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Background Low back pain (LBP) is a public health concern because it is highly prevalent and the leading cause of disability worldwide. Psychologically informed physical therapy (PIPT) is a secondary prevention approach that first aims to identify individuals at high risk for transitioning to chronicity and then provides tailored treatment to reduce that risk. Training models that are feasible to implement with acceptable training quality are needed to improve scalability for widespread implementation of PIPT. This manuscript describes the PIPT training program that was developed for training physical therapists providing PIPT in the TARGET trial. Methods The PIPT training program was developed, tested, and modified using an iterative process. Content development consisted of stakeholder engagement, beta testing, modification of training, and confirmation of final course objectives. Methods of delivery consisted of a website that included brief online educational modules followed by a live 8-h workshop that included video-based mock case scenarios and case-based role playing. Attitudes, beliefs, and confidence in implementing PIPT principles were assessed before and immediately after training to measure training quality and impact. Results Early stakeholder engagement and beta testing indicated the need for increased emphasis on experiential learning opportunities and patient-centered communication training. Booster training varied extensively across TARGET sites with involvement of ‘clinician champions’ providing brief follow-up sessions identified as best practice. Favorable post-training changes in physical therapist attitudes and beliefs toward biopsychosocial treatment orientation and increased confidence in implementing PIPT principles were observed. Conclusions PIPT training for provider participation in the TARGET trial was feasible to deliver. Course content was acceptable to physical therapists and resulted in improved beliefs and confidence in applying PIPT skills during clinical practice. Ongoing consultation and site-based continuing education were methods by which specific TARGET sites maintained or augmented PIPT skill training; however, implementing ongoing training was challenging in general. Due to the pragmatic nature of the TARGET trial, it was not possible to directly measure the effect of PIPT training on treatment fidelity, which was a limitation of our approach. Trial registration ClinicalTrials.gov, NCT02647658 . Registered on 6 January 2016.

This paper will describe the experiences and perception of a cohort of trainee Advanced Midwifery Practitioners (AMP's) during their training on an MSc in Advanced Practice. The educational philosophy underpinning the master's programme is interprofessional learning linked closely to work based learning and assessment. The focus group explored how the AMP's were developing core competencies within four domains: 1.Clinical/direct patient care or practice;2.Leadership and collaborative practice;3.Improving the quality and developing service practice;4.Development of competency in self and others. The links between the university and clinical assessments were instrumental in developing both midwifery and specialised skills required for extending their scope of practice. The changing demographics of their client group facilitated the need to provide safe assessment and management of ladies with complex health and social needs in pregnancy and childbirth; provide specialised clinics and the development of a robust staff training and assessment process. The generic competencies they gained improved collaborative working with their medical colleagues, raising the trainees profile and acceptance of their extended role. In addition to this, development of specialised midwifery skills promoted a high degree of decision making responsibilities within midwifery to facilitate service development and promote evidence based care. •Links between the University and Trust were instrumental in developing both generic and specialised skills required for AMP.•The changing demographics of the client group facilitated the development of specialised clinics and a robust staff training.•The generic competencies gained improved collaborative working with their medical colleagues.•Development of specialised midwifery bespoke skills enhanced decision making responsibilities to promote evidence based care.

All countries in Sub-Saharan Africa (SSA) face the prospect of a substantial increase in the number of primary school completers in the coming years. Although initial conditions vary widely from country to country, this increase will inevitably intensify pressure on the education system, particularly at the secondary and tertiary levels. African countries may thus find it timely to align their education policies and strategies to the emerging challenges. A key goal is to ensure that the education system continues to develop in an efficient, equitable, and fiscally sustainable manner even as it expands to accommodate the rising numbers seeking a place in secondary and tertiary education. The rest of this report is organized as follows. Chapter two elaborates the policy context for education development in SSA. Chapter three explains the methodology and data sources. Chapter four examines the challenges and constraints posed by the sheer volume of increases in enrollments in post-primary education with which most education systems in SSA must grapple in the coming years. Taking these constraints into account, the report evaluates the scope for policy development from three perspectives in the subsequent chapters: the coverage of education systems (chapter five), the quality and cost of service delivery (chapter six), and the division of financing by public and private sources (chapter seven). The fiscal implications of plausible policy packages that SSA countries might consider are assessed in chapter eight. Chapter nine seems up the general conclusions of the report.

