Challenges and opportunities for educating health professionals after the COVID-19 pandemic.

The education of health professionals substantially changed before, during, and after the COVID-19 pandemic. A 2010 Lancet Commission examined the 100-year history of health-professional education, beginning with the 1910 Flexner report. Since the publication of the Lancet Commission, several transformative developments have happened, including in competency-based education, interprofessional education, and the large-scale application of information technology to education. Although the COVID-19 pandemic did not initiate these developments, it increased their implementation, and they are likely to have a long-term effect on health-professional education. They converge with other societal changes, such as globalisation of health care and increasing concerns of health disparities across the world, that were exacerbated by the pandemic. In this Health Policy, we list institutional and instructional reforms to assess what has happened to health-professional education since the publication of the Lancet Commission and how the COVID-19 pandemic altered the education process.

Nursing Theory in the Quest for the Sustainable Development Goals.

The 17 United Nations Sustainable Development Goals (SDG) are intended to promote a safe, healthy, and equitable world by the year 2030. Nurses are at the forefront of realizing the 2030 agenda through concerned citizenship and professional leadership. Nursing theory informs knowledge development and theory-guided practice essential for nurses working in all domains and in all nations. Although all extant nursing theories are relevant, a select few are discussed in detail to make explicit the links between theory and SDG realization. Middle-range theories are also valuable in helping to contextualize nursing practice through the lens of the SDGs. The SDGs address five themes - People, Planet, Peace, Prosperity, and Partnership - and theory remains vital to ensure nurses working in all settings are equipped to meet the needs of humanity and the world, now and in the future.

Facilitating and Managing Transitions: An Imperative for Quality Care

Being admitted to a hospital, preparing for discharge, receiving a chronic illness diagnosis, transferring from intensive care to regular care, moving to a nursing home, receiving a grave diagnosis, losing a family member, facing an environmental disaster, graduating and starting a new professional position­all of these scenarios may appear different, but ask yourself, what might they all have in common? They are all changes that trigger a transition process. While change is an event or a situation that is well defined and static in time, transition is a process with a range of responses. During transitions, individuals, families and communities experience unfamiliar environments, sensations and emotions, and confront different levels of uncertainty about what may come next. They may have expectations, realistic or uninformed, and experience disruptions in their daily lives and routines, all of which are influenced by and affect their health and wellbeing.

Ser admitido en un hospital, prepararse para el alta, recibir un diagnóstico de enfermedad crónica, pasar de cuidados intensivos a cuidados regulares, mudarse a un asilo de ancianos, recibir un diagnóstico grave, perder a un miembro de la familia, enfrentar un desastre ambiental, graduarse y comenzar un nuevo posición profesional: todos estos escenarios pueden parecer diferentes, pero pregúntese, ¿qué podrían tener en común? Todos son cambios que desencadenan un proceso de transición. Si bien el cambio es un evento o una situación bien definida y estática en el tiempo, la transición es un proceso con un rango de respuestas. Durante las transiciones, los individuos, las familias y las comunidades experimentan entornos, sensaciones y emociones desconocidos, y enfrentan diferentes niveles de incertidumbre sobre lo que puede ocurrir a continuación. Pueden tener expectativas, realistas o desinformadas, y experimentar interrupciones en sus vidas y rutinas diarias, todas las cuales están influenciadas por su salud y bienestar y las afectan.

Women and Health: Women's Dual Roles as Both Recipients and Providers of Healthcare.

With the many economic, demographic, social and epidemiological global transitions, a Harvard-Penn-Lancet commission reviewed the current health status of women and its relationship to sustainability, and redefined the field as women and health. Four major recommendations were offered, insuring mechanisms to count women properly as providers and recipients of care, to value them by insuring protective policies, to treat and compensate them fairly and equitably, and to develop strategies to be accountable for sustaining and implementing the recommendations. However, without a life span approach to women, and their health, and without universal access to comprehensive health care, women's wellbeing and abilities to function up to their full capacities will be compromised. These recommendations have many implications for health care, education and practice.

The undeaning transition: Toward becoming a former dean.

Stepping up from leadership is a protracted transition that involves a complex set of interactions with many constituents. It begins with making the personal decision to step up to integrating the role of the dean in existing repertoire of roles that the person enacts. Deliberate planning, awareness of phases, challenges, goals and strategies, clear communication, transparency, and supportive interactions enhance the potential of experiencing a smooth and a healthy transition for the dean who is stepping up, the incoming dean, and the organization. The beginning and the ending of the undeaning transition are not definitive, but indicators of a healthy transition could be identified along the way through disengagement from old roles, focused new interactions, engagement in new roles, redefinition of goals, and narratives and dialogues about topics that reflect a new set of goals. The nature of the role of former dean is developed through careful onboarding strategies for the new dean and interactions with a new set of constituents who perceive the dean as a former dean. There are five phases involved in undeaning. These are the decision, the search, the naming of the new dean, the exit, and reclaiming professorial voice.

Interprofessional Education: A Summary of Reports and Barriers to Recommendations.

