WorldWideScience

Sample records for professional practice credits

  1. Linking Classroom Theory to Professional Practice: The Internship as a Practical Learning Experience Worthy of Academic Credit

    Science.gov (United States)

    Young, Darlene S.; Baker, Robert E.

    2004-01-01

    The practical learning experience that internships provide can be effectively incorporated into the sport management curriculum as a way to link classroom theory to professional practice. The authors stress the importance of establishing and maintaining academic rigor within internship experiences. The article addresses specific learning outcomes…

  2. Trade Credit Terms and Credit Practices of Selected Firms in Accra ...

    African Journals Online (AJOL)

    Management of trade credit has been observed to be problematic for Finance Managers because the credit offered affects sales, profits, and cash flow position of a firm. The study was conducted to analyse the trade credit terms and credit collection practices of 96 firms in the Accra-Tema Metropolis. Questionnaires were ...

  3. Awarding Credit for Outcomes-Based Professional Development.

    Science.gov (United States)

    Dickerson, Pamela S; Shinners, Jean; Chappell, Kathy

    2017-03-01

    The American Nurses Credentialing Center is embarking on a pilot project designed to award credit to RNs for achievement of outcomes-based professional development activities, regardless of time spent in the endeavor. This article explores the value of this approach in the current health care environment. J Contin Educ Nurs. 2017;48(3):97-98. Copyright 2017, SLACK Incorporated.

  4. A Study of Experience Credit for Professional Engineering Licensure

    Energy Technology Data Exchange (ETDEWEB)

    Martin, M.A.

    2003-08-11

    Oak Ridge National Laboratory performed a study of experience credit for professional engineering licensure for the Department of Energy's Industrial Assessment Center (IAC) Program. One of the study's goals was to determine how state licensure boards grant experience credit for engineering licensure, particularly in regards to IAC experience and experience prior to graduation. Another goal involved passing IAC information to state licensure boards to allow the boards to become familiar with the program and determine if they would grant credit to IAC graduates. The National Council of Examiners for Engineers and Surveyors (NCEES) has adopted a document, the ''Model Law''. This document empowers states to create state engineering boards and oversee engineering licensure. The board can also interpret and adopt rules and regulations. The Model Law also gives a general ''process'' for engineering licensure, the ''Model Law Engineer''. The Model Law Engineer requires that an applicant for professional licensure, or professional engineering (PE) licensure, obtain a combination of formal education and professional experience and successfully complete the fundamentals of engineering (FE) and PE exams. The Model Law states that a PE applicant must obtain four years of ''acceptable'' engineering experience after graduation to be allowed to sit for the PE exam. Although the Model Law defines ''acceptable experience,'' it is somewhat open to interpretation, and state boards decide whether applicants have accumulated the necessary amount of experience. The Model Law also allows applicants one year of credit for postgraduate degrees as well as experience credit for teaching courses in engineering. The Model Law grants states the power to adopt and amend the bylaws and rules of the Model Law licensure process. It allows state boards the freedom to modify the experience

  5. Credit

    OpenAIRE

    Tichá, Irena

    2016-01-01

    Credit This diploma thesis deals with the provision of credit and credit agreement under Sections 2395 - 2400 of the Civil Code. The purpose of this thesis is to analyze legal regulation of credit agreement under Civil Code and also to describe selected issues of Consumer Credit regulated by Consumer Credit Act. The first chapter describes credit in general, defines credit agreement and sources of the law, by which credit agreement is governed, then I compare credit agreement and loan agreeme...

  6. Continuing professional development crediting system for specialists in laboratory medicine within 28 EFLM national societies.

    Science.gov (United States)

    Topic, Elizabeta; Beletic, Andjelo; Zima, Tomas

    2013-01-01

    Continuing professional development (CPD) with corresponding crediting system is recognized as essential for the laboratory medicine specialists to provide optimal service for the patients. Article presents results of the survey evaluating current CPD crediting practice among members of European Federation of Clinical Chemistry and Laboratory Medicine (EFLM). A questionnaire had been forwarded to presidents/national representatives of all EFLM members, with invitation to provide information about CPD programmes and crediting policies, as well as feedback on individual CPD categories, through scoring their relevance. Complete or partial answers were received from 28 of 38 members. In 23 countries, CPD programmes exist and earn credits, with 19 of them offering access to non-medical scientists. CPD activities are evaluated in all participating countries, regardless to the existence of an official CPD programme. Among participating members with mandatory specialists' licensing (22/28), CPD is a prerequisite for relicensing in 13 countries. Main categories recognized as CPD are: continuing education (24 countries), article/book (17/14 countries) authorship and distance learning (14 countries). The highest median score of relevance (20) is allocated to professional training, editor/authorship and official activities in professional organizations, with the first category showing the least variation among scores. Majority of EFLM members have developed CPD programmes, regularly evaluated and accompanied by crediting systems. Programmes differ in accessibility for non-medical scientists and impact on relicensing eligibility. Continuing education, authorship and e-learning are mainly recognized as CPD activities, although the professional training is appreciated as the most important individual CPD category.

  7. Professional and Organizational Best Practices

    Directory of Open Access Journals (Sweden)

    Robert L. SCHALOCK

    2015-03-01

    Full Text Available By focusing on evidence-based practices this article asks us to pursue jointly what are best practices, who is a professional, and what does it mean to be an effective and efficient organization. Both professionals and organizations provide services and supports that enhance the personal well-being and personal growth of their clientele. In discussing professional and organizational practices, I will suggest that professional best practices begin with respect for the individual and embrace professional standards, professional ethics, evidence-based practices, and impact evaluation. Analogously, I will suggest that organization best practices begin with a commitment to being a values-based entity that is effective and efficient in the provision of services and supports. This organization commitment is reflected in best practices related to high performance teams, the supports paradigm, outcomes evaluation, and continuous quality improvement.As depicted in Figure 1, the presentation will discuss each of these components of professional and organizational best practices. Additionally, I will suggest that through their reciprocal action, the best practices exhibited by professionals and organizations also create a cultural milieu that directly enhances not only the services and supports provided to the organization’s clientele, but also directly impacts the personal wellbeing and growth of organization personnel, which in turn enhances their effectiveness and efficiency.

  8. Professional Cosmetology Practices. Instructional Units.

    Science.gov (United States)

    Hopcus, Sharron; Armstrong, Ivan J.

    This publication is designed to assist the instructor and students in understanding the latest concepts and techniques of the instructional phase of cosmetology programs. The instructional units are in five areas: (1) orientation, (2) professional practices: hair, (3) professional practices: skin and nails, (4) cosmetology science, and (5)…

  9. CAUTIOUS PRACTICE IN ACCOUNTANCY CREDIT UNITS

    Directory of Open Access Journals (Sweden)

    Riana Iren RADU

    2006-01-01

    Full Text Available The constitution of the specific risk prevision refers to their creation and is realized including in the cost the sum representing the level of the necessary specific risk provisions, in case there is no provision. The constitutions, regulation and the utilization of specific risk provisions will be realized using the credit currency and/or the investments they correct. Specific risk provisions are to be determined only for the client’s balance sheet engagements. The calculation for the necessary volume of provisions is realized for each and every credit contract referring to the final client classification category.

  10. Professional knowledge and interprofessional practice

    Energy Technology Data Exchange (ETDEWEB)

    Milburn, Peter C. [Canterbury Christ Church University, Undergraduate Interprofessional Studies, North Holmes Road, Canterbury, Kent, CT1 1QU (United Kingdom)], E-mail: peter.milburn@canterbury.ac.uk; Colyer, Hazel [Faculty of Health and Social Care, Canterbury Christ Church University, Canterbury, Kent, CT1 1QU (United Kingdom)

    2008-11-15

    Interprofessional education (IPE) is well-established in the professional discipline of radiography and other health and social care professions, driven by central government policies promoting interprofessional, collaborative working. The development of an appropriate knowledge base for interprofessional work is therefore important and, as a starting point, the article investigates the concept and significance of professional knowledge as a means to unravel and shed light on the potential emergence of a new body of knowledge, 'interprofessional knowledge'. The paper discusses whether the term 'interprofessional knowledge' (IPK) is meaningful and its utility for interprofessional practice, arguing that such knowledge is located within the discourse of interprofessional learning and practice. As such it is fluid and contextualised. The implications of this for all health and social care professionals, including radiographers, are elaborated to assist in future curriculum development and enhance understanding of the knowledge that underpins effective, collaborative, interprofessional practice. The paper concludes by suggesting there are a number of key implications for professional practice namely, IPE cannot teach interprofessional knowledge, rather it should facilitate interprofessional practice, through which such knowledge is construed, and person-centred care can be more effectively achieved. Second, interprofessional practice is highly contextualised by practice setting and point of service delivery. Any attempt to decontextualise it for the purpose of curriculum development would be illogical; interprofessional knowledge is in a symbiotic relationship with its prior professional knowledge. Third, the organisation of IPE would be better driven by alliances of complementary professions in order to maximise its potential effectiveness and credibility with practitioners.

  11. Awarding Credit Where Credit Is Due: Effective Practices for the Implementation of Credit by Exam. Adopted Spring 2014

    Science.gov (United States)

    Academic Senate for California Community Colleges, 2014

    2014-01-01

    Credit by Exam is a mechanism employed in the California community colleges as a means of granting credit for student learning outside of the traditional classroom. In some instances, credit by exam is the means used to award college credit for structured learning experiences in a secondary educational setting, while in other instances knowledge…

  12. Practical ontologies for information professionals

    CERN Document Server

    AUTHOR|(CDS)2071712

    2016-01-01

    Practical Ontologies for Information Professionals provides an introduction to ontologies and their development, an essential tool for fighting back against information overload. The development of robust and widely used ontologies is an increasingly important tool in the fight against information overload. The publishing and sharing of explicit explanations for a wide variety of conceptualizations, in a machine readable format, has the power to both improve information retrieval and identify new knowledge. This new book provides an accessible introduction to the following: * What is an ontology? Defining the concept and why it is increasingly important to the information professional * Ontologies and the semantic web * Existing ontologies, such as SKOS, OWL, FOAF, schema.org, and the DBpedia Ontology * Adopting and building ontologies, showing how to avoid repetition of work and how to build a simple ontology with Protege * Interrogating semantic web ontologies * The future of ontologies and the role of the ...

  13. Grounding our practice in nursing professional development.

    Science.gov (United States)

    Dickerson, Pamela S

    2014-07-01

    The Nursing Professional Development: Scope and Standards of Practice is foundational to the work of nurses in a continuing professional development role. Use of the practice and professional performance aspects of the standards supports both quality of learning activities and the continuous growth process of nurses engaged in this area of practice. Copyright 2014, SLACK Incorporated.

  14. National Credit Regulator versus Dedbank Ltd and the practice of ...

    African Journals Online (AJOL)

    Keywords: National Credit Regulator; National Credit Act 34 of 2005; Magistrate's Court Act 32 of 1944; Magistrate's Court; Declaratory order; Judicial discretion; Jurisdiction; Service; In duplum rule; Emoluments; attachment order; Debt review; Debt counsellor; Consumer; Credit provider; Application procedure.

  15. MOOCs as LIS Professional Development Platforms: Evaluating and Refining SJSU's First Not-for-Credit MOOC

    Science.gov (United States)

    Stephens, Michael; Jones, Kyle M. L.

    2014-01-01

    Beyond for-credit offerings, some library and information science (LIS) schools are exploring MOOCs as a means to promote lifelong learning and professional development. Using web surveys and descriptive content analysis methods, this paper empirically addresses if, in LIS programs, MOOCs can fill a role and serve new populations of learners…

  16. Student plagiarism and professional practice.

    Science.gov (United States)

    Kenny, Deborah

    2007-01-01

    With the ever-increasing availability and accessibility of the Internet, students are able to access a multitude of resources in support of their studies. However, this has also led to an increase in their ability to cheat through plagiarising text and claiming it as their own. Increased pressures of balancing work and study have contributed to this rise. Not only confined to the student population, some academics are also guilty of engaging in this practice providing a less than favourable role model for their students. Of increasing concern is the links of this practice to professionalism or indeed in this case unprofessionalism. Both pre- and post-registration nursing students who plagiarise risk bringing the reputation of the profession into disrepute. There are a number of methods that may be used to detect plagiarism but often the penalties are menial and inconsistently applied. Overall it is essential that academic institutions foster a culture of honesty and integrity amongst its academic community. A culture that clearly emphasises that plagiarism in any form is unacceptable.

  17. Reflective practice for personal and professional transformation.

    Science.gov (United States)

    Kofoed, Nancy A

    2011-01-01

    Reflection is the mindful (and prayerful) consideration of professional or personal actions in such a way as to transform present and future experience. Nurses will find ways to create transformation in patient care through reflection in practice, clinical supervision, leadership, education, and evidence-based practice. This article discusses models and processes for reflective practice for professional, personal, and Christian spiritual transformation, making application to case studies in nursing practice.

  18. Professional Knowledge and Everyday Practice

    DEFF Research Database (Denmark)

    Schmidt, Camilla

    Professional care work in preschools in Denmark is faced with a knowledge crisis, due to increasing influence by regulations from state and market. As a consequence the professionals seem more inclined to focus on how to meet demands for documentation, rather than focusing on developing their pro......Professional care work in preschools in Denmark is faced with a knowledge crisis, due to increasing influence by regulations from state and market. As a consequence the professionals seem more inclined to focus on how to meet demands for documentation, rather than focusing on developing......, that are not traditionally valued, nor by “users” or the professionals themselves, into account. With inspiration from a Danish researcher of everyday life and her concept of ‘the unnoticed/unrecognized’ (det upåagtede) (Bech-Jørgensen 1994), this paper will discuss how understandings of professional identity...

  19. Advancing Work Practices Through Online Professional Development

    DEFF Research Database (Denmark)

    Noesgaard, Signe Schack

    was not effective and subsequently terminate change that could have advanced their practices. This underlines the need to think beyond the course format to make online professional development interventions continuous, committing, and contextual. The research suggests rethinking online professional development...... as adaptive “just-in-time” technologies and proposes a design theory called “situated online professional development,” entailing six design principles for advancing work practices....

  20. From Academic-Practice Partnership to Professional Nursing Practice Model.

    Science.gov (United States)

    Hudacek, Sharon Smith; DiMattio, Mary Jane K; Turkel, Marian C

    2017-03-01

    HOW TO OBTAIN CONTACT HOURS BY READING THIS ISSUE Instructions: 1.2 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded after you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. In order to obtain contact hours you must: 1. Read the article, "From Academic-Practice Partnership to Professional Nursing Practice Model," found on pages 104-112, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website to register for contact hour credit. You will be asked to provide your name, contact information, and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until February 28, 2020. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. OBJECTIVES Describe the benefits and barriers to participation in a community-based academic-practice partnership. Identify three

  1. Theory and practice in professional education

    DEFF Research Database (Denmark)

    Nielsen, Trine Kløveager

    the relationship between theory and practice through conducting a systematic review of the international research based on qualitative and quantitative methods of relevance to the review question: “Which strategies in education affect the theory practice relation in professional education programs in teaching......, nursing, engineering and social work and in other professional bachelor education programs regarding health, teaching and technology, and how?”. The systematic review consists of a research mapping which will identify and characterize the empirical research concerning the review question and a synthesis......Background: A fundamental component in professional education is the link between theory and practice. However, many students in professional education programs experience a lack of coherence between theory and practice which is often described as the theory practice gap. This PhD-project is part...

  2. Reflection and Perception in Professional Practice

    African Journals Online (AJOL)

    Christopher R Stones

    Reflection and Perception in Professional Practice by Peter Erlandson. Abstract. For the last decade, reflection has been a major theme in discussions about professional skillfulness and the development of the competence of practitioners such as nurses and teachers. The intellectual pattern that has structured ambitions in ...

  3. Professional Competencies for Student Affairs Practice

    Science.gov (United States)

    Munsch, Patty; Cortez, Lori

    2014-01-01

    The purpose of this chapter is to explore the integration of the ACPA/NASPA Professional Competency Areas for Student Affairs Practitioners (ACPA/NASPA, 2010) on community college campuses. The competencies provide specific skill sets for a broad range of student affairs practice areas that should be met by professionals throughout their careers.…

  4. Management of professional boundaries in rural practice.

    Science.gov (United States)

    Brooks, Kathleen D; Eley, Diann S; Pratt, Rebekah; Zink, Therese

    2012-08-01

    Rural physicians wrestle with professional boundary issues routinely in everyday interactions, and their situation differs from the experience of their urban colleagues. Medical students receive limited exposure to professional boundary management in preclinical training. Increasingly, schools are implementing rural longitudinal clinical clerkships which expose students to rural boundary setting. This qualitative study explored the management of professional boundaries integral to rural practice and how this management may differ from their urban colleagues. Semistructured interviews were conducted in 2010 with 12 rural physicians across Minnesota exploring their perceptions of professionalism in rural practice. A social constructivist approach to grounded theory was used to analyze the data. Five primary themes regarding rural professionalism emerged from the data: centrality of care, rural influences on choice, individualization of boundary setting, advantages of dual relationships, and disadvantages of them. These themes served to illustrate rural boundary management. This study's findings indicate that rural physicians are routinely confronted with professional boundary issues in everyday situations, and these circumstances do not always reflect those of their urban colleagues. Given the increase in longitudinal immersion clinical clerkship programs to nurture student interest in future rural practice, acknowledgment and acceptance of the nuances of dual relationships and boundary setting in different clinical learning contexts are vital to help students identify their personal needs for privacy and be better prepared to negotiate the realities of rural practice. These findings may inform future medical education initiatives on professional boundary setting as an aspect of professionalism.

  5. Ethical and professional standards compliance among practicing ...

    African Journals Online (AJOL)

    This study investigated ethical and professional standards compliance among practicing librariansin university libraries in Benue State. The purpose of the study was todetermine the extent to which librarians in university libraries comply with ethics and professional standards in librarianship. The study adopted a descriptive ...

  6. An Examination of the Credit Card Payment Practices of College Students

    OpenAIRE

    Munro, Jennifer L.

    1997-01-01

    An Examination of the Credit Card Payment Practices of College Students by Jennifer L. Munro (ABSTRACT) Every year, young adults graduate from high school and enter college. Often, college is the first opportunity students have to manage money. For some students, this means owning and managing their first credit cards. Colleges and universities frequently allow credit card vendors to solicit on campus. This practice is subject to criticism by the popular media, which reports hor...

  7. Transfer Credit Assessment: A Survey of Institutional Practices

    Science.gov (United States)

    British Columbia Council on Admissions and Transfer, 2015

    2015-01-01

    Assessing credits that transfer students bring to an institution may require a significant amount of institutional resources. The increased mobility of students among post-secondary institutions in British Columbia (BC), and the need to ensure efficient admission processes for both the student and the institution, makes transfer credit assessment…

  8. Professional practice among woman dentist

    OpenAIRE

    S K Pallavi; Rajkumar, G. C.

    2011-01-01

    Objective: This review aims to give an inside view of professional career of a women dentist, addresses the unique demands of being a woman dentist, and highlight ways to address these issues. Materials and Methods: The Medline database, scholarly literature, and informal literature were considered for this review. Results: Working hours of female dentists do not differ significantly from the working hours of their male counterparts, until they have children. The female dentists’ working hour...

  9. Professional courtesy--current practices and attitudes.

    Science.gov (United States)

    Levy, M A; Arnold, R M; Fine, M J; Kapoor, W N

    1993-11-25

    Physicians have long provided care free of charge or at a reduced rate as a professional courtesy to other physicians and their families. We conducted a stratified national mail survey to assess the extent to which this practice has changed in recent years. Using the American Medical Association's 1991 master list of physicians, we selected a random sample of 4800 practicing physicians from 12 direct-care specialties. These physicians were asked about their current policy and opinions regarding professional courtesy. Of the 2224 respondents, 2127 (96 percent) offered professional courtesy, defined as providing free or discounted health care to physicians and their families. Psychiatrists were less likely to offer professional courtesy than physicians in any of the other specialties (80 percent vs. 91 to 99 percent, P courtesy included billing only the insurance company (75 percent), providing care at no charge (49 percent), and giving a partial discount (23 percent). Twenty-three percent of the respondents reported that they had changed their policy regarding professional courtesy since starting to practice. Among those who had changed their policy, the most common changes were to increase the practice of billing only the insurance company (67 percent) and to provide care at no charge less often (58 percent). The majority of physicians responding to the survey thought that professional courtesy solidified bonds between physicians (79 percent) and was sound business practice (62 percent); 12 percent believed that it was too expensive to offer free or discounted care as a professional courtesy, and 14 percent thought that the practice had negative effects on the physician-patient interaction. Our survey of physicians involved in direct patient care indicates that, with the exception of psychiatrists, almost all American physicians offer free or discounted care as a professional courtesy and support the practice.

  10. Teachers' professional development: Awareness of literacy practices ...

    African Journals Online (AJOL)

    This article draws upon our experiences of participating in a Literacy Hub in South Africa. The aim is to describe and analyse how dialogue among Grade Eight teachers in a Literacy Hub around literacy teaching practices might lead to professional development and deepen teachers' understanding of literacy practices and ...

  11. Professionalism and evidence-based practice

    DEFF Research Database (Denmark)

    Rasmussen, Palle

    2015-01-01

    The idea of evidence- based practice is influential in public welfare services, including education. The idea is controversial, however, not least because it involves a poten tial redefinition of the relation ship between knowledge, authority and professionalism. This is discussed based on a study...... of evidence- based methods in Danish pre-school education and care. The management sees the use of these methods as strengthening pre- school teacher professionalism, but the actual practices in the day-careinstitutions are ambiguous. In some cases, using the methods becomes an end in itself and tends...... to displace important educational objectives. In other cases, the methods are reflectively adjusted to a given context. Used in this way only, evid ence-based practice and methodology is a valuable resource for professional practice in education. From such a perspective, at least some types of research based...

  12. Professional practice among woman dentist.

    Science.gov (United States)

    Pallavi, S K; Rajkumar, G C

    2011-01-01

    This review aims to give an inside view of professional career of a women dentist, addresses the unique demands of being a woman dentist, and highlight ways to address these issues. The Medline database, scholarly literature, and informal literature were considered for this review. Working hours of female dentists do not differ significantly from the working hours of their male counterparts, until they have children. The female dentists' working hours showed a distinct drop as soon as they started a family. It was also found that women dentists are more likely to take career break. It is clear that childrearing and family responsibilities have a great impact on women's working life. Significant differences between males and females in work title and specialization were evident in an academic institution. Due to the societal orientation which regards women as primarily home makers, the responsibilities for family caretaking continues to fall disproportionately on women, and this fact could explain why women abandon their careers in the advanced stages. Efforts should be made to identify and reduce barriers to women's advancement in dentistry.

  13. Staging a Professional Participatory Design Practice

    DEFF Research Database (Denmark)

    Bødker, Susanne; Iversen, Ole Sejer

    2002-01-01

    Use and users have an important and acknowledged role to most designers of interactive systems. Nevertheless any touch of user hands does not in itself secure development of meaningful artifacts. In this article we stress the need for a professional PD practice in order to yield the full...... potentiality of user involvement. We suggest two constituting elements of such a professional PD practice. The existence of a shared 'where-to' and 'why' artifact and an ongoing reflection and off-loop reflection among practitioners in the PD process....

  14. Identifying emotional intelligence in professional nursing practice.

    Science.gov (United States)

    Kooker, Barbara Molina; Shoultz, Jan; Codier, Estelle E

    2007-01-01

    The National Center for Health Workforce Analysis projects that the shortage of registered nurses in the United States will double by 2010 and will nearly quadruple to 20% by 2015 (Bureau of Health Professionals Health Resources and Services Administration. [2002]. Projected supply, demand, and shortages of registered nurses, 2000-2020 [On-line]. Available: http:bhpr.hrsa.gov/healthworkforce/reports/rnprojects/report.htm). The purpose of this study was to use the conceptual framework of emotional intelligence to analyze nurses' stories about their practice to identify factors that could be related to improved nurse retention and patient/client outcomes. The stories reflected evidence of the competencies and domains of emotional intelligence and were related to nurse retention and improved outcomes. Nurses recognized their own strengths and limitations, displayed empathy and recognized client needs, nurtured relationships, used personal influence, and acted as change agents. Nurses were frustrated when organizational barriers conflicted with their knowledge/intuition about nursing practice, their communications were disregarded, or their attempts to create a shared vision and teamwork were ignored. Elements of professional nursing practice, such as autonomy, nurse satisfaction, respect, and the professional practice environment, were identified in the excerpts of the stories. The shortage of practicing nurses continues to be a national issue. The use of emotional intelligence concepts may provide fresh insights into ways to keep nurses engaged in practice and to improve nurse retention and patient/client outcomes.

  15. Professional ideals and daily practice in journalism

    DEFF Research Database (Denmark)

    Pihl-Thingvad, Signe

    2015-01-01

    of commitment, but until now these assumptions have never been empirically examined. This article provides new knowledge of the relationship between professional ideals and daily practice in journalism by describing the contours of the existing discrepancies in the generation of news in Denmark. In addition...

  16. Experiences of environmental professionals in practice

    NARCIS (Netherlands)

    Bootsma, M.C.; Vermeulen, W.J.V.

    2011-01-01

    Purpose: The purpose of this paper is to explore the labor market position of environmental science graduates and the core competencies of these environmental professionals related to their working practice. Design/methodology/approach: The authors carried out two surveys amongst alumni of the

  17. Professional Disclosure Practices of Rehabilitation Counselors

    Science.gov (United States)

    Shaw, Linda R.; Chan, Fong; Lam, Chow S.; McDougall, A. Grant

    2004-01-01

    This article reports the results of a survey conducted in order to determine the professional disclosure practices of rehabilitation counselors in both the public and the private sector. Counselors were surveyed regarding the content, the circumstances, the timing, and the format of their disclosure. They were also asked to share their opinions…

  18. The Phenomenology of Professional Practice: A "Currere"

    Science.gov (United States)

    Gibbs, Paul

    2014-01-01

    In the shift to a more clearly economic imperative for universities than social good, the relationship between higher education teaching and professional practice has become increasingly apparent. It is seen in the courses offered by universities, and the relationship with employment and employers advocated by government and funding agencies. From…

  19. Teaching Strategy: Reflections on Professional Practice

    Science.gov (United States)

    Ruth, Damian

    2014-01-01

    This paper explores how strategic management concepts, especially the notion of 'wicked problems', can be useful in analysing the professional practice of teachers in higher education. The keeping of a dialogical journal with a colleague helped illuminate that strategic management and education have much in common. Both are situated in…

  20. Teachers' professional development: Awareness of literacy practices

    Directory of Open Access Journals (Sweden)

    Berit Lundgren

    2015-02-01

    Full Text Available This article draws upon our experiences of participating in a Literacy Hub in South Africa. The aim is to describe and analyse how dialogue among Grade Eight teachers in a Literacy Hub around literacy teaching practices might lead to professional development and deepen teachers' understanding of literacy practices and teaching. Interviews and observations with eight teachers were conducted to understand their literacy practices. The result indicates that sustainable development is a process that takes time. Furthermore, the study shows that the teachers relate to students' context and own experiences as a means of introducing a topic. While some teachers try to give the students access to cognitively demanding tasks, most tasks and events in the classrooms are cognitively undemanding and context-embedded. The importance of offering teachers examples of varied literacy practices and of making classroom literacy practice visible is noted.

  1. Evaluation of Authentic Human Caring Professional Practices.

    Science.gov (United States)

    Brewer, Barbara B; Watson, Jean

    2015-12-01

    The aim of this study was to present an instrument and comparative database designed to evaluate patients' perceptions of caring behaviors of caregivers. Acute care leaders are under pressure to improve publicly reported patient satisfaction scores. Some nurse leaders have implemented professional practice environments based on human caring theory, whereas others have used scripting to standardize communication between staff and patients. The Watson Caritas Patient Score (WCPS) is collected quarterly from a random sample of patients who are admitted to acute care hospital units. The WCPS was able to discriminate across unit types and hospitals. Items were related to publicly reported nursing communication scores. Participation in research based on human caring theory has given nurse leaders the opportunity to evaluate effectiveness of professional practice environments. It may provide the opportunity to focus staff communication with patients more authentically and in a way that enriches the experience for both.

  2. Defining neuromarketing: practices and professional challenges.

    Science.gov (United States)

    Fisher, Carl Erik; Chin, Lisa; Klitzman, Robert

    2010-01-01

    Neuromarketing has recently generated controversies concerning the involvement of medical professionals, and many key questions remain-ones that have potentially important implications for the field of psychiatry. Conflicting definitions of neuromarketing have been proposed, and little is known about the actual practices of companies, physicians, and scientists involved in its practice. This article reviews the history of neuromarketing and uses an exploratory survey of neuromarketing Web sites to illustrate ethical issues raised by this new field. Neuromarketing, as currently practiced, is heterogeneous, as companies are offering a variety of technologies. Many companies employ academicians and professionals, but few list their clients or fees. Media coverage of neuromarketing appears disproportionately high compared to the paucity of peer-reviewed reports in the field. Companies may be making premature claims about the power of neuroscience to predict consumer behavior. Overall, neuromarketing has important implications for academic-industrial partnerships, the responsible conduct of research, and the public understanding of the brain. We explore these themes to uncover issues relevant to professional ethics, research, and policy. Of particular relevance to psychiatry, neuromarketing may be seen as an extension of the search for quantification and certainty in previously indefinite aspects of human behavior.

  3. Professional Competence and Continuing Professional Development in Accounting: Professional Practice vs. Non-Practice

    Science.gov (United States)

    Murphy, Brid

    2017-01-01

    In 2004, the International Federation of Accountants introduced International Education Standard 7 (IES 7), requiring all member professional accounting bodies to adopt mandatory continuing professional development (CPD) schemes. IES 7 places responsibility on individual accounting practitioners to maintain, develop and certify appropriate…

  4. Credit-Related Practices of Islamic Banks in Comparison with Theory: Case Study of Turkey

    Directory of Open Access Journals (Sweden)

    Z. Hafsa ORHAN ASTRÖM

    2016-11-01

    Full Text Available Abstract The aim of this paper is to analyse credit-related practices of Islamic banks in Turkey in comparison with theory. Here, ‘credit-related practices’ are, first, the bank balance sheet item called ‘loans’ in general, and second, loans in terms of their types. By ‘theory’ we mean Islamic economics. In attaining the aim of this paper, we use comparative methodology depending on quantitative and qualitative research. In this context, we utilize quantitative methods like collecting calculating and representing -through figures and charts- relevant data, and qualitative methods such as searching through, selecting, summarizing and evaluating relevant literature and documents like agreements and reports concerning the subject. Some of the outstanding results of this paper are as follows; loans are the dominant use of funds for Turkish Islamic banks with changing ratios between 60-75% for the period of December 2005-June 2015 and the main method used for loans is murabahah with 99.7% as of June 2015. Secondly, 91% of household loans are in the form of consumer credits as of June 2015, among which house loans are sweepingly dominant. Credits by individual credit cards have been on the increase until the second half of 2013. Keywords: Islamic banking, credit-related practices, theory, Turkey.

