Analysis of Financial Barriers Experienced by Prospective Genetic Counseling Students.

PURPOSE: High costs of applying to genetic counseling graduate programs (GCGPs) are likely a barrier to workforce diversification. We sought to determine application costs and assess differences between individuals of historically underrepresented racial and ethnic backgrounds in medicine (hURM) and non-hURM applicants. METHODS: Applicants to GCGPs between 2005-2020 were surveyed about application history, related expenses, volunteer hours, and financial resources; 383 responses were analyzed. RESULTS: Median total application costs (MTAC) were $2,634, $4,762, and $5,607 (one, two, and three or more application cycles, respectively). Interview-related items (which includes travel) had the highest median cost (one application cycle: $879). Among those who applied to multiple cycles, hURM respondents had higher MTAC than those of non-hURM ($6,713 versus $4,762, p=0.03) and lower median total volunteer hours (246 versus 381, p=0.03). Parental education level differed by hURM status (p=0.04). Median financial contribution from parents with and without advanced degrees varied significantly (60% vs 2%, p=0.0009). CONCLUSION: Significant costs are incurred during the GCGP application process, but notable differences in costs and resources were observed between hURM and non-hURM applicants. Stakeholders within the profession should implement strategies to reduce financial barriers and the resulting inequities in the application process.

Postgraduate education and training in drug development sciences: 30 years of the european center of pharmaceutical medicine.

The European Center of Pharmaceutical Medicine (ECPM), affiliated with the University of Basel Department of Public Health, stands as a leading institution dedicated to advancing education in medicine development since 1991. At the heart of its educational offers lies the Diploma or Certificate (DAS or CAS) in Pharmaceutical Medicine, encompassing a comprehensive curriculum that covers the entire drug development process. ECPM has expanded its reach beyond Switzerland, offering courses in the USA, China and India. Through rigorous teaching and strategic alliances, ECPM continues to shape education in pharmaceutical medicine on an international scale.

The rapid growth and expansion of Master of health professions education (MHPE) programs: A mixed-methods study of international curricular trends and guidelines for programs.

PURPOSE: This study explores international trends and standards of Master's degree programs through a comprehensive environmental scan and focus group interviews to understand curricular structure, content, program director expectations, educational context, and future directions. METHOD: Authors conducted a two-phase mixed-methods sequential explanatory design to conduct the environmental scan (phase 1), and subsequently conducting focus groups (phase 2) with program directors. A population list of Master's programs was used to generate a sampling frame, considering the geographic region (continent) and institution type (university, organization, public institution). Qualitative data were coded to analyze the breadth and depth of courses. Three one-hour virtual focus group interviews were conducted with ten program directors. RESULTS: The population list of 159 Masters programs worldwide was used to create a sample for analysis in the environmental scan (n = 46 Masters programs), representing programs from North America, Europe, Australia, and South Africa. Most programs (39%) delivered their courses online, with 20% exclusively offering an in-person program. Focus group participants indicated expectations of graduates, context in which they learn, as well as future directions for improving health professions education graduate programs. CONCLUSION: Program directors should consider programmatic aims, localized needs, and quality/standard of the program in designing Masters programs, with individualized growth opportunities for learners.

Ensino da ultrassonografia à beira leito na graduação em enfermagem: Revisão integrativa / Teaching bedside ultrasound in undergraduate nursing: An integrative review

Objective: To analyze the production of research that adopted as an object of investigation educational programs for the development of competence in bedside ultrasound at undergraduate level, as well as the syllabus and evaluations. Method: Integrative review based on 13 articles in full, raised by Boolean combinations, without delimitation of periods, available in the PubMed Central, Scopus, CINAHL and Web of Science databases, in the following languages: Portuguese, English and Spanish. Of these, only one met the selection criteria and the research question. Results: The article stems from quasi-experimental research, with a positive analysis for the acquisition of knowledge by nursing students about ultrasound-guided vascular access. Conclusion: Nursing curricula need to incorporate competence training so that undergraduate nursing students can add ultrasound as a resource to their clinical practice.(AU)

Objetivo: Analisar a produção de pesquisas que adotaram como objeto de investigação programas educacionais para o desenvolvimento de competência em ultrassonografia à beira leito em nível de graduação, assim como os conteúdos programáticos e avaliações. Método: Revisão integrativa a partir de 13 artigos na íntegra, levantados por combinações booleanas, sem delimitação de períodos, disponíveis nas bases de dados PubMed Central, Scopus, CINAHL e Web of Science, nas línguas: portuguesa, inglesa e espanhola. Desses, apenas um atendeu aos critérios de seleção e à pergunta da pesquisa. Resultados: O artigo decorre de pesquisa quase experimental, com análise positiva para a aquisição de o conhecimento de estudantes de enfermagem sobre acesso vascular guiado por ultrassom. Conclusão: Os currículos de enfermagem precisam incorporar a formação da competência para que o aluno da graduação em enfermagem possa agregar a ultrassonografia como um recurso de sua prática clínica.(AU)

