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Objectives: To assess the stress level, the impact of stress factors, and discrepancies between fourth- and fifth-year undergraduate clinical students at the University of Jordan.Methods: A cross-sectional study was conducted in the academic year 2022/2023. The study group included fourth- and fifth-year dental students at the University of Jordan (n = 382) who were asked to voluntarily fill in an online dental environment stress (DES) questionnaire. Analysis was conducted using Mann-Whitney U test, independent t-test, χ2 test, and Spearman ρ rank correlations. Statistical significance was inferred when P < .05.Results: Fourth-year students reported higher levels of nervousness before treating patients for the first time. Fifth-year students faced more difficulty, higher stress, and/or fear regarding the amount of assigned work, provided treatment, completed requirements, failing the course, time to finish assignments, patient comprehensive care, and financial expenses of the course. Comparison between groups revealed that the fifth-year students scored higher levels of stress on the total DES score and all partial DES scores. Furthermore, the total DES questionnaire scores were significantly correlated with grade point average (GPA) among the total study sample and the prosthodontics clinical course marks among the fourth-year students’ group.Conclusions: The stress level among students in clinical courses was influenced by their academic performance, gender, year level, and the type and time needed for the provided treatment. Completing course requirements was among the most commonly faced stressors. Future research endeavors might be considered to study each clinical factor, its impact on students’ stress level, and how to manage and positively improve these factors.

Although there is an anticipated need for more genetic counselors, little is known about limitations at the graduate training level. We evaluated opportunities for growth of the genetic counseling (GC) workforce by exploring program directors’ perspectives on increasing number of graduate trainees. Thirty US-based GC program directors (PDs) were recruited through the Association of Genetic Counseling Program Directors’ listserv. Online surveys and semistructured phone interviews were used to explore factors impacting the expansion of the GC workforce. Twenty-five PDs completed the survey; 18 interviews were conducted. Seventy-three percent said they believe that the workforce is growing too slowly and the number of graduates should increase. Attitudes were mixed regarding whether the job market should be the main factor driving workforce expansion. Thematic analysis of transcripts identified barriers to program expansion in six categories: funding, accreditation requirements, clinical sites, faculty availability, applicant pool, and physical space. General consensus among participants indicates the importance of increasing the capacity of the GC workforce pipeline. Addressing funding issues, examining current accreditation requirements, and reevaluating current education models may be effective strategies to expanding GC program size. Future research on increasing the number of GC programs and a needs assessment for GC services are suggested.

Clinical training plays a fundamental role in nursing students' acquisition of professional capabilities. This study aimed to explore the perceived challenges nursing students face during clinical training. An explorative cross-sectional study was applied. A proportionate, stratified, random sample was enrolled in the study with inclusive criteria, including nursing students (2nd - 4th year) and interns who attended their internship in regional hospitals. A validated electronic questionnaire was used for data collection, which consisted of three sections and 29 items. The section that focused on the difficulties experienced by nursing students during their practical training included six elements: teachers, healthcare professionals, the students themselves, tasks, time management, and the location of the training. Another section inquired about the students' perspectives on the benefits of clinical training. A three-point “Likert scale” was applied. The findings indicated that mild (24%), moderate (62%), and severe (14%) degree of challenges were perceived by the study participants. The mean score for the total challenges during clinical training was 2.00 ± 0.28, and there were variations in the perceived challenges among grade levels. In conclusion, there are variations in the perceived challenges during clinical training among different grade levels. These challenges were related to teachers, health workers, the students, tasks, the time, and the place. Enhancing the nursing curricula alignment with practical training objectives is recommended, focusing on the development of technical and interpersonal skills with appropriate guidance, alongside positive clinical settings to help nursing students learn and boost their confidence in their approach.

Nurses' lack of competence to be caring affects patients' health and patients describe a desire for more individual and compassionate care. Nursing education tends, however, to focus less on the caring approach in nursing practice and more on developing knowledge in psychomotor skills. The aim of this study was to describe nursing students' experiences of simulating caring and uncaring encounters founded on the caritative perspective at a Clinical Training Centre (CTC). A qualitative, inductive approach using a qualitative latent content analysis. Written reflections of 49 students were analysed. By intertwining reflection with acting and observation, the students experienced that they achieved an open mind and gained an understanding of how important it was to treat the patient based on a caring approach. To act, first uncaring and thereafter caring, gave them an awakening. The students were touched and an overwhelming feeling of suddenly understanding human uniqueness and vulnerability appeared. To simulate caritative caring and uncaring encounters at the CTC enhanced students' knowledge and understanding about caring and strengthened their prerequisites to acquire a caritative ontological basic view and attitude which in the long run may lead to an increased feeling of patient well-being in the encounter.