  5. Formal and informal continuing education activities and athletic training professional practice.

    Science.gov (United States)

    Armstrong, Kirk J; Weidner, Thomas G

    2010-01-01

    Continuing education (CE) is intended to promote professional growth and, ultimately, to enhance professional practice. To determine certified athletic trainers' participation in formal (ie, approved for CE credit) and informal (ie, not approved for CE credit) CE activities and the perceived effect these activities have on professional practice with regard to improving knowledge, clinical skills and abilities, attitudes toward patient care, and patient care itself. Cross-sectional study. Athletic training practice settings. Of a geographic, stratified random sample of 1000 athletic trainers, 427 (42.7%) completed the survey. The Survey of Formal and Informal Athletic Training Continuing Education Activities was developed and administered electronically. The survey consisted of demographic characteristics and Likert-scale items regarding CE participation and perceived effect of CE on professional practice. Internal consistency of survey items was determined using the Cronbach alpha (alpha = 0.945). Descriptive statistics were computed for all items. An analysis of variance and dependent t tests were calculated to determine differences among respondents' demographic characteristics and their participation in, and perceived effect of, CE activities. The alpha level was set at .05. Respondents completed more informal CE activities than formal CE activities. Participation in informal CE activities included reading athletic training journals (75.4%), whereas formal CE activities included attending a Board of Certification-approved workshop, seminar, or professional conference not conducted by the National Athletic Trainers' Association or affiliates or committees (75.6%). Informal CE activities were perceived to improve clinical skills or abilities and attitudes toward patient care. Formal CE activities were perceived to enhance knowledge. More respondents completed informal CE activities than formal CE activities. Both formal and informal CE activities were perceived to

  6. Reorienting Public Health Nurses' Practice With a Professional Practice Model.

    Science.gov (United States)

    Cusack, Cheryl; Cohen, Benita; Mignone, Javier; Chartier, Mariette J; Lutfiyya, Zana

    2017-03-01

    Purpose Documents articulating public health nurses' (PHNs') roles, including Canadian standards and competencies, depict a broad focus working at multiple levels to improve population outcomes through the promotion of health equity. Conversely, Canadian experts depict a looming crisis, based on the rising disconnect between daily activities and ideal practice. While perfectly positioned, PHNs' skills and abilities are under-utilized and largely invisible. The intention of this study was to develop a model to support the full scope of equity-focused PHN practice. Method A participatory action research approach was used. Qualitative data were gathered using semistructured interview guides during audio-recorded meetings. The data were coded into central themes using content analysis and constant comparison. A researcher reflexive journal and field notes were kept. A significant feature was full participant involvement. Results The outcome was a professional practice model to reframe the PHN role to focus on population health and equity. The model was imperative in promoting full scope of practice, dealing with workload pressures, and describing PHNs' value within the organization and broader health system. Conclusion Professional practice models hold promise as frameworks to depict autonomous practice activities, situated within organizations and healthcare systems, and underpinned by nursing knowledge.

  7. Professional negligence: when practice goes wrong.

    Science.gov (United States)

    Harris, Curtis E; Richards, Warren; Fincham, Jack E

    2006-01-01

    To review the practice and legal principles of negligence law. An illustrative, fictional case is presented, based in part on facts gleaned from actual case law. A respected pharmacist, faced with the financial loss of his business, decided to engage in 2 creative but unethical schemes to increase his profit margin. In doing so, he violated federal Medicare law and placed a number of the patients who used his services at significant risk for medical complications. Negligence law has evolved over the past 30 years in a manner that significantly increases the liability of the practicing pharmacist for both ordinary negligence actions and criminal negligence actions. In addition, the past decade has seen the expansion of Medicare Fraud and Abuse law such that it now represents an increasingly high risk area for every medical service provider, including the pharmacist. Professional practice in the US is highly regulated, governed by both case law and statutory law. Every practicing pharmacist should be aware of the law that governs his or her behavior to avoid both civil and criminal liability.

  8. Evidence-based practice for information professionals a handbook

    CERN Document Server

    Booth, Andrew

    2004-01-01

    Examines to what extent the skills and techniques of evidence-based practice are transferable to the areas of professional practice of librarians and information professionals? Is it desirable for information professionals to integrate research findings into their day-to-day decision making?

  9. Organisational development in general practice: lessons from practice and professional development plans (PPDPs

    Directory of Open Access Journals (Sweden)

    Hocking Paul

    2000-12-01

    introducing expert external facilitation were clear: evaluations of internal group processes were possible, strategic issues could be raised and explored and financial probity ensured. These areas are much more difficult to examine when only internal stakeholders are engaged in a planning process. Conclusions It is not possible to introduce practice and professional development plans (organisational development and organisational learning projects in a publicly funded health care system without first addressing existing educational and management structures. Existing systems are based on educational credits for attendance and emerging accountability frameworks (criteria checklists for clinical governance. Moving to systems that are less summative and more formative, and based on the philosophies of continual quality improvement, require changes to be made in the relevant support systems in order achieve policy proposals.

  10. Organisational development in general practice: lessons from practice and professional development plans (PPDPs).

    Science.gov (United States)

    Elwyn, G; Hocking, P

    2000-01-01

    : evaluations of internal group processes were possible, strategic issues could be raised and explored and financial probity ensured. These areas are much more difficult to examine when only internal stakeholders are engaged in a planning process. It is not possible to introduce practice and professional development plans (organisational development and organisational learning projects) in a publicly funded health care system without first addressing existing educational and management structures. Existing systems are based on educational credits for attendance and emerging accountability frameworks (criteria checklists) for clinical governance. Moving to systems that are less summative and more formative, and based on the philosophies of continual quality improvement, require changes to be made in the relevant support systems in order achieve policy proposals.

  11. Continuing professional development and ICT: target practice.

    Science.gov (United States)

    Eaton, K A; Reynolds, P A

    2008-07-26

    Ever-increasing needs and demands by dentists and all other members of the dental team for education and training at all levels - undergraduate, postgraduate and continuing - are straining the resources of existing providers of such education. At the same time, there are ever-increasing opportunities to develop online delivery and the use of a range of information and communication technology (ICT) systems and services further, in all aspects of dental education. This paper reviews recent developments that have led to an increased demand for dental postgraduate programmes and continuing professional development (CPD) courses in the United Kingdom and then discusses how ICT has and will impact on teaching practice. Examples include the use of teaching and learning resources in a virtual learning environment (VLE) and the increasing use of blended learning. The paper then explores the need for both teachers and students to adapt to the new environment to ensure they can benefit to the maximum and that teaching and learning practices are changed accordingly.

  12. Investigating Rural Teachers' Professional Development, Instructional Knowledge, and Classroom Practice

    Science.gov (United States)

    Glover, Todd A.; Nugent, Gwen C.; Chumney, Frances L.; Ihlo, Tanya; Shapiro, Edward S.; Guard, Kirra; Koziol, Natalie; Bovaird, Jim

    2016-01-01

    Teachers Speak was a national survey study designed to investigate the characteristics of rural elementary school teachers' existing professional development; differences in professional development practices between rural and non-rural settings; and the potential influence of professional development characteristics on rural teachers' knowledge,…

  13. Professional deontology and medical practice in prisons

    Directory of Open Access Journals (Sweden)

    J. García-Guerrero

    Full Text Available Objective: To study the knowledge on professional deontology amongst doctors in prisons. Materials and Method: Descriptive, transversal and multi-centre study. Labour, collegiate, social, demographic and deontological variables were collected. A descriptive analysis of the variables was performed. A bivariate analysis was made by binary logistic regression models, attending to the odds ratio, and assuming a 95% confidence interval. Data was processed by SPSS v.20 software. Results: 118 doctors replied. 68 men (57.6%, with an average age of 51 years (50-53. 100 know about the Deontology Committee (84.7%, but just 77 (65.3% know its functions properly. 42 (35.6% know about the existence of the Deontological Code, and 37 (31.3% have read and apply it. Those who made a correct definition of deontology do find more deontological issues in their daily work [23(46.9% vs. 18(26.1%; OR: 2.506; IC95%: 1.153-5.451; p=0.020] and would denounce a colleague more often to the Medical Association [40(81.6% vs. 42 (60.9%; OR: 2.857; IC95%: 1.197-6.819; p=0.018]. Older ones know more about the deontology commissions' functions [54(73% vs. 23(52.3%; OR: 2.465; IC95%: 1.127-5.394; p=0.024] and have already denounced situations to the Medical Association [27(36.5% vs. 5(11.4%; OR: 4.481; IC95%: 1.577-12.733; p=0.005], but think that a different Care Ethics Committee is unnecessary [57(77% vs. 42(95.5%; OR: 0.160; IC95%: 0.035- 0.729; p=0.018]. Conclusions: Prison doctors know little about what professional deontology really is. This knowledge increases with age in the profession and is associated with an increased perception of deontological issues in daily practice.

  14. Relative Importance of Professional Practice and Engineering Management Competencies

    Science.gov (United States)

    Pons, Dirk

    2016-01-01

    Problem: The professional practice of engineering always involves engineering management, but it is difficult to know what specifically to include in the undergraduate curriculum. Approach: The population of New Zealand practising engineers was surveyed to determine the importance they placed on specific professional practice and engineering…

  15. Graduate Students' Perceptions of Professional Power in Social Work Practice

    Science.gov (United States)

    Bundy-Fazioli, Kimberly; Quijano, Louise M.; Bubar, Roe

    2013-01-01

    The study of ways that professional power is perceived in social work practice is limited. This exploratory qualitative study analyzes second-year MSW students' perceptions of professional power in social work practice. This inquiry is guided by social constructivism and symbolic interactionism perspectives. The authors used constant comparison…

  16. Professional Noticing Practices of Novice Mathematics Teacher Educators

    Science.gov (United States)

    Amador, Julie

    2016-01-01

    The focus on professional noticing in mathematics education has recently gained increased interest as researchers work to understand how and what is noticed and how this translates into practice. Much of this work has focused on the professional noticing practices of inservice teachers and preservice teachers, with less attention focused on those…

  17. Teaching and Assessing Professionalism in Medical Learners and Practicing Physicians*

    Science.gov (United States)

    Mueller, Paul S.

    2015-01-01

    Professionalism is a core competency of physicians. Clinical knowledge and skills (and their maintenance and improvement), good communication skills, and sound understanding of ethics constitute the foundation of professionalism. Rising from this foundation are behaviors and attributes of professionalism: accountability, altruism, excellence, and humanism, the capstone of which is professionalism. Patients, medical societies, and accrediting organizations expect physicians to be professional. Furthermore, professionalism is associated with better clinical outcomes. Hence, medical learners and practicing physicians should be taught and assessed for professionalism. A number of methods can be used to teach professionalism (e.g. didactic lectures, web-based modules, role modeling, reflection, interactive methods, etc.). Because of the nature of professionalism, no single tool for assessing it among medical learners and practicing physicians exists. Instead, multiple assessment tools must be used (e.g. multi-source feedback using 360-degree reviews, patient feedback, critical incident reports, etc.). Data should be gathered continuously throughout an individual’s career. For the individual learner or practicing physician, data generated by these tools can be used to create a “professionalism portfolio,” the totality of which represents a picture of the individual’s professionalism. This portfolio in turn can be used for formative and summative feedback. Data from professionalism assessments can also be used for developing professionalism curricula and generating research hypotheses. Health care leaders should support teaching and assessing professionalism at all levels of learning and practice and promote learning environments and institutional cultures that are consistent with professionalism precepts. PMID:25973263

  18. Teaching and Assessing Professionalism in Medical Learners and Practicing Physicians

    Directory of Open Access Journals (Sweden)

    Paul S. Mueller

    2015-04-01

    Full Text Available Professionalism is a core competency of physicians. Clinical knowledge and skills (and their maintenance and improvement, good communication skills, and sound understanding of ethics constitute the foundation of professionalism. Rising from this foundation are behaviors and attributes of professionalism: accountability, altruism, excellence, and humanism, the capstone of which is professionalism. Patients, medical societies, and accrediting organizations expect physicians to be professional. Furthermore, professionalism is associated with better clinical outcomes. Hence, medical learners and practicing physicians should be taught and assessed for professionalism. A number of methods can be used to teach professionalism (e.g. didactic lectures, web-based modules, role modeling, reflection, interactive methods, etc.. Because of the nature of professionalism, no single tool for assessing it among medical learners and practicing physicians exists. Instead, multiple assessment tools must be used (e.g. multi-source feedback using 360-degree reviews, patient feedback, critical incident reports, etc.. Data should be gathered continuously throughout an individual’s career. For the individual learner or practicing physician, data generated by these tools can be used to create a “professionalism portfolio,” the totality of which represents a picture of the individual’s professionalism. This portfolio in turn can be used for formative and summative feedback. Data from professionalism assessments can also be used for developing professionalism curricula and generating research hypotheses. Health care leaders should support teaching and assessing professionalism at all levels of learning and practice and promote learning environments and institutional cultures that are consistent with professionalism precepts.

  19. Students' Independent Professional Activity in Pedagogical Practice

    National Research Council Canada - National Science Library

    Strode, Aina

    2010-01-01

    ... and an opportunity for new specialists to align with the labour market. The empirical study of students' understanding of their professional activity and of the conditions for its formation is conducted by applying structured interviews...

  20. Professional knowledge and the epistemology of reflective practice.

    Science.gov (United States)

    Kinsella, Elizabeth Anne

    2010-01-01

    Reflective practice is one of the most popular theories of professional knowledge in the last 20 years and has been widely adopted by nursing, health, and social care professions. The term was coined by Donald Schön in his influential books The Reflective Practitioner, and Educating the Reflective Practitioner, and has garnered the unprecedented attention of theorists and practitioners of professional education and practice. Reflective practice has been integrated into professional preparatory programmes, continuing education programmes, and by the regulatory bodies of a wide range of health and social care professions. Yet, despite its popularity and widespread adoption, a problem frequently raised in the literature concerns the lack of conceptual clarity surrounding the term reflective practice. This paper seeks to respond to this problem by offering an analysis of the epistemology of reflective practice as revealed through a critical examination of philosophical influences within the theory. The aim is to discern philosophical underpinnings of reflective practice in order to advance increasingly coherent interpretations, and to consider the implications for conceptions of professional knowledge in professional life. The paper briefly examines major philosophical underpinnings in reflective practice to explicate central themes that inform the epistemological assumptions of the theory. The study draws on the work of Donald Schön, and on texts from four philosophers: John Dewey, Nelson Goodman, Michael Polanyi, and Gilbert Ryle. Five central epistemological themes in reflective practice are illuminated: (1) a broad critique of technical rationality; (2) professional practice knowledge as artistry; (3) constructivist assumptions in the theory; (4) the significance of tacit knowledge for professional practice knowledge; and (5) overcoming mind body dualism to recognize the knowledge revealed in intelligent action. The paper reveals that the theory of reflective

  1. Development of the transformational advanced professional practice model.

    Science.gov (United States)

    Elliott, Elizabeth C; Walden, Marlene

    2015-09-01

    The purpose of this article is to describe the development of a professional practice model (PPM) for advanced practice registered nurses (APRNs). A literature review was conducted on PPMs. Simultaneous review of authoritative resources, including The National Organization of Nurse Practitioner Faculties (NONPF) and the Licensure, Accreditation, Certification and Education (LACE) Consensus Model, was performed. An expert panel was established to validate the transformational advanced professional practice (TAPP) model. APRNs are relied upon by organizations to provide leadership in the delivery of high-quality, cost-effective health care while improving access and eliminating preventable morbidities. Existing models fail to fully capture the professional scope of practice for APRNs. The TAPP model serves as a framework to guide professional development and mentorship of APRNs in seven domains of professional practice (DOPP). To meet the Institute of Medicine's recommendations for the future of nursing, APRNs should practice to the fullest extent of their education and training. Providing clarification regarding the DOPP of the APRN role is needed to standardized professional practice. The TAPP model is an inspiring blueprint that allows APRNs to model the way by delivering comprehensive health care in seven DOPP. ©2015 American Association of Nurse Practitioners.

  2. Nourishing Professional Practice: Continuing Education in Dietetics.

    Science.gov (United States)

    Kinneer, James W.

    The literature on continuing education (CE) in dietetics was reviewed. The review focused on the following: motivators and barriers for participation in continuing dietetic education, formats for CE in dietetics, and approaches to assessing learner needs. The role of professional associations, the existence of voluntary credentialing programs, the…

  3. Undeniable Insights: The Collaborative Use of Three Professional Development Practices.

    Science.gov (United States)

    Bailey, Kathleen M.; Curtis, Andy; Nunan, David

    1998-01-01

    Describes the experiences of English as a Foreign Language (EFL) university professors who investigated reflective teaching and professional development by practicing what they preached. Over one academic year they taught their EFL classes utilizing three professional development procedures (journal writing, videotaping, and teaching portfolios).…

  4. Assessment Practices and Training Needs of Early Childhood Professionals

    Science.gov (United States)

    Banerjee, Rashida; Luckner, John L.

    2013-01-01

    Assessment plays a critical role in the planning and delivery of quality services for young children and their families. The purpose of this study was to identify the current assessment practices and training needs of early childhood professionals. A large sample of early childhood professionals responded to a comprehensive survey. The most…

  5. Teaching practice and the personal and socio-professional ...

    African Journals Online (AJOL)

    Teaching practice and the personal and socio-professional development of prospective teachers. ... South African Journal of Education ... Keywords: contextual supervision model; dimensions of becoming a teacher; initial teacher education; learning to teach; personal and socio-professional development; student teachers; ...

  6. Theoretical and Practical Aspects of Unfair Terms in Consumer Credit Contracts

    Directory of Open Access Journals (Sweden)

    Doina UDRESCU

    2012-11-01

    Full Text Available The transformations taken place after 1989 in Romania also imposed explicit regulations in protecting consumers in their relationship with the suppliers of Goods or Services as per Law 296/2004 on Consumption Code – the consumer is “the natural person or group of natural persons gathered in associations who purchases, acquires, utilizes or consumes products or services beyond his professional activity.” “Amongst the banks in Romania, 99.99% have unfair terms in their credit contracts with the population. Of all the cases, we haven’t lost any so far and neither shall we. Once the sentence pronounced, the bank was obligated to indemnify the amounts of money obtained from the client through such unfair terms” said the president of ANPC.

  7. Professionalism in general practice: development of an instrument to assess professional behaviour in general practitioner trainees.

    NARCIS (Netherlands)

    Camp, K. van de; Vernooy-Dassen, M.J.F.J.; Grol, R.P.T.M.; Bottema, B.J.A.M.

    2006-01-01

    INTRODUCTION: The aim of this study is to develop a new tool to assess professional behaviour in general practitioner (GP) trainees: the evaluation of professional behaviour in general practice (EPRO-GP) instrument. METHODS: Our study consisted of 4 phases: (1) development of a model of

  8. Professional ambivalence: accounts of ethical practice in childhood genetic testing.

    Science.gov (United States)

    Arribas-Ayllon, Michael; Sarangi, Srikant; Clarke, Angus

    2009-04-01

    Childhood genetic testing raises complex ethical and moral dilemmas for both families and professionals. In the family sphere, the role of communication is a key aspect in the transmission of 'genetic responsibility' between adults and children. In the professional sphere, genetic responsibility is an interactional accomplishment emerging from the sometimes competing views over what constitutes the 'best interests' of the child in relation to parental preferences on the one hand, and professional judgements on the other. In the present paper we extend our previous research into parental accounts of childhood genetic testing and explore the ethical accounts of professionals in research interviews. Interviews (n = 20) were conducted with professional practitioners involved in the genetic diagnosis and management of children and their families. We first identify four inter-related themes-juxtaposition of parental rights vis-à-vis child's autonomy, elicitation of the child's autonomy, avoidance of parental responsibility and recognition of professional uncertainty. Then, using Rhetorical Discourse Analysis, we examine the range of discourse devices through which ethical accounts are situationally illustrated: contrast, reported speech, constructed dialogue, character and event work. An overarching device in these ethical accounts is the use of extreme case scenarios, which reconstruct dilemmas as justifications of professional conduct. While acknowledging ambivalence, our analysis suggests that professional judgement is not a simple matter of implementing ethical principles but rather of managing the practical conditions and consequences of interactions with parents and children. We conclude that more attention is needed to understand the way professional practitioners formulate judgements about ethical practice.

  9. Practice Transformation: Professional Development Is Personal.

    Science.gov (United States)

    Ruddy, Meaghan P; Thomas-Hemak, Linda; Meade, Lauren

    2016-05-01

    Current efforts to achieve practice transformation in our health care delivery system are, for good reason, primarily focused on technical change. Such efforts include meaningful use, population health metrics reporting, and the creation and sustaining of team-based patient-centered medical home delivery sites. If practice transformation is meant to ultimately and fundamentally transform the health care system and its culture to achieve the quadruple aim of better health, better care, affordability, and satisfaction of patients and providers, these technical changes are necessary but not sufficient. Systemic transformation is contingent on the transformation of the individuals who make up the systems. Therefore, if the goal is to authentically transform medical practice in the United States, transformation of those who practice it is also required.

  10. Council on Certification Professional Practice Analysis.

    Science.gov (United States)

    Zaglaniczny, K L

    1993-06-01

    The CCNA has completed a PPA and will begin implementing its recommendations with the December 1993 certification examination. The results of the PPA provide content validation for the CCNA certification examination. The certification examination is reflective of the knowledge and skill required for entry-level practice. Assessment of this knowledge is accomplished through the use of questions that are based on the areas represented in the content outline. Analysis of the PPA has resulted in changes in the examination content outline and percentages of questions in each area to reflect current entry-level nurse anesthesia practice. The new outline is based on the major domains of knowledge required for nurse anesthesia practice. These changes are justified by the consistency in the responses of the practitioners surveyed. There was overall agreement as to the knowledge and skills related to patient conditions, procedures, agents, techniques, and equipment that an entry-level CRNA must have to practice. Members of the CCNA and Examination Committee will use the revised outline to develop questions for the certification examination. The questions will be focused on the areas identified as requiring high levels of expertise and those that appeared higher in frequency. The PPA survey will be used as a basis for subsequent content validation studies. It will be revised to reflect new knowledge, technology, and techniques related to nurse anesthesia practice. The CCNA has demonstrated its commitment to the certification process through completion of the PPA and implementation of changes in the structure of the examination.

  11. Teachers' Professional Learning: The Role of Knowledge Management Practices

    Science.gov (United States)

    Niehoff, Karissa

    2010-01-01

    This qualitative study explored the degree to which knowledge management strategies addressed teacher professional learning at the high school level. In the setting of a Connecticut public high school, interviews were conducted which explored teacher perceptions of knowledge sharing practices in the school and how those practices influenced their…

  12. Educational approaches aimed at preparing students for professional veterinary practice

    NARCIS (Netherlands)

    Jaarsma, A. D. C.; Dolmans, D. H. J. M.; Scherpbier, A. J. J. A.; van Beukelen, P.

    Changes in society and dissatisfaction with current educational practices have led to changes in undergraduate veterinary curricula. New approaches that are thought to better prepare students for future professional veterinary practice are being introduced. One such change is a transition from

  13. Signal integrity applied electromagnetics and professional practice

    CERN Document Server

    Russ, Samuel H

    2016-01-01

    This textbook teaches how to design working systems at very high frequencies. It is designed to introduce computer engineers to the design of extremely high speed digital systems. Combining an intuitive, physics-based approach to electromagnetics with a focus on solving realistic problems, the author presents concepts that are essential for computer and electrical engineers today. The book emphasizes an intuitive approach to electromagnetics, and then uses this foundation to show the reader how both physical phenomena can cause signals to propagate incorrectly; and how to solve commonly encountered issues. Emphasis is placed on real problems that the author has encountered in his professional career, integrating problem-solving strategies and real signal-integrity case studies throughout the presentation. Students are challenged to think about managing complex design projects and implementing successful engineering and manufacturing processes. Each chapter includes exercises to test concepts introduced.

  14. Refining lecturers' assessment practices through formal professional ...

    African Journals Online (AJOL)

    The Higher Education Quality Committee's emphasis on the assessment of student learning in its criteria for institutional audits (June 2004) signals that institutional arrangements to ensure quality assessment practices are to come under the spotlight. One means to demonstrate institutional commitment to quality in ...

  15. Guidelines to Support Professional Copyright Practice

    Science.gov (United States)

    Dryden, Jean

    2012-01-01

    Copyright is extremely complex, and it is difficult to convey its complexities in a clear and concise form. Through decades of experience, archivists developed informal best practices for dealing with copyright in the analog world; however the application of copyright in the digital environment is evolving in response to rapidly changing…

  16. Informal, Practice-Based Learning for Professionals: A Changing Orientation for Legitimate Continuing Professional Education?

    Science.gov (United States)

    Ritchie, Karen

    1998-01-01

    A practice-based learning model, involving self-directed learning, critical self-reflection, intentional active learning, and learning community, provides a way to structure informal continuing professional education (CPE) that occurs in practice. As individuals assume more responsibility for their learning, the legitimacy of informal CPE should…

  17. Overuse Injuries in Professional Ballet: Influence of Age and Years of Professional Practice

    Science.gov (United States)

    Sobrino, Francisco José; Guillén, Pedro

    2017-01-01

    Background: In spite of the high rate of overuse injuries in ballet dancers, no studies have investigated the prevalence of overuse injuries in professional dancers by providing specific diagnoses and details on the differences in the injuries sustained as a function of age and/or years of professional practice. Hypothesis: Overuse injuries are the most prevalent injuries in ballet dancers. Professional ballet dancers suffer different types of injuries depending on their age and years of professional practice. Study Design: Descriptive epidemiology study. Methods: This descriptive epidemiological study was carried out between January 1, 2005, and October 10, 2010, regarding injuries sustained by professional dancers belonging to the major Spanish ballet companies practicing classical, neoclassical, contemporary, and Spanish dance. The sample was distributed into 3 different groups according to age and years of professional practice. Data were obtained from the specialized medical care the dancers received from the Trauma and Orthopaedic Surgery Service at Fremap in Madrid. The dependent variable was the study of the injury. Results: A total of 486 injuries were identified over the study period, with overuse injuries being the most common etiology (P ballet and veteran dancers practicing contemporary ballet (P = .01). Specifically, among other findings, stress fractures of the base of the second metatarsal (P = .03), patellofemoral syndrome, and os trigonum syndrome were more prevalent among junior professionals (P = .04); chondral injury of the knee in senior professionals (P = .04); and cervical disc disease in dancers of intermediate age and level of experience. Conclusion: Overall, overuse injuries were more prevalent in younger professionals, especially in women. This finding was especially true for the more technical ballet disciplines. On the other hand, in the athletic ballet disciplines, overuse lesions occurred mainly in the more senior professionals

  18. Teaching HR Professionals: The Classroom as a Community of Practice

    Directory of Open Access Journals (Sweden)

    Alex Avramenko

    2013-05-01

    Full Text Available This paper introduces an innovative course design incorporating both communities of practice and reflective practice as a learning strategy for part-time learners in higher education. The new design has been applied to teaching HR practitioners in a UK-based business school. Findings indicate that the suggested way of organizing teaching and learning for part-time professionals is very informative and facilitates a richer engagement with theory whilst addressing issues of practice.

  19. Professional development for sport psychology practice.

    Science.gov (United States)

    Tod, David; Hutter, R I Vana; Eubank, Martin

    2017-08-01

    Applied sport psychology practice and research date back to the late 19th century. During this period investigators have largely examined the interventions practitioners employ to help athletes. More recently, researchers have begun addressing the person employing those interventions, including identifying their attributes and how they develop expertise, in recognition that practitioners are central to effective practice. Research focused on practitioners can inform educational and registration pathways, helping trainees to develop the knowledge, skills, and characteristics needed to meet their clients' needs. In this article major lines of inquiry in this area are reviewed. It is suggested that examining practitioner identity represents novel research that has educational and applied value. Copyright © 2017 Elsevier Ltd. All rights reserved.

  20. Emotional labor and professional practice in sports medicine and science.

    Science.gov (United States)

    Hings, R F; Wagstaff, C R D; Thelwell, R C; Gilmore, S; Anderson, V

    2017-06-30

    The aim of this study was to explore how sport medicine and science practitioners manage their emotions through emotional labor when engaging in professional practice in elite sport. To address the research aim a semistructured interview design was adopted. Specifically, eighteen professional sport medicine and science staff provided interviews. The sample comprised sport and exercise psychologists (n=6), strength and conditioning coaches (n=5), physiotherapists (n=5), one sports doctor and one generic sport scientist. Following a process of thematic analysis, the results were organized into the following overarching themes: (a) factors influencing emotional labor enactment, (b) emotional labor enactment, and (c) professional and personal outcomes. The findings provide a novel contribution to understanding the professional demands faced by practitioners and are discussed in relation to the development of professional competencies and the welfare and performance of sport medics and scientists. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  1. Teacher frustration and professional development: Causes, consequences and practical implications

    DEFF Research Database (Denmark)

    Noesgaard, Signe Schack

    2017-01-01

    The influence of frustration on the effectiveness of teacher professional development has previously been overlooked. This study of in-service teachers who become frustrated during professional development interventions considers the development of two Danish science teachers. Frustration theory ...... of teacher change. At a practical level, the effectiveness of teacher professional development in advancing teaching is shown to be unpredictable, requiring individualized and timely support......The influence of frustration on the effectiveness of teacher professional development has previously been overlooked. This study of in-service teachers who become frustrated during professional development interventions considers the development of two Danish science teachers. Frustration theory...... is expanded with situated learning theory to illuminate some of the complexities of teacher frustration found in the empirical case. Through multiple new perspectives on the field, the study conceptualizes transformative and regressive frustration to illustrate how frustration operates at the tipping point...

  2. Professional counsellors’ understanding and practice of multicultural counselling in malaysia

    OpenAIRE

    Aga Mohd Jaladin, Rafidah

    2017-01-01

    The purpose of this study was to investigate the perceived multicultural counselling competencies (MCCs) of practising professional counsellors and their practice reflections of multicultural counselling in Malaysia. A national survey with the aid of a questionnaire was conducted as a primary data collection method and a total of 508 responses were statistically analysed. To enhance and supplement the surveys, semi-structured interviews with 12 licensed professional counsellors were conducted...

  3. The professional clothing bank as evidence-based practice.

    Science.gov (United States)

    Bishop, SueZanne Monique

    2015-01-01

    Little research exists linking interview-appropriate attire to improved employment outcomes for women. Thus, it appears that the professional clothing bank has not been investigated as evidence-based practice. To provide preliminary evidence for clothing banks, in this article the author synthesizes findings from existing research on the provision of a professional clothing bank as a means for offering interview-appropriate attire to poor women in job readiness programming. For context, job readiness programs are explored and a case study of one program operating a professional clothing bank is presented. Finally, preliminary considerations for planning and implementing clothing banks based on this literature review are given.

  4. Dialogue as base for learning professional practice

    DEFF Research Database (Denmark)

    Hansen, Birgit Heimann

    2006-01-01

    and support during this transition are a major causes of anxiety. Morover, findings highlight the importance of clinicians and academic nurses working together to ensure that students are provided with the best possible opportunities for clinical learning. This paper discusses the dialogue as base......The ongoing debate and recent literature studies show that newly qualified nurses do not have the clinical experiences and qualifications required in nursing practice. Findings reveal that the transition from student nurse to staff nurse is a difficult time and that perceived lack of knowledge...

  5. Continuous Professional Development of English Language Teachers: Perception and Practices

    Directory of Open Access Journals (Sweden)

    AbdulRahman Al Asmari

    2016-06-01

    Full Text Available Professional development is considered as an essential element in enhancing the teaching and learning process to ensure student learning. Professional development can also be deemed as a cornerstone of teacher professionalism and quality. The governments and educational institutions invest significantly in Continuous Professional Development (CPD to improve teacher quality and to meet the changing needs of the students. To uncover the perceptions and practices of professional development in Saudi Arabia, a survey was conducted at Taif University English Language Centre. The sample consisted of 121 English language teachers from various countries and having varied educational and academic experiences. The survey comprised items relevant to learning approaches, concept of professional development, perceptions and feedback on CPD. The respondents supported lifelong learning and experiential learning leading towards learner centered approach. They perceived the CPD as a challenge to their existing knowledge and classroom practice. However, they expressed their concerns regarding indigenization of activities in CPDs, institutional support in conducting classroom activities, and follow up activities.  Keywords: Professional development, Teacher perception, ELT in Saudi Arabia

  6. Enabling professionals to change practices aimed at tackling social inequality through professional development

    DEFF Research Database (Denmark)

    Jensen, Bente; Brandi, Ulrik

    2018-01-01

    the impact of a professional development programme on changing practices that can address social inequality in ECEC. The article explores how a professional development programme, VIDA, can contribute to enabling professionals in enhancing the change potentials in ECEC, with a view to enhancing the learning......Research has shown the potential for early childhood education and care (ECEC) in making a difference for all children. However, research also highlights how hard overcoming the ‘gaps’ between children from differing social backgrounds still is. The overall aim of this article is to examine...... conditions and well-being of all children, and socially disadvantaged children in particular. The overall argument is that co-construction as well as openness and reflection in the ECEC field is needed when professionals are to change their pedagogical practices towards tackling the issues of social...