Objetivo: Analizar la producción de investigaciones que adoptaron como objeto de investigación los programas educativos para el desarrollo de la competencia en ecografía de cabecera a nivel de pregrado, así como el plan de estudios y las evaluaciones. Método: Revisión integrativa basada en 13 artículos en su totalidad, levantados por combinaciones booleanas, sin delimitación de períodos, disponibles en las bases de datos PubMed Central, Scopus, CINAHL y Web of Science, en los siguientes idiomas: portugués, inglés y español. De estos, solo uno cumplió con los criterios de selección y la pregunta de investigación. Resultados: El artículo surge de una investigación cuasi-experimental, con un análisis positivo para la adquisición de conocimientos por parte de los estudiantes de enfermería sobre el acceso vascular guiado por ultrasonido. Conclusión: Los planes de estudios de enfermería deben incorporar la formación de competencias para que los estudiantes de pregrado en enfermería puedan agregar el ultrasonido como recurso a su práctica clínica(AU)

Building a Foundation for a Successful Doctoral Student Journey: A Scholarship of Teaching and Learning Investigation.

Doctoral students' program non-completion continues to be a worldwide phenomenon. Given the challenges across the globe following the 2020-22 pandemic, we need scholarly and skilled PhD and education (EdD) doctoral program graduates. A place to look for retention improvement is by studying what students learn and how they are taught in their university doctoral programs. One purpose of this case study was to describe how 12 EdD students in a program seminar responded to instruction in research and writing strategies during their first year of a four-year program. The second purpose was to examine student responses to formative assessments and describe and explain ongoing instructional adjustments using a Scholarship of Teaching and Learning (SoTL) framework within our own faculty community of practice. Analysis of surveys and student work indicated that writing and research strategies were instructive, engaging, and useful in building research and writing foundations. Analysis of multiple formative assessments helped us refine our instructional strategies during the year. Because all students completed the first high stakes program milestone (comprehensive paper) in year two, our findings suggested that the seminar's instructional strategies established a foundation for student success and timely program progress. Using multiple formative assessments over time was critical in strengthening our teaching practice as well. We recommended instructional practices associated with student research and writing skill development as well as student progress and retention.

What strategies facilitate & support the successful transition of newly qualified midwives into practice: An integrative literature review.

OBJECTIVE: The aim of this review was to identify strategies that facilitate newly qualified midwives to transition successfully from midwifery student to confident, competent practitioner. DESIGN: Integrative literature review. DATA SOURCES: The following databases were accessed: CINAHL complete, Medline complete, APA PsycINFO, Cochrane Library, Joanna Briggs Institute (JBI), Scopus and Google Scholar. REVIEW METHODS: A systematic search of key terms across all data sources for the period January 1990 to September 2021 identified 316 papers whose titles/abstracts were screened against our inclusion/exclusion criteria. Thirty-six full texts were screened for eligibility and three papers were identified through ancestral searching. Ten papers were included in our final review. RESULTS: Mentorship or preceptorship for newly qualified midwives by experienced midwives appears to enhance experiences, either as a standalone strategy, or component of structured programs of transition support. Supernumerary time, designated study days and planned rotations are also valued, particularly when rotating through clinical areas. Smaller teams providing continuity of midwifery care, or organisations that fund mentorship programs appear more able to facilitate support. Mechanisms of online support and learning may also enhance early transition but similarly, require organisational investment to aid success. Whilst most programs were described as helpful none of the studies used validated measures to assess this. CONCLUSION: Whilst elements of tailored support programs and mentoring/preceptorship from experienced colleagues appear to offer valuable support to transitioning practitioners, it is important to note that the structure of maternity care appears fundamental to the success of many of these strategies. Consequently, maternity care reform which focuses on the adoption of sustainable models of midwifery continuity, alongside urgent investment in midwives, are likely the most promising, over-arching strategies required to support student to midwife transition.

Trauma cervical penetrante: experiencia de un hospital de enseñanza en México / Penetrating cervical trauma: experience of a teaching hospital in Mexico

Introducción. El trauma cervical penetrante es una entidad poco frecuente, con tendencia al alza, de considerable morbimortalidad. Es fundamental conocer su manejo por cirujanos en entrenamiento, quienes en su mayoría son comúnmente los proveedores del tratamiento en las áreas de urgencias. El objetivo de este estudio fue demostrar la experiencia de un centro de trauma en México en el tratamiento de trauma cervical penetrante administrado por cirujanos en entrenamiento. Métodos. Estudio retrospectivo de pacientes con diagnóstico de trauma cervical penetrante sometidos a exploración cervical entre los años 2014 y 2019. Se identificaron 110 expedientes, se excluyeron 26 por falta de datos indispensables para la investigación y se analizaron los datos de 84 pacientes. Resultados. El 96,4 % de los pacientes fueron hombres, la mayoría entre 16 y 50 años (83,3 %) y la zona anatómica II fue la más comúnmente lesionada (65,4 %). Las etiologías más frecuentes fueron heridas por arma cortopunzante (67,9 %) y heridas por proyectil de arma de fuego (25 %). El 95 % de los procedimientos fueron realizados por residentes de cuarto y quinto año. La mediana de días de estancia hospitalaria fue de 2 días. La incidencia de complicaciones fue de 9,5 % y la mortalidad de 1,2 %. Conclusiones. Los cirujanos generales en etapa de formación entrenados en centros de trauma tienen la capacidad de tratar de forma óptima el trauma cervical penetrante sin modificación de las tasas de morbimortalidad descritas en la literatura internacional.

