Embedding opportunities for undergraduate pharmacy students to move between academic and practice environments is key to transform their perception of patient care and to facilitate learning of the skills required for the changing profession (Smith and Darracott, 2011). An approach adopted by many health care professions to prepare students for diversity with their field, is exposure to non-workplace environments in the form of role-emerging placements (REPs) (Whiteford and Wright St-Clair, 2002). The study presented is part of an ongoing action research project; this cycle focusses on exposing students to challenges surrounding care of young children. Barriers and facilitators arising from an earlier pilot of REPs in the Cardiff School of Pharmacy were considered when designing and implementing innovative placements for entry level pharmacy undergraduates in venues where mother and toddler groups were running. Students participated in a pre-placement workshop where they explored a flexible list of questions to facilitate their interactions. Placements were supervised by members of staff, who supported students throughout their experience and during a group debrief at the end of each session. Students were called to reflect further during a post-placement workshop with the rest of their colleagues. The full cohort of students submitted a copy of their overall reflections. Entries were analysed via thematic analysis to provide an overview. The sessions raised awareness of issues when providing pharmaceutical care to children and contributed to students' professional development. Challenges to their interactions were identified and suggestions for improvement were made. Results will inform structure and content of future REPs.
This one-day conference was the fourth in a series o f annual conferences organised by Verner Wheelock Associates on the subject of healthy eating, and was well attended by an audience drawn from the food industry, academic and research centres, with a smattering of health professionals. The aim was t o update delgates on some contemporary issues, and t o introduce and debate one o r t w o new ideas.Lynn Stockley, Head o f Nutrition, Health Education Authority, began the day with progress reports on 'The Balance of Good Health' -a national food guide, and 'Dine out -Eat well' available in fast food outlets and restaurants. By now, the distinctive image o f the tilted plate representing 'The Balance of Good Health' is well recognised by the majority o f people whose work is in any way related t o the promotion o f a healthy diet. A tracking survey amongst health professionals has shown an increase in awareness from 87% t o 94% ( I 00% for dietitians) between I995 and 1996, with usage increasing significantly from 55% t o 75%. Consumer research by the HEA has revealed that two thirds of people have made significant changes t o their diet at home, and would like to see healthier options on fast food and restaurant menus, as long as taste and cost were comparable t o standard choices. These results were presented t o caterers
Throughout the coronavirus pandemic, healthcare professionals have needed to rapidly adapt to changing demands. For some, this has involved adapting a ‘task-sharing’ approach which means that professionals undertake tasks that are not usually considered part of their job role, for example, Junior doctors giving medications and many were ‘redeployed’ completely to areas of greater need. In the same vein, the role of the medical student was expanded and explored and some medical students were given the opportunity to undertake paid work as healthcare support workers (HCSWs). It can be argued that the education and training of medical students are heavily focussed on a medical model of healthcare and often lacks depth insight into the caring aspects of patient care.The aim of the study was to create an interactive practical care skills simulation training aimed at medical students.We designed a practical simulation training programme based around the ‘fundamentals of care’ as defined by the nursing and midwifery council Early versions of this course were used as part of a comprehensive induction programme that included testimony from HCSWs working within the site hospital, who were able to share real-life experiences and offer peer support. This helped influence the development of this course to shape it into an innovative multi-disciplinary training. The training course was developed reactively to meet the developing need of students to prepare for redeployment by April of 2020 and since then has grown and developed into the half-day simulation training that is outlined above. It has now been incorporated into the in-hospital clinical skills curriculum for third-year medical students passing through the trust on the understanding that, this course has helped medical students to better understand the role of other professionals and will enable closer multi-disciplinary working in future. Anecdotally, it is obvious from interacting with students that there is a need to incorporate training in basic care into the medical curriculum to prepare students for task-sharing in the future as well as to better understand the caring professions and improve multi-disciplinary working. However, there is not enough post-course data to establish a true effect from this course at present. We continue to run this training course as part of the year 3 undergraduate clinical skills programme and aim to collect more survey data to evaluate and adapt it.
A brought together experts working on different aspects of infant nutrition.The aim was to compare current policy with actual practice, and to discuss some of the problem areas.
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