A projected deficit in the perioperative workforce of 32,000 perioperative nurses retiring by 2024, creates an inability to meet the nursing needs of the United States population. The need for experienced perioperative nurses has been increasing while the availability of nurses with perioperative education has been decreasing. The purpose of this phenomenological study was to explore the lived experience of post-licensure nurses who participated in a perioperative clinical rotation within their baccalaureate nursing program and did that experiential experience affect the recruitment and employment for perioperative nursing to halt the impending shortage. The integrations of Kolb’s experiential learning theory and Bandura’s theory of self-efficacy model was the framework that supported the study. Thirteen interviews were conducted using van Manen’s (1990) method for researching the lived experience. The two themes emerging from the data were value and attitude. Subthemes under value are gaining knowledge and skill set and a different type of nursing. Subthemes under attitude are (a) communication with the medical team and advocacy for families and patients. The experiential perioperative clinical rotation affected the study participants’ interest for working in the operating room (OR). Most had a highlighted interest in the specialty, and those participants’ not choosing the OR as their choice of employment expressed that the experience positively affected the type of nurse they are today. Experiential learning can build the fundamental knowledge necessary to understand the novice perioperative nurse’s role as a career choice.

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Objective. To assess the impact of this international interprofessional learning experience on perceptions of pharmacist-physician relationships and interprofessional teams. Methods. Medical and pharmacy students completed a one-week interprofessional medical mission experience in the Dominican Republic. Anonymous surveys were administered to 17 students before and after completion to measure perceptions of pharmacist-physician relationships and interprofessional teams. Responses were matched and changes in perceptions were analyzed using the Wilcoxon Signed Rank test. The SPICE-R2 instrument was administered after the experience to measure attitudes toward interprofessional teams. Results. Of the 17 participants, 100% responded to all surveys. Significant improvements were seen in the perception of pharmacists as an integral part of medical mission trips (P=0.035) and confidence in the ability to communicate with other healthcare disciplines (P=0.033). All students stated they would recommend this experience, and agreed that interprofessional experiences enhance their team work skills and should be incorporated into their education. Student comments supported that this was a meaningful and effective interprofessional experience. The results of the SPICE-R2 demonstrated positive attitudes about interprofessional teams, with all questions having a median score of “agree” or “strongly agree.” Conclusions. An international interprofessional experience improved the perception of pharmacist-physician relationships. The experience provided understanding of the other healthcare discipline, an appreciation for the importance of interprofessional teamwork, increased student confidence in communicating with the other discipline, and cultivated interest in future interprofessional collaboration.

No description available.

No description available.

Presently, there is a national focus on the industry-benefitting skills developed through undergraduate education. The purpose of this study is to examine the effectiveness of an experiential learning course on building three ability-based transferable skills: communication, emotional intelligence, and professional qualities. These skills have been determined to be important components to the skill set of graduates intending to enter any career, including one within the hospitality industry. Results from an examination of three related instruments led to conclusions that an experiential learning course positively impacts self-perceived skill development among the three aforementioned skills as well as perception of overall performance. In addition, it was determined that experiential learning courses benefitted interns irrespective of self-reported learning style preference and that such courses may aid in narrowing the perceived gap between intern and employer perceptions of intern skill levels and thereby prepare graduates with increasing success for societal productivity