Introduction. Penetrating cervical trauma is a rare entity, with an upward trend, of considerable morbidity and mortality. It is essential to acknowledge its management by surgeons in training, who are usually the providers in the emergency areas. The objective of this study was to demonstrate the experience of a trauma center in Mexico in the treatment of penetrating cervical trauma by surgeons in training. Methods. This was a retrospective study of patients diagnosed with penetrating cervical trauma who underwent cervical examination between 2014 and 2019; 110 records were identified, 26 were excluded due to lack of essential data for the analysis, and the data of 84 patients were included. Results. 96.4% of the patients were men, the majority between 16 and 50 years old (83.3%) and the anatomic zone II was the most frequently injured (65.4%). The most common etiologies were stab wounds (67.9%) and gunshot wounds (25%). Ninety five percent of the procedures were performed by fourth- and fifth-year residents. The median number of days of hospital stay was 2 (2-4) days. The incidence of complications was 9.5% and mortality in 1.2%. Conclusions. General surgeons in the trauma training stage can optimally treat penetrating cervical trauma with the same morbidity and mortality rates described in the international literature.

Computer self-efficacy, knowledge, and use of technological pedagogical and content knowledge among faculty post-graduate students

Background@#Technology has been a vital part of the 21st-century classroom. Because of these fast-changing innovations, this study focused on the relationship between computer self-efficacy, knowledge, and use of Technological, Pedagogical, and Content Knowledge (TPACK). @*Objectives@#The study determined the perceived levels of computer self-efficacy and the perceived levels of knowledge (TPACK) among faculty members pursuing post-graduate degree programs, described the use of TPACK as reflected in their actual instructional designs, and determined the correlation between computer self-efficacy, knowledge, and use of TPACK.@*Methodology@#This study was conducted in one government graduate school in Manila, Philippines. The “Computer Self-efficacy Scale” developed by Teoh and Koh in 2010 was administered. TPACK was measured by administering the Survey of Preservice Teachers' Knowledge of Teaching and Technology by Schmidt et al. in 2009. @*Results@#Results showed that faculty members perceive that they have almost a high self-efficacy in terms of basic computer skills. In terms of TPACK, faculty members were observed to be only neutral in knowing technological knowledge. Correlations found were among the subconstructs of Computer Self-efficacy and the TPACK framework, although their relationship cannot be further explored due to limitations of data gathered. @*Conclusion@#Not all computer skills aid the learning experience. For example, results show that using skills like using word processors do not necessarily correlate with methods of teaching. It is recommended to perform a more in-depth analysis of the instructional designs and proficiency in web-based instructions to obtain correlations between constructs.

Planejamento estratégico de um programa de pós-graduação em rede: experiência de construção coletiva / Strategic planning of a network-based graduate health program: an experience of participatory planning / Planificación estratégica de un programa de posgrado en red: experiencia de construcción colectiva

Trata-se do relato da elaboração do plano estratégico 2021-2024 do Programa de Pós-Graduação em Saúde da Família da Rede Nordeste de Formação em Saúde da Família. Desenvolvido em 2020, o plano visa ao fortalecimento do programa a partir do trabalho coletivo, que valoriza o conjunto e as especificidades. Três perguntas orientaram esta sistematização: Em que contexto aconteceu a experiência? Como se deu o percurso metodológico dos sujeitos, em rede formativa, fazendo o caminho ao caminhar? Como as três partes fundamentais de um plano são interligadas formando um todo? As narrativas expressam uma experiência participativa de planejamento. Esse caminho mobilizou a rede para uma ação educativa e estratégica, tornando vivos o respeito, a diversidade cultural e a cooperação. Considera-se o percurso efetivo, resultando em um documento que orientará o programa no quadriênio.(AU)

This article provides an account of the elaboration of the 2021-2024 strategic plan of the Graduate Program in Family Health offered by the Northeast Family Health Education Network. Developed in 2020, the plan aims to strengthen the Program by promoting collective working that emphasizes a holistic approach and specificities. The study was guided by three key questions: In what context did the experience take place? What was the methodological path taken by the subjects in the training network built as they went along? How are the three fundamental parts of a plan linked together to form a whole? The narratives express a participatory planning experience. This pathway mobilized the network around an educational and strategic action, bringing respect, cultural diversity and cooperation to life. The findings show that the pathway was effective, resulting in a guiding document for the program for the four-year period.(AU)

Es el relato de la elaboración del plan estratégico 2021-2024 del Programa de Posgrado en Salud de la Familia de la Red Nordeste de Formación en Salud de la Familia. Desarrollado en 2020, el plan tiene el objetivo de fortalecer el Programa a partir del trabajo colectivo, que valoriza el conjunto y las especificidades. Tres preguntas orientaron esta sistematización: ¿En qué contexto sucedió la experiencia? ¿Cómo se realizó la jornada metodológica de los sujetos, en red formativa, haciendo camino al andar? ¿Cómo las tres partes fundamentales de un plan se interconectan formando un todo? Las narrativas expresan una experiencia participativa de planificación. Ese camino movilizó la red hacia una acción educativa y estratégica, dando vida al respeto, la diversidad cultural y la cooperación. Se considera la jornada efectiva, resultado en un documento que orientará el Programa en el cuadrienio.(AU)

Students' perceived self-efficacy, expectations, barriers, and support in enrolling in a master's degree program in respiratory care.