Work now invariably requires a continual focus on learning: to improve productivity, to enhance the flexibility of employees and to develop and transform organizations. This volume brings together leading experts from the United States, Britain, Australia and New Zealand to critically evaluate the current debates on workplace learning and to propose directions for future developments in both research and practice. Topics covered include: expectations about learning at work into the twenty-first century; learning theories, practice and performance implications; the relationship between workplace learning and other forms of life-long education; international developments in competency-based approaches to learning and assessment; the influence of language, power, culture and gender upon the 'construction' of learning. Understanding Learning at Work will be an invaluable resource for students and practitioners interested in training, human resource development (HRD), continuing and adult education and provides a state-of-the-art summary of the issues and opportunities involved.

Informal learning has become an extremely important issue as post-industrial workplaces seek to harness its productive potential. Managers and HRD practitioners have attempted to deploy informal learning in the design of corporate cultures, however, most discussions of the subject have tended to be uncritical expositions which do not challenge the underlying economic, philosophical and organisational rationale. Uniquely, this book goes against this tendency. It critically examines definitions of informal learning, and focuses on its application in a variety of workplace contexts. It features: theories of informal learning the unmasking of contemporary corporate rhetoric the implications for accounts of workplace learning of poststructuralist and post-modern perspectives. Incorporating case studies based on interviews with practising managers and HRM practitioners, and a detailed glossary of key concepts and issues, this book will be a valuable reference for students of workplace learning.

\"Each chapter's activities are hands-on and should make the book a useful and enjoyable experience. It will appeal to students and teachers as a one-stop shop for portfolio advice and support.\" Nursing Standard \"This text is much needed. Clearly written and engaging, this has the potential to become a gold standard portfolio text.\" Roger Watson, Editor of Journal of Clinical Nursing and Professor of Nursing, School of Nursing and Midwifery, The University of Sheffield \"Having read this book, I feel that it is not only useful for nursing students, but could be useful for qualified nurses who are working on their continuing professional development folder... As students progress through their course, how they manage their time, their attitude to learning and the goals they set for themselves may change. It is fitting therefore that the first chapter looks at learning in the context of portfolios and includes a time management, desire for learning and self control questionnaire - which although gives no definition to how the student manages their time, could prove to be an interesting activity particularly if completed at the start of a year and then at the completion of the year.\" Joanne Starkes, Nursing Student \"Fiona Timmins has made the topic of nursing portfolios easy to understand with simple terms and many helpful activities throughout while still being easy to read. While covering everything from the purpose of portfolios, content and structure to portfolios in operation this is a book that will greatly help anyone trying to produce a portfolio whether just starting or nearing the end of one...I will deffinately be refering to this book throughout my 3 years as a student nurse making my portfolio and would reccomend others to do so as well.\" Laura Franklin, Nursing Student \"Fiona Timmins has written a book which is not just usefull for student nurses but it also makes the topic easier to understand. Throughout the text there are many activities for the reader to partake in. It covers key topics such as \"portfolio content\" and \"portfolio structure\". As a 2nd year nursing student i believe that this text is a valuble asset to any nursing students bookshelf as it is clear, consise and makes what can be a very confusing subject appear much easier.\" Vicky Bain, Nursing Student \"Fiona Timmins has produced a book that is not only simple and easy to read but provides activities that enable the reader to think deeper about the information they include within their portfolio. Remember points dotted through each chapter provide quick and easy hints and tips to look back on while completing a portfolio ... This is one book, which I wish I had the chance to read in my first year, but it will be a handy companion while I complete my portfolio. I will recommend this book to my fellow classmates and also students in the years bellow, as they will defiantly benefit from this book.\" Leanne Haigh, Nursing StudentThis accessible book provides a guide to the context of portfolio development and its importance not just to assessment but to the patient experience. All students undertaking pre-registration nursing qualifications are required to complete a portfolio as part of their formal assessment, in order to bridge the gap between theory and practice and to provide evidence of achievements in practice.Fiona Timmins offers a handy guide to approaching, putting together and developing an effective portfolio, helping you answer questions like: What should be in my portfolio? How should I present it? How will my portfolio be assessed? Reflection points and portfolio examples make the book easy to use.Key topics covered include: Learning in the context of the portfolioThe purpose of portfoliosReflection and reflective practiceCompetence in nursingPortfolio contentPortfolio structureThe portfolio in operation Making Sense of Portfoliosis essential reading for all pre- and post-registration nursing students looking for a clear and accessible guide to creating and developing a portfolio.

