The effects of a structured mindfulness program on the development of empathy in healthcare students

Abstract. Background: Suicide is a leading cause of death among Spanish-speaking individuals. Suicide stigma can be a risk factor for suicide. A widely used measure is the Stigma of Suicide Scale-Short Form (SOSS-SF; Batterham, Calear, & Christensen, 2013 ). Although the SOSS-SF has established psychometric properties and factor structure in other languages and cultural contexts, no evidence is available from Spanish-speaking populations. Aim: This study aims to validate a Spanish translation of the SOSS-SF among a sample of Spanish-speaking healthcare students ( N = 277). Method: We implemented a cross-sectional design with quantitative techniques. Results: Following a structural equation modeling approach, a confirmatory factor analysis (CFA) supported the three-factor model proposed by Batterham and colleagues (2013) . Limitations: The study was limited by the small sample size and recruitment by availability. Conclusion: Findings suggest that the Spanish version of the SOSS-SF is a valid and reliable tool with which to examine suicide stigma among Spanish-speaking populations.

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Vaccination and immunization status among healthcare students: results from the SAVES survey

European Journal of Public Health ◽

10.1093/eurpub/ckaa166.1422 ◽

2020 ◽

Vol 30 (Supplement_5) ◽

Author(s):

S Rivolta ◽

M Letzgus ◽

F De Nard ◽

M Gaiazzi ◽

N Principi ◽

...

Keyword(s):

High Risk ◽

Sex Education ◽

Vaccination Coverage ◽

Medical Residents ◽

Natural Immunity ◽

Healthcare Facilities ◽

Healthcare Students ◽

Immunization Status ◽

Healthcare Professions ◽

The University

Abstract Background Adequate vaccination coverage among healthcare workers, including students in healthcare professions (SHPs), is crucial in order to prevent spreading of infections within healthcare facilities. However, vaccination coverage among SHPs is often inadequate. We aimed to describe the vaccination/immunization status of SHPs of the University of Milan. Methods We spread an e-survey to the academic e-mail addresses of postgraduate medical residents and to first- and last-year undergraduate SHPs. The questionnaire covered sociodemographic data (age, sex, education, municipality of residence, internship in high-risk wards) and the reported vaccination/immunization status for Influenza (previous flu season), Varicella, MPR and DTaP vaccines. Results Among 5743 invited SHPs, 884 participated in the survey. The study sample comprised 462 medical residents and 422 undergraduate SHPs (medicine 176, nursery 186, midwifery 4, healthcare assistance 32, prevention techniques 24). Median age was 27 years (IQR 7); 68.4% participants were female; 91.3% had attended high school in a lyceum, while others in a professional (2.9%) or technical (5.8%) institute; 36.7% lived in municipalities of < 20.000 inhabitants, while 26.1% of > 250.000. Traineeships took place in high-risk wards for 46% of participants. Reported vaccination coverage for Influenza was 33,7% (with higher coverage for pediatric nursing and midwifery students, medicine students and medical residents). Participants reported immunity (either vaccine or natural immunity) to Varicella in 93,3% cases. Declared vaccination coverage for Hepatitis B was 94,1%; 91,7% participants reportedly completed the MPR schedule, 76,2% the recommended DTaP booster. Conclusions Influenza vaccination coverage was suboptimal in our sample of SHPs, suggesting the need of specific educational programs and targeted vaccination campaigns, which may help shaping a positive vaccination attitude for future healthcare professionals. Key messages Immunization status for VPDs is suboptimal among Italian students in healthcare professions. The monitoring of the immunization status should include healthcare students actively involved in healthcare activities.

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156 Key objectives of a novel leadership programme for healthcare students and young professionals

10.1136/leader-2020-fmlm.156 ◽

2020 ◽

Author(s):

Aleksander Dawidziuk ◽

See Chai Carol Chan ◽

George Miller ◽

Nadine Abbas ◽

Rebecca Lissmann ◽

...