BACKGROUND: Respiratory care programs are under pressure to recruit and retain students in both undergraduate and graduate programs. Factors that influence undergraduate students' decisions to continue their education into an advanced degree program are not fully understood. The purpose of this study is to determine students' perceived self-efficacy, outcome expectations, barriers, and support to attend a Master of Science in Respiratory Care (MSRC) program. METHODS: This study used a survey from a previous study that included questions on undergraduate student self-efficacy, outcome expectations, perceived barriers and was utilized to assess students' perceptions of the support to attend an MSRC and its impact on their career goals. Student self-efficacy is defined as a person's beliefs and ability about his/her capacity to succeed in a specific situation. All undergraduate students (n = 89) in the Bachelor of Science in Respiratory Care program at Texas State University were invited to participate in the study. RESULTS: A total of 87 surveys were collected (42 juniors and 45 seniors) with a response rate of 97.7%. Ninety percent of study participants were female, and the average age was 22.54 ± 3.50 years. Self-efficacy results indicate that 88.5% of our undergraduate students believe they would be successful if enrolled in the MSRC program. Only 58.6% are interested in pursuing the MSRC, possibly because 51.7% do not think the MSRC is required for the job they want. However, 98.8% believe the MSRC will create more opportunities for them. Cost (34%), tired of schoolwork (20%), and marriage (10%) are the three main reasons not to attend the MSRC. Of those interested in an MSRC program, 71.3% reported that they do not know if they can receive financial support for graduate studies, 71% are unaware of how to contact a graduate program coordinator, and 89% fear difficulty in navigating graduate school and networking with others. CONCLUSION: Respiratory care students have self-efficacy to attend an MSRC program and believe it will provide more opportunities for them. However, cost and resource awareness are the main barriers to enrolling in the graduate program. This study highlights students' perceived barriers and challenges in advancing their knowledge and continuing their education with an MSRC degree and the need for student support.

Enfermagem psiquiátrica, saúde mental e as diretrizes curriculares nacionais do curso de graduação em enfermagem / Psychiatric nursing, mental health and the national curriculum guidelines for the undergraduate nursing Course / Enfermería psiquiátrica, salud mental y las directrices curriculares nacionales para el curso de pregrado en enfermería

OBJETIVO: analisar as recomendações para a reformulação das Diretrizes Curriculares Nacionais do Curso de Graduação em Enfermagem (Resolução nº 573, de 31 de janeiro de 2018) no que tange ao ensino da Enfermagem Psiquiátrica e Saúde Mental no processo formador do enfermeiro. MÉTODO: trata-se de um estudo documental. A coleta de dados foi realizada a partir de busca textual sobre o tema em diferentes sítios de pesquisa. Os dados foram tabulados com o uso do software Web Qualitative Data Analysis e submetidos à Análise de Conteúdo. As categorias encontradas foram: O cuidado de Enfermagem em saúde mental é um direito de todos; O cuidado de Enfermagem em saúde mental considera a singularidade do sujeito. RESULTADOS: as recomendações fortalecem o ensino de Enfermagem Psiquiátrica e Saúde Mental, trazendo protagonismo para a área no contexto do cuidado em saúde. CONCLUSÃO: as recomendações atendem às questões contemporâneas associadas ao sofrimento mental nas populações. A formação do enfermeiro deve atender às questões sociais, políticas e do mercado, considerando os determinantes sociais em saúde e saúde mental.

OBJECTIVE: to analyze the recommendations for the reformulation of the National Curricular Guidelines of the Undergraduate Course in Nursing (Resolution No. 573 of January 31, 2018) regarding the teaching of Psychiatric Nursing and Mental Health in the formative process of nurses. METHOD: this is a documental study. Data was collected from a textual search on the theme in different research sites. The data were tabulated using Web Qualitative Data Analysis software and submitted to Content Analysis. The categories found were Nursing care in mental health is a right for all; Nursing care in mental health considers the singularity of the subject. RESULTS: the recommendations strengthen the teaching of Psychiatric and Mental Health Nursing, bringing protagonism to the area in the context of health care. CONCLUSION: the recommendations address contemporary issues associated with mental suffering in populations. Nursing education should address social, political and market issues, considering the social determinants in health and mental health.