  7. PROFESSIONAL PRACTICE PERPECTIVES OF THE UFSC ACCOUNTING SCIENCES STUDENTS

    Directory of Open Access Journals (Sweden)

    Marcos Laffin

    2015-01-01

    Full Text Available This goal of this study is to present the levels of importance and knowledge that students of the UFSC Undergraduate Program in Accounting Sciences identify for the exercise of the professional practice. The study was conducted through a survey that used two questionnaires (A and B structured based on Likert scale. Questionnaire "A" sought to identify the importance of the course content to professional practice, and questionnaire "B" identified the level of perception that the students indicate to have of their ability for the professional practice. The contents of the two instruments were based on the dictionary of competencies developed by Cardoso (2006. Data were analyzed by means of national curriculum guidelines of Accounting Sciences, established by Resolution CNE / CES No 10/2004, which presents some caveats to the limits of the approach by competencies. The students in this study indicate how important it is to have knowledge on the language and orality inherent to the accounting practice, the state to have reasonable knowledge to work in the professional practice. Such data allow us to reflect and rethink the training organization model aimed at increasing more critical formative processes that will prioritize actions and knowledge in the articulation between accounting theory and practice.

  8. Social constructivist learning environment in an online professional practice course.

    Science.gov (United States)

    Sthapornnanon, Nunthaluxna; Sakulbumrungsil, Rungpetch; Theeraroungchaisri, Anuchai; Watcharadamrongkun, Suntaree

    2009-02-19

    To assess the online social constructivist learning environment (SCLE) and student perceptions of the outcomes of the online introductory module of pharmacy professional practice that was designed based on social constructivism theory. The online introductory module of pharmacy professional practice in pharmaceutical marketing and business was carefully designed by organizing various activities, which were intended to encourage social interaction among students. The Constructivist Online Learning Environment Survey (COLLES) was applied to assess the SCLE. Course evaluation questionnaires were administered to assess student perceptions of this online module. The result from the COLLES illustrated the development of SCLE in the course. The students reported positive perceptions of the course. An online introductory module of pharmacy professional practice in pharmaceutical marketing and business was effective in promoting SCLE.

  9. The development of professional practice standards for Australian general practice nurses.

    Science.gov (United States)

    Halcomb, Elizabeth; Stephens, Moira; Bryce, Julianne; Foley, Elizabeth; Ashley, Christine

    2017-08-01

    The aim of this study was to explore the current role of general practice nurses and the scope of nursing practice to inform the development of national professional practice standards for Australian general practice nurses. Increasing numbers of nurses have been employed in Australian general practice to meet the growing demand for primary care services. This has brought significant changes to the nursing role. Competency standards for nurses working in general practice were first developed in Australia in 2005, but limited attention has been placed on articulating the contemporary scope of practice for nurses in this setting. Concurrent mixed methods design. Data collection was conducted during 2013-2014 and involved two online surveys of Registered and Enrolled Nurses currently working in general practice, a series of 14 focus groups across Australia and a series of consultations with key experts. Data collection enabled the development of 22 Practice Standards separated into four domains: (i) Professional Practice; (ii) Nursing Care; (iii) General Practice Environment and (iv) Collaborative Practice. To differentiate the variations in enacting these Standards, performance indicators for the Enrolled Nurse, Registered Nurse and Registered Nurse Advanced Practice are provided under each Standard. The development of national professional practice standards for nurses working in Australian general practice will support ongoing workforce development. These Standards are also an important means of articulating the role and scope of the nurses' practice for both consumers and other health professionals, as well as being a guide for curriculum development and measurement of performance. © 2017 John Wiley & Sons Ltd.

  10. Professional practice leadership roles: the role of organizational power and personal influence in creating a professional practice environment for nurses.

    Science.gov (United States)

    Lankshear, Sara; Kerr, Michael S; Spence Laschinger, Heather K; Wong, Carol A

    2013-01-01

    Professional practice leadership (PPL) roles are those roles responsible for expert practice, providing professional leadership, facilitating ongoing professional development, and research. Despite the extensive implementation of this role, most of the available literature focuses on the implementation of the role, with few empirical studies examining the factors that contribute to PPL role effectiveness. This article will share the results of a research study regarding the role of organizational power and personal influence in creating a high-quality professional practice environment for nurses. Survey results from nurses and PPLs from 45 hospitals will be presented. Path analysis was used to test the hypothesized model and relationships between the key variables of interest. Results indicate that there is a direct and positive relationship between PPL organizational power and achievement of PPL role functions, as well as an indirect, partially mediated effect of PPL influence tactics on PPL role function. There is also a direct and positive relationship between PPL role functions and nurses' perceptions of their practice environment. The evidence generated from this study highlights the importance of organizational power and personal influence as significantly contributing to the ability of those in PPL roles to achieve desired outcomes. This information can be used by administrators, researchers, and clinicians regarding the factors that can optimize the organizational and systematic strategies for enhancing the practice environment for nursing and other health care professionals.

  11. National Credit Regulator Versus Nedbank Ltd and the Practice of Debt Counselling in South Africa

    Directory of Open Access Journals (Sweden)

    D de Villiers

    2010-08-01

    Full Text Available The National Credit Regulator approached the then Transvaal Provincial Division of the High Court in 2008 by way of a notice of motion. In this application the Regulator prayed in terms of section 16(1(b of the National Credit Act 34 of 2005 (the "NCA" for the proper interpretation of mainly sections 86 and 87 of the same Act. Due to uncertainty and confusion the Regulator lodged an application to obtain clarity on some of the difficulties that debt counsellors experience in practice. The matter was heard in the High Court (TPD on 02/03/2009 and judgment was handed down by Du Plessis J on 21/08/2009.This article discusses the fifteen prayers and the impact of the orders granted by the Court under three logical headings, namely: •those that deal with the NCA and the Magistrate’s Court; Order 1 (on section 86(7(c, order 2 (an obligation to conduct a hearing, order 3 (the judicial role of the Magistrate’s Court and order 4 (the application procedure of the Magistrate’s Court defined the interaction between the NCA and the Magistrate’s Court Act (the “MCA” very clearly. Since there is no sui generis procedure provided for in the NCA, it is submitted that the Court’s approach is correct. However, the end result is that the over-indebted consumer is not supported to the degree the NCA envisages. For example: a rule 55 procedure of the MCA can be cumbersome and costly, while the NCA envisaged a fast and relatively inexpensive process. •those that deal with the role of the debt counsellor in debt restructuring; Order 5 (costs, order 6 (statutory function and order 8 (the unique role of the debt counsellor, granted under this heading, are important. They define the role of the debt counsellor to be different from the run-of-the-mill applicant in terms of rule 55. He/she is even protected against some cost orders due to a statutory function. Because of this special function a question arises: should this difference in treatment not be

  12. Credit Monitoring – a Core of Credit Risk Management: Theory and Experience

    Directory of Open Access Journals (Sweden)

    Daiva Jurevičienė

    2013-11-01

    Full Text Available Purpose of the article: Purpose of the article is to identify credit monitoring as a keystone of credit risk management in banks. CRM is widely discussed in scientific literature and in reports of institutions undertaking credit risk or supervisory bodies. However majority of such investigations are based on implementation of numerous quantitative or qualitative methods used for credit risk assessment before granting a loan or for credit portfolio risk management. There is a lack of information or investigations made on estimation of the need of credit monitoring in credit risk management process. Scientific aim: Scientific aim is to structure the early warning signs that reflect the condition of credits. Methodology/methods: The paper is based on analysis and resumption of various scientific and professional articles related to organization of credit process in banks. It combines results of assessments of credit monitoring importance in credit risk management process made by theoretical studies as well as investigation of experts. Findings: Finding of the article is presentation of credit monitoring tools that should be applied for corporate (and individual clients via modification of original credit agreement. Conclusions: (limits, implications etc Conclusion of the article is that credit monitoring is a keystone in credit risk management process. The purpose of credit monitoring is to detect in time possible worsening of the loan and to react (make changes in loan agreement. The simplest tool for credit monitoring is to identify early warning signs in time that could be assorted into four groups: EWS of business environment; EWS with regard to management, EWS regarding collateral, EWS in financial analysis. Limitation of investigation is impossibility of evaluation of importance of monitoring process in practice except investigation of experts (employees directly responsible for credit business.

  13. The challenge of establishing a professional practice within practical education

    DEFF Research Database (Denmark)

    Højbjerg, Karin

    2015-01-01

    Clinical teachers in the discipline of nursing in Denmark undergo additional education in addition to their registered nursing education to establish their teaching skill qualifications practicum. This ethnographic study examines some of the pedagogical initiatives clinical teachers are practicing...

  14. Engineers' professional learning: a practice-theory perspective

    Science.gov (United States)

    Reich, Ann; Rooney, Donna; Gardner, Anne; Willey, Keith; Boud, David; Fitzgerald, Terry

    2015-07-01

    With the increasing challenges facing professional engineers working in more complex, global and interdisciplinary contexts, different approaches to understanding how engineers practice and learn are necessary. This paper draws on recent research in the social sciences from the field of workplace learning, to suggest that a practice-theory perspective on engineers' professional learning is fruitful. It shifts the focus from the attributes of the individual learner (knowledge, skills and attitudes) to the attributes of the practice (interactions, materiality, opportunities and challenges). Learning is thus more than the technical acquisition and transfer of knowledge, but a complex bundle of activities, that is, social, material, embodied and emerging. The paper is illustrated with examples from a research study of the learning of experienced engineers in the construction industry to demonstrate common practices - site walks and design review meetings - in which learning takes place.

  15. Professional development for primary science teaching in Thailand: Knowledge, orientations, and practices of professional developers and professional development participants

    Science.gov (United States)

    Musikul, Kusalin

    The purpose of this study was to examine an entire PD project as a case to understand the dynamic nature of science PD in a holistic manner. I used a pedagogical content knowledge model by Magnusson, Krajcik, and Borko (1999) as my theoretical framework in examining the professional developers' and teacher participants' knowledge, orientation, and practice for professional development and elementary science teaching. The case study is my research tradition; I used grounded theory for data analysis. The primary data sources were interview, card sort activity, and observation field notes collected during the PD and subsequently in teacher participants' classrooms. Secondary data sources were documents and artifacts that I collected from the professional developers and teachers. An analysis of the data led me to interpret the following findings: (a) the professional developers displayed multiple orientations. These orientations included activity-driven, didactic, discovery, and pedagogy-driven orientations. The orientations that were found among the professional developers deviated from the reformed Thai Science Education Standards; (b) the professional developers had limited PCK for PD, which were knowledge of teachers' learning, knowledge of PD strategies, knowledge of PD curriculum, and knowledge of assessment.; (c) the professional developers' knowledge and orientations influenced their decisions in selecting PD activities and teaching approaches; (d) their orientations and PCK as well as the time factor influenced the design and implementation of the professional development; (e) the elementary teachers displayed didactic, activity-driven, and academic rigor orientations. The orientations that the teachers displayed deviated from the reformed Thai Science Education Standards; and (f) the elementary teachers exhibited limited PCK. It is evident that the limitation of one type of knowledge resulted in an ineffective use of other components of PCK. This study

  16. Multiple Relationships : Maintaining Professional Identity in Rural Social Work Practice

    Directory of Open Access Journals (Sweden)

    Keith Brownlee

    2015-03-01

    Full Text Available Working in a rural community locates the professional in a wider social network as community members often expect more from their professionals; not only as service providers, but also as engaged members of the community. This can result in the rural social worker being highly visible both personally and professionally and it can also lead to overlapping relationships. These higher expectations can place stress on the worker in terms of maintaining accepted professional roles and a sense of professional identity. This qualitative study explores the first-hand experiences of a cross-section of service providers in more than a dozen communities within northwestern Ontario and northern Manitoba, Canada. The responses of the participants provide some insight into how rural practitioners maintain their professional identity when working within the unique demands of the rural and remote context. Recurring themes from the interviews suggest that these professionals craft their own informal decision-making processes to address intersecting roles, community gossip, and personal isolation, even while, in some cases, practicing in their home community. The findings provide greater understanding of the pressures and realities of working in small remote towns and the challenges of responding to the expectations and realities of relationships including the expectation of working with friends and family members of friends or colleagues: issues that have not been adequately studied in the literature to date.

  17. Work engagement in professional nursing practice: A systematic review.

    Science.gov (United States)

    Keyko, Kacey; Cummings, Greta G; Yonge, Olive; Wong, Carol A

    2016-09-01

    Work engagement in professional nursing practice is critically important to consider when addressing key challenges of health systems, including the global nursing shortage, pressures to reduce health care spending, and increasing demands for quality care and positive outcomes for patients. However, research on work engagement in professional nursing practice has not yet been synthesized and therefore, does not provide a sufficient foundation of knowledge to guide practice and further research. The overall aim of this systematic review is to determine what is currently known about the antecedents and outcomes of work engagement in professional nursing practice. Systematic review. The search strategy included eight electronic databases: CINAHL, MEDLINE, PsycINFO, PROQUEST, SCOPUS, Web of Science, EMBASE, and Business Source Complete. The search was conducted in October 2013. Quantitative and qualitative research that examined relationships between work engagement and antecedent or outcome factors was included. Quality assessment, data extractions, and analysis were completed on all included studies. Data extracted from included studies were synthesized through descriptive and narrative synthesis. Content analysis was used to categorize factors into themes and categories. 3621 titles and abstracts were screened and yielded 113 manuscripts for full text review. Full text review resulted in 18 included studies. All factors examined were grouped into either influences or outcomes of work engagement. A total of 77 influencing factors were categorized into 6 themes: organizational climate, job resources, professional resources, personal resources, job demands, and demographic variables. A total of 17 outcomes of work engagement were categorized into 3 themes: performance and care outcomes, professional outcomes, and personal outcomes. Based on the results, we adapted the Job Demands-Resources (JD-R) model and developed the Nursing Job Demands-Resources (NJD-R) model for

  18. Knowledge, attitudes and practices of health professionals in public ...

    African Journals Online (AJOL)

    Knowledge, attitudes and practices of health professionals in public health institutions on emergency contraception in Pietermaritzburg, KwaZulu-Natal Province, ... Although emergency contraception (EC) is widely available, its use is surrounded by many controversies. ... Only 39.6% knew that EC pills prevent ovulation.

  19. Embedding a Professional Practice Model Across a System.

    Science.gov (United States)

    Mensik, Jennifer S; Martin, Deborah Maust; Johnson, Karen L; Clark, Carla M; Trifanoff, Christina M

    2017-09-01

    Professional practice models (PPMs) are an integral part of any organization on the Magnet® journey, whether initial designation or redesignation. Through the journey, the PPM should become embedded within the nursing culture. Leadership at multiple levels is crucial to ensure successful adoption and implementation.

  20. Participation and Progression: New Medical Graduates Entering Professional Practice

    Science.gov (United States)

    Bearman, Margaret; Lawson, Mary; Jones, Alison

    2011-01-01

    The first year of practice after medical school is considered to be an essential part of becoming a medical practitioner in Australia. Previous qualitative investigations have investigated a number of significant aspects of this early stage of professional development. This qualitative study explores experiences and developing professional…

  1. Head Start Instructional Professionals' Inclusion Perceptions and Practices

    Science.gov (United States)

    Muccio, Leah S.; Kidd, Julie K.; White, C. Stephen; Burns, M. Susan

    2014-01-01

    This study considered the facilitators and barriers of successful inclusion in Head Start classrooms by examining the perspectives and practices of instructional professionals. A cross-sectional survey design was combined with direct observation in inclusive Head Start classrooms. Survey data were collected from 71 Head Start instructional…

  2. Connecting Practice & Research: A Shared Growth Professional Development Model

    Science.gov (United States)

    Lampi, Jodi P.; Dimino, Renee K.; Taylor, Judi Salsburg

    2015-01-01

    The authors write here that they fundamentally believe that developmental education is about social justice. Professionals in this field are not only responsible to implement evidence-based best practices but also to ensure access to higher education. To meet this need, it is imperative that practitioners turn, as a supportive team, to…

  3. A new approach to orientation: professional entry into practice.

    Science.gov (United States)

    Bowers, Bendi; Bennett, Sandra S; Schneider, Sharon K; Brunner, Barbie W

    2009-01-01

    With a strong emphasis on the overall recruitment and retention of staff, the University of Arkansas for Medical Sciences, Clinical Programs Staff Education Department, developed a new orientation program: "Professional Entry Into Practice." This article provides the model to review current orientation processes and to revise and evaluate new orientation processes.

  4. Tweeting Educational Technology: A Tale of Professional Community of Practice

    Directory of Open Access Journals (Sweden)

    Ina Blau

    2012-06-01

    Full Text Available This paper explores an Israeli professional community on Twitter practicing educational technology. Networking analysis of 42 users and 296 structural connections among them revealed that the adoption of Twitter was normally distributed and active participation was asymmetrical - 14.3% of users produced 80% of the tweets. Investment in participation was highly gratified by influence on the audience.

  5. Continuing Professional Development: Rhetoric and Practice in the NHS

    Science.gov (United States)

    Morgan, Arthur; Cullinane, Joanne; Pye, Michael

    2008-01-01

    This article explores the experience of Continuing Professional Development (CPD) by supervisory-level clinical staff in the National Health Service. Four main themes are highlighted in the literature, namely the nature and experience of CPD, its relationship with human resource management practices and in particular in career development and…

  6. EFL Teachers' Self-Initiated Professional Development: Perceptions and Practices

    Science.gov (United States)

    Simegn, Birhanu

    2014-01-01

    This study assessed perceptions and practices of secondary schools (Grade 9-12) EFL teachers' self-initiated professional development. A questionnaire of likert scale items and open-ended questions was used to gather data from thirty-two teachers. The teachers were asked to fill out the questionnaire at Bahir Dar University during their…

  7. School Psychologists' Continuing Professional Development Preferences and Practices

    Science.gov (United States)

    Armistead, Leigh D.; Castillo, Jose M.; Curtis, Michael J.; Chappel, Ashley; Cunningham, Jennifer

    2013-01-01

    This study investigated school psychologists' continuing professional development (CPD) activities, topics, needs, motivations, financial expenditures, and opinions, as well as relationships between select demographic characteristics and certain CPD practices and preferences. A survey was mailed to 1,000 randomly selected Regular Members of…

  8. Instructional Design and Professional Informal Learning: Practices, Tensions, and Ironies

    Science.gov (United States)

    Yanchar, Stephen C.; Hawkley, Melissa N.

    2015-01-01

    This qualitative study explored the nature of informal learning in professional instructional designers' everyday work activities. Based on intensive interviews with six full-time practitioners, and using a hermeneutic form of data analysis, this study produced seven themes concerning the practices, tensions, and ironies associated with this…

  9. Knowledge, Attitude and Practice of Health Care Professionals ...

    African Journals Online (AJOL)

    Knowledge, Attitude and Practice of Health Care Professionals towards Voluntary Counseling and Testing for HIV/AIDS in a Nigeria Tertiary Hospital. ... (49.2%) of Esan extraction; marital status and occupation of the participants significantly influenced their attitude towards voluntary counseling and testing for HIV/AID.

  10. Researching Professional Educational Practice: The Case for "Dirty Theory"

    Science.gov (United States)

    Hardy, Ian J.

    2012-01-01

    In this essay, Ian Hardy argues that a research process involving generalizing from professional educational practice can and should inform the work of educators, including academic researchers, policymakers, and practitioners, but that these generalizations need to be derived from, and in dialogue with, the complexity and specificity of actual…

  11. Female Teachers' Professional Development through Action Research Practice

    Science.gov (United States)

    Hassen, Rukya

    2016-01-01

    This is a study on teachers' professional development through action research practice. The participants of the study were 23 English Language Teachers (ELT) who teach in high schools, preparatory schools and colleges in Debre Markos, in Dessie and around in 2014. The methods of data collection were teacher reflection, and in-depth interview. The…

  12. Thinking Ethically about Professional Practice in Adapted Physical Activity

    Science.gov (United States)

    Goodwin, Donna L.; Rossow-Kimball, Brenda

    2012-01-01

    There has been little critical exploration of the ethical issues that arise in professional practice common to adapted physical activity. We cannot avoid moral issues as we inevitably will act in ways that will negatively affect the well-being of others. We will make choices, which in our efforts to support others, may hurt by violating dignity or…

  13. Anatomy of Professional Practice: Promising Research Perspectives on Educational Leadership

    Science.gov (United States)

    English, Fenwick W.

    2007-01-01

    This is the first book to bring into focus the full scope of professional practice in educational leadership. This book probes the limitations of traditional research in fully comprehending the true nature of leadership, and points out how future research must be expanded to deal with understanding the complexity of educational leadership…

  14. The Institutionalization of Professional Development: From Propositions to Practice.

    Science.gov (United States)

    Mathias, Haydn; Rutherford, Desmond

    1985-01-01

    Examines propositions for professional development of teaching in higher education. These propositions are analyzed through two models of innovation processes, and recommendations are provided for practices that need to be implemented in higher education if priority is to be given to development of teaching. (MBR)

  15. Learning Culture, Line Manager and HR Professional Practice

    Science.gov (United States)

    Harrison, Patricia

    2011-01-01

    Purpose: This paper aims to focus on the role of line management and learning culture in the development of professional practice for the human resource (HR) practitioner. Design/methodology/approach: Three-year longitudinal, matched-pair study involving five participants and their line managers. Findings: Two of the five participants experienced…

  16. Implementation of a professional portfolio: a tool to demonstrate professional development for advanced practice.

    Science.gov (United States)

    Chamblee, Tracy B; Dale, Juanita Conkin; Drews, Barbie; Spahis, Joanna; Hardin, Teri

    2015-01-01

    The literature has a gap related to professional development for APRNs. In the United States, many health care organizations use clinical advancement programs for registered nurses, but APRNs are not often included in these programs. If APRNs are included, advancement opportunities are very limited. At CMC, implementation of a professional portfolio resulted in increased satisfaction among APPs regarding their ability to showcase professional growth and expertise, as well as the uniqueness of their advanced practice. Use of the professional portfolio led to improved recognition by APS and organizational leaders of APP performance excellence during the annual performance evaluation, as well as improved recognition among APP colleagues in terms of nominations for honors and awards.

  17. At the Crossroads of Clinical Practice and Teacher Leadership: A Changing Paradigm for Professional Practice

    Science.gov (United States)

    Sawyer, Richard D.; Neel, Michael; Coulter, Matthew

    2016-01-01

    This paper examines the endemic separation between K-12 schools and colleges of education in teacher preparation. Specifically, we examine a new approach related to the promise of clinical practice--a clinical practice program that overlaps a public high school, a graduate-level teacher preparation program, and a professional practice doctoral…

  18. Transformational leadership practices of nurse leaders in professional nursing associations.

    Science.gov (United States)

    Ross, Erin J; Fitzpatrick, Joyce J; Click, Elizabeth R; Krouse, Helene J; Clavelle, Joanne T

    2014-04-01

    This study describes the transformational leadership (TL) practices of nurse leaders in professional nursing associations (PNAs). Professional nursing associations are vehicles to provide educational opportunities for nurses as well as leadership opportunities for members. Little has been published about the leadership practices of PNA members. E-mail surveys of 448 nurse leaders in PNAs were conducted in 2013 using the Leadership Practices Inventory (LPI). The top 2 TL practices of these nurse leaders were enabling others to act and encouraging the heart. Respondents with more leadership training reported higher TL practices. This is the 1st study to describe TL practices of nurse leaders in PNAs. Results of this study show that nurse leaders of PNAs emulate practices of TL. Transformational leaders can mobilize and direct association members in reaching shared values, objectives, and outcomes. Understanding TL practices of nurse leaders in PNAs are important to the future of nursing in order to enable nurses to lead change and advance health through these organizations.

  19. Managing consumer credit risk

    OpenAIRE

    Peter Burns; Anne Stanley

    2001-01-01

    On July 31, 2001, the Payment Cards Center of the Federal Reserve Bank of Philadelphia hosted a workshop that examined current credit risk management practices in the consumer credit industry. The session was led by Jeffrey Bower, senior manager in KPMG Consulting’s financial services practice. Bower discussed "best practices" in the credit risk management field, including credit scoring, loss forecasting, and portfolio management. ; In addition, he provided an overview of developing new meth...

  20. Professional practice leader: a transformational role that addresses human diversity.

    Science.gov (United States)

    Bournes, D A; DasGupta, T L

    1997-01-01

    The role of the professional practice leader is to provide leadership in the transformation of nursing practice from a provider focused model to a patient focused model. Nursing standards for patient focused care were developed to define the quality of the nurse-person relationship in a manner consistent with Parse's theory of human becoming. Multiple strategies have been developed to challenge nurses to redefine the purpose, vision, and core values by which they practice. It is only through uncovering the values and beliefs of every person that nurses will be able to care for individuals whom they recognize as unique human beings.

  1. Internships as case-based learning for professional practice

    DEFF Research Database (Denmark)

    Piihl, Jesper; Rasmussen, Jens Smed; Rowley, Jennifer

    2014-01-01

    Internship programs can enhance generic learning outcomes by develop-ing students’ ability to interact with stakeholders in real world complexi-ties and contribute to changes in knowledge and practice. Experience from Denmark and Australia is used as background to show how intern-ship programs can...... be designed to integrate differences in conceptions of knowledge in professional practices and pressures from short deadlines. The chapter explores how internship can enhance students’ learning and how students develop their role as academics-in-practice. Internships qualify as case based learning when...... the design of the program focuses on generic learning outcomes over specific solutions to specific problems in the specific context....

  2. Health professionals' knowledge, attitude and practices towards pharmacovigilance in Nepal

    Directory of Open Access Journals (Sweden)

    Palaian S

    2011-12-01

    Full Text Available Pharmacovigilance can be helpful in protecting consumers from harmful effects of medicines. Healthcare professionals should consider Adverse Drug Reaction (ADR reporting as their professional obligation and should be aware of the existing pharmacovigilance mechanisms in their countries. In Nepal, pharmacovigilance activities were initiated in 2004. Objectives: The present study evaluated the knowledge, attitude and practices (KAP of the healthcare professionals towards ADRs and pharmacovigilance in Manipal Teaching Hospital (MTH, a tertiary care teaching hospital attached to the regional pharmacovigilance center in western Nepal. Methods: A cross-sectional study was carried out in 2007 using a pretested (Cronbach alpha=0.72 questionnaire having 25 questions (15 questions on knowledge, 5 on attitude and 5 on practice. The correct/positive responses were given a score of ‘2’ and the wrong/negative responses ‘1’, maximum possible score of ‘50’. Results: A total of 131 responses were obtained among which 42 were incomplete and remaining 89 [females 49 (55.1%] were analyzed. Of the 89 professionals, 29 (32.6% were doctors, 46 (51.8 nurses and 14 (15.7% pharmacists. The mean age was 28.32 (SD=8.46 years and the median (interquartile range of duration of the service 14.5 (6-36 months. The total KAP scores was 40.06 (SD=3.51 for doctors, 38.92 (SD=4.83 for pharmacists, and 35.82 (SD=3.75 for nurses. Among the 89 professionals, 59 (62.3% had not reported even a single ADR to the pharmacovigilance center. Conclusion: The healthcare professionals at the MTH had a poor KAP towards ADRs and pharmacovigilance and there is a need for educational and awareness intervention for these professionals.

  3. Assessment and monitoring practices of Australian fitness professionals.

    Science.gov (United States)

    Bennie, Jason A; Wiesner, Glen H; van Uffelen, Jannique G Z; Harvey, Jack T; Craike, Melinda J; Biddle, Stuart J H

    2017-07-14

    Assessment and monitoring of client health and fitness is a key part of fitness professionals' practices. However, little is known about prevalence of this practice. This study describes the assessment/monitoring practices of a large sample of Australian fitness professionals. Cross-sectional. In 2014, 1206 fitness professionals completed an online survey. Respondents reported their frequency (4 point-scale: [1] 'never' to [4] 'always') of assessment/monitoring of eight health and fitness constructs (e.g. body composition, aerobic fitness). This was classified as: (i) 'high' ('always' assessing/monitoring ≥5 constructs); (ii) 'medium' (1-4 constructs); (iii) 'low' (0 constructs). Classifications are reported by demographic and fitness industry characteristics. The odds of being classified as a 'high assessor/monitor' according to social ecological correlates were examined using a multiple-factor logistic regression model. Mean age of respondents was 39.3 (±11.6) years and 71.6% were female. A total of 15.8% (95% CI: 13.7%-17.9%) were classified as a 'high' assessor/monitor. Constructs with the largest proportion of being 'always' assessed were body composition (47.7%; 95% CI: 45.0%-50.1%) and aerobic fitness (42.5%; 95% CI: 39.6%-45.3%). Those with the lowest proportion of being 'always' assessed were balance (24.0%; 95% CI: 24.7%-26.5%) and mental health (20.2%; 95% CI: 18.1%-29.6%). A perceived lack of client interest and fitness professionals not considering assessing their responsibility were associated with lower odds of being classified as a 'high assessor/monitor'. Most fitness professionals do not routinely assess/monitor client fitness and health. Key factors limiting client health assessment and monitoring include a perceived lack of client interest and professionals not considering this their role. Copyright © 2017. Published by Elsevier Ltd.

  4. Maximizing Credit Accrual and Recovery for Homeless Students. Best Practices in Homeless Education

    Science.gov (United States)

    National Center for Homeless Education at SERVE, 2010

    2010-01-01

    Middle and high school students experiencing homelessness often face challenges in accruing credits. Class offerings, methods of calculating credits, and graduation requirements can vary greatly among school districts. Students who change schools late in high school can find themselves suddenly in danger of not graduating due to differing class…

  5. Social Media in Professional Medicine: New Resident Perceptions and Practices.

    Science.gov (United States)

    Lefebvre, Cedric; Mesner, Jason; Stopyra, Jason; O'Neill, James; Husain, Iltifat; Geer, Carol; Gerancher, Karen; Atkinson, Hal; Harper, Erin; Huang, William; Cline, David M

    2016-06-09

    For younger generations, unconstrained online social activity is the norm. Little data are available about perceptions among young medical practitioners who enter the professional clinical arena, while the impact of existing social media policy on these perceptions is unclear. The objective of this study was to investigate the existing perceptions about social media and professionalism among new physicians entering in professional clinical practice; and to determine the effects of formal social media instruction and policy on young professionals' ability to navigate case-based scenarios about online behavior in the context of professional medicine. This was a prospective observational study involving the new resident physicians at a large academic medical center. Medical residents from 9 specialties were invited to participate and answer an anonymous questionnaire about social media in clinical medicine. Data were analyzed using SAS 9.4 (Cary, NC), chi-square or Fisher's exact test was used as appropriate, and the correct responses were compared between different groups using the Kruskal-Wallis analysis of variance. Familiarity with current institutional policy was associated with an average of 2.2 more correct responses (P=.01). Instruction on social media use during medical school was related to correct responses for 2 additional questions (P=.03). On dividing the groups into no policy exposure, single policy exposure, or both exposures, the mean differences were found to be statistically significant (3.5, 7.5, and 9.4, respectively) (P=.03). In this study, a number of young physicians demonstrated a casual approach to social media activity in the context of professional medical practice. Several areas of potential educational opportunity and focus were identified: (1) online privacy, (2) maintaining digital professionalism, (3) safeguarding the protected health information of patients, and (4) the impact of existing social media policies. Prior social media

  6. Sound exposure of professional orchestral musicians during solitary practice.

    Science.gov (United States)

    O'Brien, Ian; Driscoll, Tim; Ackermann, Bronwen

    2013-10-01

    It is broadly acknowledged that professional orchestral musicians risk noise-induced hearing pathologies due to sound exposure in rehearsal and performance. While much has been published regarding orchestral sound levels, little is known of the sound exposure these musicians experience during solitary practice, despite the many hours they spend engaged in this activity. This study aimed to determine sound exposure during solitary practice of 35 professional orchestral musicians, representing players of most orchestral instruments. To allow cross-comparison, participants were assessed playing similar repertoire in a controlled environment, recording simultaneously at each ear to determine sound exposure levels. Sound levels were recorded between 60 and 107 dB L(Aeq), with peak levels between 101 and 130 dB L(C,peak). For average reported practice durations (2.1 h per day, five days a week) 53% would exceed accepted permissible daily noise exposure in solitary practice, in addition to sound exposure during orchestral rehearsals and performances. Significant inter-aural differences were noted in violin, viola, flute/piccolo, horn, trombone, and tuba. Only 40% used hearing protection at any time while practicing. These findings indicate orchestral musicians at risk of noise-induced hearing loss in ensemble face significant additional risks during solitary practice. Data presented will enable more effective and targeted management strategies for this population.

