Federal Employees Health Benefits Program and Federal Employees Dental and Vision Insurance Program: eligibility for Pathway Programs participants. Interim final rule with request for comments.

The U.S. Office of Personnel Management (OPM) is issuing an interim final regulation to update the Federal Employees Health Benefits Program (FEHBP) and the Federal Employees Dental and Vision Insurance Program (FEDVIP) regulations to reflect updated election opportunities for participants in the Pathways Programs. The Pathways Programs were created by Executive Order (E.O.) 13562, signed by the President on December 27, 2010, and are designed to enable the Federal Government to compete effectively for students and recent graduates by improving its recruitment efforts through internships and similar programs with Federal agencies. This interim final rule furthers these recruitment and retention efforts by providing health insurance, as well as dental and vision benefits, to eligible program participants and their families.

Security management internship program: a great recruiting tool for your company.

A well thought out and managed internship program is easily a "win-win" situation, according to the authors, who established such a program for the security department of their hospital. The program benefits not only the students with gaining practical experience of the business environment, but also the colleges/universities in coordinating internship opportunities for its students and business organizations in a number of ways including the possible identification of potential young career candidates to augment their current workforces. The article is based on the authors' presentation at the ASIS International Annual Seminar in September 2012.

Duty and liability surrounding clinical internships: What every internship coordinator should know.

Practical work experience has become a common component of many academic programs. However, there are risks involved when students engage in required academic internships, particularly if these experiences are conducted off-campus. In the academic setting, particularly on the campus property, the university has an established relationship with the student that carries implied contractual duties. The university's duty to the students, which is to provide them with educational opportunities and a safe environment, may be upheld even when the educational activity is occurring off-campus. Recent court rulings indicate that universities may be held liable for students' safety while these students are engaged in the fulfillment of education requirements off-campus. Recognizing that universities cannot control the behavior and choices of students, universities still have a duty to consistently enforce precautionary safety measures and forewarn students of any known risks. The delineation and fulfillment of the university's duty to provide a safe environment and educational opportunities can be addressed through contractual agreements, policies and procedures, and communication among the parties. This discussion should assist the internship coordinator in establishing policies and procedures that meet the required duties and minimize exposure to liability surrounding internships held off-campus.

Guidelines to the United Kingdom Disability Discrimination Act (DDA) 1995 and the Special Educational Needs and Disability Act (SENDA) 2001 with regard to nurse education and dyslexia.

This paper concerns the impact of disability legislation on nurse education, nurse educators and student nurses, in relation to academic work and clinical placement, with regard to dyslexia. The two United Kingdom acts considered are the Disability Discrimination Act (DDA), 1995 and the Special Educational Needs and Disability Act (SENDA), 2001, which is an amendment to the DDA. The paper examines and defines the main points of the acts, such as discrimination; less favourable treatment and its justification; reasonable adjustments; making adjustments in advance; disclosure and confidentiality requests; substantial disadvantage; current systems and regulations and concludes by raising issues which require clarification.

History of residency selection issues in podiatric medicine.

Issues related to residency interview and selection processes have concerned the podiatric medical profession for nearly 20 years. This article presents a chronology and summary of efforts undertaken to address these problems, including a discussion of legal ramifications of residency approval requirements related to establishment of a uniform notification date and participation in a resident-matching service.

Processo saúde-doença e qualidade de vida do residente multiprofissional / Health-disease process and quality of life of the multiprofessional resident

Objetivo: refletir sobre a relação da Residência Multiprofissional em Saúde no processo saúde-doença e na qualidade de vida do profissional de saúde residente. Método: trata-se de um estudo qualitativo, do tipo reflexivo. Refere-se a coleta de dados a uma pesquisa documental e à revisão de literatura com busca nas bases de dados PUBMED/MEDLINE, LILACS, e biblioteca virtual SCIELO com 16 artigos submetidos à análise. Resultados: destacam-se as categorias "Condicionantes legislativos da residência e a interface na saúde do trabalhador" e "Residência versus qualidade de vida". Conclusão: percebem-se condicionantes negativos sobre a residência que podem influenciar o adoecimento do residente. Espera-se, porém, que esta pesquisa contribua para gerar subsídios tanto de políticas públicas sobre a residência, como de material para aperfeiçoar o regulamento interno dos cursos, políticas essas que ofereçam diretrizes que favoreçam o desenvolvimento de boas práticas em formação e saúde.(AU)

State boards of pharmacy regulation of the supervision of pharmacist interns.

OBJECTIVES: To compare the regulations of state boards of pharmacy for pharmacist intern supervision and review publications of service-learning experiences in pharmacy curricula for methods of supervision. METHODS: Online state pharmacy statutes and board of pharmacy regulations were searched to characterize which states' regulations included provisions for the supervision of pharmacist interns, permitted nonpharmacist supervision for student volunteers, and included provisions on interns participating in the practice of pharmacy. Additionally, a PubMed search was conducted for articles describing the supervision of service-learning experiences of pharmacy students at various colleges and schools of pharmacy. RESULTS: The state boards of pharmacy in all 51 jurisdictions included regulations for the supervision of pharmacist interns. Regulations specifically permitted only pharmacist supervision of interns in 45 (88%) jurisdictions, and 3 (6%) states included provisions allowing nonpharmacist supervision of pharmacist interns. Provisions allowing nonpharmacist supervision on a case-by-case basis existed in 6 (12%) jurisdictions. Among the 32 identified reports of service-learning experiences offered in pharmacy curricula, 14 contained the words "supervision" or "supervise," and 9 indirectly described methods of student supervision. CONCLUSIONS: State boards of pharmacy regulations largely prohibited nonpharmacist supervision of pharmacy students, and reports of pharmacy student service-learning experiences frequently omitted descriptions of student supervision. Boards of pharmacy should consider revising existing regulations to address the growing need for service-learning in pharmacy curricula.

Supervising professional trainees: legal implications for mental health institutions and practitioners.

When a professional trainee has been involved in the care of a patient who claims to be physically or emotionally injured as a result of that care and files a lawsuit, the trainee, his clinical supervisors, the school in which the trainee is enrolled, and the affiliated health care institution may all be potential defendants in the lawsuit. The liability of the supervisor and the facilities may depend on the supervisory functions they have in relation to the trainee. The author examines the legal implications of these supervisory functions for the training of mental health professionals and discusses the potential direct and vicarious liabilities associated with such responsibilities.