OBJETIVO: analizar las recomendaciones para la reformulación de los Lineamientos Curriculares Nacionales de la carrera de pregrado en (Resolución nº 573 del 31 de enero de 2018) sobre la docencia de Enfermería Psiquiátrica y Salud Mental en el proceso de formación del enfermero. MÉTODO: se trata de un estudio documental. La recolección de datos se realizó a partir de una búsqueda textual sobre el tema en diferentes sitios de investigación. Los datos se tabularon utilizando el software Web Qualitative Data Analysis y se sometieron a análisis de contenido. Las categorías encontradas fueron: La atención de enfermería en salud mental es un derecho de todos; El cuidado de enfermería en salud mental considera la singularidad del sujeto. RESULTADOS: las recomendaciones fortalecen la enseñanza de la enfermería psiquiátrica y en salud mental, otorgando protagonismo al área en el contexto de la atención de la salud. CONCLUSIÓN: las recomendaciones abordan problemas contemporáneos asociados con el sufrimiento mental en las poblaciones. La formación de enfermeras debe atender cuestiones sociales, políticas y de mercado considerando los determinantes sociales en salud y salud mental.

Percepção sobre mercado de trabalho em enfermagem entre acadêmicos ingressantes e formandos / Perception about nursing labor market among beginners and finalists academics

O objetivo do estudo foi analisar a percepção sobre o mercado de trabalho entre ingressantes e formandos do curso de Enfermagem de uma universidade pública. O estudo qualitativo foi realizado com ingressantes (2019) e formandos (2018) do curso de Enfermagem da Universidade Estadual de Ponta Grossa. A amostra foi definida pelo método de saturação, a coleta de dados gravada com roteiro-guia. O material transcrito recebeu análise temática de conteúdo. Sobre o mercado de trabalho foram identificadas as categorias: mercado de trabalho amplo, mercado de trabalho saturado, mercado de trabalho exigente e mercado de trabalho desvalorizado. O mercado amplo deriva da percepção de diversidade no campo de atuação, porém houve sentimento de saturação, e por isto, exige experiência e maior formação profissional, tornando-o desvalorizado, principalmente no retorno financeiro. Houve uma percepção aproximada entre ingressantes e formandos sobre o mercado de trabalho em Enfermagem. Sendo assim, ao escolher o curso, o estudante tem ciência das dificuldades enfrentadas no mercado de trabalho relacionado à profissão. (AU)

The aim of the study was to analyze the perception of the labor market among incoming academics and graduatesof the Nursing course at a public university. The qualitative study was conducted with freshmen (2019) and graduates (2018) of the Nursing course at the State University of Ponta Grossa. The sample was defined by the saturation method, the data collection recorded with a guide script. The transcribed material received thematic content analysis. On the labor market, the following categories were identified: broad labor market, saturated labor market, demanding labor market and undervalued labor market. The broad market derives from the perception of diversity in the field, but there was a feeling of saturation, which is why it requires experience and greater professional training, making it devalued, especially in terms of financial return. There was an approximate perception between new students and graduates about the job market in Nursing. Thus, when choosing the course, the student is aware of the difficulties faced in the job market related to the profession. (AU)

Mapping the impact of the COVID-19 pandemic on pharmacy graduate students' wellness.

BACKGROUND: The COVID-19 pandemic has resulted in significant changes in pharmacy graduate students' (PhGS) lives. While pharmacy graduate programs across the U.S. have reported adjustments due to the pandemic, there is currently no data on the PhGS' wellness, and the impact on and extent to which offered supports and guidance has met PhGS needs. OBJECTIVE: This study's objectives were 1) to explore PhGS' perspectives on their challenges and the impact of these challenges on their wellness, and 2) to identify PhGS' suggestions for pharmacy graduate programs to improve guidance and support offered during the COVID-19 pandemic. METHODS: This study conducted semi-structured interviews based on the Objective, Reflective, Interpretative, Decisional (ORID) methodology. Pharmacy students working on completing a PhD in programs across the United States were invited to participate. All interviews were conducted using the Zoom platform between May and June 2020. Digital audio recordings were auto transcribed using the Trint platform. Thematic analysis was conducted using the six-dimensional model of wellness developed by Hettler as a guide, while open coding of the PhGS' suggestions was conducted inductively. RESULTS: Thirteen PhGS across six universities in the U.S. were interviewed. During the pandemic, all six dimensions of the Wellness model were found to be challenged for PhGS. PhGS' challenges differed based on their laboratory-based vs. non-laboratory-based research settings. International PhGS reported differing challenges from domestic PhGS. PhGS also provided 18 practical suggestions for improving the teaching process and facilitating student's academic growth in the context of the COVID-19 pandemic. CONCLUSIONS: Despite the COVID-19 pandemic, graduate programs should continue developing a robust and tailored system to encourage and maintain mentorship programs to facilitate graduate students' successful path through their doctoral studies. Moreover, the suggestions offered by the PhGS participants in this study, when appropriately implemented, can also position graduate program success post-pandemic.

A graduate oral health therapist program to support dental service delivery and oral health promotion in Aboriginal communities in New South Wales, Australia.

