Experience Distributed in the Biodiversity Science-Base

Critics of biodiversity science and environmental governance point to exclusion and absence of diverse experience from science-based governance, sometimes effectively dividing domains of science and experience/values. This paper, following an alternate line of thought drawn from John Dewey’s Nature and Experience, analyses a series of scientific publications on biodiversity from 1989-2020. It argues that experience abundantly populates the biodiversity science-base, although in highly distributed forms. Dewey’s account suggests that knowledge of biodiversity derives from an unanalyzed continuum of experience. Reading the publications as traces of occurrences of encounters preceding, accompanying, and sometimes deriving from knowledge, the paper locates and characterises differentiated, sometimes impersonal gradients of experience, developing a figurative model of distributed biodiversity experience. It concludes that experiential diversity occurs widely in the science-base, but communication of and participation in this experience is frequently marginalised by the primacy of knowing.

Sickness Absence Culture: A Scoping Review

Background: Several studies show that the absence behavior of co-workers’ influence the absence rates of individual group members so that an employee is more likely to be absent when co-workers are often absent. To our knowledge, there are no systematic scoping reviews or other reviews on the concept of sickness absence culture. The objective of this review is to identify and map existing literature on sickness absence culture. We will also investigate what methods and designs are used.Methods: We will be conducting a systematic scoping review with the aim of getting a broad overview of the preexisting literature. This scoping review will consider any publication on sickness absence culture in the field of human sciences, including also reviews, original research, and opinion pieces. The review will be conducted in accordance with the Joanna Briggs Institute (JBI) methodology for scoping reviews and a populated PRISMA-P checklist (Additional file 1). Two reviewers will independently screen all abstracts for inclusion. We will search the electronic databases: MEDLINE, Embase, PsycINFO, Clarivate Web of Science, BASE and CINAHL. We will use Covidence for data screening and extraction. The final stage will include a narrative synthesis of the data.Discussion: The results of this scoping review will contribute to identifying and mapping the existing literature on sickness absence culture, which could facilitate future research on the topic. Systematic review registration: Not registered in publicly accessible registry.

Systematic Review on Aspects of Headaches

Headaches are a very common ailment in the modern world. Unfortunately, a large number of people are not diagnosed properly, and headaches are underestimated. However, it is worth analyzing this problem to be able to treat the causes of which the headache is only a symptom. The aim of the work was to present various types of headaches and their characteristic features. To this end, a systematic review of the PubMed science base has been carried out. It is possible to distinguish mainly primary and secondary headaches. Particularly noteworthy are secondary headaches, among which, for example, headaches associated with sexual activity can be observed. It can be seen that there is a lack of scientific literature discussing this type of headache. Since there is a stigma surrounding it, this topic is avoided in research and difficult to explore due to low public awareness. In turn, the treatment of headaches does not have to be limited to pharmacological methods. The review presents effective methods of non-pharmacological treatment of headaches. Headaches are a social and economic problem. It is important to educate the patient and their families in the field of headache treatment to increase patients' awareness of the types of headaches.

Revolution of Nursing Science in the Next Decade

Knowing a history of nursing science allows nurses to understand the journey of nursing theorists and scientists in developing the nursing science. Since the era of Florence Nightingale in the mid-18th century, the nursing theories and nursing research were published to the public, particularly scientific community. During late 18th and 19th century, there were many interesting questions among these debates that have not been answer yet, such as is it a nursing science or science of nursing? and is it a pure science or applied science? Even though the scientific community acknowledges that nursing is known as a science, many scholars remain to discuss the definition and category of nursing science. Along the history of nursing knowledge development, nursing scholars faced many challenges concerning the difficulty to develop the required content for nursing practices, to be an excellent discipline in the developing science base, to prepare nurse researchers, and to disseminate research results to the community and to the public (Hinshaw, 1989). Nowadays nursing science is entering into the postmodern era and it will be continued development in the next decade. Even if nurses do not recognise that nursing knowledge is currently in crisis, looking for the future of nursing science throughout the principle of Kuhn’s paradigm shift might provide valuable direction for nurse. Therefore, this paper aims to explain Kuhn’s revolutionary theory and its principle. Moreover, the influence of Kuhn’s revolution theory on the revolution of nursing science that will be present in this paper.

