The case for interprofessional education in teacher education and beyond

In many PreK-12 school environments, individuals with a variety of professional identities and roles provide services to students. Typically, these individuals are trained with minimal interaction with each other, yet they must work cooperatively with each other in the schools. Interprofessional education (IPE) provides a model whereby students in different disciplines learn to collaborate. This article describes the origins and current status of IPE in the health professions; suggests strategies for applying IPE to educator training; describes a promising example IPE project involving two distinct school-based professionals, pre-service special educators and school counsellors in training, including outcomes documented through student reflections; and offers implications for implementing and sustaining IPE in schools of education

The Summit on Creativity and Aging in America

This report looks at how the federal government can leverage the arts to foster healthy aging and inclusive design for this growing population. This white paper features recommendations from the May 2015 Summit on Creativity and Aging in America, a convening of more than 70 experts hosted by the National Endowment for the Arts and the National Center for Creative Aging. The paper highlights recommendations on healthy aging, lifelong learning in the arts, and age-friendly community design. The summit was a precursor to the 2015 White House Conference on Aging, which addressed four major issues: retirement security, long-term services and supports, healthy aging, and elder abuse

Advancing Ehealth Education for the Clinical Health Professions

This is the final report of a project that aimed to encourage and support program coordinators and directors of Australian undergraduate and postgraduate coursework programs in all allied health, nursing and medical professions to address the need for Ehealth education for entry-level clinical health professionals

ResearchFanshawe Magazine Issue 2

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Toolkit Volume II: A Case for Dental Academic/Community Partnerships for Leadership and Diversity

The ADEA/W.K. Kellogg Foundation Minority Dental Faculty and Inclusion (MDFDI) grant (2015–2017) built on lessons learned and best practices from dental and allied dental pilots in the previous WKKF grants as the focus continued to be leadership, academic/community partnerships and increased diversity in the dental workforce. The resulting toolkit, available in two volumes, focuses on developing dental and allied dental teams and strengthening the pool of underrepresented minority dental health professionals. The toolkit builds on institutional models, the convenings, lessons learned and best practices that have helped change institutional climates

Transforming Pharmacy and Pharmaceutical Sciences Education in the Context of Workforce Development

KEY MESSAGES: 1.1 The continued development of pharmacy services and the pharmaceutical sciences relies on a well educated, competent, sufficient and well distributed pharmaceutical workforce. 1.2 There is no workforce without education. It is fundamental for the international community to agree on how pharmaceutical workforce competency is developed and assured through initial and subsequent professional education. 1.3 The concept of a continuously competent workforce is of fundamental interest for professional leadership bodies and stakeholders. 1.4 As FIP member organisations drive the development of the profession at the national level, they should always consider encompassing an education component [initial education and Continuing Professional Development (CPD)/Continuing Education (CE)] into their strategies. 1.5 FIP brought together global health and pharmacy leaders from across the world to set the future milestones for pharmaceutical education in the context of workforce development during an exceptional event, which took place in Nanjing, China, on 7 and 8 November 2016: the Global Conference on Pharmacy and Pharmaceutical Sciences Education — "Creating a global vision for a global workforce". 1.6 The conference set the future milestones for education and workforce development of pharmacists and pharmaceutical scientists, and created a global vision for transformative pharmacy and pharmaceutical sciences education. 2. PRINCIPAL OUTCOMES: Following extensive consultation, three milestone documents were presented and adopted at the global conference. Participants at the conference were able to influence and contribute to them. These are: 2.1 A Global Vision for Education and Workforce that provides a description of the future directions of our profession and how education can support the evolution of science and practice. 2.2 A set of 13 Pharmaceutical Workforce Development Goals (PWDGs) which aim to facilitate the implementation of the global vision through a series of measurable, feasible and tangible goals. 2.3 A set of 67 statements on Pharmacy and Pharmaceutical Sciences Education ("the Nanjing Statements") that describe an envisioned future for education, to enable the enhancement of professional education standards worldwide

Leader Responses to Ambivalence During IPE Organizational Transformation: A Phenomenological Study

Executive leaders of higher education institutions that confer healthcare degrees are engaging in organizational transformations to meet the evolving needs of tomorrow’s healthcare professionals. Organizational transformations can trigger ambivalence at individual and collective levels. Researchers purport that ambivalence, a push/pull reaction, may play a functional role during decision making in the face of change. The purpose of this research was to examine what practices leaders, who felt ambivalent during organizational transformation, used to successfully lead change. Interprofessional education (IPE), where academic leaders are transforming healthcare education from silos to collaborative systems, was used as the context for study because of the competing dynamics at the individual and collective levels in the change process that can trigger ambivalence. An interpretative phenomenological analysis design was used to learn how a purposive sample of nine leaders in nursing, medicine, and pharmacology colleges responded to ambivalence during change. The study examined the leaders’ selection of strategies for leading change when ambivalence was present. The analysis revealed that leaders respond to ambivalence at the level where it occurred. Leaders contemplated the forces that triggered their ambivalence and were motivated by the compelling forces to pursue organizational change. Findings revealed five categories of change strategies: (a) leading roles, (b) building infrastructure, (c) empowering faculty, (d) spanning boundaries, and (e) joining maneuvers. The study recommends that leaders be mindful of the triggers of ambivalence to allow for more flexibility, engagement, and adaptation in leading change, and to attend to both the psychological and situational aspects of change

Generating And Validating A Global Framework Of Pharmaceutical Development Goals And Corresponding Indicators

INTRODUCTION: The imperative of meeting current global healthcare challenges requires advancing pharmacy practice in a global context. This research aimed to design and develop a valid and consented set of global goal-oriented pharmaceutical development frameworks and corresponding indicators to support and guide systematic practice transformation needed to meet the national and global pharmaceutical healthcare demands of changing population demographics. METHODS: Part 1 of the research project This research used a mixed-methods approach. A series of international expert focus groups were conducted to evaluate the acceptance of a set of proposed global pharmaceutical development goals (PDGs). This was followed by recruiting global pharmacy leaders who participated in a modified nominal group technique to further develop the content of the initial PDGs framework. In a subsequent study, a qualitative modified Delphi approach was employed by a panel of international experts to ensure the credibility and content validity of the framework outputs and generate consensus on a final matrix of the proposed global PDGs. Part 2 of the research project A content analysis of the relevant collated data followed by a Delphi process of an international Expert Group was performed to identify and establish initial consensus on potential indicators aligned with the published PDGs framework. Delphi method’s outcomes were used to conduct a global cross-sectional online questionnaire to assess and validate the relevancy and availability of the proposed indicators. RESULTS: Part 1 of the research project A globally validated and consented set of systematic PDGs (systematic framework) for development comprising 21 PDGs along with their descriptions and mechanisms to shape and guide global pharmacy practice transformation. Part 2 of the research project A set of correlated and validated transnational evidence-based indicators that will monitor national-level progress and measure the advancement of the 21 PDGs worldwide across workforce/education, practice, and pharmaceutical science. CONCLUSION: A systematic and globally consented set of PDGs, along with evidence-based progress indicators, was generated to monitor the sustainable advancement of pharmaceutical practice and support a needs-based roadmap for pharmacy practice transformation