Keyword(s):

Young Professionals ◽

Healthcare Students

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368: UTILIZING A SURGICAL INTENSIVE CARE SETTING FOR INTERPROFESSIONAL EDUCATION OF HEALTHCARE STUDENTS

Critical Care Medicine ◽

10.1097/01.ccm.0000528387.42896.33 ◽

2018 ◽

Vol 46 (1) ◽

pp. 167-167

Author(s):

Danielle Aronowitz ◽

Candace Smith ◽

James Maurer ◽

Jeffrey Nicastro ◽

Vihas Patel ◽

...

Keyword(s):

Intensive Care ◽

Interprofessional Education ◽

Care Setting ◽

Intensive Care Setting ◽

Surgical Intensive Care ◽

Healthcare Students

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“Wow, woo, win”: Interprofessional simulation in three-dimensional virtual world for healthcare students

Nurse Education Today ◽

10.1016/j.nedt.2021.105018 ◽

2021 ◽

pp. 105018

Author(s):

Sok Ying Liaw ◽

Tingwei Choo ◽

Ling Ting Wu ◽

Wee Shiong Lim ◽

Hyekyung Choo ◽

...

Keyword(s):

Virtual World ◽

Three Dimensional ◽

Healthcare Students

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How do they learn: types and characteristics of medical and healthcare student engagement in a simulation-based learning environment

BMC Medical Education ◽

10.1186/s12909-021-02858-7 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Yashuang Wang ◽

Yan Ji

Keyword(s):

Student Engagement ◽

Learning Environment ◽

Thematic Analysis ◽

Emotional Experience ◽

Deep Understanding ◽

Structured Interviews ◽

Healthcare Students ◽

Interactive Engagement ◽

Simulation Based ◽

Medical And Healthcare

Abstract Background Student engagement can predict successful learning outcomes and academic development. The expansion of simulation-based medical and healthcare education creates challenges for educators, as they must help students engage in a simulation-based learning environment. This research provides a reference for facilitators of simulation teaching and student learning in medical and health-related majors by providing a deep understanding of student engagement in a simulation-based learning environment. Methods We conducted semi-structured interviews with ten medical and healthcare students to explore their learning types and characteristics in a simulation-based learning environment. Thematic analysis was used to analyse the data. Results The interviews were thematically analysed to identify three types of student engagement in the simulation-based learning environment: reflective engagement, performance engagement, and interactive engagement. The analysis also identified eight sub-themes: active, persistent, and focused thinking engagement; self-directed-learning thinking engagement with the purpose of problem solving; active “voice” in class; strong emotional experience and disclosure; demonstration of professional leadership; interaction with realistic learning situations; support from teammates; and collegial facilitator-student interaction. Conclusions The student interview and thematic analysis methods can be used to study the richness of student engagement in simulation-based learning environments. This study finds that student engagement in a simulation-based learning environment is different from that in a traditional environment, as it places greater emphasis on performance engagement, which combines both thinking and physical engagement, as well as on interactive engagement as generated through interpersonal interactions. Therefore, we suggest expanding the learning space centring around “inquiry”, as it can help strengthen reflective communication and dialogue. It also facilitates imagination, stimulates empathy, and builds an interprofessional learning community. In this way, medical and healthcare students can learn through the two-way transmission of information and cultivate and reshape interpersonal relationships to improve engagement in a simulation-based learning environment.

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Communication And Respect for people with Dementia: Student learning – A novel practical experience of undergraduate students interacting with people with dementia in care homes (innovative practice)

Dementia ◽

10.1177/1471301216634531 ◽

2016 ◽

Vol 16 (2) ◽

pp. 243-248 ◽

Cited By ~ 2

Author(s):

Julia Helen Wood ◽

Ledia Alushi ◽

John A Hammond

Keyword(s):

Student Learning ◽

Undergraduate Students ◽

Practical Experience ◽

Educational Programme ◽

Care Homes ◽

Healthcare Students ◽

Innovative Practice ◽

People With Dementia

We designed an educational programme for multiple disciplines to improve healthcare students’ preparedness to work with people with dementia. It consisted of class-based sessions followed by a volunteer experience interacting with persons with dementia in care homes. This paper discusses the value and impact of this innovative experience.

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