Background: Nurses play an important role in interprofessional pharmaceutical care. Curricula related to pharmaceutical care, however, vary a lot. Mapping the presence of pharmaceutical care related domains and competences in nurse educational programs can lead to a better understanding of the extent to which curricula fit expectations of the labour market. The aim of this study was to describe 1) the presence of pharmaceutical care oriented content in nursing curricula at different educational levels and 2) nursing students' perceived readiness to provide nurse pharmaceutical care in practice. Methods: A quantitative cross-sectional survey design was used. Nursing schools in 14 European countries offering educational programs for levels 4-7 students were approached between January and April 2021. Through an online survey final year students had to indicate to what extent pharmaceutical care topics were present in their curriculum. Results: A total of 1807 students participated, of whom 8% had level 4-5, 80% level 6, 12% level 7. Up to 84% of the students indicated that pharmaceutical care content was insufficiently addressed in their curriculum. On average 14% [range 0-30] felt sufficiently prepared to achieve the required pharmaceutical care competences in practice. In level 5 curricula more pharmaceutical care domains were absent compared with other levels. Conclusions: Although several pharmaceutical care related courses are present in current curricula of level 4-7 nurses, its embedding should be extended. Too many students perceive an insufficient preparation to achieve pharmaceutical care competences required in practice. Existing gaps in pharmaceutical care should be addressed to offer more thoroughly prepared nurses to the labour market.
Presented at Conference: IPMA World Conference 2014, At Rotterdam, The Netherlands, Volume: 28 A taxonomy is used for classifying things in general. For the purpose of this paper it is a systematic classification of competences into hierarchical groups where each sublevel constitutes a breakdown of the higher level. Although a vast amount of research has been done in project management competences, there is no standard set of project management competences used (Nijhuis, 2012). Important reasons for constructing a taxonomy for project management competences are found in comparing previous research and in identifying key fields for project management education in higher education. First a definition of competence is given, secondly the rationale of this research is given by discussing recent research. Several different published taxonomies of competences are reviewed. Finally a proposed taxonomy for project management competences is presented.
This experimental study with a pre-post and follow-up design evaluates the financial education program “SaveWise” for ninth grade students in the Netherlands (n = 713). SaveWise adopts a holistic approach, emphasizing action rather than mere cognition. Benefitting from explicit instruction embedded in real-life contexts, students in the program set a personal savings goal and are coached on how to achieve it. The short-term treatment results indicated that SaveWise expanded the students’ level of financial knowledge; encouraged their intentions to save more, spend less and earn an income; and broadly improved their financial and savings behavior. The program demonstrated that it could serve as an effective and low-cost method to enhance the financial literacy of pre-vocational students, a financially vulnerable group. Although long-term effects were expressed only through financial socialization, this study offers evidence linking curricula to increased knowledge and improved behavior for a specific sample of students.
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This Impuls 2020 proposal of ArtEZ University of the Arts focuses on strengthening the institutional structure and organizational infrastructure of its Research and Outreach Unit, by developing and building ArtEZ Research & Outreach. ArtEZ Research & Outreach is a centralized research incubation and development space to facilitate the large communities of researchers at ArtEZ. Based on the portfolio of diverse practices, disciplinary competences, and domain expertise, it explores and develops common grounds for new ways of shared, de-disciplined research and outreach activities across the university and with relevant external partners and stakeholders. The 2 key areas in which Impuls-activities will be performed are: 1. Strategic Research Programming and Networking – Aligning expertise, combining research resources and developing strategic networks Our first objective is to define a long-term Strategic Research Program, to set the directions of urgent and future-proof research topics, directly related to needs and demands from internal (research, education) and external (societal, industrial) stakeholders, with the ambition to create maximum value and impact for researchers, students and professionals and preserving the power of art. This area also includes networking, to develop diverse multi-stakeholder consortia within and around the selected strategic research topics. Our objective is to create multi-lateral exchanges, bringing people together in diverse communities for building consortia to prepare for joint practices of research, impact, accountability, and intervention towards collective research development. 2. Professional Research Support Infrastructure We need to develop and professionalize our research support infrastructure to facilitate professors and researchers in preparing, performing and managing (organizationally and financially) their research projects. The ambition is to increase ArtEZ’ participation in projects for research in the arts, from networking to dissemination and implementation of the research results and output, by developing a strong and sustainable research portfolio and financing strategy.