Education of pharmacists in Ghana: evolving curriculum, context and practice in the journey from dispensing certificate to doctor of pharmacy certificate

Background Understanding the origin and evolution of education of pharmacists is important for practice and health system reforms. In Ghana, education of pharmacists started in the 1880s with the training of dispensers in a government hospital. Over the years, the curriculum and institutional arrangements changed and currently pharmacists are trained in universities. In this study we explored how and why education of pharmacists evolved in Ghana. Methods We used a case study design to systematically describe education of pharmacists reforms. Data was collected from October 2018 and December 2019 through document review and in-depth interviews. The data was analysed based on institutional arrangements and contextual factors influencing reforms from the 1880s through 2012, when the Doctor of pharmacy programme was initiated in Ghana. Results Reforms occurred around four main periods when institutional arrangements including the certificate awarded and expected roles were modified by educators and government. These are: (1) the Certificate of dispensing with dispenser-in-training and nurse-dispenser schemes (1880s to 1942), when dispensers were trained to assist doctors in dispensing or directly diagnosing and treating specific disease conditions. (2) the Diploma and Certificate of competency with the dispenser-in-training and pupil pharmacist schemes (1943 to 1960), where in addition to existing roles, pharmacists operated village dispensers. (3) the Bachelor of pharmacy degree (1961 to 2017), when pharmacists were trained mainly as medicines experts with a strong science base on all aspects of medicines from production, distribution and use; and over time with a gradual move to patient-oriented practice. (4) the Doctor of pharmacy degree (2012 to date), where in addition to existing roles, trainees are exposed to advance professional practice experiences. Important factors influencing the reforms included, health systems demands for village dispensaries and clinically oriented pharmacists, and harmonization with regional and international training and practice. Conclusion Reasons influencing education of pharmacists reforms are context specific and are driven by historical experiences, national and international expectations as well as educators and regulators abilities to influence change. These reforms call for direct corresponding change in professional practice laws and regulation to enable pharmacists contribute fully to health care delivery in Ghana.

Education of Pharmacists in Ghana: evolving curriculum, context and practice in the journey from Dispensing Certificate to Doctor of Pharmacy Certificate.

Background: Understanding the origin and evolution of education of pharmacists is important for practice and health system reforms. In Ghana, education of pharmacists started in the 1880s with the training of dispensers in a government hospital. Over the years, the curriculum and institutional arrangements changed and currently pharmacists are trained in universities. In this study we explored how and why education of pharmacists evolved in Ghana.Methods: We used a case study design to systematically describe education of pharmacists reforms. Data was collected from October 2018 and December 2019 through document review and in-depth interviews. The data was analysed based on institutional arrangements and contextual factors influencing reforms from the 1880s through 2012, when the Doctor of pharmacy programme was initiated in Ghana.Results: Reforms occurred around four main periods when institutional arrangements including the certificate awarded and expected roles were modified by educators and government. These are: (1) the Certificate of dispensing with dispenser-in-training and nurse-dispenser schemes (1880s to 1942), when dispensers were trained to assist doctors in dispensing or directly diagnosing and treating specific disease conditions. (2) the Diploma and Certificate of competency with the dispenser-in-training and pupil pharmacist schemes (1943 to 1960), where in addition to existing roles, pharmacists operated village dispensers. (3) the Bachelor of pharmacy degree (1961 to 2017), when pharmacists were trained mainly as medicines experts with a strong science base on all aspects of medicines from production, distribution and use; and over time with a gradual move to patient-oriented practice. (4) the Doctor of pharmacy degree (2012 to date), where in addition to existing roles, trainees are exposed to advance professional practice experiences. Important factors influencing the reforms included, health systems demands for village dispensaries and clinically oriented pharmacists, and harmonization with regional and international training and practice.Conclusion: Reasons influencing education of pharmacists reforms are context specific and are driven by historical experiences, national and international expectations as well as educators and regulators abilities to influence change. These reforms call for direct corresponding change in professional practice laws and regulation to enable pharmacists contribute fully to health care delivery in Ghana.

