Maritza Shaughnessy’s Post

Introducing Dr. Jennifer Brooker, another of our esteemed VSA VET International Practitioners! Dr Jennifer Brooker’s Fellowship initiates an ongoing research project by commencing an international comparison (e.g., Austria, Canada, New Zealand, Tonga, UK, USA) that considers how Out-of-Home Care (OOHC) workers are prepared for their roles of working with traumatised children and young people living in statutory care. Identifying the initial training provided to this vital workforce includes the issues workers face and the similarities and differences experienced in OOHC settings worldwide. A topic yet to be researched in depth, it is anticipated the findings will inform future training approaches to create positive, sustainable outcomes for the sector’s many workers. An invaluable contribution to the sector Dr Jennifer Brooker. Join us in following her Fellowship journey. #fellowship #upskill #australianskills #felllowshipadventure #educationexploration #skillsgap #bestpractice #skills #highereducation #vocationaleducation #educationinnovation #skillsshortage

Some great feedback for AHN Intergenerational Education & Training's courses. Follow the link below to find out how you can also be part of a transformative Intergenerational journey!

" I started my degree at UAGC a few months after a breast cancer diagnosis. I realized there were more things I wanted to accomplish, and my education was one of those things. I tried many classes before settling on a major. The Criminal Justice Program professors were amazing. They were engaged in discussions, quick to answer, and even gave amazing feedback. They were always patient with my treatment schedules and gave me time when I was having a not-so-good chemo day. Right before I completed my BA, one of my favorite professors suggested I look at the master's program. In 2021, I graduated with my BA in criminal justice* and celebrated with a virtual ceremony due to COVID. That same year, I entered into remission with my cancer. In 2022, I decided to pursue that master's degree and am set to walk the stage for the first time ever in my adult life in the spring of 2024. UAGC is full of compassionate, caring, and understating staff, teachers, administrators, and even some amazing students. This journey has been possible while doing radiation, chemotherapy, working full time, and caring for two children in my home. With the support of my fellow students, faculty, and family, I am beyond proud to be UAGC." – Sarah Adkins #MyUAGC *Successful completion of a degree program at the University of Arizona Global Campus by itself does not lead to licensure or certification in any state, regardless of concentration or specialization. Certain degree programs may not be available in all states. Student success stories should not be interpreted as a promise or guarantee of career advancement or future earnings. The stories shared here represent the outcomes of individual students for illustrative purposes only. We encourage students in need of support, personal or otherwise, to reach out to Student Access and Wellness. You may do so by calling 866.974.5700, ext. 20050. To learn more visit: https://bit.ly/4brWl6Z.

Collaboration, teamwork and partnership are words that come up time and again when I describe my role. Working across two very different sectors in healthcare and education, I am in a unique position to enable relationships, and leverage the expertise in both worlds to ultimately impact patient care. Q1 2024 so far has been a whirlwind of #collaboration, #teamwork and #partnership through the range of interprofessional student events we have managed. January saw us kick off with our 4th annual 'Early Careers' series aimed at TY student- hundreds of students from across the country joined us to hear from UL Hospitals Group and @MWCH staff, Faculty of Education and Health Sciences UL students, patients and Jack Kavanagh, Donncha O Treasaigh, @LimerickEduSupportCentre. All recordings available here: https://lnkd.in/egua-F5A. Then, last week, University of Limerick team of students, having won the internal heat locally, went on to the national All-Ireland Interprofessional Educational Challenge in Queen's University Belfast, competing with the seven other health sciences Universities in Ireland. Whilst they didn't win, they were a really strong team and gave a really well-rounded performance demonstrating their #teamwork, #collaboration and #partnership. Working in this way doesn't just happen, it needs to be nurtured, promoted and developed. The #HealthSciencesAcademy is grounded in the principles of an academic health sciences system where #collaboration, #teamwork and #partnership leverage infinite opportunities.

Ready... Set... Go! Applications for the Summer Health Professions Program (#SHPEP) are now OPEN until February 5th, 2024. SHPEP is a free, six-week summer enrichment program for #underrepresented first- and second-year undergraduate students interested in pursuing a career in the health professions. Here are some of my SHPEP #ApplicationTips for those thinking of applying: 1. ⏰ Early bird gets the worm! Although SHPEP doesn't operate on a rolling basis, it's always best to submit your application materials as early as possible. Get started with your application today! 2. 📚 Your story MATTERS. Paint a picture on your personal statement. Speak about your background and how your life experiences have shaped your interest in pursuing a career in the health professions. This can be tied to your racial/ethnic/cultural identity, any significant activities you've involved yourself in, and inspirational figures you've met along the way. 3. 🧩 Show, don't tell. When writing about your activities, don't simply state what you did. Describe how you reflected on these experiences and the major things you took away from them. How have these influenced your journey? Happy to offer some extra guidance or share a bit about my experience with SHPEP to those interested in applying! For more information, please refer to the SHPEP website: https://www.shpep.org/ #SHPEP #HealthProfessions #SummerPrograms #Healthcare #Education #PreMed #PreHealth #AAMC