Background: During the current COVID-19 pandemic, offline clinical education was mandated to suspend at the neurology department of many teaching hospitals globally, yet there is insufficient evidence regarding the preferred practice and methods for online neurology intern training course. Objective: The investigation aimed to examine whether the online neurology training course based on Small Private Online Course (SPOC) and blending learning mode can achieve a good effect and cater for interns from different medical programs and whether the learning group size affects the teaching effect. Design: The subjects were 92 students enrolled in the neurology internship at the Second Xiangya Hospital of China from 9 March to 9 August 2020. After completing the online course, the final scores and evaluation results were compared among different groups of interns, and their preference to distinct contents of the course was analyzed. Statistical analysis was performed using the SPSS program (version 22.0). Results: Our online course received consistent positive recognition from the interns. Ninety-nine percent of the interns recommended incorporating the online course into the conventional offline training program after the pandemic. There was no significant difference between interns from different programs concerning the final scores and course evaluation. A smaller learning group size (<15 students) could achieve a better teaching effect than a larger group size (p < 0.05). The interns preferred interactive discussions, and course contents that they can get practice and feedback from, rather than video watching and didactic lectures. Conclusions: The online neurology intern training course based on SPOC and blending learning mode is worthy of popularization in a large student base. The teaching effect of an online intern training program may be improved by limiting the group size to less than 15 students and encouraging more interactive discussion, more practice and feedback.

Schools of nursing are challenged by increasing demand for clinical placements. Free and charitable clinics provide needed primary care to under-resourced populations. Academic–practice partnerships afford schools of nursing the opportunity to develop training programs to address clinical placement shortages. Previous strategies to establish nurse practitioner (NP) clinical training sites for our Midwest-based school of nursing were insufficient to meet demand. We describe experiences and lessons learned from a 10-year academic practice partnership that led to successful outcomes for all parties and to the development of a novel group NP training model. NP clinical placement opportunities tripled. A dedicated site for doctoral NP quality improvement projects was established. Quality metrics were met or exceeded. Curriculum changes targeting clinical learning were made. An exemplar academic–practice partnership can be leveraged for the benefit of NP training and curriculum while also improving access to primary care.

BackgroundEffective clinical teaching in tertiary institutions relies heavily on clinical preceptors who supervise undergraduate students. While many health science disciplines have explored clinical supervisors’ perceptions of their roles, limited evidence exists in optometry.AimThis study aimed to explore optometry clinical supervisors’ views on their effectiveness as clinical teachers.SettingOne-on-one interviews were conducted online via Zoom.MethodsInterviews were conducted in English and transcribed verbatim. Using a social constructivist paradigm and the inductive approach of content analysis, the data were analysed. Twelve of 22 eligible clinical supervisors (aged 21 years –50 years; 75% female) participated in the study.ResultsTwo main categories emerged: (1) Roles and responsibilities of optometry preceptors, and (2) Intervening conditions that facilitate or hinder effective supervision. Participants described the clinic as a nurturing learning environment, with supervisors modelling professional behaviour, prioritising learning, and fostering psychological safety. Supervisors supported students in developing higher-order thinking. Facilitating factors included collaboration with academic staff and institutional support. However, high workloads, lack of adequate remuneration, and human resource challenges were identified as barriers to effective supervision.ConclusionOptometry clinical supervisors were committed to delivering effective preceptorship and creating a supportive clinical learning environment. Addressing workload, remuneration, and administrative challenges could enhance the supervision experience and sustain high-quality clinical teaching.ContributionThis study identifies key enablers and barriers to effective clinical supervision, offering insights to improve the clinical training experience for undergraduate optometry students.