PURPOSE: Effective, quality care to achieve the newly developed sustainable development goals requires the development of collaborative teams and is predicated on implementing transformative interprofessional education and on team members who are equally empowered. This is a report on The Lancet commission on transformative education for health professionals and the National Academy of Medicine's dialogues on developing and implementing innovations to enhance collaborations and to facilitate the effectiveness of healthcare teams. METHODS: Using postcolonial feminist theory for critical analysis and integrations of findings from both reports, as well as for identification of barriers to achieving equity in team functioning. FINDINGS: The global Lancet commission and the National Academy of Medicine/Institute of Medicine forum developed frameworks that could be used to educate the next generation of professionals based on identifying the local needs of communities within a global context. Recommendations included breaking down silos that exists between schools and using an equity and justice framework in developing educational programs; utilizing contemporary innovations in teaching that correspond with innovations in healthcare systems; and insuring investments in time, energy, and resources in interprofessional education. However, without addressing the silos created through professional identities and power differentials, goals of interprofessional education and collaborative practice may not be achieved. CONCLUSIONS: While a great deal has been written about interprofessional education, it is imperative for faculty in the different professional schools and for members of healthcare teams to engage in dialogues that address the fundamental and most obstinate barriers to forming equitable teams, which is the consistent narrative of medical privilege and centrism. CLINICAL RELEVANCE: The dialogues about medical privilege and physician centrism in education and health care could drive the development of programmatic approaches to enhancing interprofessional education and teamwork based on justice and equity frameworks.

Profesionales de la salud para el nuevo siglo: transformando la educación para fortalecer los sistemas de salud en un mundo interdependiente / Health professionals for a new century: transforming education to strengthen health systems in an interdependent world

Hace 100 años, diversos estudios sobre la educación de los profesionales de la salud dieron lugar a reformas innovadoras. Los nuevos retos del siglo xxiobligan a rediseñar nuevamente la educación profesional en salud. La Comisión sobre la Educación de los Profesionales de la Salud para el Siglo XXI se reunió para desarrollar una visión compartida y una estrategia común para la educación en medicina, enfermería y salud pública. Esta comisión ofrece una visión que llama a una nueva era de la educación profesional que promueva un aprendizaje transformativo y domine el poder que genera la interdependencia en la educación. Así como las reformas de principios del Siglo XX se apoyaron en la teoría microbiana de la enfermedad y las ciencias médicas modernas, esta comisión cree que el futuro será moldeado por la adaptación de competencias a contextos específicos basándose en el poder de los flujos globales de información y conocimiento. Materializar esta visión requerirá de reformas en la instrucción y el desarrollo institucional, guiadas por los dos resultados que se persiguen: el aprendizaje transformativo y la interdependencia en la educación. Sobre la base de estas nociones esenciales, la comisión ofrece diez recomendaciones específicas. La puesta en práctica de estas reformas requerirá de acciones que faciliten su implantación, entre las que destacan la movilización del liderazgo, la expansión de la inversión en educación profesional en salud, el alineamiento de los procesos de acreditación y el fortalecimiento del aprendizaje global. La implantación de estas recomendaciones deberá contar asimismo con el impulso de un movimiento global que involucre a todos los actores como parte de un esfuerzo concertado para fortalecer los sistemas de salud

100 years ago, a series of studies about the education of health professionals sparked groundbreaking reforms. The challenges of the 21st century demand a new redesign of professional health education. The Commission on Education of Health Professionals for the 21st Century came together to develop a shared vision and a common strategy for postsecondary education in medicine, nursing, and public health. The Commission provides a vision that calls for a new era of professional education that advances transformative learning and harnesses the power of interdependence in education. Just as reforms in the early 20th century were advanced by the germ theory and the establishment of the modern medical sciences, so too the Commission believes that the future will be shaped by adaptation of competencies to specific contexts drawing on the power of global flows of information and knowledge. Undertaking of this vision requires a series of instructional and institutional reforms, which are guided by the two expected outcomes, transformative learning and interdependence in education. On the basis of these core notions, the Commission offers 10 specific recommendations. The implementation of these recommendations require a series of enabling actions, including the mobilization of leadership, the enhancement of investments in health education, the alignment of the accreditation processes, and the strengthening of global learning. These recommendations also demand the support of a global movement engaging all stakeholders as part of a concerted effort to strengthen health systems

Improving women's cardiovascular health: a position statement from the International Council on Women's Health Issues.

Cardiovascular disease (CVD) is the number one killer of women worldwide, and it remains the primary cause of death and disability in both developed and developing countries. The International Council on Women's Health Issues is an international nonprofit association dedicated to the goals of promoting the health, health care, and the well-being of women. Based on the outcomes of a facilitated discussion at its 18th biannual meeting, delegates aim to raise awareness about the potent influence of gender-specific factors on the development, progression, and outcomes of CVD. Key recommendations for decreasing the burden of CVD are also discussed.

The health of women and girls determines the health and well-being of our modern world: A white paper from the International Council on Women's Health Issues.

The International Council on Women's Health Issues (ICOWHI) is an international nonprofit association dedicated to the goal of promoting health, health care, and well-being of women and girls throughout the world through participation, empowerment, advocacy, education, and research. We are a multidisciplinary network of women's health providers, planners, and advocates from all over the globe. We constitute an international professional and lay network of those committed to improving women and girl's health and quality of life. This document provides a description of our organization mission, vision, and commitment to improving the health and well-being of women and girls globally.