Status of Interprofessional Education (IPE) implementation in Asian Nursing Schools

@#<strong>BACKGROUND AND OBJECTIVE</strong><p style="text-align: justify;" data-mce-style="text-align: justify;">Interprofessional Education (IPE) is a necessary step in preparing a collaborative practice- ready health workforce that is better prepared to respond to local and global health needs. This study examined the status of IPE implementation in Asian nursing schools in the World Health Organization (WHO) Western Pacific Region (WPR).</p><strong>METHODS</strong><p style="text-align: justify;" data-mce-style="text-align: justify;">Descriptive online survey research design was utilized, supplemented by online interviews. Purposive sampling was done wherein nursing schools, colleges, and universities were invited to nominate a representative to serve as respondent in this study. Descriptive approach was used to analyze both quantitative and qualitative data.</p><strong>RESULTS</strong><p style="text-align: justify;" data-mce-style="text-align: justify;">A total of 29 Asian nursing schools participated in the survey. Majority (82.76%) of them stated that they have an IPE program or a similar activity. Interviews with the respondents revealed that not all IPE opportunities were part of a formal IPE program, but were embedded in the different learning activities of nursing students. A clear program focus served as one of the facilitators of IPE implementation. Identified barriers included insufficient administrative support and lack of trained faculty to implement IPE and related activities.</p><strong>CONCLUSION</strong><p style="text-align: justify;" data-mce-style="text-align: justify;">IPE is present in most Asian nursing schools in WPR. They may not exactly be called or recognized as IPE, but there is the existence of programs and activities that bring together health and non-health science students to learn from, about, and with each other to enable effective collaboration and improve health outcomes. It is recommended that massive formal training should be conducted so that educational institutions and their faculty will be equipped in developing more formal programs, facilitate activities, and monitor implementation and progress.</p>

Needs assessment for the development of a leadership course for midwives: A qualitative study

@#<strong>BACKGROUND AND OBJECTIVE</strong><p>Midwives play a vital role in the attainment of Sustainable Development Goals related to the health and well-being of mothers and newborns. Strengthening the leadership and management capacities of midwives is pivotal to the fulfillment of their mandate beyond assisting in birth and delivery. The study explores the perspectives of midwives about professional education and practice, which are aimed to serve as bases for developing a leadership course for midwives to enhance their roles in public health.</p><strong>METHODS</strong><p>The study employed a descriptive-qualitative design. Using a semi-structured questionnaire, online focus group discussions (FGDs) with midwives from the academe, professional organization, and clinical practice were conducted. Through directed content analysis, the gathered information was analyzed to include the participants’ insights on midwifery competencies, teaching methods and assessment strategies, supplementary courses and training, and factors affecting midwifery practice.</p><strong>RESULTS</strong><p>A total of eleven (11) participants contributed to the FGDs, which included midwives from the academe (dean, faculty), professional organization (board member of the Professional Regulation Commission), and clinical practice (public and private institutions). Notably, participants shared their perspectives regarding the similarities/differences in the terminal competencies of midwifery programs. The demands of outcomes-based education, coupled by the shift to online learning due to the pandemic, pushed the need for modifications in program delivery for the students. Results highlighted the need for supplementary courses and capacity building on leadership and management, research, and interprofessional collaboration. Midwives shared factors that affect their professional practice, which include insufficient training, inadequate manpower, and differences in expectations/standards in task performance.</p><strong>CONCLUSION</strong><p>The findings indicate the need to develop capacity-building courses for midwives to enhance their contribution towards universal health care. The results of this study also highlight the importance of understanding and improving the competencies of midwives across the building blocks of the health system, which include health service delivery, human resources for health, health information systems, health financing, health governance, and health regulation. Notably, key concepts recommended for the Leadership Development Course for Midwives include: leadership and management, research, and interprofessional collaboration.</p>

Coping and well-being of school-aged children in a quarantined environment during the COVID- 19 pandemic

BACKGROUND@#School-aged children bear a lot of difficulties and discomforts brought about by the new normal during the COVID-19 pandemic.@*OBJECTIVES@#This study aimed to examine the general well-being of children during the pandemic, how the children are coping with all the challenges, and parents' strategies to help their children cope@*METHODOLOGY@#This study utilized a descriptive correlational research design with purposive sampling. Data was collected through an online survey. The standardized Kidcope-Child version was utilized to measure children's coping, while the Pediatric Quality of Life Inventory (PedsQL)™ 4.0 Short Form 15 Generic Core Scales was utilized to measure the children's well-being.@*RESULTS@#A total of 134 parents participated in the study. No significant relationship was found between the age, sex, and coping strategies of the children, as well as between the age and well-being of children. Male children experienced more difficulty in physical functioning (p-value= 0.028), social functioning (p-value= 0.017), and overall well-being (p-value= 0.031) compared to female children. The computed mean for parents' helping strategies was between 2.67 to 2.78, which lies between the categories of sometimes (2) to always (3).@*CONCLUSION@#School-aged children were found to be using more positive coping strategies than negative coping strategies during the pandemic. They have “sometimes” to “almost no” experience of difficulty in terms of the five functions of well-being. Parents used the six fundamental tasks of parenting to help their children cope.

An integrative review of home visiting programs for mothers and infants from birth to 12 months in developed and underdeveloped countries

OBJECTIVES@#To investigate home visiting for mothers and young infants, age birth-to-12 months, program goals, interventions used, home visitor characteristics and qualifications, and the program content and outcomes.@*METHODS@#Electronic databases PubMed, CINAHL, ScienceDirect, and Sagepub were used. Eleven studies investi- gating home visiting from 2011-to-2016 were included. Studies were included if they: 1) were a primary study; 2) commenced during the antepartum or early postpartum period for mothers and finished before or when the infant was 12 months old; 3) and provided a description of home visiting program in terms of goal, type of home visitor, content, length, and outcomes. Data extraction included goals, activities, home visitor characteristics and qualifications, and outcomes. A descriptive approach was used to synthesize data.@*RESULTS@#Home visiting impacted birth preparedness, newborn care practices, breastfeeding practices, and home environment necessary for maternal wellness and child health and development.@*CONCLUSION@#Home visits in developed and underdeveloped countries create positive outcomes for mothers and infants. It is important to understand the process in order to make it more effective.