Rose Clarke Nanyonga PhD, APRN, FNP, FUNAS’ Post

📚Shaping the Future of Primary Healthcare Education Another dynamic discussion at the #PrimaryHealthcareSummit2024 focused on the "Development of an Undergraduate Primary Healthcare Curriculum". Some key takeaways: ⭐️ The need to prioritise #UndergraduateEducation with a robust #PrimaryHealthcareCurriculum was emphasised. In an era dominated by technology, #CommunicationSkills remain vital for effective healthcare delivery. ⭐️ #StudentEngagement and Experience: Role models are significant in inspiring future careers. Creating opportunities for meaningful engagement and promoting interprofessional education amongst HCPs is important. ⭐️ Global and #PolicyConsiderations: Health policy is inherently political; understanding health diplomacy and #NegotiationSkills is essential for effective #HealthcareLeadership. Faculty development is also critical for a broader understanding of these dynamics. ⭐️ #PatientCentered Approach: Engaging patients meaningfully and focusing on clinical skills is essential in today's technology-driven environments. We need to integrate both vertical and horizontal care effectively. ⭐️ Challenges and Future Directions: As we move forward, we must balance curriculum overload with #CompetencyDevelopment, emphasise preventative care, and combat perceptions of primary care as uninteresting. There is a pressing need for more primary care professionals. ⭐️ Integrating student and #PatientVoices into the #curriculumdevelopment to enhance the learning experience. I extend my gratitude to all the panellists for their invaluable contributions and insights. HKUMed – The University of Hong Kong, Julie Chen, Michael Kidd, Samuel YS Wong, Elizabeth Halcomb, Gilberto K.K. Leung, Christy Noble, Kelvin Wang #PrimaryHealthcare #Education #UniversityofHongKong #HealthcareCurriculum #InterprofessionalEducation #HealthPolicy #PatientCenteredCare

#Challenge: 📍 Exploring Strategies and Outcomes of Admissions Processes in Health Professions Education: A Workshop The National Academies of Sciences, Engineering, and Medicine Global Forum on Innovation in Health Professional Education (IHPE) will host a public workshop series exploring drivers and influencers of health professional education admissions processes. National and international educators will share experiences and strategies in successful admissions outcomes and whether these outcomes are meeting the needs of our global population

Proposals to present in our upcoming virtual 2024 Unitek Learning Cares Annual Academic Conference are due by June 14, 2024. To submit a session proposal, please complete the 2024 application: https://lnkd.in/gvu3UMBe This Year’s Theme: Cultivating Healthier Futures: Education, Innovation, and Equity Conference Objectives: Promote equitable access to healthcare through partnerships and opportunities for educational advancement. Examine innovative strategies for advancing healthcare education through caring science. Foster a diverse and inclusive educational experience that supports progress in healthcare and education. This year’s theme emphasizes the importance of sustainability in healthcare ecosystems while acknowledging the role of integrative strategies in education and healthcare within the digital era. It suggests creating sustainable healthcare solutions through innovative educational approaches, leveraging digital technologies. Additionally, it underscores the need to understand and address the social determinants contributing to higher education initiatives' success, particularly in health professions. This theme is particularly relevant considering the global emphasis on sustainable practices in healthcare and the transformative impact of digitalization in healthcare and higher education. #partnerships #healthcare #education #learning

What is the future of healthcare? What does this mean for schools of health? It was great to spend most of the day at St George's University of London council today discussing what the future of healthcare education and research might look like. Three big themes emerged: 1. Interdisciplinarity. Health problems don't stop at the edge of a scientific field. It is vital for a range of disciplines to work together to solve the big problems. This is what already happens at the Cleveland clinic where teams are organised around problems not specialism. 2. Rapid learning. Most healthcare education is focused on 'just in case' learning. However most healthcare practitioners want 'just in time' learning. 3. Linking labs and clinics. One of the strong aspects of St George's is the close link between lab based learning and clinical learning. Being able to quickly connect the two leads to new insights. An added extra is how healthcare education needs to respond to an increasingly stressed healthcare system. Often it operates in a context where resources are stretched and people are stressed. Sometimes it is hard to reflect when you are under immediate pressure. I wonder whether some of these insights might apply to other professional schools?