INTRODUCTION: The early closure of the Voluntary Dental Graduate Year Program and the Oral Health Therapy Graduate Year Program by the Australian Government adversely impacted New South Wales (NSW) Aboriginal Community Controlled Health Services (ACCHSs). This led to the co-design of a small-scale oral health therapy graduate year program for ACCHSs known as the Dalang Project, which enabled oral health therapists to engage with local Aboriginal communities and implement culturally competent, practical and evidence-based oral health promotion activities. This article provides an overview of the Dalang Project and its evaluation. METHODS: All graduates of the Dalang Project were invited via email and social media to complete an online survey. The survey included questions about their year in the Dalang Project, why they applied, what they liked and disliked about the project, where they planned to work post-placement, and examples of the most significant changes they observed in the communities where they were placed. Host sites were also surveyed and data were collated on clinical services performed as well as oral health promotion activity. RESULTS: Prior to commencing the Dalang Project only 4 of the 15 respondents came from rural or regional areas. Nine of the 15 respondents were considering working in a regional, rural or remote area prior to applying for the Dalang Project. Twelve respondents were working at the time of the survey and half were working in regional, rural or remote locations in NSW and one in the Northern Territory. All reported that they would be more likely to work in an ACCHS as a result of being a part of the Dalang Project. The majority of respondents said they would recommend the program to future graduates. A total of 63 schools, 21 preschools and 15 community health services received regular dental health education through the Dalang Project. A total of 3250 toothbrushes and fluoride toothpastes were distributed to children and families through the Dalang Project. A key part of the program was the installation of refrigerated and filtered water fountains in schools where there was no free filtered or refrigerated water supply. The inclusion of this component in the program was part of the co-design process and links the program to the wider population health strategies in NSW to help prevent childhood obesity. CONCLUSION: The Dalang Project is an example of a successful co-designed project that has positively impacted oral health service delivery for Aboriginal children and has provided a valuable experience for new graduate oral health therapists working in ACCHSs. Overall, the Dalang Project was found to be a positive professional experience for the oral health therapists with many remaining in rural, remote and regional locations after completing the program.

University Innovation Hubs & Technology-Enhanced Learning in K12 Environments.

Colleges and schools of education serve K12 educators very well in many areas and there are instructional design programs housed in traditional academic units that produce high-caliber scholars and researchers that impact our field. However, this article suggests that partnerships between university innovation hubs and K12 schools fill a gap of programming focused on developing practical skills related to digital transformation of learning environments. This article presents a case study of an innovation hub developing such programming. Anderson University (SC)'s Center for Innovation and Digital Learning (CIDL) staff began offering external professional development offerings for K12 educators and leaders who were seeking to use design thinking and emerging technologies as the university had been doing with its own initiatives, such as its one-to-one program. Over time, these relationships led to the development of a uniquely structured professional master's degree intentionally aligned to national K12 and post-secondary educational technology association standards as well as state online teacher endorsement criteria. The program is administered and taught by instructional design personnel in the CIDL, a university innovation hub outside of a traditional academic unit. The article offers insight into the development and alignment of external programming as well as specific insights from the learners, instructors, and the program leaders: (1) the importance of having practitioners as faculty in digital transformation programs; (2) the role of practitioner-faculty in professional community development; and (3) the organizational advantages and impact. Implications and further research opportunities around this type of programming will be identified as well.

Caracterização dos referenciais das dissertações e teses dos programas mineiros de pós-graduação / Caracterización de las referencias de las disertaciones y tesis de los programas de posgrado de Minas Gerais / Characterization of references in dissertations and theses from the graduate programs in Minas Gerai

Objetivo: Caracterizar os referenciais teórico/metodológico das dissertações/teses com abordagem qualitativa e mista, dos Programas de Pós-graduação Stricto sensu em Enfermagem públicos mineiros. Método: Descritivo, retrospectivo e documental, com acesso às bibliotecas digitais dos Programas. Identificou-se 888 dissertações e 164 teses no período de 1996 a 2019. Dados coletados por instrumento autoral e analisados pela estatística descritiva. Resultados: Das 888 dissertações, 503 (56,64%) delineamento quantitativo, 345 (38,86%) qualitativo e 40 (4,5%) misto/quali-quanti. Das 164 teses, 92(56,10%) delineamento quantitativo, 64 (39,02%) qualitativo e 8 (4,88%) misto/quali-quanti. Referenciais predominantes: Análise temática e de Conteúdo/Bardin/Minayo; Fenomenologia; Estudo de Caso; Teoria das Representações Sociais/Análise Crítica do Discurso; Hermenêutica-Dialética;Análise Compreensiva; Sociologia Compreensiva do Cotidiano, Etnografia, Análise Estrutural Narração e Teoria Fundamentada nos Dados. Conclusão: Esses referenciais contribuem para translação do conhecimento e qualidade do cuidado de Enfermagem(AU)

Objective: To characterize the theoretical/methodological references of theses/ dissertations with qualitative and mixed approach of Postgraduate Programs in Nursing at Federal Universities in Minas Gerais. Method: Descriptive, retrospective and documentary study, carried out by accessing digital libraries of the programs. The sample consisted of 888 dissertations and 164 theses between 1996 and 2019. Data collected by authorial instrument and analyzed by descriptive statistics. Results: Out of the 888 dissertations, 503 (56.64%) quantitative design, 345 (38.86%) qualitative, and 40 (4.5%) mixed/quali-quanti. Out of the 164 theses, 92 (56.10%) quantitative design, 64 (39.02%) qualitative and 8 (4.88%) mixed/quali-quanti. Predominant references: Thematic and Content Analysis/Bardin/Minayo; Phenomenology; Case study; Theory of Social Representations/Critical Discourse Analysis; Hermeneutics-Dialectic; Comprehensive Analysis; Comprehensive Sociology of Everyday Life, Ethnography, Structural Analysis of Narration and Grounded Theory. Conclusion: These references contribute to the translation of knowledge and quality of nursing care.(AU)