  7. Dietetic students' identity and professional socialization in preparation for practice.

    Science.gov (United States)

    Lordly, Daphne; MacLellan, Debbie

    2012-01-01

    Students' identity development and professional socialization during dietetic education were explored. Thirteen undergraduate dietetic students from two universities completed three in-depth interviews based on Seidman's phenomenological approach. The students were at various stages of their education. Data were analyzed with a feminist form of inductive thematic analysis. Dietetic students come to the educational process with a broad interest in health, helping, or foods and nutrition. The academic and practical components of dietetic education create opportunities for students to refine personal interests in order to (re-)envision their place within the profession. The complexity of professional socialization and identity development was illuminated as some students' focus was redirected to becoming an intern rather than becoming a dietitian. Students transformed their identity to meet the requirements they thought were expected or necessary to obtain an internship. Internship competition and the program environment can influence this transformation. Professional identity development begins before dietetic education and develops within the context of that education, representing the intersection of both people and events. A recognition and understanding of these complexities can result in strategic recruitment, informed curriculum changes, and professional development opportunities for dietetic educators, which will enhance their ability to support students in the professional socialization process.

  8. Phenomenology and adapted physical activity: philosophy and professional practice.

    Science.gov (United States)

    Standal, Øyvind F

    2014-01-01

    Through the increased use of qualitative research methods, the term phenomenology has become a quite familiar notion for researchers in adapted physical activity (APA). In contrast to this increasing interest in phenomenology as methodology, relatively little work has focused on phenomenology as philosophy or as an approach to professional practice. Therefore, the purpose of this article is to examine the relevance of phenomenology as philosophy and as pedagogy to the field of APA. First, phenomenology as philosophy is introduced through three key notions, namely the first-person perspective, embodiment, and life-world. The relevance of these terms to APA is then outlined. Second, the concept of phenomenological pedagogy is introduced, and its application and potential for APA are discussed. In conclusion, it is argued that phenomenology can help theorize ways of understanding human difference in movement contexts and form a basis of action-oriented research aiming at developing professional practice.

  9. Everyday practice and unnoticed professional competence in day care work

    DEFF Research Database (Denmark)

    Ahrenkiel, Annegrethe; Warring, Niels; Nielsen, Birger Steen

    In Denmark more than 9 out 10 children attend day care centers that are publicly funded and regulated. The main part of employees, the social educators, at day care centers have attended a 3½ years educational programme with both theoretical and practical elements. Nevertheless it has been hard...... different forms of knowledge function together in the social educators’ work practice....... for the social educators to get recognition for their professional competencies and the societal importance of their work. Neoliberal governance has imposed a lot of demands for documentation, evaluation etc., and a growing focus on children’s learning in day care centers has resulted in national goals...

  10. Genetic Counsellors and Private Practice: Professional Turbulence and Common Values.

    Science.gov (United States)

    Collis, Sarah; Gaff, Clara; Wake, Samantha; McEwen, Alison

    2017-12-27

    Genetic counsellors face tensions between past and future identities: between established values and goals, and a broadening scope of settings and activities. This study examines the advent of genetic counsellors in private practice in Australia and New Zealand from the perspectives of the small numbers working in this sector and those who have only worked in public practice. Semi-structured interviews were conducted with 16 genetic counsellors who had experience in private practice, and 14 genetic counsellors without private sector experience. Results demonstrated that circumstantial and personal factors can mitigate the challenges experienced and the amount of support desired by those who had established a private practice, and those who were employed by private companies. Notably, most participants with private sector experience perceived themselves to be viewed negatively by other genetic counsellors. Most participants without private sector experience expressed concern that the challenges they believed genetic counsellors face in private practice may impact service quality, but wished to address such concerns by providing appropriate support. Together, our results reinforce that participants in private and public sectors are strong advocates for peer support, multidisciplinary team work, and professional development. These core values, and seeking understanding of different circumstances and support needs, will enable genetic counsellors in different sectors to move forward together. Our results suggest supports that may be acted upon by members of the profession, professional groups, and training programs, in Australia, New Zealand, and overseas.

  11. Practice Stories in Natural Resource Management Continuing Professional Education: Springboards for Learning

    Science.gov (United States)

    Stummann, Cathy Brown

    2014-01-01

    The use of stories from professional experience in continuing professional education has been on the rise in many fields, often aimed at bolstering capacity through sharing professional knowledge and/or supporting reflective practice. Practice stories are also suggested to be beneficial in supporting professional learning of new concepts. These…

  12. Contributions of nursing residency in professional practice of graduates

    Directory of Open Access Journals (Sweden)

    Camila Severi Zanoni

    2015-03-01

    Full Text Available This study aimed to investigate the contributions of nursing residence in professional practice of graduates. It is a descriptive study with a quantitative approach, which was to research participant nurses who attended the residence in nursing a public university located in southern Brazil. Inclusion criteria were: having completed the course in nursing residence in the study institution (2006-2011 and agree to participate in the study, approved by the Research Ethics Committee of the institution having CAAE no 0246.0.268.000-11. Data were collected through an online form, sent to graduates via email, with open and closed questions. By 2011, 90 nurses were trained in the residence arrangements in nursing offered, mostly young and newly formed. Of these, 65 (72.2% answered the form, 86.1% reported to be working, divided into care activities (64%, management (30%, education (25% and research (13%. Cited skills acquired in residence as critical view, be a transforming agent, acting as a team, using the nursing process, work in management, develop research, act ethically, among others. Highlighted suggestions for possible changes in the specialization program in order to meet the shortcomings faced. The residence proved to be of great contribution to the development of most of the professional skills required of nurses, and therefore a training service offering educational support and various practices, making the resident a critical professional, capable of resolving more solutions and to provide the dissemination of knowledge through scientific production.

  13. Moral distress: challenges for an autonomous nursing professional practice

    Directory of Open Access Journals (Sweden)

    Edison Luiz Devos Barlem

    Full Text Available Constantly experiencing limiting situations that hinder a professional practice coherent with its principles - of autonomy and advocacy of users' interests -, and often conditioned to experience moral distress, the nursing profession plays a prominent role in the current health model because it has the characteristic of managing the care rendered to users in a perspective of social inclusion, both in the basic health network and in hospitals. Aiming at carrying out a reflection on the nursing practice and the difficulties present in its work routine, and considering its characteristics as a profession, this article sought to make a reflection between the practice of nursing and the numerous moral challenges imposed by the routine, resulting, in many cases, in a value crisis that can reverberate directly on the quality of the service rendered, and in abandonment of the ideals of advocacy for users.

  14. A report on the CCNA 2007 professional practice analysis.

    Science.gov (United States)

    Muckle, Timothy J; Apatov, Nathaniel M; Plaus, Karen

    2009-06-01

    The purpose of this column is to present the results of the 2007 Professional Practice Analysis (PPA) of the field of nurse anesthesia, conducted by the Council on Certification of Nurse Anesthetists. The PPA used survey and rating scale methodologies to collect data regarding the relative emphasis of various aspects of the nurse anesthesia knowledge domain and competencies. A total of 3,805 survey responses were analyzed using the Rasch rating scale model, which aggregates and transforms ordinal (rating scale) responses into linear measures of relative importance and frequency. Summaries of respondent demographics and educational and professional background are provided, as well as descriptions of how the survey results are used to develop test specifications. The results of this analysis provide evidence for the content outline and test specifications (content percentages) and thus serve as a basis of content validation for the National Certification Examination.

  15. Research data management practical strategies for information professionals

    CERN Document Server

    2014-01-01

    It has become increasingly accepted that important digital data must be retained and shared in order to preserve and promote knowledge, advance research in and across all disciplines of scholarly endeavor, and maximize the return on investment of public funds. To meet this challenge, colleges and universities are adding data services to existing infrastructures by drawing on the expertise of information professionals who are already involved in the acquisition, management and preservation of data in their daily jobs. Data services include planning and implementing good data management practices, thereby increasing researchers’ ability to compete for grant funding and ensuring that data collections with continuing value are preserved for reuse. This volume provides a framework to guide information professionals in academic libraries, presses, and data centers through the process of managing research data from the planning stages through the life of a grant project and beyond. It illustrates principle...

  16. School Teacher Professional Development in Online Communities of Practice

    DEFF Research Database (Denmark)

    Khalid, Md. Saifuddin; Strange, Majbrit Højland

    2016-01-01

    for the professional development of teachers are relatively new. This systematic literature review reports a qualitative synthesis of literature on in-service teachers’ online CoP participation. It adheres to the five-step literature search and analysis process by Creswell (2012). Seven peer-reviewed articles were......This study informs researchers of educational technology, teachers, teacher associations and moderators or admins of online platforms who are interested in knowledge sharing among teachers within online communities of practice (CoPs). The continuous professional development of teachers is primarily...... hand, informal knowledge sharing through CoPs can transform teachers by contributing to their immediate context or needs. There are various national and global IT platforms that are designed to enable teachers to participate and share knowledge in a CoP but in many countries, online platforms...

  17. Exploring waves of relations between professional practice, education and learning Illustrated with management professionals

    DEFF Research Database (Denmark)

    Elkjær, Bente; Nielsen, Lise Tingleff

    2011-01-01

    insights about possible compositions of professionals’ learning through working life and participation in education. The focus is upon management biographies, and it is theoretically anchored in research on professionals’ practice and working life learning in a pragmatist version focussing on meetings...... professional practitioners as well as the relation between education and working life learning. The issues that are dealt with are the ‘when’ and ‘where’ of professionals’ learning by viewing practice, education and learning in a trajectory of life and subject to certain conditions. The purpose is to provide...... with tensions and ruptures as important for learning. The project is in its initial phase, and is as such mainly oriented towards proposing a framework for which to interpret professionals’ learning to practice a profession through biographical data. An example of interpretation is, however, provided and a most...

  18. Creating a personalized professional practice framework for nursing.

    Science.gov (United States)

    Miles, Kelly S; Vallish, Roberta

    2010-01-01

    Any organization on the journey to nursing excellence might initiate its search for a professional practice framework by exploring the many nursing-specific theories, frameworks, and conceptual models that are readily available in the literature. Although adopting an "off the shelf" professional practice framework for nursing may sound easier for a nursing organization than creating its own framework, achieving a good fit into an existing culture is more difficult when adopting rather than creating a practice framework. ven though creating a customized framework requires a considerable amount of upfront time, dedication, and a willingness to make some mistakes along the way, in the end a customized framework ensures cultural alignment. SThis framework describes the foundational structures and guiding principles, the key processes that influence how work is conducted, and the outcomes desired as the result of the work. Identifying evaluative methods for determining progress on identified strategic intents was crucial in bridging the gap between theory and outcomes. This model continues to provide flexibility and adaptability to meet needs in a constantly changing health care environment and difficult economic times.

  19. Reporting Physical Activity: Perceptions and Practices of Australian Media Professionals.

    Science.gov (United States)

    Smith, Ben J; Bonfiglioli, Catriona M F

    2015-08-01

    Advocacy informed by scientific evidence is necessary to influence policy and planning to address physical inactivity. The mass media is a key arena for this advocacy. This study investigated the perceptions and practices of news media professionals reporting physical activity and sedentariness to inform strategic communication about these issues. We interviewed media professionals working for major television, radio, newspaper and online news outlets in Australia. The interviews explored understandings of physical activity and sedentariness, attributions of causality, assignment of responsibility, and factors affecting news reporting on these topics. Data were thematically analyzed using NVivo. Physical inactivity was recognized as pervasive and important, but tended to be seen as mundane and not newsworthy. Sedentariness was regarded as more novel than physical activity, and more likely to require organizational and environment action. Respondents identified that presenting these issues in visual and engaging ways was an ongoing challenge. Physical activity researchers and advocates need to take account of prevailing news values and media practices to improve engagement with the news media. These include understanding the importance of novelty, narratives, imagery, and practical messages, and how to use these to build support for environmental and policy action.

  20. Remix as Professional Learning: Educators’ Iterative Literacy Practice in CLMOOC

    Directory of Open Access Journals (Sweden)

    Anna Smith

    2016-03-01

    Full Text Available The Connected Learning Massive Open Online Collaboration (CLMOOC is an online professional development experience designed as an openly networked, production-centered, participatory learning collaboration for educators. Addressing the paucity of research that investigates learning processes in MOOC experiences, this paper examines the situated literacy practices that emerged as educators in CLMOOC composed, collaborated, and distributed multimediated artifacts. Using a collaborative, interactive visual mapping tool as participant-researchers, we analyzed relationships between publically available artifacts and posts generated in one week through a transliteracies framework. Culled data included posts on Twitter (n = 678, a Google+ Community (n = 105, a Facebook Group (n = 19, a blog feed (n = 5, and a “make” repository (n = 21. Remix was found to be a primary form of interaction and mediator of learning. Participants not only iterated on each others’ artifacts, but on social processes and shared practices as well. Our analysis illuminated four distinct remix mobilities and relational tendencies—bursting, drifting, leveraging, and turning. Bursting and drifting characterize the paces and proximities of remixing while leveraging and turning are activities more obviously disruptive of social processes and power hierarchies. These mobilities and tendencies revealed remix as an emergent, iterative, collaborative, critical practice with transformative possibilities for openly networked web-mediated professional learning.

  1. Oral hygiene practices and habits among dental professionals in Chennai

    Directory of Open Access Journals (Sweden)

    Gopinath V

    2010-01-01

    Full Text Available Aims and objectives : The present study was carried out to assess the oral hygiene practices and habits among practicing general dentists. Materials and Methods : The study was carried out in four dental schools with the help of a self administered questionnaire. The questionnaire covered dentists′ oral self care, smoking habits, professional reading and oral health concepts. A total of 700 dentists responded, of which 457 were males. Recommended oral self care (ROSC included tooth brushing one per day, eating sugary snacks daily or rarely and regularly using fluoride tooth paste. Results : The data obtained was then subjected to statistical analyses and evaluated using chi-square tests and logistic regressions.It was found that 55.9% of all respondents brushed twice a day, 59.4% consumed sugar containing snacks less than once daily and 55.1% of them used fluoride containing paste regularly while brushing. 81.1% of the 700 dentists never used tobacco products. In all, 19.6% 0f the practicing general dentists followed recommended oral self care. Conclusion : From the present study, it can be concluded that only 19.6% of south Indian dentists follow recommended oral self care and hence awareness programs and continuous dental education programs among dentists is essential to improve the present scenario and to increase the number of dental professionals following ROSC.

  2. [Use of ineffective practices in Primary Health Care: professional opinions].

    Science.gov (United States)

    Domínguez Bustillo, L; Barrasa Villar, J I; Castán Ruíz, S; Moliner Lahoz, F J; Aibar Remón, C

    2014-01-01

    To estimate the frequency of ineffective practices in Primary Health Care (PHC) based on the opinions of clinical professionals from the sector, and to assess the significance, implications and factors that may be contributing to their continuance. An on line survey of opinion from a convenience sample of 575 professionals who had published articles over the last years in Atención Primaria and Semergen medical journals. A total of 212 professionals replied (37%). For 70.6% (95% confidence interval [CI] 64.5 to 73.3) the problem of ineffective practices is frequent or very frequent in PHC, and rate their importance with an average score of 7.3 (standard deviation [SD]=1.8) out of 10. The main consequences would be endangering the sustainability of the system (48.1%; 95% CI, 41.2 to 54.9) and harming patients (32.1%; 95% CI, 25.7 to 38.5). These ineffective practices are the result of the behaviour of the patients themselves (28%; 95% CI, 22.6 to 35.0) workload (26.4%; 95% CI, 20.3 to 32.5), and the lack of the continuous education (19.3%; 95% CI, 13.9 to 24.7). Clinical procedures of greatest misuse are the prescribing of antibiotics for certain infections, the frequency of cervical cancer screening, rigorous pharmacological monitoring of type 2 diabetes in patients over 65 years, the use of psychotropic drugs in the elderly, or the use of analgesics in patients with hypertension or renal failure. The use of ineffective procedures in PHC is considered a very important issue that negatively affects many patients and their treatment, and possibly endangering the sustainability of the system and causing harm to patients. Copyright © 2014 SECA. Published by Elsevier Espana. All rights reserved.

  3. The transformational model for professional practice: a system integration focus.

    Science.gov (United States)

    Wolf, Gail A; Hayden, Margaret; Bradle, Judith A

    2004-04-01

    Healthcare organizations face the increasingly difficult challenge of providing services that are of high quality, reasonable cost, and easy accessibility for their constituents. Mergers and acquisitions are one strategy for accomplishing this, but in doing so it is critical to have a "road map" to create an integrated system, rather than merely a consortium of hospitals. The University of Pittsburgh Medical Center has successfully created an integrated healthcare system of 19 hospitals. The authors describe the professional practice model used as a framework for success in integrating patient care.

  4. Teaching Professionals Environmental Management: Combining Educational Learning and Practice Learning

    DEFF Research Database (Denmark)

    Jørgensen, Michael Søgaard; Jørgensen, Ulrik

    2003-01-01

    they can use in complex situations on the job is not simply a question of combining different university disciplines in the right blend and topping it with some experience. It involves combining science-based knowledge into thematic structures in carefully organized learning processes. The education...... becomes a place where interplay is created between knowledge from research and development on the one side and competencies from professional practice on the other. In actual teaching, this is accomplished through the creation of linkages between theoretical knowledge and methods and practical knowledge...... in the environmental field. Subjects and themes originates to a large extent from the wide range of realistic problems that participants meet in their jobs – and teachers are required to find and use exactly sources of knowledge and methodology that meet these demands. Each basic semester contain both class teaching...

  5. Practising science communication in the information age theorising professional practices

    CERN Document Server

    Holliman, Richard

    2008-01-01

    What is the impact of open access on science communication? How can scientists effectively engage and interact with the public? What role can science communication have when scientific controversies arise? Practising science communication in the information age is a collection of newly-commissioned chapters by leading scholars and practitioners of science communication. It considers how scientists communicate with each other as part of their professional practice, critically evaluating how this forms the basis of the documenting of scientific knowledge, and investigating how open access publication and open review are influencing current practices. It also explores how science communication can play a crucial role when science is disputed, investigating the role of expertise in the formation of scientific controversy and consensus. The volume provides a theoretically informed review of contemporary trends and issues that are engaging practitioners of science communication, focusing on issues such as the norms...

  6. Printed educational materials: effects on professional practice and healthcare outcomes.

    Science.gov (United States)

    Giguère, Anik; Légaré, France; Grimshaw, Jeremy; Turcotte, Stéphane; Fiander, Michelle; Grudniewicz, Agnes; Makosso-Kallyth, Sun; Wolf, Fredric M; Farmer, Anna P; Gagnon, Marie-Pierre

    2012-10-17

    Printed educational materials are widely used passive dissemination strategies to improve the quality of clinical practice and patient outcomes. Traditionally they are presented in paper formats such as monographs, publication in peer-reviewed journals and clinical guidelines. To assess the effect of printed educational materials on the practice of healthcare professionals and patient health outcomes.To explore the influence of some of the characteristics of the printed educational materials (e.g. source, content, format) on their effect on professional practice and patient outcomes. For this update, search strategies were rewritten and substantially changed from those published in the original review in order to refocus the search from published material to printed material and to expand terminology describing printed materials. Given the significant changes, all databases were searched from start date to June 2011. We searched: MEDLINE, EMBASE, the Cochrane Central Register of Controlled Trials (CENTRAL), HealthStar, CINAHL, ERIC, CAB Abstracts, Global Health, and the EPOC Register. We included randomised controlled trials (RCTs), quasi-randomised trials, controlled before and after studies (CBAs) and interrupted time series (ITS) analyses that evaluated the impact of printed educational materials (PEMs) on healthcare professionals' practice or patient outcomes, or both. We included three types of comparisons: (1) PEM versus no intervention, (2) PEM versus single intervention, (3) multifaceted intervention where PEM is included versus multifaceted intervention without PEM. There was no language restriction. Any objective measure of professional practice (e.g. number of tests ordered, prescriptions for a particular drug), or patient health outcomes (e.g. blood pressure) were included. Two review authors undertook data extraction independently, and any disagreement was resolved by discussion among the review authors. For analyses, the included studies were grouped

  7. Relative importance of professional practice and engineering management competencies

    Science.gov (United States)

    Pons, Dirk

    2016-09-01

    Problem: The professional practice of engineering always involves engineering management, but it is difficult to know what specifically to include in the undergraduate curriculum. Approach: The population of New Zealand practising engineers was surveyed to determine the importance they placed on specific professional practice and engineering management competencies. Findings: Results show that communication and project planning were the two most important topics, followed by others as identified. The context in which practitioners use communication skills was found to be primarily with project management, with secondary contexts identified. The necessity for engineers to develop the ability to use multiple soft skills in an integrative manner is strongly supported by the data. Originality: This paper is one of only a few large-scale surveys of practising engineers to have explored the soft skill attributes. It makes a didactic contribution of providing a ranked list of topics which can be used for designing the curriculum and prioritising teaching effort, which has not previously been achieved. It yields the new insight that combinations of topics are sometimes more important than individual topics.

  8. Developing Social Work Professional Judgment Skills: Enhancing Learning in Practice by Researching Learning in Practice

    Science.gov (United States)

    Rawles, Joanna

    2016-01-01

    The aims of this article are twofold: to discuss the value of practice-based research as a basis for enhancing learning and teaching in social work and, as an illustration of this, to present the findings of a preliminary qualitative research study into social work students' development of professional judgment skills. The research was conducted…

  9. Leader Influence, the Professional Practice Environment, and Nurse Engagement in Essential Nursing Practice.

    Science.gov (United States)

    Ducharme, Maria P; Bernhardt, Jean M; Padula, Cynthia A; Adams, Jeffrey M

    The purpose of this study was to examine relationships between leaders' perceived influence over professional practice environments (PPEs) and clinical nurses' reported engagement in essential professional nursing practice. There is little empirical evidence identifying impact of nurse leader influence or why nursing leaders are not perceived, nor do they perceive themselves, as influential in healthcare decision making. A nonexperimental method of prediction was used to examine relationships between engagement in professional practice, measured by Essentials of Magnetism II (EOMII) tool, and nurse leaders' perceived influence, measured by Leadership Influence over Professional Practice Environment Scale (LIPPES). A convenience sample of 30 nurse leaders and 169 clinical nurses, employed in a 247-bed acute care Magnet® hospital, participated. Findings indicated that leaders perceived their influence presence from "often" to "always," with mean scores of 3.02 to 3.70 on a 4-point Likert scale, with the lowest subscale as "access to resources" for which a significant relationship was found with clinical nurses' reported presence of adequate staffing (P leadership expectations of staff (P = .039). Relationships were seen in the outcome measure of the EOMII scale, nurse-assessed quality of patient care (NAQC), where nurse leaders' perception of their authority (P = .003) and access to resources (P = .022) positively impacted and was predictive of NAQC. Findings support assertion that nurse leaders are integral in enhancing PPEs and their influence links structures necessary for an environment that supports outcomes.

  10. Knowledge, Practice, and the Shaping of Early Childhood Professionalism

    Science.gov (United States)

    Hordern, Jim

    2016-01-01

    This article argues for an early childhood professionalism based upon notions of professional community and professional knowledge. Professionalism is conceived here as shaped by the relation between the social and the epistemic, with certain types of professional knowledge given precedence in accordance with the involvement of different…

  11. Teaching and Assessing Professionalism in Medical Learners and Practicing Physicians

    OpenAIRE

    Mueller, Paul S.

    2015-01-01

    Professionalism is a core competency of physicians. Clinical knowledge and skills (and their maintenance and improvement), good communication skills, and sound understanding of ethics constitute the foundation of professionalism. Rising from this foundation are behaviors and attributes of professionalism: accountability, altruism, excellence, and humanism, the capstone of which is professionalism. Patients, medical societies, and accrediting organizations expect physicians to be professional....

  12. Developing practical knowledge content of emergency nursing professionals.

    Science.gov (United States)

    Chu, Wen; Hsu, Li-Ling

    2011-06-01

    There is a paucity of published research on clinical or practical nursing knowledge. The ways that nurses acquire, develop, and maintain emergency room (ER) nursing care skills is a research area, in particular, that deserves further investigation. This study examined clinical setting learning processes to better understand the practical knowledge content of ER nurses. This study used a phenomenological approach and in-depth interviews of 10 nurses. Each participant had at least 3 years of ER experience. Researchers used Moustakas' method to analyze interview data. Findings were checked for credibility, transferability, dependability, and confirmability. The authors identified four major practical knowledge themes for ER professionals. These were (a) basic emergency treatment procedure routines and symptom management; (b) disease mechanisms, pharmacodynamics, and treatment responses; (c) newly identified diseases, updated emergency treatments and techniques, and medical treatment discussions; and (d) identifying nursing values including nursing attitudes and continuing patient care. Participants in this study had experience with the first three themes and successfully combined various types of nursing knowledge in their nursing care duties. Only few participants indicated experience with the fourth theme. Findings clarify that clinical or practical knowledge in ER nurses evolves first from declarative knowledge (e.g., basic emergency treatment routines and operating procedures) to procedural knowledge (e.g., instructions from supervisors, actual practice, and drills) to conditional knowledge (e.g., observation and treatment involving direct interactions with patients). Nurses should combine and apply the various knowledge types in their nursing practice to assess comprehensively each patient's condition and administer effective treatment and service.

  13. Impact evaluation of the Masters Courses on the Science Teachers’ professional practices – best practices examples

    Directory of Open Access Journals (Sweden)

    Lúcia Pombo

    2009-03-01

    Full Text Available This study intends to (i evaluate the impact of the Master Courses’ attendance on the professional practices of Science teachers, in Portugal, (ii to disseminate examples of good practices of teaching with a strong impact on the Master Course (MC, and (iii to present suggestions to improve the articulation between Training, Research and Practices, in the post-graduation context. Semi-structured interviews were made to 5 Biology/Geology Master Teachers (MT of primary or secondary education. Two of this 5 MT were deepened studied as examples of good practices through classes’ observation and documental analysis. There were evidences of strong impact of the MC in all interviewed teachers, mainly in the classroom level, as the impact on peers was only evidenced by the two case studies. It is suggested that collaborative practices, involving teachers and researchers, namely as a result of post-graduation contexts, would promote the changing of the existent teachers’ practices.

  14. Professional Master's Athletic Training Programs Use Clinical Education to Facilitate Transition to Practice

    Science.gov (United States)

    Bowman, Thomas G.; Mazerolle, Stephanie M.; Barrett, Jessica L.

    2017-01-01

    Context: Athletic training students' ability to transition into professional practice is a critical component for the future of the profession. However, research on professional master's students' transition to practice and readiness to provide autonomous care is lacking. Objective: To determine professional master's athletic training students'…

  15. Benchmarking Professional Development Practices across Youth-Serving Organizations: Implications for Extension

    Science.gov (United States)

    Garst, Barry A.; Baughman, Sarah; Franz, Nancy

    2014-01-01

    Examining traditional and contemporary professional development practices of youth-serving organizations can inform practices across Extension, particularly in light of the barriers that have been noted for effectively developing the professional competencies of Extension educators. With professional development systems changing quickly,…

  16. Award for Distinguished Professional Contributions to Independent Practice: Jeffrey E. Barnett

    Science.gov (United States)

    American Psychologist, 2009

    2009-01-01

    Jeffrey E. Barnett, recipient of the Award for Distinguished Professional Contributions to Independent Practice, is cited for outstanding, distinguished, and meritorious service in several areas of professional practice, especially professional ethics and psychotherapy treatment. Barnett has produced hundreds of high-quality publications,…

  17. Current professional practice in Brazilian mental healthcare services.

    Science.gov (United States)

    Ferreira-Furegato, Antonia R; Frari-Galera, Sueli A; Pillon, Sandra C; Cardoso, Lucilene

    2012-10-01

    Mental health reform in Brazil presupposes mental health becoming integrated into the Brazilian health system, involving multidisciplinary teams whose professional practice has yet to be defined. The present study forms part of a project aimed at understanding human resources practices in Brazilian mental healthcare services. This was a descriptive, exploratory study using a sample of highly qualified practitioners involved in the Ribeirao Preto/SP public mental health network. The project was approved by the Ribeirao Preto College of Nursing/University of Sao Paulo's ethics committee. A semi-structured questionnaire was used and the data was statistically analyzed. One hundred and forty-four of the 193 practitioners from the 8 public mental and psychiatric health care services agreed to participate. It was observed that current practice was mainly based on individual care, emphasizing medical, psychological and nursing care. Group activities were more frequently provided by community services. Mental care was infrequently prescribed and a low value was placed on activities like observation, recording and therapeutic interaction. Mental care services were being structured; however, practitioners still had difficulties in implementing current policy.

  18. Interprofessional collaboration to improve professional practice and healthcare outcomes.

    Science.gov (United States)

    Reeves, Scott; Pelone, Ferruccio; Harrison, Reema; Goldman, Joanne; Zwarenstein, Merrick

    2017-06-22

    Poor interprofessional collaboration (IPC) can adversely affect the delivery of health services and patient care. Interventions that address IPC problems have the potential to improve professional practice and healthcare outcomes. To assess the impact of practice-based interventions designed to improve interprofessional collaboration (IPC) amongst health and social care professionals, compared to usual care or to an alternative intervention, on at least one of the following primary outcomes: patient health outcomes, clinical process or efficiency outcomes or secondary outcomes (collaborative behaviour). We searched CENTRAL (2015, issue 11), MEDLINE, CINAHL, ClinicalTrials.gov and WHO International Clinical Trials Registry Platform to November 2015. We handsearched relevant interprofessional journals to November 2015, and reviewed the reference lists of the included studies. We included randomised trials of practice-based IPC interventions involving health and social care professionals compared to usual care or to an alternative intervention. Two review authors independently assessed the eligibility of each potentially relevant study. We extracted data from the included studies and assessed the risk of bias of each study. We were unable to perform a meta-analysis of study outcomes, given the small number of included studies and their heterogeneity in clinical settings, interventions and outcomes. Consequently, we summarised the study data and presented the results in a narrative format to report study methods, outcomes, impact and certainty of the evidence. We included nine studies in total (6540 participants); six cluster-randomised trials and three individual randomised trials (1 study randomised clinicians, 1 randomised patients, and 1 randomised clinicians and patients). All studies were conducted in high-income countries (Australia, Belgium, Sweden, UK and USA) across primary, secondary, tertiary and community care settings and had a follow-up of up to 12

  19. Design of integrated practice for learning professional competences.

    Science.gov (United States)

    Janssen-Noordman, Ameike M B; Merriënboer, Jeroen J G; van der Vleuten, Cees P M; Scherpbier, Albert J J A

    2006-08-01

    To acquire professional competences that entail performance of complex skills, an authentic learning environment is required focused on the integration of all aspects of competences. However, most educational programmes offer separate building blocks, such as separate modules for knowledge and skills. Students accumulate what they have learned in these modules as they progress through the curriculum. In this paper the authors advocate the Four-Component Instructional Design model (4C/ID), which offers a whole-task approach to course design for programmes in which students learn complex skills. The four core components of this approach are: learning tasks, supportive information, just-in-time information and part-task practice. A concrete example from medical education will be presented to clarify both the general ideas behind this approach and the differences between the whole-task approach and conventional educational designs.

