A Book Review of The Humanbecoming Paradigm: An Everchanging Horizon by Rosemarie Rizzo Parse (2021). Discovery International Publications

Reviewing The Humanbecoming Paradigm: An Everchanging Horizon was a living quality experience and reminded this reviewer of the power of Parse’s passion and devotion in developing the humanbecoming paradigm for nursing. The presentation of humanbecoming is compelling and exquisitely detailed. It is highly recommended that this book be required for graduate students and faculty for a deep intense understanding of humanbecoming. There are dense chapters in relation to history, principles, and concepts; sciencing; living the art of humanbecoming; family and community models; leading-following model; mentoring model; teaching-learning model; and a chapter on developing a program for PhD education, complete with suggested courses, philosophy, and methodologies.

PhD courses and the intersectoral experience: a comprehensive survey

It has been found that most PhD graduates (>85%) do not achieve a long-term academic career and thus there is a growing need to re-imagine PhD education that incentivizes doctoral students to engage with research consumers, not only within their discipline, but also, across other disciplines and sectors to have real social impact for an improved society. The aim of this work is to identify intersectoral/interdisciplinary courses that are considered to broaden student career outside and inside academia. For this purpose, a survey was designed to identify modules which lead to the improvement of students' skills while an analysis of their attributes was also performed. Two target groups have been considered: (a) young researchers and (b) program directors each of which can provide different information regarding the courses of interest. 52 students and 11 directors from 5 European Universities, participated in the study. An absence of such courses in the standard PhD program was observed, while any intersectoral/interdisciplinary activities were conducted outside the PhD program, and organized by collaboration of academia and other organizations. The survey findings reveal the need to restructure the PhD programs.

Pharmacists’ Knowledge, Attitude and Practice Regarding the Dispensing of Antibiotics without Prescription in Tanzania: An Explorative Cross-Sectional Study

Inappropriate use of antibiotics has been reported to contribute to the emergence and increase of antimicrobial resistance (AMR) in the world. The pharmacist has the responsibility to supervise the dispensing of antibiotics with prescriptions to ensure rational use. An online semi-structured questionnaire was shared with approximately 1100 licensed pharmacists in Tanzania. Study data were collected and managed using REDCap electronic data capture tools before use for analysis. Of the 226 (20.5%) received responses, 197 had given consent and provided complete surveys. Notably, 153 (77.7%) of the 197 pharmacists had excellent knowledge about the legal requirements for dispensing antibiotics and the AMR challenge. Of the 197 surveyed pharmacists, 143 (72.6%) admitted to dispensing antibiotics without a prescription in their daily practice. Notably, 84.1% (37/44) of pharmacists with masters or PhD education were more likely to dispense without a prescription compared to 69.3% (106/153) among bachelor holders (p-value = 0.04). The reasons for administering antibiotics without a prescription included the pharmacy business looking for more profit, patient failure to obtain a prescription and the lack of stringent inspection of pharmacies by the regulatory authorities. Penicillins, macrolides and fluoroquinolones were the classes of antibiotics most commonly dispensed without a prescription. Stringent inspections by the regulatory authorities should detect and reduce dispensing antibiotics without a prescription. The community should be educated on the importance of medication prescription from a qualified medical practitioner.

A hub of high quality PhD education across Switzerland: SSPH+ Inter-university Graduate Campus