Health indicators particularly on child health and malaria in Ethiopia have improved significantly in recent years, with the next challenge now focused on improving maternal health indicators. Improvements in Child health and Malaria in particular can be attributed to strong government commitment towards health results in the country, reflected in a number of notable policies and programs related to Human Resources for Health (HRH), in particular the health extension worker program. However, indicators related to maternal health, remain problematic. Ethiopia has one of the lowest levels of assisted deliveries in the region. Although increases in the number of health workers particularly in rural areas may have contributed to improving access to some health services, it is in the government’s interest to further improve the stock, distribution and performance of relevant health workers in Ethiopia, particularly to bring about improvement in access to maternal health services for the poor. This document reviews the current HRH situation in Ethiopia, summarizes the evidence on population use of select health services, and offers relevant policy options to assist the government finalize its new Human Resources Strategy and address remaining health challenges.

The Ethiopian health sector faces a number of challenges related to human resources, including geographical imbalances in the distribution of health workers, problems with job satisfaction, and a high willingness to migrate abroad. To address these challenges with appropriate policies, more empirical evidence is needed. The Ethiopian Health Workers Cohort Study was set up to produce evidence as input to policy design. To generate insights on health workers' career choices, preferences, and job satisfaction, the study followed the same health workers over time. The first wave of the study was conducted in April 2004 and surveyed 219 nursing students and 90 medical students who were in their final year of study. In the second wave of the survey, which took place between May and September 2007, researchers re-interviewed the nurses and the doctors, who had now entered the labor market. This paper reports the descriptive findings of the second wave as well as changes that were identified between the two survey rounds. The report is structured as follows. This chapter provides an overview of the Ethiopian health sector and a brief description of the survey methodology. Chapter two presents data on the health professionals' current activities, including the distribution of job functions across locations, sectors, and facilities. Chapter three summarizes the findings on job characteristics such as salaries and nonmonetary benefits; it also provides information about health professionals' level of satisfaction with job and life of and its evolution over time. Chapter four reports the results regarding health workers' willingness to work in rural areas, including an analysis of the evolution of reservation wages for work in a rural area, obtained from responses to contingent valuation questions. Chapter five focuses on the health worker's likelihood of migrating abroad in the near future, again using specially designed questions. Each chapter after chapter two starts with a summary of the pertinent results.

With the advances of medicine, questions of medical ethics have become more urgent and are now considered of great social and political significance. An innovatively designed, activity-based workbook, this text was prepared using papers and case studies collected from several countries in the European Union. It reflects the issues and concerns that confront clinical practitioners throughout Europe and elsewhere today and presents varying national responses in law and policy to these concerns, as identified by ethicists, lawyers, theologians and practitioners. The problems they examine include the relationship between medical research and medical practice, elementary regulations of medical research, the complexity of informed consent, and the role of the sponsor or scientific community.