  20. A Quantitative Professionalism Policy in a Community Pharmacy Introductory Pharmacy Practice Experience

    OpenAIRE

    Shtaynberg, Jane; Rivkin, Anastasia; Shah, Bupendra; Rush, Sharon

    2013-01-01

    Objective. To determine whether implementing a quantitative professionalism policy would lead to improved behaviors in an introductory pharmacy practice experience (IPPE) and to evaluate students’ attitudes about professionalism expectations in the IPPE.

  1. Continuous Professional Development of English Language Teachers: Perception and Practices

    Science.gov (United States)

    Al Asmari, AbdulRahman

    2016-01-01

    Professional development is considered as an essential element in enhancing the teaching and learning process to ensure student learning. Professional development can also be deemed as a cornerstone of teacher professionalism and quality. The governments and educational institutions invest significantly in Continuous Professional Development (CPD)…

  2. Microcredit in theory and practice: using randomized credit scoring for impact evaluation.

    Science.gov (United States)

    Karlan, Dean; Zinman, Jonathan

    2011-06-10

    Microcredit institutions spend billions of dollars fighting poverty by making small loans primarily to female entrepreneurs. Proponents argue that microcredit mitigates market failures, spurs micro-enterprise growth, and boosts borrowers' well-being. We tested these hypotheses with the use of an innovative, replicable experimental design that randomly assigned individual liability microloans (of $225 on average) to 1601 individuals in the Philippines through credit scoring. After 11 to 22 months, we found evidence consistent with unmet demand at the current price (a roughly 60% annualized interest rate): Net borrowing increased in the treatment group relative to controls. However, the number of business activities and employees in the treatment group decreased relative to controls, and subjective well-being declined slightly. We also found little evidence that treatment effects were more pronounced for women. However, we did find that microloans increase ability to cope with risk, strengthen community ties, and increase access to informal credit. Thus, microcredit here may work, but through channels different from those often hypothesized by its proponents.

  3. Practice stories in natural resource management continuing professional education: springboards for learning

    DEFF Research Database (Denmark)

    Stummann, Cathy Brown

    2014-01-01

    in supporting professional learning of new concepts. These uses of practice stories are not evident in public natural resource management (NRM) continuing professional education. In light of greater public involvement in NRM practice over the last 20 years, however, the use of practice stories could now...

  4. Professional Learning in Human Resource Management: Problematising the Teaching of Reflective Practice

    Science.gov (United States)

    Griggs, V.; Holden, R.; Rae, J.; Lawless, A.

    2015-01-01

    Reflection and reflective practice are much discussed aspects of professional education. This paper conveys our efforts to problematise teaching reflective practice in human resources (HR) education. The research, on which the paper is based, engages with stakeholders involved in the professional learning and education of reflective practice in…

  5. Participatory Action Research for Development of Prospective Teachers' Professionality during Their Pedagogical Practice

    Science.gov (United States)

    Strode, Aina

    2015-01-01

    Implementation of participatory action research during pedagogical practice facilitates sustainable education because its objective is to understand professional practice, enrich the capacity of involved participants and an opportunity to make inquiries for the improvement of quality. In the research of professional practice, subjects explore…

  6. Dehumanization in medicine. From training to professional practice

    Directory of Open Access Journals (Sweden)

    Ávila-Morales, Juan Carlos

    2017-04-01

    Full Text Available Dehumanization is referred to as the loss of the properly human axiological capacity, by the fact of being surrounded by the scientific and technological powers, which have been part of the development of teaching and practice of medicine. The latter has seen the appearance of models such as paternalism, autonomism, and the one in which terms such as economy, administration, insurance, and so on, are routinely used. This article analyses dehumanization in the context of professional exercise encompassing from the formation of the student to the implementation of the medical act and the establishment of the doctor-patient relationship. Analysis of the concept and of its implications in medicine and nursery in three categories given by the levels of training, assistance and administrative is used. This text is the result of a documental review about the maleficent medical act in a doctoral investigation. It can be concluded that the complexity of present medical practice, specialization and the compartmentalization of knowledge have altered the raison d’être of medicine leading to dehumanization of the medical act, and that a new approach in medical faculties could humanize medical teaching.

  7. Nutritional, lifestyle, and weight control practices of professional jockeys.

    Science.gov (United States)

    Dolan, Eimear; O'Connor, Helen; McGoldrick, Adrian; O'Loughlin, Gillian; Lyons, Deirdre; Warrington, Giles

    2011-05-01

    In this study, we describe diet and lifestyle practices of professional jockeys. Participants completed a 59-item nutrition, lifestyle, and health questionnaire (n = 21) and a 7-day estimated food diary (n = 18). Acute weight loss strategies included the use of saunas (86%), exercising to induce sweating (81%), and restricted energy intake (71%). Of the smokers (38%), 56% used smoking to control weight. Most (86%) jockeys reported attaining a 2-kg weight loss for racing (if required) 24-48 h before or on the designated race-day. Mean daily energy intake (1803 ± 564 kcal) was low and appeared to provide an insufficient availability of energy for sustainment of usual daily and metabolic processes. Carbohydrate intake (3.7 ± 1.3 g · kg⁻¹) was below recommendations for athletes. A substantial proportion of jockeys failed to meet the estimated average requirement and lower threshold intake for a number of micronutrients. Jockeys consumed well below (0-2) the recommended five daily servings of fruit and vegetables set by the World Health Organization. Pressures of the jockey lifestyle and rigid weight limits appear to encourage unhealthy weight management practices in this group and may risk long term-health.

  8. Research Ethics Consultation: Ethical and Professional Practice Challenges and Recommendations

    Science.gov (United States)

    Sharp, Richard R.; Taylor, Holly A.; Brinich, Margaret A.; Boyle, Mary M.; Cho, Mildred; Coors, Marilyn; Danis, Marion; Havard, Molly; Magnus, David; Wilfond, Benjamin

    2015-01-01

    The complexity of biomedical research has increased considerably in the last decade, as has the pace of translational research. This complexity has generated a number of novel ethical issues for clinical investigators, institutional review boards (IRBs), and other oversight committees. In response, many academic medical centers have created formal research ethics consultation (REC) services to help clinical investigators and IRBs navigate ethical issues in biomedical research. Key functions of a REC service include: assisting with research design and implementation, providing a forum for deliberative exploration of ethical issues, and supplementing regulatory oversight. As increasing numbers of academic research institutions establish REC services, there is a pressing need for consensus about the primary aims and policies that should guide these activities. Establishing clear expectations about the aims and policies of REC services is important if REC programs are to achieve their full potential. Drawing on the experiences of a Clinical Translational Science Award (CTSA) Research Ethics Consultation Working Group, this article describes three major ethical and professional practice challenges associated with the provision of REC: 1) managing multiple institutional roles and responsibilities, 2) managing sensitive information, and 3) communicating with consultation requestors about how these issues are managed. The paper also presents several practical strategies for addressing these challenges and enhancing the quality of REC services. PMID:25607942

  9. Inter-professional education of prospective speech-language therapists and primary school teachers through shared professional practice placements.

    Science.gov (United States)

    Wilson, Leanne; McNeill, Brigid; Gillon, Gail T

    2017-07-01

    Preliminary studies of inter-professional education (IPE) among student speech-language therapists (SLTs) and student teachers suggest that workshop-based applications are beneficial in preparing participants for elements of collaborative practice. Situating IPE within the students' professional practice placements may provide another useful avenue to develop attitudes, knowledge and skills for inter-professional collaboration. Research examining the impact of different approaches to IPE is required to advance our understanding of effective design and evaluation of such initiatives. To understand how student SLTs and student teachers develop competency for collaborative practice when co-working during professional practice placements to support children's speech and literacy development. A case study design was used to monitor the impact of the IPE. Student SLTs (n = 4) were paired with student teachers (n = 4) to participate in shared professional practice placements in junior school classrooms. An inductive thematic analysis of interviews conducted with participants after the IPE was employed to explore the development of competencies in collaborative practice. Change in inter-disciplinary knowledge and perceptions over the IPE was evaluated via survey to further explore the development of collaborative competencies. Integration of qualitative and quantitative findings suggested that participants began to develop four broad areas of collaborative competency: understanding of professional roles and expertise, communication skills to support shared decision-making, inter-dependency in supporting children's learning, and flexibility to implement alternative instructional practices. Interview analysis also revealed factors related to the facilitators and learning contexts that supported and/or limited the collaboration between participants. Shared placement experiences between student SLTs and student teachers may be an effective method for building participants

  10. A quantitative professionalism policy in a community pharmacy introductory pharmacy practice experience.

    Science.gov (United States)

    Shtaynberg, Jane; Rivkin, Anastasia; Shah, Bupendra; Rush, Sharon

    2013-12-16

    To determine whether implementing a quantitative professionalism policy would lead to improved behaviors in an introductory pharmacy practice experience (IPPE) and to evaluate students' attitudes about professionalism expectations in the IPPE. A policy using quantitative parameters for assessing unprofessional behaviors was developed and implemented in the community pharmacy IPPE after discrepancies were identified in the way professional expectations were assessed. The quantitative professionalism policy reduced the number of assignments submitted post deadline (p<0.05). There was no change in students' attitudes towards professional behaviors after the implementation of the policy. The quantitative professionalism policy was effective in changing some of the students' professional behaviors in an IPPE.

  11. Perceptions of preceptorship in clinical practice after completion of a continuous professional development course- a qualitative study Part II.

    Science.gov (United States)

    Carlson, Elisabeth; Bengtsson, Mariette

    2015-01-01

    For health care professionals, clinical practice is a vital part of education, and in several countries, teaching is a regulated part of the role of nurses and health care staff. The added responsibility of taking on the teaching of students during clinical practice; thus, balancing clinical and educational demands, might lead to feelings of stress and burnout. Being a skilled and experienced professional is not automatically linked to being a skilled educator as teaching of a subject is a completely different story. Preceptors who participate in educational initiatives are better prepared to address challenges and are more satisfied with the preceptor role. The aim of the current study was to evaluate preceptors' experiences of preceptorship in clinical practice after completion of a credit bearing continuous professional development course on advanced level. This was a small-scale interpretative qualitative study drawing data from focus group interviews and written accounts from reflective journals. Data were analysed through the process of naturalistic inquiry. Our findings show that the participants, who took part in and completed the CPD course, had developed skills and competences they believed to be necessary to drive pedagogical development at their respective workplaces. This is illustrated by the main category Leading educational development and explained by four sub-categories: 1/ increased ability to give collegial support; 2/ increased trust in one's abilities; 3/ increased emphasis on reflection; and 4/ increased professional status. A well-structured program based on the needs of preceptors and developed in partnership between educational and clinical settings seems to be successful in terms of preceptors' perceived increase of their competence, abilities and professional status. What seems to be missing, not only from the current study but also from previous research, is to what extent properly prepared preceptors impact on student learning and this

  12. Best interests decisions: professional practices in health and social care.

    Science.gov (United States)

    Williams, Val; Boyle, Geraldine; Jepson, Marcus; Swift, Paul; Williamson, Toby; Heslop, Pauline

    2014-01-01

    This paper reports on data collected in 2011 from a national study about the operation of the best interests principle, a key feature of the Mental Capacity Act (MCA) 2005 for England and Wales. The objective was to provide a picture of current professional practices in best interests decision-making. Four contrasting sample sites were selected, in which National Health Service trusts, social care and other organisations were recruited to participate. A multimethod design was followed, including an online survey with 385 participants, followed by qualitative research through a telephone survey of 68 participants, and face-to-face semi-structured interviews following up 25 best interests cases, with different perspectives on the process in 12 of those cases. The current paper reports only on the qualitative findings. The findings indicate that the MCA was successful in providing a structure for these practitioners, and that the five principles of the MCA were in general adhered to. A variety of perceived risks led to best interests processes being undertaken, and a typical scenario was for a period of hospitalisation or ill health to trigger a best interests decision process about a social care and or a life decision. The study supported previous research in finding the notion of capacity the most difficult aspect of the MCA, and it provides evidence of some specific capacity assessment practices, including problematic ones relating to 'insight'. Best interests decisions were often made by consensus, with practitioners taking on different roles within the process. Meetings played a key part, but other ways of involving people lacking capacity and significant others were also important. It was recommended that the issues highlighted in this research could be clarified further in the Code of Practice, or within risk guidance. © 2013 John Wiley & Sons Ltd.

  13. Credit Lines and Credit Utilization

    OpenAIRE

    Agarwal, Sumit; Ambrose, Brent W.; Liu, Chunlin

    2006-01-01

    While much is known about the characteristics of consumers or businesses that obtain credit lines, relatively little is known empirically about credit line utilization after origination. This study fills that gap by testing two interrelated hypotheses concerning borrower credit quality and credit line utilization. The empirical analysis confirms that borrowers with higher expectations of future credit quality deterioration originate credit lines to preserve financial flexibility. Furthermore,...

  14. The lived experience of nurse practitioners practicing within the Transformational Advanced Professional Practice Model: A phenomenological study.

    Science.gov (United States)

    Elliott, Elizabeth C; Walden, Marlene; Young, Anne; Symes, Lene; Fredland, Nina

    2017-06-01

    The purpose of this study was to describe the lived experiences of nurse practitioners (NPs) practicing within the Transformational Advanced Professional Practice (TAPP) Model, a professional practice model (PPM). A descriptive phenomenological analysis using semistructured interviews of 11 NPs across multiple inpatient and outpatient clinical areas at Texas Children's Hospital. Member checking and theming data occurred using Colaizzi's Method concurrently with Mind Mapping technique. Main themes included: (a) transforming professional practice, (b) cultivating the inner self, and (c) mentoring professional transitions. The findings of this study provide qualitative evidence that the TAPP Model influences role transition and professional development. Transforming NP practice within organizations and within the nursing profession itself will take mindfulness with an intentional approach to design PPMs specifically for NPs. ©2017 American Association of Nurse Practitioners.

  15. New nurses' perceptions of professional practice behaviours, quality of care, job satisfaction and career retention.

    Science.gov (United States)

    Spence Laschinger, Heather K; Zhu, Junhong; Read, Emily

    2016-07-01

    To test a model examining the effects of structural empowerment and support for professional practice on new graduate nurses' perceived professional practice behaviours, perceptions of care quality and subsequent job satisfaction and career turnover intentions. The nursing worklife model describes relationships between supportive nursing work environments and nurse and patient outcomes. The influence of support for professional practice on new nurses' perceptions of professional nursing behaviours within this model has not been tested. Structural equation modelling in Mplus was used to analyse data from a national survey of new nurses across Canada (n = 393). The hypothesised model was supported: χ²(122) = 346.726, P = 0.000; CFI = 0.917; TLI = 0.896; RMSEA = 0.069. Professional practice behaviour was an important mechanism through which empowerment and supportive professional practice environments influenced nurse-assessed quality of care, which was related to job satisfaction and lower intentions to leave nursing. Job satisfaction and career retention of new nurses are related to perceptions of work environment factors that support their professional practice behaviours and high-quality patient care. Nurse managers can support new graduate nurses' professional practice behaviour by providing empowering supportive professional practice environments. © 2016 John Wiley & Sons Ltd.

  16. A Framework of Best Practice of Continuing Professional Development for the Accounting Profession

    Science.gov (United States)

    De Lange, Paul; Jackling, Beverley; Basioudis, Ilias G.

    2013-01-01

    The International Accounting Education Standards Board (IAESB) places a strong emphasis on individual professionals taking responsibility for their Continuing Professional Development (CPD). On the other hand, the roles performed by professional accountants have evolved out of practical necessity to "best" suit the diverse needs of…

  17. Effects of Leadership Practices on Professional Learning Communities: The Mediating Role of Trust in Colleagues

    Science.gov (United States)

    Zheng, Xin; Yin, Hongbiao; Liu, Yuan; Ke, Zheng

    2016-01-01

    The building of professional learning communities has been widely recognized as an effective strategy for schools wanting to improve student performance and enhance teachers' professional capacity. This study explored the relationship between leadership practices and professional learning communities, with a particular focus on the mediating role…

  18. Practice guidelines for the supervising professional: intraoperative neurophysiological monitoring.

    Science.gov (United States)

    Skinner, Stanley A; Cohen, Bernard Allan; Morledge, David Eric; McAuliffe, John J; Hastings, John Daniel; Yingling, Charles D; McCaffrey, Michael

    2014-04-01

    The American Society of Neurophysiological Monitoring (ASNM) was founded in 1988 as the American Society of Evoked Potential Monitoring. From the beginning, the Society has been made up of physicians, doctoral degree holders, technologists, and all those interested in furthering the profession. The Society changed its name to the ASNM and held its first Annual Meeting in 1990. It remains the largest worldwide organization dedicated solely to the scientifically based advancement of intraoperative neurophysiology. The primary goal of the ASNM is to assure the quality of patient care during monitored procedures along the neuraxis. This goal is accomplished through programs in education, advocacy of basic and clinical research, and publication of guidelines. The ASNM is committed to the development of medically sound and clinically relevant guidelines for intraoperative neurophysiology. Guidelines are formulated based on exhaustive literature review, recruitment of expert opinion, and broad consensus among ASNM membership. Input is likewise sought from sister societies and related constituencies. Adherence to a literature-based, formalized process characterizes the construction of all ASNM guidelines. The guidelines covering the Professional Practice of intraoperative monitoring were established by a committee of nearly 30 total participants and ultimately endorsed by the Board of Directors of ASNM on January 24th 2013. That document follows.

  19. Expectations of Graduate Communication Skills in Professional Veterinary Practice.

    Science.gov (United States)

    Haldane, Sarah; Hinchcliff, Kenneth; Mansell, Peter; Baik, Chi

    Good communication skills are an important entry-level attribute of graduates of professional degrees. The inclusion of communication training within the curriculum can be problematic, particularly in programs with a high content load, such as veterinary science. This study examined the differences between the perceptions of students and qualified veterinarians with regards to the entry-level communication skills required of new graduates in clinical practice. Surveys were distributed to students in each of the four year levels of the veterinary science degree at the University of Melbourne and to recent graduates and experienced veterinarians registered in Victoria, Australia. Respondents were asked to rank the relative importance of six different skill sets: knowledge base; medical and technical skills; surgical skills; verbal communication and interpersonal skills; written communication skills; and critical thinking and problem solving. They were then asked to rate the importance of specific communication skills for new graduate veterinarians. Veterinarians and students ranked verbal communication and interpersonal skills as the most important skill set for an entry-level veterinarian. Veterinarians considered many new graduates to be deficient in these skills. Students often felt they lacked confidence in this area. This has important implications for veterinary educators in terms of managing the expectations of students and improving the delivery of communication skills courses within the veterinary curriculum.

  20. Current state of professional Neuropsychological practice in Mexico

    National Research Council Canada - National Science Library

    Paola Fonseca-Aguilar; Laiene Olabarrieta Landa; Diego Rivera; Adriana Aguayo Arelis; Xóchitl Angélica Ortiz Jiménez; Brenda Viridiana Rabago Barajas; Yaneth Rodriguez Agudelo; Enrique Álvarez; Juan Carlos Arango-Lasprilla

    2015-01-01

      The objective of this study was to analyze the characteristics of the profession of neuropsychology in Mexico, including the background, professional training, current work situation, evaluation...

  1. Continuing Professional Development: Pedagogical Practices of Interprofessional Simulation in Health Care

    Science.gov (United States)

    Nyström, Sofia; Dahlberg, Johanna; Edelbring, Samuel; Hult, Håkan; Abrandt Dahlgren, Madeleine

    2017-01-01

    The increasing complexity of health care practice makes continuing professional development (CPD) essential for health care professionals. Simulation-based training is a CPD activity that is often applied to improve interprofessional collaboration and the quality of care. The aim of this study is to explore simulation as a pedagogical practice for…

  2. Effect of Professional Development on Classroom Practices in Some Selected Saudi Universities

    Science.gov (United States)

    Alghamdi, AbdulKhaliq Hajjad; Bin Sihes, Ahmad Johari

    2016-01-01

    "Scientific studies found the impact of professional development on effective classroom practices in Higher Education." This paper hypothesizes no statistically significant effect of lecturers' professional development on classroom practices in some selected Saudi Universities not as highlighted in the model. Hierarchical multiple…

  3. An Analysis of Professional Practice Ed.D. Dissertations in Educational Technology

    Science.gov (United States)

    Dawson, Kara; Kumar, Swapna

    2014-01-01

    The University of Florida offers an online professional practice Ed.D. focused on Educational Technology. Twenty-three students have completed professional practice dissertations and graduated since the program's inception in 2008. The purpose of this article is to share what these dissertations have looked like and to begin a dialogue about…

  4. Analyzing Principal Professional Development Practices through the Lens of Adult Learning Theory

    Science.gov (United States)

    Zepeda, Sally J.; Parylo, Oksana; Bengtson, Ed

    2014-01-01

    This qualitative study sought to identify current principal professional development practices in four school systems in Georgia and to examine them by applying the principles of adult learning theory. The cross-case analysis of principal professional development initiatives in four school districts revealed nine common practices: connecting…

  5. Making Sense of the Links: Professional Development, Teacher Practices, and Student Achievement

    Science.gov (United States)

    Wallace, Marjorie R.

    2009-01-01

    Background/Context: Although there is substantial evidence that high-quality professional development can improve teacher practices, less evidence exists for the effects of teacher professional development on intermediate outcomes, such as teacher practices, and their ultimate effects on K-12 student achievement. This work links professional…

  6. School Counselors' Professional Experience and Practices Working with Students Who Self-Harm: A Qualitative Study

    Science.gov (United States)

    Roberts, Ellen Adams

    2013-01-01

    The professional experiences and practices of school counselors and the interventions they employ while working with adolescent students who self-harm is an underrepresented area within current research. This generic qualitative study provides a rich description and a deeper understanding of the professional experiences and practices of school…

  7. Community mental health nurses speak out: the critical relationship between emotional wellbeing and satisfying professional practice.

    Science.gov (United States)

    Rose, Jayln; Glass, Nel

    2006-10-01

    The article reports on selected findings of a research study concerning emotional wellbeing and professional nursing practice (Rose 2002). It highlights the relationship between community mental health nurses' and emotional wellbeing, and their capacity to provide satisfying professional nursing practice (Rose 2002). The notion of emotional wellbeing, factors that impacted upon the participants' emotional wellbeing, and the relationship of emotional wellbeing to professional practice were revealed in the study. These findings were based on a qualitative critical feminist research inquiry and specifically, interviews with five women community mental health nurses in Australia. Whilst complex, emotional wellbeing was found to be both implicitly and explicitly linked to the participants intertwined personal and professional experiences. Four key components were identified: the nebulous notion; the stress relationship; the mind, body, spirit connection; and, inner sense of balance. In terms of emotional wellbeing and professional practice, three themes were revealed. These were: being able to speak out (or not); being autonomous (or not) and being satisfied (or not). The authors argue that the emotional wellbeing of nurses working in community mental health settings is critical to satisfying professional practice. Furthermore nursing work involves emotional work which impacts on one's emotional wellbeing and emotional wellbeing is integrally linked to professional practice. It is recommended that health organisations must be pro-active in addressing the emotional needs of nurses to ensure the delivery of health care that is aligned to professional practice. This approach will ensure nurses will feel more recognised and validated in terms of their nursing practice.

  8. Using the World Wide Web to Connect Research and Professional Practice: Towards Evidence-Based Practice

    Directory of Open Access Journals (Sweden)

    Daniel L. Moody

    2003-01-01

    Full Text Available In most professional (applied disciplines, research findings take a long time to filter into practice, if they ever do at all. The result of this is under-utilisation of research results and sub-optimal practices. There are a number of reasons for the lack of knowledge transfer. On the "demand side", people working in professional practice have little time available to keep up with the latest research in their field. In addition, the volume of research published each year means that the average practitioner would not have time to read all the research articles in their area of interest even if they devoted all their time to it. From the "supply side", academic research is primarily focused on the production rather than distribution of knowledge. While they have highly developed mechanisms for transferring knowledge among themselves, there is little investment in the distribution of research results be-yond research communities. The World Wide Web provides a potential solution to this problem, as it provides a global information infrastructure for connecting those who produce knowledge (researchers and those who need to apply this knowledge (practitioners. This paper describes two projects which use the World Wide Web to make research results directly available to support decision making in the workplace. The first is a successful knowledge management project in a health department which provides medical staff with on-line access to the latest medical research at the point of care. The second is a project currently in progress to implement a similar system to support decision making in IS practice. Finally, we draw some general lessons about how to improve transfers of knowledge from research and practice, which could be applied in any discipline.

  9. Cracking the Credit Hour

    Science.gov (United States)

    Laitinen, Amy

    2012-01-01

    The basic currency of higher education--the credit hour--represents the root of many problems plaguing America's higher education system: the practice of measuring time rather than learning. "Cracking the Credit Hour" traces the history of this time-based unit, from the days of Andrew Carnegie to recent federal efforts to define a credit…

  10. Toward generally accepted forensic assessment practices among clinical neuropsychologists: a survey of professional practice and common test use.

    Science.gov (United States)

    LaDuke, Casey; Barr, William; Brodale, Donald L; Rabin, Laura A

    2018-01-01

    This study investigated professional practice and common test use among clinical neuropsychologists engaging in forensic assessment.  Doctorate-level psychologists active in the practice of neuropsychology and on the INS and NAN membership listings (n = 502) were surveyed about their demographics, professional practice, and common test use. Participants who reported engaging in forensic practice (n = 255) were further surveyed about their forensic practice. Forensic participants were more likely to be male and Caucasian, and reported higher ages, more years of professional experience, and a higher prevalence of board certification. While characteristics of their professional and forensic practice varied, forensic participants reported spending most of their professional time conducting neuropsychological assessments with adult clients in a private or group practice setting, focusing on civil referrals and civil legal questions involving older adult issues, developmental issues, head injury, and psychiatric issues. Common test use across neuropsychological assessment domains is presented for board-certified forensic participants (n = 77). An examination of these results reveals that the current pattern of test use is similar to the results of a more general survey of neuropsychological test use.  The findings provide insight into the practice of forensic neuropsychological assessment, and further establish the admissibility of neuropsychological evidence in the United States legal system. Results will be useful for clinical neuropsychologists, field leaders, and legal professionals hoping to gain insight into the role of clinical neuropsychology in civil and criminal legal decision-making.

  11. A Descriptive Analysis of the Educational Perceptions, Professional Identity, and Professional Practices of Dual-Trained Music Therapists as Counselors.

    Science.gov (United States)

    Sevcik, Emily E; Jones, Jennifer D; Myers, Charles E

    2017-11-01

    Given the rise in music therapy master's programs that offer dual degrees in music therapy and counseling or programs that satisfy state mental health counseling licensure laws, the professional counseling field is playing an increased role in the advanced education and professional practices of music therapists. To identify factors that lead music therapists to pursue advanced education with an emphasis in professional counseling, perceptions about benefits and drawbacks for three advanced degree options (i.e., music therapy, counseling, and music therapy/counseling dual degree), and describe the professional practices and identity of dual-trained music therapists as counselors. A convenience sample of music therapists (n = 123) who held board certification, and held a master's degree or higher that emphasized professional counseling, completed an online survey. We used descriptive statistics to analyze categorical and numeric survey data. Eligibility for licensure as a professional counselor was the most important decisional factor in selecting a specific master's degree program. Respondents also reported favorable perceptions of the dual degree in music therapy and counseling. With regard to professional practice and identity, respondents reported high use of verbal processing techniques alongside music therapy interventions, and dual-trained music therapists retained their professional identity as a music therapist. The reported view of licensure in a related field as beneficial and frequent use of verbal processing techniques warrants future study into the role of counseling in the advanced training of music therapists. Given contradictory findings across studies, we recommend investigators also explore how a degree in a related field affects career longevity of music therapists.

  12. Professional Norms and Categorization Practices among Danish Social Workers

    DEFF Research Database (Denmark)

    Møller, Marie Østergaard

    2012-01-01

    social workers’ professional norms as they have been identified in 24 in-depth interviews with Danish social workers. Based on Emile Durkheim’s concepts of Professional Ethics and solidarity I interpret expressions about what drive social workers in their work with unemployed and/or disabled social...

  13. E-Portfolios for Reflective Practice, Advocacy, and Professional Growth

    Science.gov (United States)

    Keller, Cynthia

    2013-01-01

    An e-portfolio is an organized collection of professional work (artifacts), selected and reflected upon by the author, that represents a person's best efforts. Over time, an e-portfolio will reflect professional changes and growth. This article discusses some of the reasons for a school librarian to create an e-portfolio. Before creating an…

  14. Professional Learning Communities: Keeping the Focus on Instructional Practice

    Science.gov (United States)

    Spencer, Elizabeth J.

    2016-01-01

    The inclusion of professional learning community (PLC) groups is now a common initiative in many districts across the country. While this step supports the professional development of teachers, an effective PLC program must go beyond just bringing colleagues together during a common time. The author recommends organizational structures for schools…

  15. How Research Moves into Practice: A Preliminary Study of What Training Professionals Read, Hear, and Perceive

    Science.gov (United States)

    Carliner, Saul; Legassie, Regan; Belding, Shaun; MacDonald, Hugh; Ribeiro, Ofelia; Johnston, Lynn; MacDonald, Jane; Hehn, Heidi

    2009-01-01

    In the growing body of research on the practice of training and development, several studies suggest that use of research-based findings in practice is low. The present study was designed to better understand the research-practice gap by exploring these questions: (1) Which published sources in the field are practicing professionals reading? How…

  16. Education, training, and practice among nordic neuropsychologists. Results from a professional practices survey

    DEFF Research Database (Denmark)

    Norup, A; Egeland, Jens; Løvstad, Marianne

    2017-01-01

    disability were the most common conditions seen by neuropsychologists. A mean income of 53,277 Euros was found. Neuropsychologists expressed greater job satisfaction than income satisfaction. Significant differences were found between the Nordic countries. Finnish neuropsychologists were younger and worked......OBJECTIVE: To investigate sociodemographic characteristics, clinical and academic training, work setting and salary, clinical activities, and salary and job satisfaction among practicing neuropsychologists in four Nordic countries. METHODS: 890 neuropsychologists from Denmark, Finland, Norway...... more hours every week. Fewer Swedish neuropsychologists had obtained specialist approval and fewer worked full-time in neuropsychology positions. Danish and Norwegian neuropsychologists earned more money than their Nordic colleagues. CONCLUSION: This is the first professional practice survey of Nordic...

  17. The Importance of Orientation: Implications of Professional Identity on Classroom Practice and for Professional Learning

    Science.gov (United States)

    Hsieh, Betina

    2015-01-01

    Previous work on new teacher professional identity has focused on identity as a process of negotiation between individual and contextual factors. These negotiations are often filled with a struggle between personal agency and structures that prevent the enactment of an ideal professional self. This study introduces and discusses three teacher…

  18. Graduates' development of interprofessional practice capability during their early socialisation into professional roles.

    Science.gov (United States)

    Morgan, C Jane

    2017-07-01

    Graduates entering the healthcare workforce can expect to undertake interprofessional practices, requiring them to work at the intersection of knowledge and practice boundaries that have been built over years of socialisation in their respective professions. Yet, in complex health environments, where health challenges go beyond the knowledge and skills of any single profession, there is a growing concern that healthcare practitioners lack capability to collaborate with each other. This article presents the findings from a year-long hermeneutic phenomenological study of graduates' temporal experiences of practice roles in their respective fields of healthcare and in collaboration with other professions. Research findings emerged through an inductive analytic process using thematic analysis techniques and provides an insight into graduates' early professional practice in contemporary healthcare contexts and the development of their professional practice at the interface of professional boundaries. The 18 graduates from six health professions developed their professional practice in working contexts where intersecting professional boundaries resulted in strengthening professional identity in their chosen professions, through articulating distinct knowledge and skills to other professions during collaborative work. Concurrently they established flexible working relationships with members of other professions, resulting in expanding health perspectives and extending practice knowledge and skills beyond their distinct professions. The study provides new understanding of the relationship between areas of professionalism, identity, and collaborative practice in an evolving health workforce, through the experiences of graduates in their early work as registered health practitioners.

