The results provide evidence to support our blended learning format without compromising pedagogy. They also suggest that this format enhances students' perceptions of their learning.

This study describes the redesign of an interprofessional team development course for health science students. A theoretical model is hypothesized as a framework for the redesign process, consisting of two themes: 1) the increasing trend among post-secondary students to participate in social networking (e.g., Facebook, Second Life) and 2) the need for healthcare educators to provide interprofessional training that results in effective communities of practice and better patient care. The redesign focused on increasing the relevance of the course through the integration of custom-designed technology to facilitate social networking during their interprofessional education. Results suggest that students in an educationally structured social networking environment can be guided to join learning communities quickly and access course materials. More research and implementation work is required to effectively develop interprofessional health sciences communities in a combined face-to-face and on-line social networking context.

Background: Health care professionals face high levels of stress from working in a demanding environment. Resiliency training has emerged as an approach to overcome occupational stress. The purpose of this study was to understand what is known about educational strategies for teaching resilience. Method: The five-stage approach from Arksey and O'Malley was used as the methodological framework. Resources were evaluated thematically to identify key strategies and interventions. Results: Included resources ( N = 25) were organized into six themes: (a) Reflective Practice; (b) Storytelling; (c) Peer Support and Mentoring; (d) Professional Support and Mentoring; (e) Mindfulness and Meditation Practice; and (f) Enhancing Self-Knowledge and Personal Competencies. Conclusion: This scoping review has confirmed that there are relevant education strategies to assist students in developing resilience. Recommendations for integrating resilience education at the undergraduate level are included. Preparing nursing students to persevere through adversities is essential for maintaining physical, mental, and emotional health throughout their career. [ J Nurs Educ. 2019;58(6):321–329.]

Role of backrest support and hand grip contractions on regional cerebral oxygenation and blood volume were evaluated by near infrared spectroscopy in 13 healthy men during whole-body vibration (WBV). Subjects were exposed to three WBV (3, 4.5, and 6 Hz at approximately 0.9 g(rms) in the vertical direction), in a randomized order on separate days. During WBV, subjects performed right-hand maximal voluntary intermittent rhythmic hand grip contractions for 1 min. Subjects demonstrated highest oxygenation and blood volume values at 4.5 Hz, however, these responses were similar with and without backrest support (P>0.01). Compared to WBV alone, addition of hand grip exercise during WBV further increased oxygenation (0.07+/-0.11 vs. 0.004+/-0.11 od, P=0.003) and blood volume (0.156+/-0.20 vs. 0.066+/-0.17 od, P=0.000) in the right forehead. Peak oxygen uptake did not correlate to changes in oxygenation and blood volume (P>0.01). Based on the increase in ventilation volume and no change in the ratio of ventilation volume and expired carbon dioxide (P>0.01), it is concluded that WBV induces hyperventilation that might activate the pre-frontal cortical region, thus influencing cerebral responses through neuronal activation.

Background: In health care, there is a shift toward competency assessment, including in interprofessional collaboration and education. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) has been designed to assess self-reported change in interprofessional competency. Method: The current study collects validity evidence for the ICCAS by replicating and expanding previous research, examining internal structure, item functioning, concurrent validity, response process, and consequential validity, including theoretical interpretation of the instrument's application and outcomes. Results: The ICCAS shows good reliability, a single-factor structure, adequate item discrimination, and a moderate concurrent validity. Insight was gained to response process and potential consequences that lend caution to the interpretation of ICCAS results dependent on learner populations. Conclusion: The ICCAS has shown stability, making it a potentially useful instrument in assessing self-reported competency but one that should be applied over multiple time points with an awareness of the specific characteristics and knowledge of the sample. [ J Nurs Educ. 2019;58(8):454–462.]