHN) courses offered in baccalaureate nursing programs in the mainland of China from the perspective on information available on websites of colleges and universities.MethodsA descriptive research design was used. Data were collected from the official websites of colleges and universities providing baccalaureate nursing programs in the mainland of China. A checklist was applied to identify academic year, type of course, credit, and class hours for both theory and practice teaching of CHN courses including Community Nursing, Geriatric Nursing, Rehabilitation Nursing, and Health Education. The prescribed textbooks were consulted for teaching content.ResultsColleges (n = 16) and universities (n = 26) offering baccalaureate nursing programs with accessible online information for curriculum setting were recruited. The results showed that most of the accessible educational institutions (92.86%) have offered three to four investigated CHN courses. Community Nursing, Geriatric Nursing and Rehabilitation Nursing are generally offered to juniors, while Health Education is offered in half of these institutions in different academic years. Community Nursing is mainly offered as a required course with 2 credits, while Geriatric Nursing, Rehabilitation Nursing and Health Education are provided as elective courses with fewer credits. Around half of the institutions have practice hours for Community Nursing, Geriatric Nursing and Rehabilitation Nursing courses. However, the proportion of practice hours in the courses is generally less than 50%. The teaching content focuses on clinical care competencies instead of complementary competencies.ConclusionIt was revealed that CHN education in China is still in its infancy from website information of colleges and universities. CHN courses should be included in curriculum design, and teaching reforms and innovations should be taken to prepare nursing students to practice in primary health care and community settings.
| S-EPMC7644549 | biostudies-literature
Project description:BackgroundCloud-based desktop virtualization infrastructure (VDI) is known as providing simplified management of application and desktop, efficient management of physical resources, and rapid service deployment, as well as connection to the computer environment at anytime, anywhere with any device. However, the economic validity of investing in the adoption of the system at a hospital has not been established.MethodsThis study computed the actual investment cost of the hospital-wide VDI implementation at the 910-bed Seoul National University Bundang Hospital in Korea and the resulting effects (i.e., reductions in PC errors and difficulties, application and operating system update time, and account management time). Return on investment (ROI), net present value (NPV), and internal rate of return (IRR) indexes used for corporate investment decision-making were used for the economic analysis of VDI implementation.ResultsThe results of five-year cost-benefit analysis given for 400 Virtual Machines (VMs; i.e., 1,100 users in the case of SNUBH) showed that the break-even point was reached in the fourth year of the investment. At that point, the ROI was 122.6%, the NPV was approximately US$192,000, and the IRR showed an investment validity of 10.8%. From our sensitivity analysis to changing the number of VMs (in terms of number of users), the greater the number of adopted VMs was the more investable the system was.ConclusionsThis study confirms that the emerging VDI can have an economic impact on hospital information system (HIS) operation and utilization in a tertiary hospital setting.
| S-EPMC3534494 | biostudies-literature