  19. Interdisciplinary professional practice leadership within a program model: BC Rehab's experience.

    Science.gov (United States)

    Young, J M; Ang, R; Findlay, T

    1997-01-01

    In restructuring from a departmental to a program management model, BC Rehab successfully developed the role of professional practice leader to address clinical standards of practice and other concerns related to individual disciplines. A review of the role of professional practice leader is presented. Practice leaders are in a unique position to promote interdisciplinary, client-focused service. Because practice leaders' mandates cross program boundaries, they are able to keep the broad scope and goals of rehabilitation in the forefront, offering a balance to the program-specific perspective. It is imperative for practice leaders to maintain connections to operational and clinical issues to avoid isolation.

  20. Towards a comprehensive model of scientific research and professional practice in psychology

    OpenAIRE

    Jerzy Marian Brzeziński

    2016-01-01

    In this article I present a model of associations between two social domains: the scientific research domain (here psychology) and the professional practice domain. In the former case, its quality is determined by social and individual methodological awareness (MA). I introduce my own definition of MA. What determines the validity and usefulness of practical actions undertaken by professionals (e.g., assessment, therapy) in the practice domain is the accurately constructed empirical theory hi...

  1. Professionally Oriented Practice in Graduate Students in the Context of Networking between University and School

    Directory of Open Access Journals (Sweden)

    Gutina G.Y.,

    2016-12-01

    Full Text Available The paper describes the experience of organising professionally oriented practice for graduate students in the context of networking. The model of in-depth professionally oriented practice for students of the master’s programme in Psychology and Education was created and approved by the leading Russian pedagogical universities within the project “Developing and approving new modules of basic master’s programme of professional training in Psychology and Education on the basis of networking between educational organisations providing general and higher education programmes implying in-depth professionally oriented student practice”. The model of in-depth practice is constructed on the grounds of activity- and competency-based approaches. Practical training of graduate students focuses on the structure and content of work functions (actions defined in the professional standard for educational psychologists.

  2. “I Sign, Therefore I am” (Unstable Traces of Professional Practices

    Directory of Open Access Journals (Sweden)

    Silvia Gherardi

    2014-06-01

    Full Text Available Signatures will be read as (unstable traces of professional knowledges, practices, and identities. The paper intends to propose a theoretical framework to explore the sociomateriality of signature in occupational and professional practices. This exploration will be conducted by assuming a practice-based approach to “signing in practice” and therefore by paying attention to knowing as a situated practice within organizations. The aim of the paper is to invite to a line of research that considers signatures—in occupational and professional practices—as “matters of fact,” i.e. stable traces resistant to disputation that “make” the professional accountable, and as “social fabrications,” i.e. traces which emerge from professional learning and knowing, thus resulting from stable negotiations of human and nonhuman assemblages.

  3. Involving Practicing Scientists in K-12 Science Teacher Professional Development

    Science.gov (United States)

    Bertram, K. B.

    2011-12-01

    The Science Teacher Education Program (STEP) offered a unique framework for creating professional development courses focused on Arctic research from 2006-2009. Under the STEP framework, science, technology, engineering, and math (STEM) training was delivered by teams of practicing Arctic researchers in partnership with master teachers with 20+ years experience teaching STEM content in K-12 classrooms. Courses based on the framework were offered to educators across Alaska. STEP offered in-person summer-intensive institutes and follow-on audio-conferenced field-test courses during the academic year, supplemented by online scientist mentorship for teachers. During STEP courses, teams of scientists offered in-depth STEM content instruction at the graduate level for teachers of all grade levels. STEP graduate-level training culminated in the translation of information and data learned from Arctic scientists into standard-aligned lessons designed for immediate use in K-12 classrooms. This presentation will focus on research that explored the question: To what degree was scientist involvement beneficial to teacher training and to what degree was STEP scientist involvement beneficial to scientist instructors? Data sources reveal consistently high levels of ongoing (4 year) scientist and teacher participation; high STEM content learning outcomes for teachers; high STEM content learning outcomes for students; high ratings of STEP courses by scientists and teachers; and a discussion of the reasons scientists indicate they benefited from STEP involvement. Analyses of open-ended comments by teachers and scientists support and clarify these findings. A grounded theory approach was used to analyze teacher and scientist qualitative feedback. Comments were coded and patterns analyzed in three databases. The vast majority of teacher open-ended comments indicate that STEP involvement improved K-12 STEM classroom instruction, and the vast majority of scientist open-ended comments

  4. Best practices for allocating appropriate credit and responsibility to authors of multi-authored articles

    Directory of Open Access Journals (Sweden)

    Lucas D. Eggert

    2011-09-01

    Full Text Available Today’s research process is characterized by multidisciplinary research projects. This situation inevitably leads to the question on how to decide on who will be an author of a multi-authored publication. This question becomes even more important as scientists must stand up for their own interest because of the ever-increasing importance of individual scientists’ publication records. At worst, discussions about authorship allocation might lead to a serious conflict among coworkers that might even endanger the successful completion of a whole research project. Surprisingly, ethical standards on authorship are apparently not discussed in the field of Cognitive Science. In this short review I therefore characterize the modern challenges to a fair system for allocating authorship and review existing standards to compile a list of best practice principles and recommendations for determining authors in multi-authored publications.

  5. The challenge of responsible dispensing: formal education versus professional practice

    Directory of Open Access Journals (Sweden)

    Nadine Judith Bezzegh

    2011-03-01

    Full Text Available The aim of the present study was to evaluate the education of Pharmaceutical Technicians for the activity of responsible dispensing. Based on a questionnaire with open and closed questions, the study sought to characterize the students, identify knowledge and attitudes regarding the Rational Use of Medications while addressing the limits and possibilities of professional and ethical dispensing in practice. In addition, a group dynamics session - focus group - was held as a forum for debate on responsible dispensing. The results showed that students tended to be mature, currently employed and were predominately women. Displaying adequate knowledge on Rational Use of Medications and of the corresponding legislation, the students reported difficulties exercising compatible practice. While the diagnosis pointed to the need for student preparation to enable ethical dispensing, the Focus Group highlighted the possibility for inclusion of a forum for reflection and debate on the ethics of dispensing as part of the Pharmaceutical Technician training.O presente trabalho tem como proposta avaliar a formação do Técnico em Farmácia para o exercício da dispensação responsável. A partir de um questionário com perguntas fechadas e abertas, o estudo envolveu a caracterização dos alunos, a identificação de conhecimentos e atitudes em relação ao Uso Racional dos Medicamentos com vistas ao delineamento dos limites e possibilidades do exercício profissional ético na dispensação. Além disso, foi realizada uma dinâmica grupal - grupo focal - com o objetivo de apreciar a constituição de um espaço de reflexão sobre a dispensação responsável. Os resultados evidenciaram um alunato de maior idade, inserido no mercado de trabalho e predominância de mulheres. Dispondo de conhecimento adequado sobre o Uso Racional dos Medicamentos e da legislação correspondente os alunos fazem referência às dificuldades no exercício de uma pr

  6. The Impact of the Expanded Nursing Practice on Professional Identity in Denmark

    DEFF Research Database (Denmark)

    Piil, Karin; Kolbæk, Raymond; Ottmann, Goetz

    2012-01-01

    . The aim of this case study was to explore the impact of “nurse consultations,” representing an expanded nursing role, of 5 nurses focusing on their perception of autonomy, self-esteem, and confidence. Methods: The case study used semistructured interviews with 5 participants triangulated and validated...... gained a higher sense of autonomy, self-esteem, and confidence in their practice. These elements have a positive impact on their professional identity. Conclusion: The research demonstrates that for the nurses involved in expanded professional practice, the boundaries of professional practice have...

  7. Interprofessional collaboration: effects of practice-based interventions on professional practice and healthcare outcomes.

    Science.gov (United States)

    Zwarenstein, Merrick; Goldman, Joanne; Reeves, Scott

    2009-07-08

    Poor interprofessional collaboration (IPC) can negatively affect the delivery of health services and patient care. Interventions that address IPC problems have the potential to improve professional practice and healthcare outcomes. To assess the impact of practice-based interventions designed to change IPC, compared to no intervention or to an alternate intervention, on one or more of the following primary outcomes: patient satisfaction and/or the effectiveness and efficiency of the health care provided. Secondary outcomes include the degree of IPC achieved. We searched the Cochrane Effective Practice and Organisation of Care Group Specialised Register (2000-2007), MEDLINE (1950-2007) and CINAHL (1982-2007). We also handsearched the Journal of Interprofessional Care (1999 to 2007) and reference lists of the five included studies. Randomised controlled trials of practice-based IPC interventions that reported changes in objectively-measured or self-reported (by use of a validated instrument) patient/client outcomes and/or health status outcomes and/or healthcare process outcomes and/or measures of IPC. At least two of the three reviewers independently assessed the eligibility of each potentially relevant study. One author extracted data from and assessed risk of bias of included studies, consulting with the other authors when necessary. A meta-analysis of study outcomes was not possible given the small number of included studies and their heterogeneity in relation to clinical settings, interventions and outcome measures. Consequently, we summarised the study data and presented the results in a narrative format. Five studies met the inclusion criteria; two studies examined interprofessional rounds, two studies examined interprofessional meetings, and one study examined externally facilitated interprofessional audit. One study on daily interdisciplinary rounds in inpatient medical wards at an acute care hospital showed a positive impact on length of stay and total

  8. Reflective Practice: Assessing Its Effectiveness to Teach Professionalism in a Radiology Residency.

    Science.gov (United States)

    Kung, Justin W; Slanetz, Priscilla J; Huang, Grace C; Eisenberg, Ronald L

    2015-10-01

    Professionalism can be challenging to teach during residency training. We undertook this study to evaluate the impact of a case-based, reflective practice (RP) curriculum on the attitudes of radiology residents about professionalism. We developed a case-based radiology-specific RP curriculum focused on topics related to professionalism and ethics. This year-long curriculum was comprised of six individual sessions and was attended by radiology residents. We assessed the program using the Penn State College of Medicine Professionalism Questionnaire, a validated instrument designed to assess attitudes toward professionalism, with anonymous responses collected before and after completion of the 1-year curriculum. We also obtained feedback on individual sessions. Our curriculum affected the professional attitudes of residents in 7 of 36 sample items on the professionalism questionnaire (P professionalism, significant differences in resident response were identified in the areas of accountability, honor and integrity, enrichment, and duty. Furthermore, residents generally agreed that the individual sessions were meaningful and were important to their future careers (3.8-4.4 on a five-point scale). A case-based, RP curriculum centered about professionalism offers a unique practical approach to expose residents to the concepts of professionalism and ethics in a small group setting. Based on a widely used validated survey instrument, our results indicate that this method raises resident awareness about professionalism and impacts the way in which residents think about this topic and their eventual career. Copyright © 2015 AUR. Published by Elsevier Inc. All rights reserved.

  9. Privacy in practice: professional discourse about information control in health care.

    Science.gov (United States)

    Anthony, Denise L; Stablein, Timothy

    2016-01-01

    The purpose of this paper is to explore different health care professionals' discourse about privacy - its definition and importance in health care, and its role in their day-to-day work. Professionals' discourse about privacy reveals how new technologies and laws challenge existing practices of information control within and between professional groups in health care, with implications not only for patient privacy, but also for the role of information control in professions more generally. The authors conducted in-depth, semi-structured interviews with n=83 doctors, nurses, and health information professionals in two academic medical centers and one veteran's administration hospital/clinic in the Northeastern USA. Interview responses were qualitatively coded for themes and patterns across groups were identified. The health care providers and the authors studied actively sought to uphold the protection (and control) of patient information through professional ethics and practices, as well as through the use of technologies and compliance with legal regulations. They used discourses of professionalism, as well as of law and technology, to sometimes accept and sometimes resist changes to practice required in the changing technological and legal context of health care. The authors found differences across professional groups; for some, protection of patient information is part of core professional ethics, while for others it is simply part of their occupational work, aligned with organizational interests. This qualitative study of physicians, nurses, and health information professionals revealed some differences in views and practices for protecting patient information in the changing technological and legal context of health care that suggest some professional groups (doctors) may be more likely to resist such changes and others (health information professionals) will actively adopt them. New technologies and regulations are changing how information is used in health

  10. Creating Spaces for Critical Transformative Dialogues: Legitimising Discussion Groups as Professional Practice

    Science.gov (United States)

    Edwards-Groves, Christine J.

    2013-01-01

    Focussed dialogue (as lived and living practices) can have a powerful role in renewing professional practice, advancing its sustainability and development as administrative and political systems colonise the practices of teachers and teacher educators. However, participating in discussion groups for many teachers, including those in academia, is…

  11. "I Practice Teaching": Transforming Our Professional Identities as Literacy Teachers through Action Research

    Science.gov (United States)

    Schutz, Kristine M.; Hoffman, James V.

    2017-01-01

    The authors argue for the importance of practice in the professional lives of literacy teachers. Literacy practices and teaching practices are imbued with intentionality, context (temporal, social, political, and cultural), perspective, and outcomes. The goal of this article is to open a dialogue that could begin to normalize a theory of practice…

  12. Interactive telemedicine: effects on professional practice and health care outcomes.

    Science.gov (United States)

    Flodgren, Gerd; Rachas, Antoine; Farmer, Andrew J; Inzitari, Marco; Shepperd, Sasha

    2015-09-07

    Telemedicine (TM) is the use of telecommunication systems to deliver health care at a distance. It has the potential to improve patient health outcomes, access to health care and reduce healthcare costs. As TM applications continue to evolve it is important to understand the impact TM might have on patients, healthcare professionals and the organisation of care. To assess the effectiveness, acceptability and costs of interactive TM as an alternative to, or in addition to, usual care (i.e. face-to-face care, or telephone consultation). We searched the Effective Practice and Organisation of Care (EPOC) Group's specialised register, CENTRAL, MEDLINE, EMBASE, five other databases and two trials registers to June 2013, together with reference checking, citation searching, handsearching and contact with study authors to identify additional studies. We considered randomised controlled trials of interactive TM that involved direct patient-provider interaction and was delivered in addition to, or substituting for, usual care compared with usual care alone, to participants with any clinical condition. We excluded telephone only interventions and wholly automatic self-management TM interventions. For each condition, we pooled outcome data that were sufficiently homogenous using fixed effect meta-analysis. We reported risk ratios (RR) and 95% confidence intervals (CI) for dichotomous outcomes, and mean differences (MD) for continuous outcomes. We included 93 eligible trials (N = 22,047 participants), which evaluated the effectiveness of interactive TM delivered in addition to (32% of studies), as an alternative to (57% of studies), or partly substituted for usual care (11%) as compared to usual care alone.The included studies recruited patients with the following clinical conditions: cardiovascular disease (36), diabetes (21), respiratory conditions (9), mental health or substance abuse conditions (7), conditions requiring a specialist consultation (6), co morbidities (3

  13. Registered nurse job satisfaction and satisfaction with the professional practice model.

    Science.gov (United States)

    McGlynn, Karen; Griffin, Mary Quinn; Donahue, Moreen; Fitzpatrick, Joyce J

    2012-03-01

    This paper describes the initial assessment of job satisfaction and satisfaction with the professional practice environment of registered nurses working on units where a professional practice model was implemented and the relationship between these two variables. The nursing shortage has been linked to overall job satisfaction and specifically to nurses' satisfaction with the professional practice environment. Initiatives to increase retention and recruitment and decrease turnover have been linked to work satisfaction among nurses. A descriptive, cross-sectional design was used with participants (N = 101) from four patient care units; this represented a 55% response rate. The nurses were moderately satisfied with the professional practice environment but had overall low job satisfaction. There was a significant negative relationship between overall work satisfaction and satisfaction with the professional practice environment (P job satisfaction that were not being met. Thus, the nurses may have become more knowledgeable about the potential needs in these areas. Nurse managers and leaders must recognize that job satisfaction consists of many dimensions, and each of these dimensions is important to nurse retention. Implementation of a professional practice model may heighten awareness of the missing components within a practice environment and lead to decreased overall satisfaction. A broader understanding of characteristics associated with increased satisfaction may aid in development of organizational change necessary to retain and attract nurses. © 2012 Blackwell Publishing Ltd.

  14. Reflection and Perception in Professional Practice | Erlandson | Indo ...

    African Journals Online (AJOL)

    In this text, however, I focus on a dimension that is often forgotten when professional practitioners are conceived of as being reflective, namely, perception. From the framework of Merleau-Ponty, I argue that Schön's theoretical account is highly problematic and that perception is the key to shaping practitioners' skillfulness.

  15. Knowledge, Attitude and Practices of Dental Professionals in ...

    African Journals Online (AJOL)

    the data. One way ANOVA and Chi-square tests were performed to assess whether the knowledge and attitude varies according to socio-demographic characteristics or to each other and to .... Disagree N (%). I think teledentistry can violate the patient's privacy. .... In Rwanda there is a big number of dental professionals.

  16. Administrative Procedures: A Practical Manual. Professional Advancement Kit.

    Science.gov (United States)

    Trow, Jo Anne J.

    In order to help beginning professionals to be better administrators, this manual (one in a series of documents for and about women in education) provides information on such administrative tasks as running an office, hiring and training a staff, managing a budget, and doing public relations work. Office organization and management are discussed…

  17. Web accessibility practical advice for the library and information professional

    CERN Document Server

    Craven, Jenny

    2008-01-01

    Offers an introduction to web accessibility and usability for information professionals, offering advice on the concerns relevant to library and information organizations. This book can be used as a resource for developing staff training and awareness activities. It will also be of value to website managers involved in web design and development.

  18. Communities of practice; facilitating teacher professionalization in higher education

    NARCIS (Netherlands)

    dr. Donald Ropes

    2005-01-01

    The field of higher professional educational in the Netherlands is undergoing drastic structural changes. Organizational-wide mergers are commonplace and are often followed by development of new curricula. Furthermore, this is often accompanied by the implementation of a completely new educational

  19. Persistent Teaching Practices after Geospatial Technology Professional Development

    Science.gov (United States)

    Rubino-Hare, Lori A.; Whitworth, Brooke A.; Bloom, Nena E.; Claesgens, Jennifer M.; Fredrickson, Kristi M.; Sample, James C.

    2016-01-01

    This case study described teachers with varying technology skills who were implementing the use of geospatial technology (GST) within project-based instruction (PBI) at varying grade levels and contexts 1 to 2 years following professional development. The sample consisted of 10 fifth- to ninth-grade teachers. Data sources included artifacts,…

  20. Sustaining Care: Cultivating Mindful Practice in Early Years Professional Development

    Science.gov (United States)

    Taggart, Geoff

    2015-01-01

    The practitioner's own self is a resource in early childhood education and care (ECEC). It is proposed that an experiential training focusing on the "professional self" helps to raise awareness of how psychological dispositions may impair or enhance quality of provision. A key concept in such training is emotional labour, explored with…

  1. Counseling Practice: In Defense of Passive Modes of Professional Engagement

    Science.gov (United States)

    Hansen, James T.

    2010-01-01

    Historically, passive ideologies of counseling have regularly morphed into active approaches. The author contends that professional power and status are the underlying motives for this ideological transition. Based on empirical findings and recent philosophical developments, a case is made for the counseling profession to revalue passive…

  2. Bilingual Multicultural Education and the Professional: From Theory to Practice.

    Science.gov (United States)

    Trueba, Henry T., Ed.; Barnett-Mizrahi, Carol, Ed.

    A general text on bilingual multicultural education geared toward teachers, teacher trainers, supervisors, administrators, researchers, and other professionals in the field, at both the preservice and inservice levels, is presented. Contents are as follows: a historical, philosophical, and legal introduction to bilingual education; theoretical…

  3. Practising Ethics: Bildungsroman and Community of Practice in Occupational Therapists' Professional Development

    Science.gov (United States)

    Grisbrooke, Jani

    2013-01-01

    Professional ethics has currently raised its public profile in the UK as part of social anxiety around governance of health and social care, fuelled by catastrophically bad practice identified in particular healthcare facilities. Professional ethics is regulated by compliance with abstracted, normative codes but experienced as contextualised…

  4. Practical Recommendations to Improve the Quality of Training and Methodical Support of Professional Teacher Education

    Science.gov (United States)

    Grebennikov, Valery V.; Grudtsina, Ludmila Yu.; Marchuk, Nikolay N.; Sangadgiev, Badma V.; Kudyashev, Nail K.

    2016-01-01

    The research urgency is caused by the transition to the knowledge society and new demands for training and methodical provision of professional pedagogical education. The purpose of this paper is to develop practical recommendations to improve the quality of training and methodical support of professional pedagogical education. The leading…

  5. Digital Ethnography: Understanding Faculty Use of an Online Community of Practice for Professional Development

    Science.gov (United States)

    Richmond, Nancy

    2014-01-01

    This doctoral thesis explored how faculty members in higher education use an online community of practice for professional development in teaching and, if so, in what ways and for what purposes? Answering this inquiry involved the knowledge of social constructivism, higher education, teaching, professional development, and online communities.…

  6. Continuing Professional Development in the Accounting Profession: Practices and Perceptions from the Asia Pacific Region

    Science.gov (United States)

    De Lange, Paul; Jackling, Beverley; Suwardy, Themin

    2015-01-01

    Drawing on research in the sociology of professions as a reference point, this study examines the practices and perceptions of professional accountants towards the requirements of IES7 on continuing professional development (CPD). Responses from 1310 accountants in the Asia Pacific region suggest while increasing globalisation has led to more…

  7. Professional Development to Enhance Instructional Leadership and Practice of Central Office Administrators

    Science.gov (United States)

    McCue, Cheryl A. R.

    2016-01-01

    Decades of research and practice suggest that educational administrators need to experience opportunities for professional development and continuous learning. This project study addressed the problem regarding the lack of a formal or systemic plan for professional development of central office administrators in a large suburban school district in…

  8. Police Bodies and Police Minds: Professional Learning through Bodily Practices of Sport Participation

    Science.gov (United States)

    Lindberg, Ola; Rantatalo, Oscar; Stenling, Cecilia

    2017-01-01

    The purpose of this paper is to contribute to the literature concerned with bodily perspectives on professional learning by reporting on a study of Swedish police officers' sport participation as a form of occupational learning. The study seeks to answer how ideals of work practice and sport participation intersect, how professional learning is…

  9. Professional Learning Orientations: Patterns of Dissonance and Alignment between Teachers' Values and Practices

    Science.gov (United States)

    Pedder, David; Opfer, V. Darleen

    2013-01-01

    Through its positive influence on teachers' classroom practices and their students' learning, effective professional learning of teachers is an important condition for school improvement. However, the Teaching and Learning International Survey reports that teachers' professional development in most countries falls short of meeting the needs of…

  10. Using Professional Ethics to Strengthen Family/School Partnerships: Practical Suggestions.

    Science.gov (United States)

    Wright, Doris J.

    Professional ethics are designed to set minimum standards of practice and service for school psychologists. Ways in which professional ethics standards of school psychology can be used to build and strengthen work relationships with parents, legal guardians, and other family members are described here. Suggestions for how school psychologists can…

  11. Educational Reforms and the Practices of Professional Learning Community in Hong Kong Primary Schools

    Science.gov (United States)

    Pang, Nicholas Sun-Keung; Wang, Ting; Leung, Zoe Lai-Mei

    2016-01-01

    This study explored the characteristics of professional learning communities (PLCs) in Hong Kong primary schools. It investigated the profiles of the strengths of professional learning community in schools under study and particularly examined the practices in schools which were identified as strong PLCs. It extends research on PLCs in the Hong…

  12. Implementing simulated learning modules to improve students’ pharmacy practice skills and professionalism

    Directory of Open Access Journals (Sweden)

    Fejzic J

    2015-09-01

    Full Text Available Background: Effective communication enables healthcare professionals and students to practise their disciplines in a professional and competent manner. Simulated-based education (SBE has been increasingly used to improve students’ communication and practice skills in Health Education. Objective: Simulated learning modules (SLMs were developed using practice-based scenarios grounded in effective communication competencies. The effect of the SLMs on Pharmacy students’ (i Practice skills and (ii Professionalism were evaluated. Methods: SLMs integrating EXCELL competencies were applied in the classroom to study their effect on a number of learning outcomes. EXcellence in Cultural Experiential Learning and Leadership (EXCELL Program is a schematic, evidence-based professional development resource centred around developing participants’ self-efficacy and generic communication competencies. Students (N=95 completed three hours of preliminary lectures and eight hours of SLM workshops including six scenarios focused on Pharmacy Practice and Experiential Placements. Each SLM included briefing, role-plays with actors, facilitation, and debriefing on EXCELL social interaction maps (SIMs. Evaluations comprised quantitative and qualitative survey responsed by students before and post-workshops, and post-placements, and teachers’ reflections. Surveys examine specific learning outcomes by using pharmacy professionalism and pharmacy practice effectiveness scales. Responses were measured prior to the commencement of SLMs, after completion of the two workshops and after students completed their block placement. Self-report measures enabled students to self-assess whether any improvements occurred. Results: Student responses were overwhelmingly positive and indicated significant improvements in their Pharmacy practice and professionalism skills, and commitment to professional ethics. Qualitative feedback strongly supported students’ improved communication

  13. Networked practices of intangible urban heritage: the changing public role of Dutch heritage professionals

    NARCIS (Netherlands)

    A.J.C. van der Hoeven (Arno)

    2016-01-01

    textabstractThis study examines the changing roles of heritage professionals by focusing on the participatory practices of intangible urban heritage. Developments towards democratisation in the heritage sector led to a growing expectation that heritage

  14. The Scholars We Need: Preparing Transdisciplinary Professionals by Leveraging the Scholarship of Practice

    Science.gov (United States)

    McDaniels, Melissa; Skogsberg, Erik

    2017-01-01

    In this chapter we call for immediate action to prepare more dynamic transdisciplinary professionals by leveraging the scholarship of practice. Transdisciplinary refers to contexts both inside and outside of the academy where today's doctoral students will work.

  15. Professional nursing practice: environment and emotional exhaustion among intensive care nurses

    National Research Council Canada - National Science Library

    Panunto, Marcia Raquel; Guirardello, Edinêis de Brito

    2013-01-01

    to evaluate the characteristics of the professional nursing practice environment and its relationship with burnout, perception of quality of care, job satisfaction and the intention to leave the job...

  16. Framework for 21st Century School Nursing Practice: Framing Professional Development.

    Science.gov (United States)

    Allen-Johnson, Ann

    2017-05-01

    The NASN Code of Ethics upholds that it is the responsibility of the school nurse to maintain competency and pursue personal and professional growth. Designing professional development activities that are relevant and support the needs of the school nurse can be a challenge. The Framework for 21st Century School Nursing Practice provides a model rooted in evidence-based standards of practice that can be utilized to assess an existing professional development program and identify gaps in learning opportunities. Nurse leaders can use the Framework for 21st Century Nursing Practice to provide a roadmap toward a professional development program that will be meaningful to school nurse staff, help restore or maintain joy in their practice, and allow them to achieve the goal of advancing the well-being, academic success, and lifelong achievement and health of students.

  17. International survey of veterinarians to assess the importance of competencies in professional practice and education

    NARCIS (Netherlands)

    Bok, H.G.; Teunissen, P.W.; Boerboom, T.B.; Rhind, S.M.; Baillie, S.; Tegzes, J.; Annandale, H.; Matthew, S.; Torgersen, A.; Hecker, K.G.; Hardi-Landerer, C.M.; Gomez-Lucia, E.; Ahmad, B.; Muijtjens, A.M.; Jaarsma, D.A.; Vleuten, C.P.M. van der; Beukelen, P. van

    2014-01-01

    OBJECTIVE: To determine the perceived importance of specific competencies in professional veterinary practice and education among veterinarians in several countries. DESIGN: Survey-based prospective study. SAMPLE: 1,137 veterinarians in 10 countries. PROCEDURES: Veterinarians were invited via email

  18. Communities of practice: A means to support occupational therapists' continuing professional development. A literature review

    NARCIS (Netherlands)

    Barry, M.; Kuijer-Siebelink, W.; Nieuwenhuis, L.; Scherpbier-de Haan, N.D.

    2017-01-01

    BACKGROUND: This literature review investigates what research reports about the contribution that communities of practice (CoPs) can make in the continuing professional development (CPD) of qualified occupational therapists. METHODS: Academic databases (CINAHL, MEDLINE and ERIC) were searched and

  19. Credit Where Credit Is Due: Working with Our Service Members to Provide Credit for Experiential Learning

    Science.gov (United States)

    Boerner, Heather

    2013-01-01

    The awarding of prior learning credits for military students goes back to World War II, when the American Council on Education (ACE) first translated military training to college credit. Since then, the practice has expanded. More than 2,000 colleges and universities accept military training as a form of credit, explains Cathy Sandeen, ACE's vice…

  20. Negotiation best practices: what a healthcare professional needs to know today.

    Science.gov (United States)

    McGuigan, Patrick J

    2015-01-01

    This article reviews negotiation best practices while highlighting some of the factors that confound or enhance the ability to negotiate. Healthcare professionals will benefit by obtaining a set of practices that they can consistently apply to obtain more value from negotiation. In today's turbulent healthcare market, more relationships are governed by and through negotiated agreements, so it is imperative that healthcare professionals develop and sharpen their negotiating acumen.

  1. Self-reflective Ethnographies of Practice and their Relevance for Professional Socialisation in Social Work

    OpenAIRE

    Riemann, Gerhard

    2011-01-01

    "The article tries to explicate and illustrate a type of qualitative practitioner research in the field of professional training and to shed light on its practical uses for the acquisition of analytical skills and the fostering of professional discourse. The discussion is based on the author’s work with social work students who are encouraged and supported to become “ethnographers of their own affairs”, especially in the context of their practice placements, which are a mand...

  2. Mental health professionals' family-focused practice with families with dependent children: a survey study.

    Science.gov (United States)

    Tungpunkom, Patraporn; Maybery, Darryl; Reupert, Andrea; Kowalenko, Nick; Foster, Kim

    2017-12-08

    Many people with a mental illness are parents caring for dependent children. These children are at greater risk of developing their own mental health concerns compared to other children. Mental health services are opportune places for healthcare professionals to identify clients' parenting status and address the needs of their children. There is a knowledge gap regarding Thai mental health professionals' family-focused knowledge and practices when working with parents with mental illness and their children and families. This cross -sectional survey study examined the attitudes, knowledge and practices of a sample (n = 349) of the Thai mental health professional workforce (nurses, social workers, psychologists, psychiatrists) using a translated version of the Family-Focused Mental Health Practice Questionnaire (FFMHPQ). The majority of clinicians reported no training in family (76.8%) or child-focused practice (79.7%). Compared to other professional groups, psychiatric nurses reported lower scores on almost all aspects of family-focused practice except supporting clients in their parenting role within the context of their mental illness. Social workers scored highest overall including having more workplace support for family-focused practice as well as a higher awareness of family-focused policy and procedures than psychiatrists; social workers also scored higher than psychologists on providing support to families and parents. All mental health care professional groups reported a need for training and inter-professional practice when working with families. The findings indicate an important opportunity for the prevention of intergenerational mental illness in whose parents have mental illness by strengthening the professional development of nurses and other health professionals in child and family-focused knowledge and practice.

  3. The effect of nursing leadership on hospital nurses' professional practice behaviors.

    Science.gov (United States)

    Manojlovich, Milisa

    2005-01-01

    To understand the effect of unit-level nursing leadership on the relationship of structural empowerment and nursing self-efficacy to professional nursing practice behaviors. Nursing leadership at both organizational and unit levels is a major influence on professional nursing practice. The interaction between environmental factors, such as structural empowerment and unit-based nursing leadership, and self-efficacy for nursing practice may determine whether a nurse's practice behaviors are either professional or more task-focused. A nonexperimental, comparative survey design was used. Instruments included the Conditions for Work Effectiveness-II, Caring Efficacy Scale, Manager's Activities Scale, and Nurse Activity Scale. Multigroup path analysis demonstrated the effects of strong and weak nursing leadership on variables of interest. Nursing leadership contributed to the effects of empowerment and self-efficacy on practice behaviors. Strong nursing leadership also contributed to an additional relationship between empowerment and self-efficacy. Nursing leadership helped to explain 46% of the variance in nursing practice behaviors overall. Nurses may be able to practice more professionally when they perceive strong nursing leadership. By providing more access to structural empowerment factors for staff, strong unit-level nursing leadership may also influence nurses' self-efficacy, which in turn leads to more professional practice behaviors.