Bakgrund: Kompetensutveckling som fenomen har i dagens samhälle blivit väldigt populärt inom samtliga sektorer. Härtill finns lagar som reglerar hur verksamheter inom vård- och omsorg ska bedrivas och där ansvaret för att tillgodose rätt kompetens hos personalen faller på vårdgivaren. Det skapas specifika avtal för sjuksköterskor i syfte att motivera och säkerställa att dessa innehar rätt specialistkompetens, medan undersköterskor som arbetsgrupp inte erbjuds samma möjligheter. Det finns fåtal studier som undersöker hur kompetensutveckling i dagens läge upplevs av personal inom slutenvården och således även vad effekten blir, både på en individuell och organisatorisk nivå. Ändå vill Region Västernorrland satsa nästan 20 miljoner kronor på kompetensförsörjning. Detta gav upphov till frågan om upplevelsen av kompetensutveckling och fenomenets effekt.Syftet: syftet med studien är att bidra med kunskap om hur personal inom den psykiatriska slutenvården upplever kompetensutveckling i form av formell samt icke-formell utbildning.Metod: studien har genomförts utifrån kvalitativa metoder i form av en fallstudie med fenomenologisk ansats. Datainsamlingen har skett via sex semistrukturerade intervjuer med fyra sjuksköterskor samt två skötare från en psykiatrisk slutenvårdsavdelning.Resultat: I resultatet framkommer det en tudelad upplevelse av tidigare kompetensutveckling där flertalet faktorer påverkar upplevelsen. Resultatet mynnade ut i sex olika teman; uppfattning om begreppen kompetens och kompetensutveckling, möjligheter till kompetensutveckling, påverkande faktorer, kompetens i alla stituationer, praktik framför teori samt implementering.Slutsats: Upplevelsen av kompetensutveckling var både positiv och negativ. Det finns även tecken på att en del av den kunskap som ges via utbildningarna stannar på en individuell nivå istället för att nå ut till organisationen och därmed nå optimal effekt. / Background: Continuous professional development as a phenomenon has become very popular in today's society within both the private and public sector. Laws regulate how organizations are supposed to be managed whereas the responsibility to ensure the right competency exists within staff is laid upon the caregiver. There are specific contracts created for nurses in order to motivate and ensure that they obtain adequate specialist competence, while assistant nurses are not given the same opportunity. Few studies describe the experience of continuous professional development by staff working within psychiatric inpatient care, thus there are few descriptions of the actual effect on both individual and organizational levels. Yet the region Västernorrland wants to invest almost 20 millions on strategic competence supply. This brought up the question towards the relation between the experience of continuous professional development as a phenomenon and the experience of its effect by staff within psychiatric inpatient care.Purpose: The purpose of this study is to contribute with knowledge of how staff within psychiatric inpatient care experience continuous professional development in terms of formal and non-formal education. Method: a qualitative case study has been used with a phenomenological onset. Six semi structured interviews have been done with four nurses and two assistant nurses from a psychiatric inpatient ward.

The Vermont Youth Conservation Corps (VYCC) is an organization that utilizes outdoor, project-based learning and critical service learning techniques to support young people in completing large-scale conservation and farming projects statewide. This study aimed to examine the perceived mental health effects of participating in the VYCC, the strategies in the organization that may have led to those changes, and feasible ways for educators to bring those methods into the post-pandemic classroom. Now is an important time to study youth organizations that may have already been having a positive effect on youth mental health, especially because of the negative effect of the Covid-19 pandemic on young people’s mental health. A phenomenological qualitative research study was used to examine the perceived mental health effects of the VYCC, the aspects of the organization that led to those changes, and the feasibility of bringing these strategies into the classroom setting. This researcher interviewed five first-time participants in the VYCC throughout their summer experiences, focusing on their perceived mental health and whether they reported changes throughout the summer, as well as the programming that could have led to those changes. This researcher interviewed five recent alumni of the VYCC who currently or recently worked with young people about the lessons or strategies that they took from their VYCC experience into their current or recent work with young people. The study revealed the following results in terms of the VYCC’s perceived effects on mental health, what may have led to those changes, and feasible strategies for the post-pandemic classroom: ● Most VYCC participants in this study reported an increase in confidence and self-efficacy, particularly because of the project-based nature of the work. ● Participants reported decreases in perceived anxiety from the project-based, outdoor nature of the work and the supportive relationships with crew members. ● The nature of the work in the VYCC, in terms of its impact on local communities and tangible results led to increased feelings of joy, pride, satisfaction, and accomplishment. ● Working with people of varying abilities led to both increased stress and feelings of connectedness and empathy for others. ● Negative feedback, breakdowns in communication, and pressure to lead those with varying needs and accomplish projects without feeling properly supported led to feelings of frustration, stress, burnout, and increased anxiety. ● Participants in this study examined their own strengths, personalities, and self-image as a result of the reflective nature of the program. The following results relate to the feasibility of bringing strategies or lessons from the VYCC into the classroom: ● The VYCC inspired participants to teach their own students that the process of learning was just as important as the end product, and that mistakes were opportunities for growth in the learning process. ● The VYCC instilled a strengths-based perspective in alumni participants, and they found that maintaining that perspective in the classroom was beneficial to their students. ● The VYCC crew experience helped participants to view others as holistic beings, and inspired them to get to know their students on a personal level in order to make connections and to build a culture of belonging in their classrooms. ● Alumni participants learned that not every style of communication works well with every student; it is important to try various communication styles with students who learn differently. ● The alumni reported that it was important for teachers to instill in their students a sense of joy of discovery and praise curiosity, encouraging them to celebrate when they learn something new or see something in a different way. ● Alumni participants found that the VYCC experience helped them to learn they should prioritize guiding students in discovering their passions and exploring unique pathways to achieving their own definitions of success. The findings in this study were consistent with the literature on project-based learning, outdoor education, and critical service learning’s positive effects on intrinsic motivation, student engagement, and deeper learning (Einfeld et al., 2008; Grant, 2002; James & Williams, 2017; Kokatsaki et al., 2016; Krsmanovic, 2021; Mackenzie et al., 2017; Myers-Lipton, 1998; Smith & Walsh, 2019). The findings in this study added to the limited literature on the Youth Conservation Corps experience, shining light on its perceived effects on the participants in this study’s mental health (Creed et al., 1996; Dickerson, 1977; Driver & Johnson, 1984; Hamilton & Stewart, 1978; Sayegh et al., 2019). The study indicated the positive effects that project-based learning (PBL) can have on perceived anxiety and self-efficacy of participants in this study, which adds to the research on the mental health effects of PBL (Erdem, 2012; Miguel & Carney, 2022; Samsudin et al., 2020; Shin, 2018). This research also uncovered multiple strategies and lessons from the VYCC model that have already been successfully used in the classroom setting.