Harvard University Prepares to Host World’s Future Health Leaders at 2025 Undergraduate World Pre-Health Conference: Applications are now been received for the 2nd in-person edition of the conference and its 5th since inception which promises to be pivotal for pre-health and pre-clinical students in 2025 Harvard Undergraduate World Pre-Health Conference (WPC) is pleased to announce … Continue reading → #Business #Education #MarketingSales #NewsCurrentAffairs

The health science field is rapidly evolving, and as CTE administrators, you face unique challenges in preparing students for the future. Discover how to tackle the top five health science hurdles and unlock solutions that will drive success in your programs. 🏥💼 Read Brad Hummel's insightful article, Top 5 Health Science Challenges for CTE Administrators & How to Solve Them, to get practical strategies you can implement today! 🔗 Click the link and elevate your CTE approach: Read the Article https://lnkd.in/d88B3JpW #CTE #HealthScience #CareerEducation #Creonow #EdTech

**New Paper Alert** Readiness for professional practice among health professions education graduates: A Systematic Review A comprehensive analysis of 93 studies across 32 countries (2013-2024) reveals crucial insights into how prepared healthcare graduates are for professional practice. Key findings revealed three major influence areas- Individual Capabilities: Professional confidence levels are closely intertwined with stress management abilities and communication competencies. Time management skills significantly impact overall performance, while job satisfaction emerges as a crucial factor in sustained practice success. Workplace Context: The quality of clinical experience shapes professional development, supported by robust support systems and mentorship opportunities. Practice environment dynamics play a vital role, while successful team integration remains a key challenge for new graduates transitioning into practice. Educational Factors: Academic workload balance and teaching quality significantly influence graduate preparedness. Curriculum design effectiveness, combined with adequate clinical exposure opportunities, proves crucial. The successful integration of theory into practice stands out as a fundamental educational requirement. This evidence-based review provides invaluable guidance for healthcare educators designing programs, policymakers shaping education standards, healthcare institutions supporting new graduates, and practice supervisors mentoring fresh talent. The findings emphasize the need for a holistic approach to preparing healthcare graduates for today's complex healthcare environments. To read the full article download the #OpenAccess paper from #Frontiers https://lnkd.in/gvWa7ucj #HealthcareEducation #ProfessionalDevelopment #MedicalTraining #Healthcare #ContinuousLearning #MedEd Dr Tazeen Majeed Bunmi Malau-Aduli Dr Tanmay Bagade (PhD, MS ObsGyn, MPH, MHM, FHEA) Marita Lynagh Elizabeth Bembridge Michelle Stubbs Omotola Helen Abimbola

National Academies of Practice (NAP), a leading organization dedicated to fostering interprofessional healthcare and collaborative practice, has accepted two Quinnipiac University School of Health Sciences professors into their fields’ respective academies. Emily McCave, professor of social work, left, has been accepted as a distinguished fellow in the Social Work Academy, and Meghan Lewis, clinical professor of health science studies and clinical education coordinator for athletic training, has been accepted as a professional member in the Athletic Training Academy. This prestigious recognition honors both professors for their notable achievements and leadership in their fields and their commitment to advancing interprofessional healthcare and collaborative practice. Through its work, the NAP supports scholarship, national policy design, and implementation to improve healthcare systems and patient outcomes. Professors Quinnipiac University professor join an esteemed group of professionals dedicated to these goals. Both professors will be formally inducted at the Annual National Academy of Practice Meeting and Conference March 13-15 in Washington, D.C.

The 2024 Article of the Year is Accreditation in the Health Professions: Implications for Physician Assistant Education, authored by principal investigator Gerald Kayingo PhD, MBA, PA-C, and co-authored by Dr. Karen L. Gordes, Dr. Violet Kulo, and James F. Cawley. As Lucy Kibe, DrPH, MS, MHS, PA-C, program director at Charles R. Drew University, suggests, “this article has become a universal reference for PA programs in their ongoing accreditation efforts.” The paper addresses a hot topic in PA education, that the accreditation process plays a critical role in ensuring educational quality and in producing a qualified healthcare workforce. Congratulations on the PAEA Article of the Year Award!

The world faces significant challenges, from health inequities to climate change. At UAB Marnix E. Heersink School of Medicine, International Medical Education, we believe medical education is a powerful solution to many of these issues. By aligning our work with the UN Sustainable Development Group, we’re preparing future healthcare leaders to make a global impact. Over the next 20 days, we’ll share how our innovative Recognition of Distinction in Global Health program contributes to: Improving health and well-being (SDG 3) Advancing quality education (SDG 4) Building global partnerships (SDG 17) Join us as we explore how medical education can drive global health change. Follow the journey, share your thoughts, and let’s work together to create a healthier, more equitable world. #MedicalEducation #SDGs #GlobalHealth #Sustainability #UAB #IME #SustainableDevelopmentGoals #UNSDGs #UABMedicine