  4. Multiple Forms of Professional Agency for (noncrafting of Work Practices in a Hospital Organization

    Directory of Open Access Journals (Sweden)

    Kaija Collin

    2015-11-01

    Full Text Available In recent working life studies, professional agency is seen as pivotal to the development of work communities and work organizations. This paper addresses professional agency during a practicebased intervention (work conference in a Finnish hospital setting. To develop work practices, the intervention sought to create a dialogical space for the promotion of collective professional agency. Here, we present an investigation of the manifestations of professional agency and how they emerged within and between professional groups. We also elaborate how professional positions frame the emergence of different manifestations of professional agency. The audio and video materials from the intervention are analyzed through the utilization of qualitative content analysis and analysis of key incidents illustrating the emergence of professional agency and its connection to prevailing circumstances in a hospital work context. Transformative, responsive, relational, and resisting forms of agency were identified. The emergence of these forms differed amid the intervention and across the professional groups, reflecting power relations in the organization. In light of the findings, we discuss the meaning of different forms of professional agency for developmental efforts and how professional agency may trigger or hinder sustainable organizational development.

  5. Developing Professional Practice and Ethics Engagement: A Leadership Model.

    Science.gov (United States)

    Reilly, Karen M; Jurchak, Martha

    Nurse leaders are responsible for a practice environment that fosters safe, quality patient outcomes through excellence in nursing practice. This article describes a reflective practice intervention in the Cardiac Intensive Care Unit of an urban academic medical center led by the unit nursing director and the hospital's nurse ethicist. The twice monthly case-based discussions, called "Nursing Practice and Ethics Rounds," were attended by staff and unit managers (nurse director, assistant nurse director, and clinical educator) and were facilitated by the nurse ethicist. The purpose of this descriptive qualitative study was to identify nurses' perceptions of the rounds on individual practice, unit practice, and the practice of their peers. Two focus groups were conducted with nurses who attended 3 or more sessions. Staff reported that they felt valued; experienced a decrease in moral distress; and improved empathy with patients, families, and other staff members after the intervention. They also reported better understanding of ethical issues and language to better talk about them. The presence of nurse leaders was valued as affirming the importance of practice development and of witnessing the experience of staff nurses. Finally, the process of reflection was valued for the opportunity it provided to process emotional and intellectual aspects of challenging cases.

  6. The bargaining of professionalism in emergency care practice: NHS paramedics and higher education.

    Science.gov (United States)

    Givati, Assaf; Markham, Chris; Street, Ken

    2017-11-10

    Over the past 2 decades, as part of reforms to the National Health Service and with it organizational changes to ambulance work in the UK, paramedic education has undergone a process of academisation and a shift from in-house, apprenticeship weeks-long occupational training, to university-based undergraduate programs. While the professional regulation and standardization of Allied Health Professionals' education in high-income countries has captured scholarly attention, the study of paramedic practice is still in its infancy and there is a need to explore its evolvement in relation to the fluid societal-political circumstances affecting its provision and demand. Based on interviews with front-line paramedics, paramedic educators and paramedic science students in the South of England, this article examines how the reforms to paramedic education have impacted the professionalization of paramedics and their discourse of professionalism. Framed within to the 'new' sociology of professions, the case of British paramedics demonstrates the complex nature of the relationship between the university and professional practice. It appears that universities, the providers of paramedic education, are caught between two opposing discourses of professionalism: on the one hand, that of providing a platform for students' socialization and engagement with professionalism 'from within' practice which is based on students' common goals and mutual experiences, and, on the other hand, serving as a conduit for managerial/organizational strategies of professionalism which appear to undermine the role of university socialization.

  7. Maintaining equilibrium in professional role identity: a grounded theory study of health visitors' perceptions of their changing professional practice context.

    Science.gov (United States)

    Machin, Alison I; Machin, Tony; Pearson, Pauline

    2012-07-01

    This article reports the study of a group of United Kingdom health visitors' interactions with their changing practice context, focusing on role identity and influences on its stability. United Kingdom policies have urged health visitors to refocus their role as key public health nurses. Reduced role identity clarity precipitated the emergence of different models of health visiting public health work. An inconsistent role standard can lead to role identity fragmentation and conflict across a group. It may precipitate individual role crisis, affecting optimum role performance. Seventeen health visitors in two United Kingdom community healthcare organizations participated in a grounded theory study, incorporating constant comparative analysis. Direct observations and individual interviews were undertaken between 2002 and 2008. Four interlinked categories emerged: professional role identity (core category); professional role in action; interprofessional working; and local micro-systems for practice; each influencing participants' sense of identity and self-worth. The Role Identity Equilibrium Process explains interactive processes occurring at different levels of participants' practice. Re-establishing equilibrium and consistency in health visiting identity is a priority. This study's findings have significance for other nurses and health professionals working in complex systems, affected by role change and challenges to role identity. © 2011 Blackwell Publishing Ltd.

  8. A preliminary survey of professionalism teaching practices in anatomy education among Indian Medical Colleges.

    Science.gov (United States)

    Karunakaran, Ilavenil; Thirumalaikolundusubramanian, Ponniah; Nalinakumari, Sheela Das

    2017-09-01

    Professionalism and ethics have gained widespread recognition as competencies to be fulfilled, taught, and assessed within medical education. The role of the anatomy course in developed nations has evolved over time and now encompasses multiple domains, including knowledge, skills, and the inculcation of professionalism and ethics. The Medical Council of India recently recommended the integration of professionalism teaching in undergraduate medical curricula. The authors investigated whether the initial orientation lectures and instructions given by faculty at the outset of undergraduate medical anatomy courses throughout India served a "hidden curriculum" regarding professionalism practices, and whether these orientation messages could serve as an early exposure to medical professionalism and ethics for medical students. An online survey was carried out among 102 anatomy faculty members across India requesting details about specific professionalism protocols and instructions regarding behavior in the dissection hall that are routinely given to preclinical students, as well as the importance that they placed on professional behavior. It was found that most faculty members regularly instruct students regarding expected behavior during the anatomy course, including dissection practices. These instructions stress attributes of professionalism like humanism, accountability, and honesty. However, there needs to be a more concentrated effort by educators to prohibit such unprofessional practices like dissection hall photography, and better information is required regarding biomedical waste disposal. Despite the absence of clear guidelines for professionalism teaching in medical education in India, the existing framework of anatomy education provides an opportunity to introduce the concept of professionalism to the first-year medical student. This opportunity may provide an early foundation for designing a professionalism-integrated curriculum. Anat Sci Educ 10: 433

  9. Educational Group Practices in Primary Care: Interaction Between Professionals, Users and Knowledge

    Directory of Open Access Journals (Sweden)

    Maria Flavia Gazzinelli

    2015-04-01

    Full Text Available OBJECTIVE To investigate the concept understood by Family Healthcare Strategy (ESF professionals of knowledge, education and subjects participating in learning activities. METHOD Qualitative study carried out with the ESF professionals with university degree, members of the healthcare staff who undertook educational health group activities at Basic Healthcare Units (UBS in Belo Horizonte. The following triangulation techniques were used: participant observation, photos and field notes; interviews with professionals; and document analysis. RESULTS We identified three interaction patterns that are different from each other. Firstly, the professional questions, listens and provides information to users, trusting in the transmission of knowledge; secondly, the professional questions and listens, trusting that users can learn from each other; thirdly, the professional questions, listens, discusses and produces knowledge with users, both teaching and learning from each other. CONCLUSION There are educational practices that include unique methods capable of creating a militant space for citizenship engagement.

  10. [Educational group practices in primary care: interaction between professionals, users and knowledge].

    Science.gov (United States)

    Gazzinelli, Maria Flavia; Souza, Vania de; Fonseca, Rosa Maria Godoy Serpa da; Fernandes, Marconi Moura; Carneiro, Angélica Cotta Lobo Leite; Godinho, Luanna Kelen

    2015-04-01

    To investigate the concept understood by Family Healthcare Strategy (ESF) professionals of knowledge, education and subjects participating in learning activities. Qualitative study carried out with the ESF professionals with university degree, members of the healthcare staff who undertook educational health group activities at Basic Healthcare Units (UBS) in Belo Horizonte. The following triangulation techniques were used: participant observation, photos and field notes; interviews with professionals; and document analysis. We identified three interaction patterns that are different from each other. Firstly, the professional questions, listens and provides information to users, trusting in the transmission of knowledge; secondly, the professional questions and listens, trusting that users can learn from each other; thirdly, the professional questions, listens, discusses and produces knowledge with users, both teaching and learning from each other. There are educational practices that include unique methods capable of creating a militant space for citizenship engagement.

  11. Core areas of practice and associated competencies for nurses working as professional cancer navigators.

    Science.gov (United States)

    Cook, Sandra; Fillion, Lise; Fitch, Margaret; Veillette, Anne-Marie; Matheson, Tanya; Aubin, Michèle; de Serres, Marie; Doll, Richard; Rainville, François

    2013-01-01

    Fillion et al. (2012) recently designed a conceptual framework for professional cancer navigators describing key functions of professional cancer navigation. Building on this framework, this study defines the core areas of practice and associated competencies for professional cancer navigators. The methods used in this study included: literature review, mapping of navigation functions against practice standards and competencies, and validation of this mapping process with professional navigators, their managers and nursing experts and comparison of roles in similar navigation programs. Associated competencies were linked to the three identified core areas of practice, which are: 1) providing information and education, 2) providing emotional and supportive care, and 3) facilitating coordination and continuity of care. Cancer navigators are in a key position to improve patient and family empowerment and continuity of care. This is an important step for advancing the role of oncology nurses in navigator positions and identifying areas for further research.

  12. Teaching and training for global engineering perspectives on culture and professional communication practices

    CERN Document Server

    Flammia, Madelyn

    2016-01-01

    Provides a foundation for understanding a range of linguistic, cultural, and technological factors to effectively practice international communication in a variety of professional communication arenas This book presents a range of perspectives, examples, and concepts for teaching international professional communication in different settings. Industry professionals and academic researchers alike have written entries for Teaching and Training for Global Engineering: Perspectives on Culture and Professional Communication Practices, which have been organized into four cohesive, context-based sections that examine central issues associated with offering effective instruction on communication in global settings. The first section presents approaches for teaching issues of language and visual design related to international communication. The second section reviews aspects of software use and ethical practices associated with communicating globally. The third ection discusses how educators can use information a...

  13. Perceptions and practices of Angolan health care professionals concerning intimate partner violence against women.

    Science.gov (United States)

    Nascimento, Edna de Fátima Gonçalves Alves do; Ribeiro, Adalgisa Peixoto; Souza, Edinilsa Ramos de

    2014-06-01

    This was a qualitative exploratory study with the objective of identifying perceptions and practices among health professionals in Angola concerning intimate partner violence against women. Semi-structured interviews were held with a senior health administrator, head nurses, medical directors, psychologists, and nurse technicians in three national hospitals in the capital city of Luanda. The perceptions of Angolan health professionals towards violence against women are marked by the cultural construction of woman's social role in the family and the belief in male superiority and female weakness. Despite their familiarity with the types of violence and the consequences for physical and mental health, the health professionals' practices in providing care for women in situations of violence focus on the treatment of physical injuries, overlooking the subjectivity and complexity of these situations. Recent inclusion of the issue in public policies is reflected in health professionals' practices and raises challenges for the health sector in caring for women in situations of violence.

  14. International survey of veterinarians to assess the importance of competencies in professional practice and education.

    Science.gov (United States)

    Bok, Harold G J; Teunissen, Pim W; Boerboom, Tobias B B; Rhind, Susan M; Baillie, Sarah; Tegzes, John; Annandale, Henry; Matthew, Susan; Torgersen, Anne; Hecker, Kent G; Härdi-Landerer, Christina M; Gomez-Lucia, Esperanza; Ahmad, Bashir; Muijtjens, Arno M M; Jaarsma, Debbie A D C; van der Vleuten, Cees P M; van Beukelen, Peter

    2014-10-15

    To determine the perceived importance of specific competencies in professional veterinary practice and education among veterinarians in several countries. Survey-based prospective study. 1,137 veterinarians in 10 countries. Veterinarians were invited via email to participate in the study. A framework of 18 competencies grouped into 7 domains (veterinary expertise, communication, collaboration, entrepreneurship, health and welfare, scholarship, and personal development) was used. Respondents rated the importance of each competency for veterinary professional practice and for veterinary education by use of a 9-point Likert scale in an online questionnaire. Quantitative statistical analyses were performed to assess the data. All described competencies were perceived as having importance (with overall mean ratings [all countries] ≥ 6.45/9) for professional practice and education. Competencies related to veterinary expertise had the highest ratings (overall mean, 8.33/9 for both professional practice and education). For the veterinary expertise, entrepreneurship, and scholarship domains, substantial differences (determined on the basis of statistical significance and effect size) were found in importance ratings among veterinarians in different countries. Results indicated a general consensus regarding the importance of specific types of competencies in veterinary professional practice and education. Further research into the definition of competencies essential for veterinary professionals is needed to help inform an international dialogue on the subject.

  15. "I Never Feel Alone in My Classroom": Teacher Professional Growth within a Blended Community of Practice

    Science.gov (United States)

    Trust, Torrey; Horrocks, Brian

    2017-01-01

    Well-designed face-to-face and virtual communities of practice provide opportunities for teachers to learn, grow as professionals and make changes to their practice with the support of peers. However, as more K-12 teachers become Connected Educators and act as conduits between online spaces and communities in their schools, the boundaries between…

  16. The Power of One? Conditions Which Challenge Managerial Professional Development Practices

    Science.gov (United States)

    Hardy, Ian

    2014-01-01

    This paper draws upon Bourdieu's concepts of habitus, capital and field to better understand and appreciate the conditions which encouraged the productive professional development (PD) practices of one very capable teacher working in a secondary school in the British Midlands. Rather than celebrating this teacher's practices and perspective as…

  17. Nurse Leadership and Informatics Competencies: Shaping Transformation of Professional Practice.

    Science.gov (United States)

    Kennedy, Margaret Ann; Moen, Anne

    2017-01-01

    Nurse leaders must demonstrate capacities and develop specific informatics competencies in order to provide meaningful leadership and support ongoing transformation of the healthcare system. Concurrently, staff informatics competencies must be planned and fostered to support critical principles of transformation and patient safety in practice, advance evidence-informed practice, and enable nursing to flourish in complex digital environments across the healthcare continuum. In addition to nurse leader competencies, two key aspects of leadership and informatics competencies will be addressed in this chapter - namely, the transformation of health care and preparation of the nursing workforce.

  18. Sustainability as an Ethical Principle: Ensuring Its Systematic Place in Professional Nursing Practice

    Science.gov (United States)

    Riedel, Annette

    2015-01-01

    Alongside the central focus on the persons requiring nursing care in professional nursing practice, the perspective of the sustainability of interventions and the use of materials (for example, nursing aids and hygiene articles) is gaining prominence in nursing decision-making processes. This contribution makes the principle of sustainability concrete and delineates its importance in the context of professional nursing practice and decision-making. It further suggests the development of an ethical policy in order to systematically ensure that sustainability has a place in ethical reflection and decision-making, and describes the elements involved. Finally, a synthesis is made between the importance of the principle of sustainability, suggested ethical policies (system of ethical reflection) as they affect nursing practice and professional reflection, decision-making, and practice. PMID:27417590

  19. Grassroots origins, national engagement: exploring the professionalization of practicing healthcare ethicists in Canada.

    Science.gov (United States)

    Frolic, Andrea

    2012-09-01

    Canadian ethicists have a long legacy of leadership in advocating for standards and quality in healthcare ethics. Continuing this tradition, a grassroots organization of practicing healthcare ethicists (PHEs) concerned about the lack of standardization in the field recently formed to explore potential options related to professionalization. This group calls itself "practicing healthcare ethicists exploring professionalization" (PHEEP). This paper provides a description of the process by which PHEEP has begun to engage the Canadian PHE community in the development of practice standards and related projects. By making our process and its ethical and cultural underpinnings transparent, we hope to prompt PHEs around the world to reflect on the importance of context, process and principles (not just outcomes) in the exploration of and possible movement towards professionalization. By sharing some of our key successes and challenges, we also hope to inspire our colleagues to recognize the value in developing practice standards and to contribute to this endeavor.

  20. Renegotiating "best treatment practice" and professional subject positions

    DEFF Research Database (Denmark)

    Søndergaard, Katia Dupret

    This paper will investigate the situated enactments of the psychiatric prevention and treatment approach Open Dialogue. Open Dialogue has theoretical roots in constructionist language theory (e.g. Gergen) and systemic therapy (e.g. the Milanoschool; Selvini-Palazzoli et al.). The ideal of prevent......This paper will investigate the situated enactments of the psychiatric prevention and treatment approach Open Dialogue. Open Dialogue has theoretical roots in constructionist language theory (e.g. Gergen) and systemic therapy (e.g. the Milanoschool; Selvini-Palazzoli et al.). The ideal...... for the professionals involved. In other words I will discuss how situated ways of becoming psychiatric member of personnel is connected with the enactments of ideals in Open Dialogue. The analysis draws on empirical material collected through observations, interviews and videos dealing with different aspects...

  1. [Scientific training and professional practice in Vicente Cervantes Mendo's Spain.].

    Science.gov (United States)

    Villegas, José Pastor

    2010-01-01

    Vicente Cervantes Mendo (Ledrada, Salamanca, 1758 - México, 1829) was a famous Spanish Mexican scientists; he is today heritage of Spain and Mexico. As a continuation of two recent articles on his life at Spain, the present study deals with his scientific formation at madrid, as pharmacist and as botanist, as well as on his professional activity. Two documents of Casimiro Gómez Ortega, principal professor of the Real Jardín Botánico de Madrid, dated in 1786 and related with the "Real Expedición Botánica a Nueva España (1787-1803)," have served to establish conclusions which clarify the subjects studied and correct mistakes.

  2. Portfolio use as a tool to demonstrate professional development in advanced nursing practice.

    Science.gov (United States)

    Hespenheide, Molly; Cottingham, Talisha; Mueller, Gail

    2011-01-01

    A concrete way of recognizing and rewarding clinical leadership, excellence in practice, and personal and professional development of the advanced practice registered nurse (APRN) is lacking in the literature and healthcare institutions in the United States. This article presents the process of developing and evaluating a professional development program designed to address this gap. The program uses APRN Professional Performance Standards, Relationship-Based Care, and the Magnet Forces as a guide and theoretical base. A key tenet of the program is the creation of a professional portfolio. Narrative reflections are included that illustrate the convergence of theories. A crosswalk supports this structure, guides portfolio development, and operationalizes the convergence of theories as they specifically relate to professional development in advanced practice. Implementation of the program has proven to be challenging and rewarding. Feedback from APRNs involved in the program supports program participation as a meaningful method to recognize excellence in advanced practice and a clear means to foster ongoing professional growth and development.

  3. Clinical practices among healthcare professionals concerning neonatal jaundice and pale stools.

    Science.gov (United States)

    Santos Silva, Ermelinda; Moreira Silva, Helena; Azevedo Lijnzaat, Lia; Melo, Cláudia; Costa, Elísio; Martins, Esmeralda; Lopes, Ana Isabel

    2017-03-01

    Jaundice and pale stools are major indicators of neonatal liver disease. Prognosis depends on timely diagnosis and management. We evaluated the clinical practices among healthcare professionals concerning jaundiced newborns and their ability to recognize pale stools. We supplied a questionnaire and a panel with eight photographs of stools, both locally validated, to physicians and nurses of the National Healthcare Service. Analysis was conducted according to professional status, specialization and years of experience of professionals and level of healthcare. Questionnaires were administered to 266 participants (100 physicians, 166 nurses). The decision to send patients to medical observation depended on the intensity of jaundice for a significant percentage of nurses. Concerning jaundiced newborns breastfed and otherwise healthy, 28.9% of physicians would never request a conjugated bilirubin assay, and only 43.3% would request it after 14 days old; for those with other signs/symptoms of disease, only 69.1% of physicians would request it immediately. Multiple linear regression analysis identified specialization as an independent variable significantly associated with the ability to recognize pale stools. A significant percentage of healthcare professionals assumed clinical practices that preclude the timely recognition of cholestasis/pale stools, reinforcing the idea of educational needs. Specialization, rather than years of experience of professionals, was associated with better skills and practices. What is Known: • Neonatal cholestasis is a condition with some rare underlying entities having high mortality and morbidity. Early diagnosis is crucial to improve prognosis. Yet, many cases remain late recognized and referred. • Studies evaluating the ability of healthcare professionals to recognize neonatal cholestasis are scarce. What is New: • In this study, a significant percentage of professionals assumed clinical practices that preclude timely recognition

  4. VET Manager Identities: Culture, Philosophy and Professional Practice

    Science.gov (United States)

    Foley, Annette

    2011-01-01

    Using a post-structural approach this article investigates the working lives of frontline managers in VET and how they negotiate change in their day to day practices and decision making. The article is organised around accounts made by managers from different types of Vocational Education and Training (VET) organisations, namely: Technical and…

  5. Mindfulness in School Psychology: Applications for Intervention and Professional Practice

    Science.gov (United States)

    Felver, Joshua C.; Doerner, Erin; Jones, Jeremy; Kaye, Nicole C.; Merrell, Kenneth W.

    2013-01-01

    Although the use of mindfulness is increasing in other areas of applied psychology, school psychology has yet to embrace it in practice. This article introduces school psychologists to the burgeoning field of mindfulness psychology and to the possibilities that it offers to their discipline. A background on the Western scientific study and…

  6. A General Scope of Practice for Professional School Counselors.

    Science.gov (United States)

    McCurdy, Kenneth G.

    The roles that school counselors play in schools can vary from school to school, from school district to district, and from state to state. To be effective in their positions as highly trained counseling and human development specialists, school counselors must be clear about their scope of practice. National standards for school counseling…

  7. Examining Psychosocial Identity Development Theories: A Guideline for Professional Practice

    Science.gov (United States)

    Karkouti, Ibrahim Mohamad

    2014-01-01

    This paper provides an overview of Erikson's psychosocial identity development theory, identifies prominent theorists who extended his work, examines the limitations of the theory and explains how this theory can be applied to student affairs practices. Furthermore, two different studies that clarify the relationship between psychosocial factors…

  8. Teaching practice and the personal and socio-professional ...

    African Journals Online (AJOL)

    Items 1 - 22 ... A non-experimental survey research design involving quantitative data was used. A questionnaire, adapted from Caires and Almeida's Inventory of. Experiences and Perceptions at Teaching Practice (IEPTP), was used to collect the data. The data were assessed through statistical analysis, using mean ranking.

  9. Action Learning for Professionals: A New Approach to Practice

    Science.gov (United States)

    Abbott, Christine; Mayes, Cathy

    2014-01-01

    Following on from the article "Building Capacity in Social Care: An Evaluation of a National Programme of Action Learning Facilitator Development" (Abbott, C., L. Burtney, and C. Wall. 2013. "Action Learning: Research & Practice" 10 (2): 168--177), this article describes how action learning is being introduced in Cornwall…

  10. Curriculum and Practice of an Innovative Teacher Professional Development Program

    Science.gov (United States)

    Horton, Akesha; Shack, Kyle; Mehta, Rohit

    2017-01-01

    The MSUrbanSTEM fellowship program provides exemplary urban STEM teachers the opportunity to engage in transformative instructional and leadership experiences that support the advancement of their teaching practice. In this chapter, we provide a foundational examination of the development and implementation of a curriculum for this innovative…

  11. Awareness and Practice of Professional Ethics amongst Librarians in Nigeria

    Science.gov (United States)

    Igbeka, J. U.; Okoroma, F. N.

    2013-01-01

    This study is focused on the awareness and practicability of Librarianship ethics amongst librarians. Survey questionnaire was designed to identify the degree of awareness of librarianship ethics amongst librarians in Nigeria, whether the ethics are feasible and being utilized by librarians in their day to day library management, and to find out…

  12. Circles of Practice: Educational and Professional Graphic Design

    Science.gov (United States)

    Logan, Cheri D.

    2006-01-01

    Purpose: This paper investigates the specialist learning undertaken in graphic design classrooms and its relationship to industry practices. It considers how well students are prepared for work and the nature of this vocational preparation. Design/methodology/approach: The paper is based on an empirical study using a qualitative, case study…

  13. Importance of Plein-Air Practice in Professional Art Education

    Science.gov (United States)

    Shokorova, Larisa Vladimirovna; Grechneva, Natalia Vladislavovna; Bochkovskay, Vera Igorevna

    2016-01-01

    The article discusses the role and importance of plein-air practice in vocational training of art specialties' students. It analyzes the historical aspect of plein-air drawing in nature origin. It identifies psychophysiological characteristics of visual perception in fine and decorative art. It characterizes methods of artistic perception of…

  14. Longing for a Better World: Hope in Professional Practices

    Science.gov (United States)

    Erwich, René; van der Stoep, Jan

    2017-01-01

    Christians are called to be a witness to the coming of the Kingdom of God and to cultivate practices in which peace and justice may flourish. In order to serve God in their daily work, Christians are faced with situations that cause both hope and despair. In this article, we explore what the concept of hope means for the education of Christian…

  15. [Competencies and professional profile of the advanced practice nurse].

    Science.gov (United States)

    del Barrio-Linares, M

    2014-01-01

    The advanced practice nurse can foster the development of innovative approaches in the design of patient, families and community care. This study has aimed to explain the importance of the advanced practice nurse, especially that of the clinical nurse specialist (CNS), within the care setting and to go deeper into the knowledge of this nursing profile. A review of the literature. The following databases were used: CINAHL, PubMed and Medline. Search terms were 'clinical nurse specialist,' 'implementation,' and 'advanced practice nursing.' The sample included 24 publications. A synthesis of the findings generated a summary of the competencies of CNS and their definitions, with some examples in their daily practice and the outcome on its 3 spheres of influences: patients and families, staff and organization. CNS emerges in the health systems in order to improve the outcomes in the patients, staff and the organization per se because of its competence as an agent of change and transformational leader National policies and national strategies are needed to implement CNS on the Master's level in the Spanish National Health System given the evidence-based improvement in the care standards. Copyright © 2012 Elsevier España, S.L. y SEEIUC. All rights reserved.

  16. The role of a practice model in professional education: The case of nursing

    DEFF Research Database (Denmark)

    Sievert, Anne; Chaiklin, Seth

    of the professional practice for which students are being prepared. Without such a model, how will teachers be able to show the connections between specific topics and the practice in general, and how will students be able to relate specific topics? In our case, we focus on nursing as the professional practice...... for understanding nursing practice, and give a tool for both teachers and nursing students to relate specific topics in the nursing education to the practice of nursing. We conclude with some illustrations of how this model can be used in teaching specific topics within the nursing education....... attempt to formulate such a general model for nursing practice. As part of his work on developing a general approach for subject-matter teaching for schoolchildren, Vasili Davydov elaborated the importance of using models as a way of developing theoretical thinking (i.e., understanding the general...

  17. Toward a typology of health-related informal credit: an exploration of borrowing practices for paying for health care by the poor in Cambodia

    Directory of Open Access Journals (Sweden)

    Ir Por

    2012-11-01

    Full Text Available Abstract Background Borrowing money is a common strategy to cope with health care costs. The impact of borrowing on households can be severe, leading to indebtedness and further impoverishment. However, the available literature on borrowing practices for health is limited. We explore borrowing practices for paying for health care by the poor in Cambodia and provide a typology, associated conditions, and the extent of the phenomenon. Methods In addition to a semi-structured literature review, in-depth interviews were conducted with representatives of 47 households with health-related debt and 19 managers of formal or informal credit schemes. Results A large proportion of Cambodians, especially the poor, resort to borrowing to meet the cost of health care. Because of limited cash flow and access to formal creditors, the majority take out loans with high interest rates from informal money lenders. The most common type of informal credit is locally known as Changkar and consists of five kinds of loans: short-term loans, medium-term loans, seasonal loans, loans for an unspecified period, and loans with repayment in labour, each with different lending and repayment conditions and interest rates. Conclusion This study suggests the importance of informal credit for coping with the cost of treatment and its potentially negative impact on the livelihood of Cambodian people. We provide directions for further studies on financial protection interventions to mitigate harmful borrowing practices to pay for health care in Cambodia.

  18. Change and obduracy in university teaching practices: tracing agency in professional development

    Directory of Open Access Journals (Sweden)

    John Hannon

    2016-06-01

    Full Text Available Research into effectiveness of teaching practices and professional development invites questions of teaching and learning change: how it takes effect and is accounted for, and where its agency is claimed and contested across a range of institutional, disciplinary and pedagogical actors. This article investigates change in teaching practices and professional development through the notion of obduracy (Law, 2003: ordered arrangements that persist in the background and surface in a process of change. In focussing on practice as the object of inquiry, this study is part of a shift away from the study of professional learning drawing on individualist, cognitive traditions towards practice-oriented understandings of change and agency as an effect of social and material arrangements. The setting for this study of teaching practice is two disciplinary academic collectives, or workgroups, in one Australian university. Rather than approaching change as a human-centred and intentional process, the method of sociomaterial tracing was applied to teaching practice undergoing an institutional change process. The study highlights the process in which change is assembled, resisted or accomplished through heterogeneous networks of curriculum, discourses, technologies, and policies. Teaching and learning change, it is argued, involves recognising how obduracy is embedded in distinct networks across the university. The contribution of this study is to draw attention to the agentic role of materials and spaces in the negotiation and stabilisation of teaching practices and in approaches to professional development.

  19. Towards a comprehensive model of scientific research and professional practice in psychology

    Directory of Open Access Journals (Sweden)

    Jerzy Marian Brzeziński

    2016-03-01

    Full Text Available In this article I present a model of associations between two social domains: the scientific research domain (here psychology and the professional practice domain. In the former case, its quality is determined by social and individual methodological awareness (MA. I introduce my own definition of MA. What determines the validity and usefulness of practical actions undertaken by professionals (e.g., assessment, therapy in the practice domain is the accurately constructed empirical theory high in descriptive power, explanatory power and predictive power. I propose a model (my own conceptualization in which I analyze information flow between the domains of scientific research (psychology as a science and professional practice (psychology as a profession. In the subsequent and final part I discuss my own model which links theory and practice: Scientific Research and Professional Practice in Psychology (SRPPP. The article ends with a presentation of three contexts in which the interrelationship between theory and practice is immersed: the ethical, psychological and cultural contexts.

  20. The influence of empowerment, authentic leadership, and professional practice environments on nurses' perceived interprofessional collaboration.

    Science.gov (United States)

    Regan, Sandra; Laschinger, Heather K S; Wong, Carol A

    2016-01-01

    The aim of this study was to examine the influence of structural empowerment, authentic leadership and professional nursing practice environments on experienced nurses' perceptions of interprofessional collaboration. Enhanced interprofessional collaboration (IPC) is seen as one means of transforming the health-care system and addressing concerns about shortages of health-care workers. Organizational supports and resources are suggested as key to promoting IPC. A predictive non-experimental design was used to test the effects of structural empowerment, authentic leadership and professional nursing practice environments on perceived interprofessional collaboration. A random sample of experienced registered nurses (n = 220) in Ontario, Canada completed a mailed questionnaire. Hierarchical multiple regression analysis was used. Higher perceived structural empowerment, authentic leadership, and professional practice environments explained 45% of the variance in perceived IPC (Adj. R² = 0.452, F = 59.40, P < 0.001). Results suggest that structural empowerment, authentic leadership and a professional nursing practice environment may enhance IPC. Nurse leaders who ensure access to resources such as knowledge of IPC, embody authenticity and build trust among nurses, and support the presence of a professional nursing practice environment can contribute to enhanced IPC. © 2015 John Wiley & Sons Ltd.

  1. Law, Professional Practice, and Professional Organizations: Where Do We Go From Here?

    Science.gov (United States)

    Bennett, Virginia C.; Bardon, Jack I.