Join AASP in congratulating Kerry Guest, M.S., CMPC, this year’s recipient of the Inclusion, Diversity, and Excellence in Advocacy and Social Justice (IDEAS) Student Award! The purpose of the IDEAS Award is to recognize and honor the achievements of students involved in research, service, or applied experiences that focus on diversity, inclusion, social justice, or advocacy in sport and performance psychology. Applicants for the award must meet the following criteria: 1) Be a current AASP student member at the time of submission. 2) Have made important contributions to the field of sport and performance psychology in the area of diversity, inclusion, social justice, or advocacy, including but not limited to research, service, or applied work with clients, organizations, or community groups. Applicants need only fulfill one area (i.e., research, service, or applied work) to be eligible. Important contributions may look like: - Implementation of advocacy or social justice initiatives within an organization, - Use of culturally informed and responsive practices within diverse populations that created sustained and meaningful change with the person(s) and community served, - Publications, - Development of manuals/workbooks, - Presentation(s) at the annual conference, - Guest lectures, - Community service work, and/or - Presentation(s) at a sport-related, relevant conference related to diversity and inclusion (e.g., Diversity in Sport Conference, Social Justice through Sport and Exercise Psychology Symposium) will be considered, however, the presentation needs to coincide with the AASP Position Statement on Human Diversity. Interested in applying for this award in 2024? Learn more here: https://bit.ly/AASP-IDEAS  #AASP #AssociationForAppliedSportPsychology #IDEAS #AASPAwards #SportPsych #Awards #StudentAward #Inclusion #Diversity #Excellence #Advocacy #SocialJustice

"Over time, we expect that as fellowship programs in the United States and elsewhere gain experience and familiarity with ACGME-I residency graduates, educational relationships will form across institutions and the opportunities for exchange of trainees will grow." Learn more from this article authored by Drs. James Arrighi, Lorraine Lewis, and Thomas Nasca in the latest edition of the Journal of Graduate Medical Education: https://lnkd.in/g9TgXPdw #MedEd #GME #JGME ACGME #ACGMEI

🚀 Exciting Times Ahead at ETSU! 🚀 We are thrilled to announce that after nearly two years of dedicated discussions, meetings, and hard work by the ETSU Academic Structure Task Force, the Deans Council, and the Provost’s Office, the ETSU Board of Trustees approved our new academic structure, which was officially sanctioned by the TN Higher Education Commission (THEC) this week. The new structure will be implemented starting July 1st, ushering in a new era for our institution. One of the most significant changes is the transformation of the College of Clinical & Rehabilitative Health Sciences, which will now be known as the College of Health Sciences (CHS). This change signifies our broader focus and commitment to applied health sciences education and research. Here are the key changes for the College of Health Sciences (CHS): • Name Change: We will be rebranded as the College of Health Sciences (CHS). • New Departments and Programs: o The Department of Counseling and Human Services will now be part of CHS. o The undergraduate program in Exercise Science, as well as the MS and PhD programs in Sport Science, will join CHS. o The Center of Excellence for Sport Science and Coach Education will also become part of CHS. • Continuity and Reallocation: o All existing degree programs within CHS will remain unchanged. o The ASL minor will move to the Department of Literature and Language in the College of Arts & Sciences. • Creation of Schools: o To provide strategic oversight and enhance multidisciplinary collaboration, CHS will create two distinct Schools:  The School of Clinical Sciences: Encompassing clinical and rehabilitation disciplines.  The School of Human Performance and Sport Science: Including exercise and sport science programs and the Center of Excellence for Sport Science and Coach Education. This strategic reorganization is designed to enhance our educational offerings, foster interdisciplinary collaboration, and better serve our students and the broader community. We look forward to this new chapter and are excited about the opportunities it will bring for our faculty, staff, students, and community partners. Thank you to everyone who contributed to this monumental change. #ETSU #HealthSciences #AcademicExcellence #Interdisciplinary #HigherEducation #ETSUCollegeOfHealthSciences #FutureForward

Well it's been a BANG start for Day 2 at the ANCC PTAP Symposium! I feel so blessed to have met so many incredible scholars putting transition theory into practice here in the US. For a researcher there is no greater gift than seeing your work 'in action'. To start Kayce Tugg and colleagues at Baptist Health, Louisiana are using 'real talk sessions' to debrief and work with their graduates on discussing what they are FEELING and what they are STRUGGLING with as they work through their transition. These are mandatory sessions (as they said, and many times I agree, "grads don't always know what they need"), primarily at 15 weeks (just before they move into relatively autonomous practice) though sessions can be held earlier if needed. Facilitators of these sessions range from bedside nurses to CNOs and are offered training and facilitation support. What I liked about this initiative, and something I have been so pleasantly surprised to see in a number of these programs, is the consistent and intended attention to the EXPERIENCE of transition alongside the necessary skills and competency development. As we know, grads are 'whole' beings - you can't talk competency unless you seek to understand what might be getting in the way of their progression - and THAT is the emotional, cultural, developmental, spiritual and physical incongruence and stressors they are experiencing. Even, as in the most recent session, it is simply that they know you are there - you don't have to hover or helicopter parent, but knowing they can reach you for trusted and confidential support allows them to 'let go' of some of the anxiety that comes with feeling they are alone. #ANCC #resilience #transition #transitionsupport

📣 New open access article out over the weekend in Studies in Continuing Education. This one is a little different from other projects I've been involved in but I was lucky enough to be part of this project during my Masters degree. The project investigated the role of quality, safety and dignity in work integarted learning (WIL) placements among health sciences students at a major Australian university. In this paper, we investigated how the quality of these placements could be improved through a focus on preparedness of students, educators and organisations taking part in WIL placements. We argue that all of these stakeholders are responsible for preparedness and to fill the gaps where these exist we recommend that students should be prepared as agentic learners, placement educators should be offered more opportunities for professional learning, and that placements should be co-designed to ensure they benefit the sites and their educators, and students. https://lnkd.in/gJcNwRDm