Objetivo: Caracterizar los referentes teóricos/metodológicos de las disertaciones/tesis con enfoque cualitativo y mixto, de programas de posgrado Stricto sensu en enfermería, de universidades públicas de Minas Gerais. Método: Descriptivo, retrospectivo y documental, con acceso a las bibliotecas digitales de los programas. Fueron identificadas 888 disertaciones y 164 tesis, desde 1996 hasta 2019. Datos recogidos mediante instrumento autoral y analizados por estadística descriptiva. Resultados: De las 888 disertaciones, 503 (56,64%) presentaron diseño cuantitativo; 345 (38,86%) cualitativo y 40 (4,5%) mixto. De las 164 tesis, 92 (56,10%) con diseño cuantitativo; 64 (39,02%) cualitativo y 8 (4,88%) mixto. Referencias predominantes: Análisis Temático y de Contenido/Bardin/Minayo; Fenomenología; Estudio de caso; Teoría de las Representaciones Sociales/Análisis Crítico del Discurso; Hermenéutica-Dialéctica; Análisis comprensivo; Sociología Comprensiva de lo Cotidiano, Etnografía, Análisis Estructural de la Narración y Teoría Fundamentada en Datos. Conclusión: Estos referentes contribuyen a la traslación del conocimiento y calidad del cuidado de enfermería(AU)

Literacy in Lockdown: Learning and Teaching During COVID-19 School Closures.

Across the globe, students have been away from schools and their teachers, but literacy learning has continued. In many countries, students' literacy proficiency is often measured via high-stakes assessment tests. However, such tests do not make visible students' literacy lives away from formal learning settings, so students are positioned as task responders, rather than as agentive readers and writers. The authors explore the fluidity and diversity of literacy events and practices for students and their teachers observed during the recent period of COVID-19 lockdown restrictions.

Inserção social nos Programas de Pós-graduação na área de Serviço Social / Social insertion in Graduate Programs in the Social Work area

Resumo: O artigo busca contribuir com as discussões sobre a relação universidade e sociedade, abordando a inserção social dos programas de pós-graduação stricto sensu na área de Serviço Social. Apresenta breve histórico sobre a inserção social como critério de avaliação pela Capes, além de panorama da inserção social como subsídio para a produção de conhecimento e como dimensão que reflete o compromisso ético, político, profissional e social, com problemas da sociedade em nível local, regional e nacional.

Abstract: The article seeks to contribute to the discussions on the relationship between university and society, addressing the social insertion of stricto sensu graduate programs in the area of Social Work. It presents a brief history of social insertion as a criterion for evaluation by Capes, in addition to a panorama of social insertion as a subsidy for the production of knowledge and as a dimension that reflects the ethical, political, professional and social commitment to society's problems at the local level, regional and national.

Measurement scales of reactions to the assessment of graduate programs: evidences of factorial validity / Instrumentos de mensuração de reações à avaliação da pós-graduação: evidências de validade fatorial / Instrumentos de medida de reacciones a la evaluación del postgrado: evidencias de validación factorial

The propose was to seek validity evidences of scales based on the model of reactions of higher education professors about the evaluation of graduate programs conducted by the Brazilian Federal Agency for Support and Evaluation of Graduate Education (Capes). The scales of satisfaction, justice perception, utility perception, and accuracy perception were applied on 814 higher education professors, being 50.36% males, with a mean age of 47.66 years (SD = 9.34). Exploratory analysis indicated reliability of the four scales (alphas ranged from .69 to .97 and omegas are from .70). These and other psychometric indicators of the scales indicate that the measures are reliable, and the reaction model was confirmed by the strong correlation between the scales. (AU)

O objetivo deste estudo foi buscar evidências de validade de escalas elaboradas a partir do modelo de reações dos docentes de ensino superior acerca da avaliação da pós-graduação conduzida pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes). Foram aplicadas as escalas de satisfação, percepção de justiça, percepção de utilidade e percepção de precisão a 814 docentes de ensino superior, sendo 50,36% do sexo masculino, com média de idade de 47,66 anos (DP = 9,34). As análises exploratórias indicaram confiabilidade para as quatro escalas (alfas entre 0,69 e 0,97 e ômegas a partir de 0,70). Estes e outros indicadores psicométricos das escalas apontam que as medidas são consideradas confiáveis e o modelo de reação se confirma apresentando alta correlação entre as escalas. (AU)

El objetivo de este estudio fue buscar evidencias de validad de escalas elaboradas a partir del modelo de reacciones de los profesores acerca de la evaluación del postgrado efectuada por la Coordinación de Perfeccionamiento de Personal de Nivel Superior (Capes). Las escalas de satisfacción, percepción de justicia, percepción de utilidad y percepción de precisión fueron aplicadas a 814 docentes de enseñanza superior, siendo el 50,36% del sexo masculino, con promedio de edad de 47,66 años (DT = 9,34). Los análisis exploratorios señalaron fiabilidad de las cuatro escalas (alfas variaron entre 0,69 y 0,97 y omegas a partir de 0,70). Estos y demás indicadores psicométricos de las escalas apuntan que las medidas se consideran fiables y el modelo de reacción se confirma presentando una alta correlación entre las escalas. (AU)

