Sentence examples for at entry to practice from inspiring English sources

Enhancing competency in patient safety at entry to practice requires introduction and integration of patient safety into health professional education.

11 A recent study by Ginsburg et al measured healthcare professionals' perceptions of patient safety competence at entry to practice (operationalised as confidence in patient safety learning).

As efforts to include patient safety in health professional education increase, it is important to capture new health professionals' perspectives of their own patient safety competence at entry to practice.

As PS competencies emerge and efforts to include PS in health professional education increase it will be important to capture trainees and new health professionals' perspectives of their own PS competence at entry to practice.

As efforts to address patient safety (PS) in health professional (HP) education increase, it is important to understand new HPs' perspectives on their own PS competence at entry to practice.

1 5 Enhancing competency in patient safety (PS) at entry to practice requires introduction and integration of PS content into health professional curricula and training programmes, with a particular emphasis on the socio-cultural facets of PS. 1 However, a growing body of literature suggests this is not happening quickly in medicine 6 8 or other health professions.

Along with training, establishing milestones of patient safety competence via evaluation throughout the career course is valuable, including at baseline during entry to practice [ 64].

The Masters Direct Entry program will replace a 12-month Entry to Practice program for non-nurse college graduates.

It was therefore reassuring that those indicating at entry to the course an intention to practice rurally were performing at a similar level academically at exit from the course.

It may also reflect the fact that responses to a question on intended future site of practice at entry to medical school may have been dictated at least in part by idealistic motivations.

For rural background students alone, increasing rurality, as measured by ASGC-RA 1 5 for the town of origin at entry to medical school, did not further increase the likelihood of practicing rurally (Table  5).