Clinical psychology as a field has fallen short of its potential to ameliorate the tremendous, ever-growing burden associated with mental disorders. This article provides an overview of how current approaches to training in clinical psychology contribute to this shortfall. First, an overview of the development of training in clinical psychology and the scientist-practitioner model in the United States and Canada is provided, followed by a discussion of the limitations of this model, which remains the predominant approach to doctoral training in clinical psychology in Canada. An alternative approach to clinical training is proposed in which clinical psychologists take the lead in developing evidence-based curricula for applied training that is implemented at the master's level. Under this approach, doctoral training would be reserved for trainees interested in research and other relevant aspects of clinical science. This approach to training could produce a large number of evidence-based clinicians quickly and efficiently and would potentially create more jobs for those with PhDs in clinical psychology, among other important benefits. La psychologie clinique en tant que discipline est loin d'avoir atteint son plein potentiel en ce qui a trait à améliorer le fardeau énorme et sans cesse croissant associé aux troubles mentaux. Cet article donne un aperçu de la manière dont les approches actuelles de la formation en psychologie clinique contribuent à ce déficit. Tout d'abord, un aperçu du développement de la formation en psychologie clinique et du modèle scientifique-praticien aux États-Unis et au Canada est fourni, suivi d'une discussion sur les limites de ce modèle, qui reste l'approche prédominante de la formation doctorale en psychologie clinique au Canada. Une autre approche de la formation clinique est proposée, dans laquelle les psychologues cliniciens prennent l'initiative d'élaborer des programmes d'études fondés sur des données probantes pour la formation appliquée qui est mise en œuvre au niveau de la maîtrise. Dans le cadre de cette approche, la formation doctorale serait réservée aux stagiaires intéressés par la recherche et d'autres aspects pertinents de la science clinique. Cette approche pourrait produire rapidement et efficacement un grand nombre de cliniciens fondés sur des données probantes et créerait potentiellement plus d'emplois pour les titulaires d'un doctorat en psychologie clinique, entre autres avantages importants. Public Significance Statement Doctoral training, which is quite lengthy, is generally required to work as a clinical psychologist in Canada. The current article raises criticisms of this approach to training and proposes an alternative model that is designed to be a more efficient means of producing clinicians with training in empirically supported psychological treatments.

BackgroundClinical training, supervision and practice are the most important aspects of health profession education, including optometry. Institutions implore various methods for students to gain access, exposure and experience in different clinical environments, away from their normal academic settings.AimThis review aimed to investigate studies and related documentary evidence to determine existing standards and methods for educational institutions in conducting optometry clinical training at the external sites.SettingThe electronic databases – ProQuest One, Scopus, EBSCOhost, Sabinet, Science Direct and Google Scholar – were searched systematically for studies on the implementation of workplace clinical training of undergraduate optometry students.MethodsThe study followed the Joanna Briggs Institute (JBI) systematic review methodology and a systematic search of various electronic databases was conducted for studies on implementation of workplace clinical training. Of the 450 full-text studies searched, 13 studies were found to be reputable sources of evidence and were included in this systematic review.ResultsFour themes relating to student clinical training emerged, namely, clinical training approaches implemented, expected minimum standards at the training sites, clinical training environment wherein students and supervisors find themselves and clinical competence of the supervisors and students. They encompass important factors to consider in the planning and provision of quality, efficient and effective student clinical supervision at the external training facilities.ConclusionThere is a dearth of scholarly studies to guide clinical training of optometry training within the public health sector. However, more studies are undertaken in other health disciplines, and they provide generic guidelines, which can be adapted for optometry.ContributionThe article highlights the need for further studies in optometry student clinical training, focussing on programme designs and standardisation of clinical training in multi-institutional, low-income contexts.

Abstract In this reflection paper we discuss the complex challenge of undergoing Counseling Psychology doctoral training as gender expansive women of color during times of great sociopolitical unrest in the United States (U.S.). We consider how via insider status, we are uniquely impacted by engagement in clinical and research work with diverse communities that face ongoing threats to their social and psychological well-being. However, our insider positions are rarely considered in our training experiences. We argue that the field of Counseling Psychology must make a concerted effort to center the voices of students with minoritized identities or runs the risk of engaging in White supremacist practices. We end with recommendations for how Counseling Psychology can better consider and address the needs of doctoral students with minoritized identities.