Formação e Atuação em Psicologia Social e a Política de Pós-Graduação Brasileira / Academic Formation and Performance in Social Psychology and the Brazilian Postgraduate Policy / La Formación y Actuación en Psicología Social y la Política de Postgrado Brasileña

Este artigo remete-se a resultados de uma pesquisa iniciada em 2014 que construiu um mapeamento de pesquisadores(as) de programas de pós-graduação (PPGs) brasileiros em psicologia social e em psicologia que identificavam a psicologia social como área de atuação no Lattes e apresentavam publicações científicas sobre temas políticos. A partir deste mapeamento, apresento um panorama sobre as universidades de formação em mestrado e doutorado e de atuação dos(as) pesquisadores(as), articulando-o com a reflexão sobre a construção e consolidação de PPGs no Brasil. Selecionamos 169 pesquisadores(as) vinculados a 37 PPG distintos, localizados nas cinco regiões do país. Os dados foram organizados em termos das universidades de formação e de atuação dos(as) pesquisadores(as) por períodos temporais. O panorama construído converge com um aspecto histórico marcante no desenvolvimento da pós-graduação brasileira: a concentração da formação em mestrado e doutorado e da atuação de pesquisadores(as) em PPGs da região sudeste. A Universidade de São Paulo (USP) e a Pontifícia Universidade Católica de São Paulo (PUC-SP) formaram 45% dos 169 docentes. Os/as pesquisadores(as) que mais orientaram os(as) docentes da pesquisa tiveram participação ativa na construção da psicologia social crítica brasileira. Considera-se importante realizar novas pesquisas sobre: a) o impacto do deslocamento de pesquisadores formados no sudeste para outras regiões no modo em que atuam nestas regiões; b) as consequências de mudanças na avaliação das assimetrias regionais propostas no VI Planos Nacionais de Pós-graduação ­ PNPG; c) as implicações do teto de gastos do Governo Federal na desigualdade regional referente ao investimento científico em pós-graduação....(AU)

This article refers to the results of a research initiated in 2014 that mapped the researchers of Brazilian Graduate Programs (PPG) in Social Psychology and in Psychology that identified social psychology as a working area in the Lattes curriculum and presented scientific publications on political issues. Based on this mapping, we present an overview of the universities that provide master's and doctorate studies and of the work of these researchers, articulating it with some considerations on the construction and consolidation of PPGs in Brazil. We selected 169 researchers from 37 different PPGs situated in all five regions of the country: The data were organized according to academic formation and work universities of the researchers per period. The built panorama converges with a notable historical aspect in the development of Brazilian graduation: concentration in the Southeast region. USP and PUC-SP constituted 45% of the 169 professors. The researchers who most oriented the professors of the research had active participation in the construction of Brazilian critical social psychology. The results show the importance of conducting new research on: a) the impact of the operational displacement of researchers trained in the Southeast to other regions; b) the consequences of changes in the evaluation of the regional asymmetries proposed in the VI Planos Nacionais de Pós-graduação (PNPG); c) the consequences of the Federal Government's limitation of expenditures on regional inequality related to scientific investment in graduate studies....(AU)

Este artículo se remite a los resultados de una investigación iniciada en 2014, que objetivó construir un mapeamiento de investigadores/as de Programas de Postgrado (PPG) brasileños en psicología social y en psicología que identificaban la psicología social como el área de actuación en el currículo Lattes y presentaban publicaciones científicas sobre temas políticos. A partir de ese mapeamiento, presentamos un panorama sobre las universidades de formación en maestría y doctorado y de actuación de los/as investigadores/as, articulándolo con la reflexión sobre la construcción y consolidación de los PPG en Brasil. Seleccionamos 169 investigadores vinculados a 37 PPG distintos, ubicados en las cinco regiones del país. Los datos fueron organizados en cuanto a las universidades de formación y de actuación de los/as investigadores/as por períodos temporales. El panorama construido es convergente conun aspecto histórico marcante en el desarrollo del postgrado brasileño: la concentración de la formación en maestría y doctorado y de la actuación de investigadores/as en PPG de la región Sudeste. La Universidad de São Paulo (USP) y la Pontificia Universidad Católica de São Paulo (PUC-SP) formaron el 45% de los 169 docentes. Los investigadores que más orientaron a los docentes de la investigación tuvieron participación activa en la construcción de la psicología social crítica brasileña. Se considera importante la realización de nuevas investigaciones sobre: a) el impacto del desplazamiento de investigadores formados en el Sudeste a otras regiones en el modo en que actúan en esas regiones; b) las consecuencias de cambios en la evaluación de las asimetrías regionales propuestas en los VI Planes Nacionales de Postgrado (PNPG); c) las implicaciones de los límites de gastos del Gobierno Federal en la desigualdad regional referente a la inversión científica en postgrado....(AU)