Bakgrund: Kompetensutveckling som fenomen har i dagens samhälle blivit väldigt populärt inom samtliga sektorer. Härtill finns lagar som reglerar hur verksamheter inom vård- och omsorg ska bedrivas och där ansvaret för att tillgodose rätt kompetens hos personalen faller på vårdgivaren. Det skapas specifika avtal för sjuksköterskor i syfte att motivera och säkerställa att dessa innehar rätt specialistkompetens, medan undersköterskor som arbetsgrupp inte erbjuds samma möjligheter. Det finns fåtal studier som undersöker hur kompetensutveckling i dagens läge upplevs av personal inom slutenvården och således även vad effekten blir, både på en individuell och organisatorisk nivå. Ändå vill Region Västernorrland satsa nästan 20 miljoner kronor på kompetensförsörjning. Detta gav upphov till frågan om upplevelsen av kompetens- utveckling och fenomenets effekt. Syftet: syftet med studien är att bidra med kunskap om hur personal inom den psykiatriska slutenvården upplever kompetensutveckling i form av formell samt icke-formell utbildning. Metod: studien har genomförts utifrån kvalitativa metoder i form av en fallstudie med fenomenologisk ansats. Datainsamlingen har skett via sex semistrukturerade intervjuer med fyra sjuksköterskor samt två skötare från en psykiatrisk slutenvårdsavdelning. Resultat: I resultatet framkommer det en tudelad upplevelse av tidigare kompetensutveckling därflertalet faktorer påverkar upplevelsen. Resultatet mynnade ut i sex olika teman; uppfattning om begreppen kompetens och kompetensutveckling, möjligheter till kompetensutveckling, påverkande faktorer, kompetens i alla stituationer, praktik framför teori samt implementering. Slutsats: Upplevelsen av kompetensutveckling var både positiv och negativ. Det finns även tecken på att en del av den kunskap som ges via utbildningarna stannar på en individuell nivå istället för att nåut till organisationen och därmed nå optimal effekt. / <p>PE207G. Examinationsdatum: 2023-06-08.</p>

Inclusion presents a task to school education: creating truly inclusive learning setting, the perseverance of segregated educational practices, and the contrary opinions of teachers and parents about the appropriateness of those educational settings. Outdoor education offers an alternative setting for learning. Experiential learning is the focus here. Studies show that outdoor learning can have a positive impact on learning. In addition, individual studies also illustrate positive effects on individual support needs. In contrast, this study explores teachers' experiences in inclusive outdoor education and does not focus on a single support need. Perceived benefits and challenges are analyzed and interpreted to form foundations for theory and practice for future inclusive outdoor education. Semi-structured interviews were conducted and analyzed using qualitative content analysis. 8 interviews with 9 teachers from Denmark, Sweden and Ireland were conducted. A common understanding of the concepts of inclusion and outdoor education and therefore inclusive outdoor education has been found. Even though it is only a small sample of 9 teachers, it can be stated that the benefits mentioned outweigh the challenges: More and varied benefits are mentioned. Benefits could be found in the following areas: well-being, inclusion, learning and calming. Challenges were found in the areas of external circumstances, pedagogical challenges and challenges within the student. The findings of the study are partly in line with previous studies, but also complement them by the specialfocus on general inclusion.