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      Preparing students to deal with the consequences of the workforce shortage among health professionals: a qualitative approach

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          Abstract

          Background

          Healthcare is facing a shortage of qualified healthcare professionals. The pandemic has brought to light the fragile balance that affects all healthcare systems. Governments have realized that these systems and the professionals working in them need support at different levels to strengthen the retention of the workforce. Health professionals’ education can play an important role in ensuring that new generations of workers have sound personal and professional competencies to successfully face the challenges of professional practice. These challenges are described in the literature, but the extent to which they are considered in health professionals’ education is less clear.

          Methods

          This qualitative study compares the professional challenges and educational needs described in the literature with the current curricula for health professionals offered in Switzerland. Data were collected nationally through focus group interviews with 65% of Switzerland’s directors of bachelor’s and master’s programs of health professions (nursing, physiotherapy, occupational therapy, midwifery, nutrition and dietetics, osteopathy, radiologic medical imaging technology, health promotion and prevention, and health sciences). The data attained were analyzed using knowledge mapping.

          Results

          The results reveal a gap among education programs with regard to occupational health promotion and cultural diversity. Both topics are taught with a sole focus on patients, and students are expected to adopt similar strategies for their health promotion and stress management. Physicians are insufficiently involved in interprofessional education. The programs fail to enhance health professionals’ political, economic and digital competencies.

          Conclusion

          The results of this study offer clear guidance about what topics need to be integrated into curricula to improve health professionals’ well-being at work and their preparedness to face daily professional challenges.

          Supplementary Information

          The online version contains supplementary material available at 10.1186/s12909-022-03819-4.

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          Most cited references38

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          When and Why Incentives (Don't) Work to Modify Behavior

          Uri Gneezy, Stephan Meier, Pedro Rey-Biel (2011)
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            Focus Groups

            RICHARD A. POWELL, HELEN SINGLE (1996)
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              Interventions to improve cultural competency in healthcare: a systematic review of reviews

              Mandy Truong, Yin Paradies, Naomi Priest (2014)
              Background Cultural competency is a recognized and popular approach to improving the provision of health care to racial/ethnic minority groups in the community with the aim of reducing racial/ethnic health disparities. The aim of this systematic review of reviews is to gather and synthesize existing reviews of studies in the field to form a comprehensive understanding of the current evidence base that can guide future interventions and research in the area. Methods A systematic review of review articles published between January 2000 and June 2012 was conducted. Electronic databases (including Medline, Cinahl and PsycINFO), reference lists of articles, and key websites were searched. Reviews of cultural competency in health settings only were included. Each review was critically appraised by two authors using a study appraisal tool and were given a quality assessment rating of weak, moderate or strong. Results Nineteen published reviews were identified. Reviews consisted of between 5 and 38 studies, included a variety of health care settings/contexts and a range of study types. There were three main categories of study outcomes: patient-related outcomes, provider-related outcomes, and health service access and utilization outcomes. The majority of reviews found moderate evidence of improvement in provider outcomes and health care access and utilization outcomes but weaker evidence for improvements in patient/client outcomes. Conclusion This review of reviews indicates that there is some evidence that interventions to improve cultural competency can improve patient/client health outcomes. However, a lack of methodological rigor is common amongst the studies included in reviews and many of the studies rely on self-report, which is subject to a range of biases, while objective evidence of intervention effectiveness was rare. Future research should measure both healthcare provider and patient/client health outcomes, consider organizational factors, and utilize more rigorous study designs.
              Article 0 comments Cited 93 times – based on 0 reviews     Review now
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                Author and article information

                Contributors
                Christoph Golz: christoph.golz@bfh.ch
                Journal
                Journal ID (nlm-ta): BMC Med Educ
                Journal ID (iso-abbrev): BMC Med Educ
                Title: BMC Medical Education
                Publisher: BioMed Central (London )
                ISSN (Electronic): 1472-6920
                Publication date (Electronic): 4 November 2022
                Publication date PMC-release: 4 November 2022
                Publication date Collection: 2022
                Volume: 22
                Electronic Location Identifier: 756
                Affiliations
                [1 ]GRID grid.424060.4, ISNI 0000 0001 0688 6779, Department of Health Professions, , Bern University of Applied Sciences, ; Murtenstrasse 10, 3008 Bern, Switzerland
                [2 ]GRID grid.5681.a, ISNI 0000 0001 0943 1999, La Source School of Nursing, HES-SO University of Applied Sciences and Arts Western Switzerland, ; Lausanne, Switzerland
                [3 ]GRID grid.16058.3a, ISNI 0000000123252233, Department of Business Economics, Health and Social Care, , University of Applied Sciences and Arts of Southern Switzerland, ; Locarno, Switzerland
                [4 ]GRID grid.19739.35, ISNI 0000000122291644, School of Health Professions, , Zurich University of Applied Sciences, ; Winterthur, Switzerland
                [5 ]GRID grid.510272.3, Department of Health, , Eastern Switzerland University of Applied Sciences, ; St. Gallen, Switzerland
                Article
                Publisher ID: 3819
                DOI: 10.1186/s12909-022-03819-4
                PMC ID: 9636659
                PubMed ID: 36333793
                SO-VID: 51b45e3b-027f-4a87-a348-e14fcc234a4b
                Copyright © © The Author(s) 2022
                License:

                Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

                History
                Date received : 19 July 2022
                Date revision received : 26 September 2022
                Date accepted : 19 October 2022
                Funding
                Funded by: Bern University of Applied Sciences
                Funded by: HES-SO University of Applied Sciences and Arts Western Switzerland
                Funded by: University of Applied Sciences and Arts of Southern Switzerland
                Funded by: Eastern Switzerland University of Applied Sciences
                Funded by: Zurich University of Applied Sciences
                Categories
                Subject: Research
                Custom metadata
                issue-copyright-statement © The Author(s) 2022

                ScienceOpen disciplines: Education
                Keywords: bachelor’s program,curriculum,health professionals,knowledge mapping,master’s program,workforce shortage
                Data availability:
                ScienceOpen disciplines: Education
                Keywords: bachelor’s program, curriculum, health professionals, knowledge mapping, master’s program, workforce shortage

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