Fellowships in Community Pharmacy Research: Experiences of Five Schools and Colleges of Pharmacy

Objective To describe common facilitators, challenges, and lessons learned in 5 schools and colleges of pharmacy in establishing community pharmacy research fellowships. Setting: Five schools and colleges of pharmacy in the United States. Practice description: Schools and colleges of pharmacy with existing community partnerships identified a need and ability to develop opportunities for pharmacists to engage in advanced research training. Practice innovation: Community pharmacy fellowships, each structured as 2 years long and in combination with graduate coursework, have been established at the University of Pittsburgh, Purdue University, East Tennessee State University, University of North Carolina at Chapel Hill, and The Ohio State University. Evaluation: Program directors from each of the 5 community pharmacy research fellowships identified common themes pertaining to program structure, outcomes, and lessons learned to assist others planning similar programs. Results: Common characteristics across the programs include length of training, prerequisites, graduate coursework, mentoring structure, and immersion into a pharmacist patient care practice. Common facilitators have been the existence of strong community pharmacy partnerships, creating a fellowship advisory team, and networking. A common challenge has been recruitment, with many programs experiencing at least one year without filling the fellowship position. All program graduates (n = 4) have been successful in securing pharmacy faculty positions. Conclusion: Five schools and colleges of pharmacy share similar experiences in implementing community pharmacy research fellowships. Early outcomes show promise for this training pathway in growing future pharmacist-scientists focused on community pharmacy practice

Widening participation in higher education: student quantitative skills and independent learning as impediments to progression

The UK government's widening participation strategy, and the concomitant development of a mass higher education system, has imposed a variety of pressures on higher education institutions. Not least of these is the changing nature of the student population, and the assumptions that can be made about its skills and knowledge base. It should not be surprising that this rapid expansion of the higher education system has resulted in declining student progression and retention rates. This paper takes a case study approach and attempts to identify the range of factors that might explain the variability of student performance on a first year undergraduate introductory statistics module. The paper concludes that there are no simple predictors of success or failure. However, there is evidence to suggest that any innovations in delivery need to take account of individual student development and that the presumption that students can rapidly become independent learners upon initial entry to higher education is an unrealistic one

The potential of a mobile group blog to support cultural learning among overseas students

We explored the use of mobile social software, in the form of a mobile group blog, to assist cultural learning. The potential of using this technology for cultural adaptation among overseas students was examined as those students adapted to the everyday life of studying abroad. Two pilot studies and a successful field study of a mobile group blog as used by UK overseas students are reported. A further study with prospective overseas students witnessing this ‘moblogging’ in China revealed the advantages of communicating through this technology as a form of peer-supported preparation for cultural adaptation. Potential advantages for learning a second language via this system, were highlighted as communication was interweaved with cultural adaptation and exercised in the blog entries. Given mobile internet, the language experience together with cultural observation impressively supported these students' growing confidence with time, space and imagination

Effects of resistance and all-round, functional training on quality of life, vitality and depression of older adults living in long-term care facilities: a 'randomized' controlled trial [ISRCTN87177281]

BACKGROUND: Regular physical activity may improve different aspects of wellbeing in older people, such as quality of life, vitality and depression. However, there is little experimental evidence to support this assumption. Therefore, we examined the effect of different training protocols on quality of life, vitality and depression of older adults living in long-term care facilities. METHODS: Subjects (n = 173, aged 64 to 94 years, living in long-term care facilities), were randomized to six months of three different moderate-intensity group exercise training protocols, or to an 'educational' control condition. Exercise consisted of two 45–60-minute training sessions per week of 1) resistance training; 2) all-round, functional training; or 3) a combination of both. Perceived health, the Geriatric Depression Scale (GDS), the Vitality Plus Scale (VPS) and the Dementia Quality of Life questionnaire (DQoL) were administered at baseline and after six months. RESULTS: In the combined training group a small but significant decline was seen in perceived health, DQoL and VPS score compared to the control group. CONCLUSIONS: We conclude that neither strength training nor all-round, functional training of moderate intensity is effective in improving quality of life, vitality or depression of older people living in long-term care facilities

Less time to study, less well prepared for work, yet satisfied with higher education: A UK perspective on links between higher education and the labour market

This paper explores graduates’ views on the relationship between higher education and employment. It draws on a major European study involving graduates five years after graduation and highlights similarities and differences between UK graduates’ experiences and their European counterparts. Specifically we address questions raised in the study about subjects studied and their relevance to entry into the labour market, if the academic level obtained was appropriate, whether graduates, with hindsight of five years, would choose the same subjects or the same institution again, and if they were satisfied with their current job. Such specific questions relate to broader perspectives such as the perceived value of higher education study in relation to initial employment and future life histories. These have to be seen in the context of cultural differences in higher education systems at the time of the research and, perhaps increasing convergences in light of the Bologna agreement

Good for your soul? Adult learning and mental well-being

Although there is a widely held view that adult learning has a positive impact on well-being, only recently has this proposition been systematically tested. The paper reviews recent research findings on the influence of adult learning on earnings and employability, both of which may influence well-being indirectly. These are more important for some groups than others: in economically advanced societies, additional earnings produce limited gains in well-being for most groups except the poorest, while employability is most significant for groups that are most vulnerable in the labour market. The author then reviews recent research findings showing that participating in learning in adult life has some positive direct influence on well-being; analyses of cohort studies suggest that the influence is comparatively small, but nevertheless significant. There has been less study of learning’s negative consequences for well-being, and the paper draws on history data to illustrate some of these less desirable influences. It concludes by identifying areas for further research, and outlining a number of implications for policy and practice. These are particularly important in the current context, where environmental movements appear to be challenging the primacy of economic growth as the overarching goal of policy

Discourses of integration and exclusion: Equal opportunities for university students with dependent children?

Despite the growth and diversification of the student population, many British universities are still organised to cater for young students without caring responsibilities. Drawing on feminist frameworks of gender equality, this paper explores the ways in which governmental discourse of equal opportunities is articulated, sustained and resisted by staff and studying parents in a 1960s university. While many respondents attempt to comply with the prevailing learner norms entrenched in government policy, some also articulate an alternative discourse justifying the 'special treatment' of non-traditional students. However, this paper extends a third narrative that attempts to re-imagine university as an inclusive space

Measurement of overall quality of life in nursing homes through self-report: the role of cognitive impairment

Measuring quality of life is a necessity for adequate interventions. This paper concerns the usefulness of six self-report measures for overall quality of life for nursing home residents with various levels of cognitive impairment. It was investigated which proportion of residents from four cognition groups could complete a scale, and internal consistency and construct validity of the scales were studied. Data collection took place in ten Dutch nursing homes (N = 227). The proportion of residents that could complete each scale varied. The Depression List could be administered most often to the cognitively most impaired group (43%; Mini Mental State Examination-scores 0–4). In the three cognition groups with MMSE-score >5, internal consistency of the Depression List, Geriatric Depression Scale and Negative Affect Scale was adequate in all three groups (alpha ≥.68). Intercorrelation was highest for the Philadelphia Geriatric Center Morale Scale, the Depression List, and the Geriatric Depression Scale (rho ≥.65). Nonetheless, self-report scales were not strongly correlated with two observational scales for depression, especially in cognitively severely impaired residents (rho ≤.30). In conclusion, it may not be possible to measure overall quality of life through self-report, and possibly also through observation, in many nursing home residents