Introduction: The practice of neonatal resuscitation involves superior technical skills, an ability to lead an interdisciplinary team as well as make clinical decisions based on complex dynamic transitional physiology within a narrow timeline. These skills are a mandatory component of pediatric residency training and have been assessed using standardized assessment tools such as certifying board exams, procedure checklists, and in training exams. Recent literature has raised concerns about trainees’ competency in the technical skills for neonatal resuscitation. This project sought to explore trainees’ perceptions of competency for neonatal resuscitation, as well as potential barriers that challenge this process. Methods: This project employed an interpretive design qualitative methodology, using an a priori educational theory incorporating the principles of social cognitive theory, deliberate practice, distributive practice, and ‘choke phenomenon’. Semi structured focus groups of residents and pediatricians were used for data collection. Interpretive analysis in the style of Crabtree and Miller was employed. Validity criteria as described by Lincoln and Guba were applied. Institutional ethics board approval was obtained. Results: The participants identified four attributes for competency in neonatal resuscitation required to ensure successful transition towards readiness for independent practice: (a) medical expertise, (b) leadership, (c) transferability, and (d) self-efficacy. The enablers and barriers towards acquisition of these four aspects during residency training and transition to practice were identified and explored. Conclusions: Through the self-reported experiences of trainees and practitioners and informed by educational theory, this study describes a “across rocky seas” graduated conceptual model of a sailing ship for competency acquisition in neonatal resuscitation. An understanding and application of this model may thus inform the development of new competency-based curricula. / Thesis / Master of Science (MSc) / The practice of neonatal resuscitation is challenging because practitioners are dealing with an infant who is critically ill, requiring multiple interventions within a very short duration of time. Despite residency training, literature reports challenges with acquiring and maintaining resuscitation skills. Using qualitative methods, specifically interpretive design, this project sought to explore trainees’ perceptions of competency for neonatal resuscitation, as well as potential barriers to this process. The principles of repeated exposure over different times in training, performance under pressure and the confidence in one’s abilities required to achieve a specific goal were used to inform data collection and analysis. The participants identified four attributes for competency in neonatal resuscitation required to ensure successful transition towards readiness for independent practice: (a) medical expertise, (b) leadership, (c) transferability, and (d) self-efficacy. Informed by educational theory, these constructs were then used to describe a conceptual model for competency acquisition in neonatal resuscitation

The present study is an empirical phenomenological investigation of the influence of peer group Focusing practice (Gendlin, 1981) on doctoral psychology students' senses of their developing clinical expertise. Focusing, a therapeutic bodily awareness and symbolization practice, was proposed as a method that would support the development of student self-reflection, self-assessment, and self-care. The present study investigates the experiences of three female doctoral students who participated in a peer-initiated and peer-run Focusing group for five semesters. The methodological procedures for a reflective empirical phenomenological study as articulated by Giorgi and Giorgi (2003), Robbins (2006), and Wertz (1984) were followed. Procedures adapted from Walsh (1995) to ensure phenomenological researcher reflexivity and to explicate the researcher's approach to the phenomenon were also used. All participants provided data via audiotaped individual interviews, read provisional interpretations and provided written and verbal feedback to the researcher. The interpretive analyses of these texts indicated that all participants found their participation in the peer Focusing group to enhance some aspects of their clinical expertise. The findings support the idea that peer group Focusing is a helpful method for directly training psychology graduate students in self-reflection, self-assessment, and self-care. Relationships between these findings and research on the use of mindfulness meditation in graduate psychology training are discussed. Implications for curriculum development, including a discussion of the relationship between the findings and the training concepts of personal professional development and professional development are explored. / McAnulty College and Graduate School of Liberal Arts / Clinical Psychology / PhD / Dissertation

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The 2019-2020 Academic Affairs Committee was charged with identifying promising practices in academic-practice partnerships and professional pharmacy organization initiatives that are accelerating the transformation of a workforce prepared to assume responsibility for society’s medication use needs in 2030 and determining the role AACP can plan in supporting these partnerships and initiatives. The committee identified a set of ideal principles, characteristics, and design elements of a high-quality, large-scale workforce development program. The committee also categorized current mechanisms for professional workforce development, in addition to identifying their strengths and weaknesses, with the realization that novel approaches are needed to accomplish the goal of large-scale workforce trans-formation. This report also highlights two existing initiatives aligned with accelerating the transformation of the workforce (ie, the Community Pharmacy Enhanced Services Network (CPESN) ACT (Academia-CPESN Transformation) Pharmacy Collaborative and the American Pharmacists Association ADVANCE platform) and is proposing a policy statement affirming AACP’s support. Further-more, the committee is proposing another policy statement supporting colleges and schools of pharmacy taking an active role in implementing innovative and novel approaches for the development of the current workforce. In order to truly understand the many factors influencing large-scale workforce transformation, the committee is also proposing a stakeholder conference with a wide range of participants and a targeted set of questions focused on current and future needs.