Background Due to the lack of critical masses, no Swiss university offers a full PhD education in public health sciences. Separate programs are inefficient and limit students' access to multi-disciplinary exchange. To address these problems, the Swiss School of Public Health (SSPH+) launched the Inter-university Graduate Campus (IGC) as a hub of high quality inter-disciplinary training offered across Switzerland. The SSPH+ Foundation, initiated by six universities (2005), meanwhile assembles 12 Swiss universities to represent the virtual inter-university multi-disciplinary faculty of > 250 public health science professors and their research teams. Objectives The IGC provides PhD students state-of-the art training and access to inter-disciplinary research, teaching and networking with SSPH+ scientists throughout the country. The IGC Academic Board with representatives of 12 universities defines study recommendations and the course program. IGC meetings strengthen the inter-university exchange among students and supervisors. The SSPH+ IGC Internship Program widens career tracks in non-academic institutions. Results Currently 298 PhD students (190 women, 108 men) enrolled in 7 partner universities and from 74 countries are part of the IGC. IGC includes courses in methods, public health science topics, and soft skills, taught by international experts. The Academic Board and student representatives are working on study recommendations, and a challenging state-of-the-art course program. The IGC coordinator leads the quality assurance which includes standardized evaluation procedures of all courses. Conclusions The IGC is a remarkable nationwide collaboration across language regions, universities, and disciplinary borders in a country where single universities lack resources for multi-disciplinary PhD-trainings in public health sciences. Swiss as well as international PhD students enrolled in the IGC and their supervisors benefit from this unique training innovation. Key messages The SSPH+ Inter-university Graduate Campus, as a Swiss hub of high quality teaching in public health sciences for PhD students, is an innovative and contemporary approach for small countries. Students benefit from an excellent inter-university and inter-disciplinary public health education, an international network and an easy access to innovative, comprehensive, up-to-date teaching.

Comparative Study of Nursing PhD. Education Program in Iran and Colombia School of Nursing

Introduction: In order to enhance and guarantee the quality of Nursing PhD. programs, this study aimed to compare the Nursing PhD. curriculum in Iran and Columbia University of Nursing and make suggestions for improving its quality. Methods: This descriptive-comparative study was performed in 2019. The four-stage Beredy model of description (explaining both educational system), interpretation (explaining historical, financial and social basics of systems), neighborhood and comparison (based on their sharing and differentiations) was used to compare the Iranian nursing education program with Colombia School of Nursing. Data were collected by Persian and English searching. Then, the data were compared according to the aim of the research. Result: Colombia School of Nursing has a long history of Nursing PhD Education. curriculum for Nursing PhD course in Iran has common points in course structure and characteristics with curriculum in Colombia school of nursing. Both programs were fully times. Both universities programs base on strategic programing has mission, perspective and values. Nursing PhD.. Education program interview and last history of research has important to submitting of student. Both curriculums based on researches and loser attention on clinical education. Conclusion: In Iran with attention of society condition, field needs and under graduated demands change and review of program is necessary. More emphasize on research and don’t attention on clinical education is on of weak points in Iran Nursing PhD. Education. Therefore with attention in advanced country experiments and Iranian society needs struggling to improving week points and strengthening of strong point advised.

Communication Sciences and Disorders PhD Graduates' Perceptions of Their PhD Program

Purpose The shortage of doctor of philosophy (PhD)–level applicants to fill academic and research positions in communication sciences and disorders (CSD) programs calls for a detailed examination of current CSD PhD educational practices and the generation of creative solutions. The intended purposes of the article are to encourage CSD faculty to examine their own PhD program practices and consider the perspectives of recent CSD PhD graduates in determining the need for possible modifications. Method The article describes the results of a survey of 240 CSD PhD graduates and their perceptions of the challenges and facilitators to completing a PhD degree; the quality of their preparation in research, teaching, and job readiness; and ways to improve PhD education. Results Two primary themes emerged from the data highlighting the need for “matchmaking.” The first time point of needed matchmaking is prior to entry among students, mentors, and expectations as well as between aspects of the program that can lead to students' success and graduation. The second important matchmaking need is between the actual PhD preparation and the realities of the graduates' career expectations, and those placed on graduates by their employers. Conclusions Within both themes, graduate's perspectives and suggestions to help guide future doctoral preparation are highlighted. The graduates' recommendations could be used by CSD PhD program faculty to enhance the quality of their program and the likelihood of student success and completion. Supplemental Material https://doi.org/10.23641/asha.11991480