Education of Pharmacists in Ghana: evolving curriculum, context and practice in the journey from Dispensing Certificate to Doctor of Pharmacy Certificate.

Background Understanding the origin and evolution of education of pharmacists is important for practice and health system reforms. In Ghana, education of pharmacists started in the 1880s with the training of dispensers in a government hospital. Over the years, the curriculum and institutional arrangements changed and currently pharmacists are trained in universities. In this study we explored how and why education of pharmacists evolved in Ghana. Methods We used a case study design to systematically describe education of pharmacists reforms. Data was collected from October 2018 and December 2019 through document review and in-depth interviews. The data was analysed based on institutional arrangements and contextual factors influencing reforms from the 1880s through 2012, when the Doctor of pharmacy programme was initiated in Ghana. Results Reforms occurred around four main periods when institutional arrangements including the certificate awarded and expected roles were modified by educators and government. These are: (1) the Certificate of dispensing with dispenser-in-training and nurse-dispenser schemes (1880s to 1942), when dispensers were trained to assist doctors in dispensing or directly diagnosing and treating specific disease conditions. (2) the Diploma and Certificate of competency with the dispenser-in-training and pupil pharmacist schemes (1943 to 1960), where in addition to existing roles, pharmacists operated village dispensers. (3) the Bachelor of pharmacy degree (1961 to 2017), when pharmacists were trained mainly as medicines experts with a strong science base on all aspects of medicines from production, distribution and use; and over time with a gradual move to patient-oriented practice. (4) the Doctor of pharmacy degree (2012 to date), where in addition to existing roles, trainees are exposed to advance professional practice experiences. Important factors influencing the reforms included, health systems demands for village dispensaries and clinically oriented pharmacists, and harmonization with regional and international training and practice. Conclusion Reasons influencing education of pharmacists reforms are context specific and are driven by historical experiences, national and international expectations as well as educators and regulators abilities to influence change. These reforms call for direct corresponding change in professional practice laws and regulation to enable pharmacists contribute fully to health care delivery in Ghana.

Education of Pharmacists in Ghana: Evolving Curriculum, Context and Practice in the Journey from Dispensing Certificate to Doctor of Pharmacy Certificate.

Background: Understanding the origin and evolution of education of pharmacists is important for practice and health system reforms. In Ghana, education of pharmacists started in the 1880s with the training of dispensers in a government hospital. Over the years, the curriculum and institutional arrangements changed and currently pharmacists are trained in universities. In this study we explored how and why education of pharmacists evolved in Ghana. Methods: We used a case study design to systematically describe education of pharmacists reforms. Data was collected from October 2018 and December 2019 through document review and in-depth interviews. The data was analysed based on institutional arrangements and contextual factors influencing reforms from the 1880s through 2012, when the Doctor of pharmacy programme was initiated in Ghana. Results: Reforms occurred around four main periods when institutional arrangements including the certificate awarded and expected roles were modified by educators and government. These are: (1) the Certificate of dispensing with dispenser-in-training and nurse-dispenser schemes (1880s to 1942), when dispensers were trained to assist doctors in dispensing or directly diagnosing and treating specific disease conditions. (2) the Diploma and Certificate of competency with the dispenser-in-training and pupil pharmacist schemes (1943 to 1960), where in addition to existing roles, pharmacists operated village dispensers. (3) the Bachelor of pharmacy degree (1961 to 2017), when pharmacists were trained mainly as medicines experts with a strong science base on all aspects of medicines from production, distribution and use; and over time with a gradual move to patient-oriented practice. (4) the Doctor of pharmacy degree (2012 to date), where in addition to existing roles, trainees are exposed to advance professional practice experiences. Important factors influencing the reforms included, health systems demands for village dispensaries and clinically oriented pharmacists, and harmonization with regional and international training and practice. Conclusion: Reasons influencing education of pharmacists reforms are context specific and are driven by historical experiences, national and international expectations as well as educators and regulators abilities to influence change. These reforms call for direct corresponding change in professional practice laws and regulation to enable pharmacists contribute fully to health care delivery in Ghana.