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Made available in DSpace on 2016-04-04T18:28:18Z (GMT). No. of bitstreams: 1 Larissa Soares Baima.pdf: 944232 bytes, checksum: a725937ad27dc3e3cf228022203be141 (MD5) Previous issue date: 2014-12-17 / The objective of this research is to conduct an evaluation of community social psychology (PSC) in Brazil fro a look on their aspect of training . Understanding that the PSC is an alternative to the hegemonic psychology in Brazil and a possible contribution to societal change. And this is one of the chains that make up the movement of critical psychology in Latin America and Brazil, offering important contributions in the critique of hegemonic psychology. The graduate training in psychology, especially the training for research and intervention in PSC, is problematized in order to identify elements that contribute to the analysis of the overall picture of community social psychology in the country. From the technique of survey research, seized up data regarding the general framework of training in psychology and training in the specific context of PSC in a selection o institutions that offer the course in psychology in the country. A qualitative analysis of type content analysis made the analysis of subjects PSC programs in order to characterize the existing training in the field. The research method was guided by dialectical and historical materialism, understanding that our object is concrete, historically situated and constructed in dialectical relationships between the particular and the universal, between the parts and the whole. The results point to some considerations: training in psychology, in Brazil, is mostly held in private educational institutions in the Southeast. Only minimally complies with the requirements of DCNs, and the presence of PSC in curricula happens within this movement. But the presence of PSC in undergraduate curricula do not correspond to a change in the trend of traditional education in psychology. The PSC in existing curricula is an isolated discipline, not affiliated with the research and practice. The study points to the need to stimulate debate about education in psychology and PSC to analyze more critically the role that grounded PSC has met the Brazilian psychology. / O objetivo desta pesquisa ? o de realizar uma avalia??o da psicologia social comunit?ria (PSC) no Brasil a partir de um olhar sobre seu aspecto da forma??o. Parte-se da compreens?o de que a PSC se apresenta como alternativa ? psicologia hegem?nica no Brasil e como possibilidade de contribui??o para a mudan?a da sociedade. E que esta ? uma das correntes que comp?em o movimento de cr?tica da psicologia na Am?rica Latina e no Brasil, oferecendo importantes contribui??es na cr?tica ? psicologia hegem?nica. A forma??o graduada em psicologia, especialmente a forma??o para a pesquisa e interven??o em PSC, ? problematizada no sentido de se levantar elementos que contribuam para a an?lise do panorama geral da psicologia social comunit?ria no pa?s. A partir da t?cnica de pesquisa de levantamento, apreenderam-se dados referentes ao quadro geral da forma??o em psicologia e ao ?mbito espec?fico da forma??o em PSC em uma sele??o de institui??es que oferecem o curso de psicologia no pa?s. Uma an?lise qualitativa do tipo an?lise de conte?do subsidiou a an?lise de programas de disciplinas de PSC com o intuito de caracterizar a forma??o existente no campo. O m?todo de pesquisa foi orientado pelo materialismo hist?rico e dial?tico, entendendo que nosso objeto ? concreto, historicamente situado e constitu?do de rela??es dial?ticas entre o particular e o universal, entre as partes e o todo. Os resultados apontaram para algumas considera??es: a forma??o em psicologia, no Brasil, ? majoritariamente realizada em institui??es privadas de ensino, no sudeste do pa?s. Obedece apenas minimamente ?s exig?ncias das DCNs, e a presen?a da PSC nos curr?culos acontece dentro desse movimento. Mas, a presen?a da PSC nos curr?culos de gradua??o n?o corresponde a uma mudan?a na tend?ncia tradicional de forma??o em psicologia. A PSC existente nos curr?culos ? uma disciplina isolada, sem v?nculo com a pesquisa e a pr?tica. O estudo aponta para a necessidade de se estimular o debate acerca da forma??o em psicologia e em PSC para a an?lise mais criticamente fundamentada do papel que a PSC tem cumprido na psicologia brasileira.

ABSTRACT: Purpose: To describe a research-based global curriculum in speech-language pathology and audiology that is part of a funded cross-linguistic consortium among 2 U.S. and 2 Brazilian universities. Method: The need for a global curriculum in speechlanguage pathology and audiology is outlined, and different funding sources are identified to support development of a global curriculum. The U.S. Department of Education’s Fund for the Improvement of Post-Secondary Education (FIPSE), in conjunction with the Brazilian Ministry of Education (Fundacao Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior; CAPES), funded the establishment of a shared research curriculum project, “Consortium for Promoting Cross-Linguistic Understanding of Communication Disabilities in Children” for East Tennessee State University and the University of Northern Iowa and 2 Brazilian universities (Universidade Federal de Santa Maria and Universidade de São Paulo-Baurú). Results: The goals and objectives of the research-based global curriculum are summarized, and a description of an Internet-based course, “Different Languages, One World,” is provided Conclusion: Partnerships such as the FIPSE–CAPES consortium provide a foundation for training future generations of globally and research-prepared practitioners in speechlanguage pathology and audiology.

The phenomenon under investigation in this study was the experience of having an Asian identity while in a U.S. counseling psychology graduate/professional-training context. Using a qualitative methodology involving 12 participants, descriptive phenomenological analysis of in-depth interview data illuminated five structures which comprise the essence of the phenomenon. These essential structures include: Need to negotiate or cope with cultural value conflicts, Feeling subtle effects of marginalization, Navigating through unique dynamics in working with ethnically-similar clients, Understanding the strengths afforded by Asian identity, and Desire for increased assistance in the integration of cultural and professional identities. These findings suggest that Asian identity within the context of U.S. counseling psychology professional-training can, at times, be a source of struggle as well as a strength/asset. Recommendations to training programs include suggestions for providing resources that increase the empowering aspects related to Asian identity and reduce any hindering effects. Recommendations to supervisors include suggestions to spend more time discussing how Asian trainees' ethnic/cultural identity may impact their work with clients.

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