    1975-01-01

    The ethical dilemmas presented to the practicing school psychologist by the plethora of laws that dictate procedures, policies, and instrumentation are discussed. Coordination of efforts among various groups and development of political expertise is urged as a way to approach issues of concern to both psychologists and their clients. (Author)

  2. Factors affecting professional ethics in nursing practice in Iran: a qualitative study.

    Science.gov (United States)

    Dehghani, Ali; Mosalanejad, Leili; Dehghan-Nayeri, Nahid

    2015-09-09

    Professional ethics refers to the use of logical and consistent communication, knowledge, clinical skills, emotions and values in nursing practice. This study aimed to explore and describe factors that affect professional ethics in nursing practice in Iran. This qualitative study was conducted using conventional content analysis approach. Thirty nurses with at least 5 years of experience participated in the study; they were selected using purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. After encoding and classifying the data, five major categories were identified: individual character and responsibility, communication challenges, organizational preconditions, support systems, educational and cultural development. Awareness of professional ethics and its contributing factors could help nurses and healthcare professionals provide better services for patients. At the same time, such understanding would be valuable for educational administrators for effective planning and management.

  3. THE PRACTICE OF SELF-CARE BY TEACHING PROFESSIONAL NURSE

    Directory of Open Access Journals (Sweden)

    Mara Cristina Bicudo de Souza

    2014-05-01

    Full Text Available Introduction: Self-care is a process cognitive, affective and behavioral in which the individual takes responsibility for his own life, conquering integrity in relationships with themselves and the world in which it is inserted. The nurse is teaching who prepares specifically the nurse who, among other duties, is responsible for the care in health care. However it is important to safeguard your health, take care of yourself and then you can take care of the next expressively. Objective: To identify how teachers professional nursing care for their health. Method: This was a qualitative-descriptive research technique used as the focus group was held in an undergraduate degree in nursing from an institution of Vale do Paraíba Paulista, with nurses teachers who teach in vocational education. Data collection was conducted between July and August 2011. Results: Application of focus group technique enabled the development of a process in which the understanding of participants' experiences, their own point of view and feelings of each, thinking collectively about a topic of daily facilitated group discussion and observation controversies. And yet, the development of central ideas found in the reports and direct observation involved. Final considerations: The reports and observations with the group led to perceive the involvement of teachers nurses regarding care of their families. Self-care corresponds to the physical and spiritual.

  4. Toward human resource management in inter-professional health practice: linking organizational culture, group identity and individual autonomy.

    Science.gov (United States)

    Tataw, David

    2012-01-01

    The literature on team and inter-professional care practice describes numerous barriers to the institutionalization of inter-professional healthcare. Responses to slow institutionalization of inter-professional healthcare practice have failed to describe change variables and to identify change agents relevant to inter-professional healthcare practice. The purpose of this paper is to (1) describe individual and organizational level barriers to collaborative practice in healthcare; (2) identify change variables relevant to the institutionalization of inter-professional practice at individual and organizational levels of analysis; and (3) identify human resource professionals as change agents and describe how the strategic use of the human resource function could transform individual and organizational level change variables and therefore facilitate the healthcare system's shift toward inter-professional practice. A proposed program of institutionalization includes the following components: a strategic plan to align human resource functions with organizational level inter-professional healthcare strategies, activities to enhance professional competencies and the organizational position of human resource personnel, activities to integrate inter-professional healthcare practices into the daily routines of institutional and individual providers, activities to stand up health provider champions as permanent leaders of inter-professional teams with human resource professionals as consultants and activities to bring all key players to the table including health providers. Copyright © 2012 John Wiley & Sons, Ltd.

  5. Knowledge, Attitude and Practice of Adverse Drug Reactions Reporting Among Healthcare Professionals

    OpenAIRE

    Siddeshwara M.G.; Jeevangi Santoshkumar; Vardhamane S. H.

    2016-01-01

    Objectives:  This study was conducted to evaluate knowledge, attitude and practice of Adverse Drug Reactions (ADR) reporting among Healthcare Professionals.Methods: A cross-sectional study was done by survey using questionnaire. Questionnaire was distributed to 260 healthcare professionals working at M.R. Medical College and S Nijalingappa Institute of Dental Sciences, Kalaburagi, India.Results: Out 260 people 221 provided the response, giving a response rate of 85%. Among respondents 69.68% ...

  6. Information Systems Success Awareness for Professional Long Tail Communities of Practice

    OpenAIRE

    Renzel, Dominik

    2016-01-01

    Facilitated by modern networked ICT, people around the world organize in self-sustaining communities of practice (CoP) across professional domains and organizational boundaries. Communities thereby pursue the main goal to learn how to do better. With today’s trend for mass individualization, we find a vast number and diversity of small professional niche communities in the long tail, apart from few large communities in the mainstream of the Web. As prerequisite for sustained success, communit...

  7. Health visiting and refugee families: issues in professional practice.

    Science.gov (United States)

    Drennan, Vari M; Joseph, Judy

    2005-01-01

    This paper reports on the perceptions of experienced health visitors working with refugee families in Inner London. Women who are refugees and asylum seekers in the United Kingdom are more likely to experience depression than either non-refugee women or male asylum seekers. Health visitors provide a universal public health service to all women on the birth of a child, or with children aged under five, and as such are well placed to identify emotional and mental health problems of women who are refugees. Despite successive waves of refugees to the United Kingdom in the 20th century, there are no empirical studies of health visiting practice with this vulnerable group. There is also no body of evidence to inform the practice of health visitors new to working with asylum seekers and refugees. An exploratory study was undertaken in Inner London in 2001. Semi-structured interviews were conducted with a purposive sample of 13 health visitors experienced in working with women and families who are refugees. A range of structural challenges was identified that mediated against the development of a health-promoting relationship between health visitors and refugee women. With refugee families, who were living in temporary accommodation, health visitors were prioritizing basic needs that had to be addressed: in addition, they prioritized the needs of children before those of women. Health visitors were aware of the emotional needs of women and had strategies for addressing these with women in more settled circumstances. Health visitors considered themselves ill-prepared to deal with the complexities of working with women in these situations. This study identifies issues for further exploration, not least from the perspective of refugee women receiving health visiting services. Health visitors in countries receiving refugee women are framing their work with these women in ways that reflect Maslow's theory of a hierarchy of needs. This study suggests ways that public health

  8. Hearing and hearing conservation practices among Australia's professional orchestral musicians.

    Science.gov (United States)

    O'Brien, Ian; Ackermann, Bronwen J; Driscoll, Tim

    2014-01-01

    Orchestral musicians are an at-risk population for noise-induced hearing loss. Following strategic approaches to mitigate exposure, many must use earplugs to safeguard their hearing, although reported usage rates are poor. Australia has progressive hearing conservation programs within many of its orchestras, yet little is known of earplug usage rates, abilities with earplugs or self-perceived hearing loss in this population. To help direct and inform future approaches to hearing conservation in Australia's orchestras a questionnaire assessing hearing conservation behaviors and the prevalence of self-perceived hearing loss was distributed. A total of 580 musicians across eight professional orchestras were surveyed, with 367 completed surveys (63%) returned. Eighty percent of respondents reported a risk of hearing damage in the orchestra, 64% used earplugs of some type at least some of the time and 83% found this use difficult/impossible. Forty-three percent reported a hearing loss, including 54% in pit orchestras and 46% of those ≤50 years of age. Brass players were least likely to use earplugs, most likely to report usage difficulties and most likely of those ≤50 years of age to report a hearing loss. While earplug usage rates in Australia are encouraging and may be linked to hearing conservation measures in the orchestras, the widespread difficulty reported with the use of these earplugs, the prevalence of self-reported hearing loss and the continued vulnerability of those most at-risk indicate improvements in both earplug design and further education for musicians are required to progress hearing conservation options for this population.

  9. The preparation of technologically literate graduates for professional practice.

    Science.gov (United States)

    Bembridge, Elizabeth; Levett-Jones, Tracy; Jeong, Sarah Yeun-Sim

    2010-01-01

    The impact of information and communication technology has been felt globally and the healthcare sector is not immune to the changes brought about by the introduction of new technologies. In contemporary clinical practice environments, information and communication technology skills are advantageous, not only to nurses, but also to the patients for whom they care. There is good evidence that these skills, appropriately utilised, can have a significant impact on patient outcomes. This scholarly paper presents the background to a project that explores graduate nurses' experiences of using information and communication technology in clinical contexts. A broad historical overview of the implementation of information and communication technology in higher education and healthcare in Australia is provided before discussing the extent to which the technology skills learnt at university are relevant or transferable to contemporary practice environments. The current levels and use of information and communication technology among new graduate nurses, the apparent dichotomy between technological versus humanised healthcare, and the need for national information and communication technology competency standards are discussed.

  10. Practical management of chemicals and hazardous wastes: An environmental and safety professional`s guide

    Energy Technology Data Exchange (ETDEWEB)

    Kuhre, W.L.

    1995-08-01

    This book was written to help the environmental and safety student learn about the field and to help the working professional manage hazardous material and waste issues. For example, one issue that will impact virtually all of these people mentioned is the upcoming environmental standardization movement. The International Standards Organization (ISO) is in the process of adding comprehensive environmental and hazardous waste management systems to their future certification requirements. Most industries worldwide will be working hard to achieve this new level of environmental management. This book presents many of the systems needed to receive certification. In order to properly manage hazardous waste, it is important to consider the entire life cycle, including when the waste was a useful chemical or hazardous material. Waste minimization is built upon this concept. Understanding the entire life cycle is also important in terms of liability, since many regulations hold generators responsible from cradle to grave. This book takes the life-cycle concept even further, in order to provide additional insight. The discussion starts with the conception of the chemical and traces its evolution into a waste and even past disposal. At this point the story continues into the afterlife, where responsibility still remains.

  11. E-learning to Improve Healthcare Professionals' Attitudes and Practices on Breastfeeding.

    Science.gov (United States)

    Colaceci, Sofia; Giusti, Angela; Chapin, Elise M; Bettinelli, Maria Enrica; De Angelis, Alessia; Zambri, Francesca; Vellone, Ercole; Alvaro, Rosaria; De Mei, Barbara

    2017-12-01

    Breastfeeding training has a crucial role in increasing healthcare professionals' attitudes and in improving professional support for breastfeeding. The collaboration between the Italian National Institute of Health, UNICEF, and the Local Health Authority of Milan has led to the development of an online course on lactation and infant feeding practices. To assess if the course was effective in improving healthcare professionals' attitudes and practices (APs). We conducted a prestudy-poststudy, comparing users' APs before (T0) and after (T1) the course through a 20-item questionnaire. Changes in APs were analyzed using paired t-test. Lower mean differences indicated more positive attitudes and more frequent professional practices favoring breastfeeding. Statistical analysis was carried out using SPSS version 15.0. The course had 26,009 registrants and was successfully completed by 91.3% of users. The dropout rate was 8.7%. The final cohort was composed of 15,004 participants. The course improved attitudes, while minor changes were observed on practices (p e-learning approach seems to be a useful tool for improving awareness and positive attitudes toward breastfeeding among healthcare professionals.

  12. Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy.

    Directory of Open Access Journals (Sweden)

    Lawrence Ingvarson

    2005-01-01

    Full Text Available This report examines effects of structural and process features of professional development programs on teachers' knowledge, practice and efficacy. It is based on four recent (2002-2003 studies undertaken through the Australian Government Quality Teacher Programme, designed to enhance teacher quality. The total data set for the survey study includes 3,250 teachers who had participated in eighty individual professional development1 activities within these studies. Teachers were surveyed at least three months after participating in an activity, which provided them with the opportunity to gauge the impact of programs on their practice. To investigate factors affecting impact, a theoretical model was developed based on recent research into the characteristics of effective professional development and tested using blockwise regression analysis. The model included contextual factors (e.g., school support, structural features of programs (e.g. ,length, process features (e.g., emphasis on content; active learning; examination of student work; feedback; follow-up, a mediating variable (level of professional community generated, and four outcome measures (knowledge; practice; student learning and efficacy. Consistent significant direct effects were found across the four studies for the impact of content focus, active learning, and follow-up on knowledge and professional community. Feedback was rarely incorporated into program design. Impact on efficacy was strongly related to the perceived impact of activities on teachers' practice and student learning outcomes.

  13. An Australian investigation of emotional work, emotional well-being and professional practice: an emancipatory inquiry.

    Science.gov (United States)

    Rose, Jayln; Glass, Nel

    2010-05-01

    This study set out to explore the relationship between emotional work, emotional well-being and professional practice of generalist community health nurses who provided palliative care to clients living at home. Research suggests that palliative care practice is emotionally demanding and at times challenging. Whilst nurses find their palliative practice a source of job satisfaction the associated stresses can impact on nurses emotional well-being. A qualitative emancipatory methodology informed this study. Semi-structured interviews/storytelling and reflective journaling were the two methods applied. Sixteen community health nurses including the researcher participated. Thematic analysis of the data was undertaken. The concept of emotional well-being is associated with nurses' feelings of being balanced or out of balance. There is a pervasive interconnectedness between emotional work, emotional well-being and professional practice that is influenced by factors such as organisational and workplace issues; communication with health professionals, professional boundaries; education and professional development. Three major interwoven themes emerged highlighting that palliative care provision was demanding and rewarding, yet dependent on the nurse's comfortability within practice. Self-care is also important to the generalist nurses and strategies to enhance well-being include healthy lifestyle choices, debriefing, self-validation, assertiveness and emotional support. Emotional well-being is complex and multifaceted. The value of emotional well-being to professional practice is important. Palliative care provision is associated with demands, rewards and comfortability. It is essential that attention be given to the experiences of generalist community health nurses who engage in palliative care provision. As the demand for community palliative care increases, the issues that limit and enhance the emotional well-being of generalist palliative care nurses' become critical

  14. Current Practices in Assessing Professionalism in United States and Canadian Allopathic Medical Students and Residents

    Science.gov (United States)

    Nittur, Nandini

    2017-01-01

    Professionalism is a critically important competency that must be evaluated in medical trainees but is a complex construct that is hard to assess. A systematic review was undertaken to give insight into the current best practices for assessment of professionalism in medical trainees and to identify new research priorities in the field. A search was conducted on PubMed for behavioral assessments of medical students and residents among the United States and Canadian allopathic schools in the last 15 years. An initial search yielded 594 results, 28 of which met our inclusion criteria. Our analysis indicated that there are robust generic definitions of the major attributes of medical professionalism. The most commonly used assessment tools are survey instruments that use Likert scales tied to attributes of professionalism. While significant progress has been made in this field in recent years, several opportunities for system-wide improvement were identified that require further research. These include a paucity of information about assessment reliability, the need for rater training, a need to better define competency in professionalism according to learner level (preclinical, clerkship, resident etc.) and ways to remediate lapses in professionalism. Student acceptance of assessment of professionalism may be increased if assessment tools are shifted to better incorporate feedback. Tackling the impact of the hidden curriculum in which students may observe lapses in professionalism by faculty and other health care providers is another priority for further study. PMID:28652951

  15. Association of health professional leadership behaviors on health promotion practice beliefs.

    Science.gov (United States)

    Stone, Jacqueline D; Belcher, Harolyn M E; Attoh, Prince; D'Abundo, Michelle; Gong, Tao

    2017-04-01

    Leadership is a process by which an individual influences a group or individual to achieve a common goal, in this case health promotion for individuals with disabilities. (1) To examine the association between the transformational leadership behaviors of the Association of University Centers on Disabilities (AUCD) network professionals and their practice beliefs about health promotion activities, specifically cardiovascular fitness and healthy weight, for people with disabilities. (2) To determine if discipline and/or years of practice moderate the association between transformational leadership behaviors and practice beliefs regarding health promotion. There is a positive association between transformational leadership behaviors and health professionals practice beliefs regarding health promotion activities for persons with disabilities. A quantitative cross-sectional web-based survey design was used to determine the association between leadership behaviors and practices beliefs regarding health promotion for people with disabilities. The Multifactor Leadership Questionnaire and an adapted version of the Role of Health Promotion in Physical Therapy Survey were used to measure leadership and practice beliefs, respectively. Multiple regression analysis was applied to determine the association of leadership behaviors with health promotion practice beliefs variables. Transformational leadership behaviors of the AUCD network professionals were positively associated with health promotion practice beliefs about cardiovascular fitness for people with disabilities. Years post licensure and discipline did not moderate the association between transformational leadership and practice beliefs regarding health promotion. Transformational leadership may facilitate health professionals' health promotion practices for people with disabilities. Further research and training in leadership is needed. Copyright © 2017 Elsevier Inc. All rights reserved.

  16. Effective Practices of Financial Education for College Students: Students' Perceptions of Credit Card Use and Financial Responsibility

    Science.gov (United States)

    Anderson, Carla; Card, Karen

    2015-01-01

    The purpose of this quasi-experimental nonequivalent control group study was to determine the influence that a financial education intervention administered in First Year Experience courses had on students' perceptions of their financial behavior such as compulsive spending and credit card use. This study utilized the five-point Likert-type…

  17. Different understandings of the relationship between teacher education and professional practice

    DEFF Research Database (Denmark)

    Frederiksen, Lisbeth Angela Lunde; Lund, Jens Hansen; Beck, Mette Holdsendorf

    2016-01-01

    In the Center for Didactic Methods and Approaches, VIA University College, we have developed a didactic model of reflection for teachers and managers with the purpose of reflecting on education, teaching, and explaining the educators’ educational paradigms. During the work, we found different...... understandings of the relationship between teacher education and professional practice. We found that this relationship may impact how a teacher or manager actually practices the profession of education, including the methods teachers employ to teach, the methods the student teachers employ to teach......, and on the education totality. We also found that a lack of explanation of the educational paradigms to which teachers adhere may influence students’ optimal professional development....

  18. Decision in the pedagogical professional practice and the abduction’s function

    Directory of Open Access Journals (Sweden)

    Franco Blezza

    2014-01-01

    Full Text Available The aim of this short contribution is to present a summary of the decision problem within the profession of the pedagogist, and the fundamental role of the abduction  (’απαγωγή, retroduction process in its proper context, in professional practice of the pedagogist, as in all professional practice involving the social and professional pedagogy. Pedagogy is a field for reflection, application and commitment or engagement to education. Moreover, pedagogy is establishing itself as a profession, the profession of the pedagogist (not of the educator, who is a different figure, in the socio-health, intellectual, cultural and aid profession field, even in spite of heavy delays and failures of the Italian laws and the resistance of professional groups related but already recognized both by law and by society. The so-called “pedagogical interlocution” is a paradigmatic form of the professional pedagogical practice. Decision in professional pedagogy, properly speaking, must be reached by the interlocutor(s, who must debate and develop it, with the aid of the professional pedagogist. Abduction is not a valid syllogism: it concerns a possible example of a general case or of a rule, whose the actual pertinence to this general case or this rule is mediated by the professional or expert assumptions. The professional approach of the pedagogist, from methodological point of view, is casuistic (case based and situational as a form of aid given to the person, alternative and other than to the statistical-operational methodology that addresses rather to populations composed of individuals. Cases of general interest in professional pedagogy can be labeled as “casuistries” or “case study” categories. A good collection of casuistries - case study categories is provided by Erich Fromm, concerning the problems of family education; and by Viktor E. Frankl in his search for sense, Lebenssinn or λόγος. A further range of examples of categories

  19. Sustainability of professionals' adherence to clinical practice guidelines in medical care: a systematic review.

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    Ament, Stephanie M C; de Groot, Jeanny J A; Maessen, José M C; Dirksen, Carmen D; van der Weijden, Trudy; Kleijnen, Jos

    2015-12-29

    To evaluate (1) the state of the art in sustainability research and (2) the outcomes of professionals' adherence to guideline recommendations in medical practice. Systematic review. Searches were conducted until August 2015 in MEDLINE, CINAHL, EMBASE, Cochrane Central Register of Controlled Trials (CENTRAL) and the Guidelines International Network (GIN) library. A snowball strategy, in which reference sections of other reviews and of included papers were searched, was used to identify additional papers. Studies needed to be focused on sustainability and on professionals' adherence to clinical practice guidelines in medical care. Studies had to include at least 2 measurements: 1 before (PRE) or immediately after implementation (EARLY POST) and 1 measurement longer than 1 year after active implementation (LATE POST). The search retrieved 4219 items, of which 14 studies met the inclusion criteria, involving 18 sustainability evaluations. The mean timeframe between the end of active implementation and the sustainability evaluation was 2.6 years (minimum 1.5-maximum 7.0). The studies were heterogeneous with respect to their methodology. Sustainability was considered to be successful if performance in terms of professionals' adherence was fully maintained in the late postimplementation phase. Long-term sustainability of professionals' adherence was reported in 7 out of 18 evaluations, adherence was not sustained in 6 evaluations, 4 evaluations showed mixed sustainability results and in 1 evaluation it was unclear whether the professional adherence was sustained. (2) Professionals' adherence to a clinical practice guideline in medical care decreased after more than 1 year after implementation in about half of the cases. (1) Owing to the limited number of studies, the absence of a uniform definition, the high risk of bias, and the mixed results of studies, no firm conclusion about the sustainability of professionals' adherence to guidelines in medical practice can be drawn

  20. Grounding formative assessment in high-school chemistry classrooms: Connections between professional development and teacher practice

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    Cisterna Alburquerque, Dante Igor

    This study describes and analyzes the experiences of two high-school chemistry teachers who participated in a team-based professional development program to learn about and enact formative assessment in their classrooms. The overall purpose of this study is to explain how participation in this professional development influenced both teachers' classroom enactment of formative assessment practices. This study focuses on 1) teachers' participation in the professional development program, 2) teachers' enactment of formative assessment, and 3) factors that enabled or hindered enactment of formative assessment. Drawing on cultural-historical activity theory (CHAT) and using evidence from teacher lessons, teacher interviews, professional development meetings as data sources, this single embedded case study analyzes how these two teachers who participated in the same learning team and have similar characteristics (i.e., teaching in the same school, teaching the same courses and population of students, and using the same materials) differentially used the professional development learning about formative assessment as mediating tools to improve their classroom instruction. The learning team experience contributed to both teachers' development of a better understanding of formative assessment---especially in recognizing that their current grading and assessment practices were not appropriate to promote student learning---and the co-creation of artifacts to gather evidence of students' ideas. Although both teachers demonstrated understanding about how formative assessment may serve to promote student learning and had a set of tools available to utilize for formative assessment use, they did not enact these tools in the same way. One teacher appropriated formative assessment as mediating tool to verify if the students were following her explanations, and to check if the students were able to provide the correct response. The other teacher used the mediating tool to promote

  1. Computer-generated reminders delivered on paper to healthcare professionals; effects on professional practice and health care outcomes.

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    Arditi, Chantal; Rège-Walther, Myriam; Wyatt, Jeremy C; Durieux, Pierre; Burnand, Bernard

    2012-12-12

    Clinical practice does not always reflect best practice and evidence, partly because of unconscious acts of omission, information overload, or inaccessible information. Reminders may help clinicians overcome these problems by prompting the doctor to recall information that they already know or would be expected to know and by providing information or guidance in a more accessible and relevant format, at a particularly appropriate time. To evaluate the effects of reminders automatically generated through a computerized system and delivered on paper to healthcare professionals on processes of care (related to healthcare professionals' practice) and outcomes of care (related to patients' health condition). For this update the EPOC Trials Search Co-ordinator searched the following databases between June 11-19, 2012: The Cochrane Central Register of Controlled Trials (CENTRAL) and Cochrane Library (Economics, Methods, and Health Technology Assessment sections), Issue 6, 2012; MEDLINE, OVID (1946- ), Daily Update, and In-process; EMBASE, Ovid (1947- ); CINAHL, EbscoHost (1980- ); EPOC Specialised Register, Reference Manager, and INSPEC, Engineering Village. The authors reviewed reference lists of related reviews and studies.  We included individual or cluster-randomized controlled trials (RCTs) and non-randomized controlled trials (NRCTs) that evaluated the impact of computer-generated reminders delivered on paper to healthcare professionals on processes and/or outcomes of care. Review authors working in pairs independently screened studies for eligibility and abstracted data. We contacted authors to obtain important missing information for studies that were published within the last 10 years. For each study, we extracted the primary outcome when it was defined or calculated the median effect size across all reported outcomes. We then calculated the median absolute improvement and interquartile range (IQR) in process adherence across included studies using the primary

  2. Practice nurses' workload, career intentions and the impact of professional isolation: A cross-sectional survey

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    Watt Graham CM

    2010-01-01

    Full Text Available Abstract Background Practice nurses have a key role within UK general practice, especially since the 2004 GMS contract. This study aimed to describe that role, identify how professionally supported they felt and their career intentions. An additional aim was to explore whether they felt isolated and identify contributory factors. Methods A cross-sectional questionnaire survey in one large urban Scottish Health Board, targeted all practice nurses (n = 329. Domains included demographics, workload, training and professional support. Following univariate descriptive statistics, associations between categorical variables were tested using the chi-square test or chi-square test for trend; associations between dichotomous variables were tested using Fisher's Exact test. Variables significantly associated with isolation were entered into a binary logistic regression model using backwards elimination. Results There were 200 responses (61.0% response rate. Most respondents were aged 40 or over and were practice nurses for a median of 10 years. Commonest clinical activities were coronary heart disease management, cervical cytology, diabetes and the management of chronic obstructive pulmonary disease. Although most had a Personal Development Plan and a recent appraisal, 103 (52.3% felt isolated at least sometimes; 30 (15.5% intended leaving practice nursing within 5 years. Isolated nurses worked in practices with smaller list sizes (p = 0.024 and nursing teams (p = 0.003; were less likely to have someone they could discuss a clinical/professional (p = 0.002 or personal (p Conclusions A significant proportion of practice nurses reported feeling isolated, at least some of the time. They were more likely to be in small practices and more likely to be considering leaving practice nursing. Factors contributing to their isolation were generally located within the practice environment. Providing support to these nurses within their practice setting may help

  3. Nursing professional practice environments: setting the stage for constructive conflict resolution and work effectiveness.

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    Siu, Heidi; Spence Laschinger, Heather K; Finegan, Joan

    2008-05-01

    The aim of this study was to examine the impact of nurses' perceived professional practice environment on their quality of nursing conflict management approaches and ultimately their perceptions of unit effectiveness from the perspective of Deutsch's theory of constructive conflict management. Rising reports of hostility and conflict among Canadian nurses are a concern to nurses' health and the viability of effective patient care delivery. However, research on the situational factors that influence nurses' ability to apply effective conflict resolution skills that lead to positive results in practice is limited. A nonexperimental, predictive design was used in a sample of 678 registered nurses working in community hospitals within a large metropolitan area in Ontario. The results supported a modified version of the hypothesized model [chi2(1) = 16.25, Goodness of Fit = 0.99, Comparative Fit Index = 0.98, Root-Mean-Square Error of Approximation = 0.15] linking professional practice environment and core self-evaluation to nurses' conflict management and, ultimately, unit effectiveness. Professional practice environment, conflict management, and core-self evaluation explained approximately 46.6% of the variance in unit effectiveness. Positive professional practice environments and high core self-evaluations predicted nurses' constructive conflict management and, in turn, greater unit effectiveness.

  4. What are the professional development and mentorship needs of advanced practice nurses?

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    Doerksen, Kathy

    2010-01-01

    This study investigated the professional development and mentorship needs of an existing group of advanced practice nurses. A prospective mixed-methods design included a survey followed by focus groups. The Strong Model (M. H. Ackerman, L. Norsen, B. Martin, J. Wiedrich, and H. Kitzman, 1996) recently provided a framework for the survey and discussions. It consists of five domains of practice: direct comprehensive care, education, research, support of systems, and publication and professional leadership. Fourteen advanced practice nurses participated, representing a variety of clinical areas in the clinical nurse specialist and nurse practitioner roles. Results demonstrate that advanced practice nurses identify various professional development and mentorship needs in all aspects of their roles. Although research was identified as a need that develops over time, it was consistently regarded as a primary focus for development and required mentorship. Respondents offered specific examples and the positions or roles that would be helpful in meeting their professional development and mentorship needs. Main themes that arose from the focus group were formal versus informal needs, needs change over time, and intellectual, administrative, and financial support. The advanced practice nurses' willingness to contribute to a mentorship program was explored.

  5. STEM professional volunteers in K-12 competition programs: Educator practices and impact on pedagogy

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    Zintgraff, Alfred Clifton

    This mixed methods dissertation study explored how secondary school educators in specific K-12 competition programs recruited and deployed STEM professional volunteers. The study explored which practices were viewed as most important, and how practices related to constructivist pedagogy, all from the viewpoint of educators. The non-positivist approach sought new knowledge without pursuing generalized results. Review of the literature uncovered extensive anecdotal information about current practices, and suggested that large investments are made in engaging volunteers. One National Science Foundation-sponsored study was identified, and its recommendations for a sustained research agenda were advanced. Three study phases were performed, one to explore practices and operationalize definitions, a second to rate practice's importance and their relation to pedagogy, and a third to seek explanations. Educators preferred recruiting local, meaning recruiting parents and former students, versus from industry or other employers. Most educators preferred volunteers with mentoring skills, and placing them in direct contact with students, versus deploying volunteers to help with behind-the-scenes tasks supporting the educator. Relationships were identified between the highest-rated practices and constructivism in programs. In STEM professional volunteers, educators see affordances, in the same way a classroom tool opens affordances. A model is proposed which shows educators considering practicality, pedagogy, knowledge and skills, and rapport when accessing the affordances opened by STEM professional volunteers. Benefits are maximized when programs align with strong industry clusters in the community.

  6. Developing critical reflection for professional practice through problem-based learning.

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    Williams, B

    2001-04-01

    To explore the influence of current learning traditions in nursing on the development of reflection and critical reflection as professional practice skills and to offer suggestions for nursing education that will specifically facilitate the development of critical reflection. ORGANIZATIONAL CONSTRUCTS: Mezirow's transformative learning theory, Barrows conceptualization of problem-based learning (PBL). Integrative literature review of published literature related to nursing, health science education and professional education from 1983-2000. Professional education scholars concur that specialized knowledge is clearly essential for professional practice, however, they also suggest that self-consciousness (reflection) and continual self-critique (critical reflection) are crucial to continued competence. While strategies to facilitate reflection have been outlined in the literature, specific strategies to facilitate the development of critical reflection and implications for nursing education are much less clear. Advocates of reflective and critically reflective practice suggest that the development of these abilities should be inextricably linked to professional development and can be developed through active repeated guided practice. In health care, PBL based on constructivism, has been identified as one way to facilitate the development of these skills. Nursing learners exposed to PBL develop the ability to be reflective and critically reflective in their learning and acquire the knowledge and skill within the discipline of nursing by encountering key professional practice situations as the stimulus and focus of their classroom learning. The learners' ability to be both reflective and critically reflective in their learning is developed by critical questioning of the faculty tutor during situational analysis, learning need determination, application of knowledge, critique of resources and personal problem-solving processes, and summarization of what was learned.

  7. Tensions in learning professional identities - nursing students' narratives and participation in practical skills during their clinical practice: an ethnographic study.

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    Ewertsson, Mona; Bagga-Gupta, Sangeeta; Allvin, Renée; Blomberg, Karin

    2017-01-01

    Clinical practice is a pivotal part of nursing education. It provides students with the opportunity to put the knowledge and skills they have acquired from lectures into practice with real patients, under the guidance of registered nurses. Clinical experience is also essential for shaping the nursing students' identity as future professional nurses. There is a lack of knowledge and understanding of the ways in which students learn practical skills and apply knowledge within and across different contexts, i.e. how they apply clinical skills, learnt in the laboratory in university settings, in the clinical setting. The aim of this study was therefore to explore how nursing students describe, and use, their prior experiences related to practical skills during their clinical practice. An ethnographic case study design was used. Fieldwork included participant observations (82 h), informal conversations, and interviews (n = 7) that were conducted during nursing students' (n = 17) clinical practice at an emergency department at a university hospital in Sweden. The overarching theme identified was "Learning about professional identities with respect to situated power". This encompasses tensions in students' learning when they are socialized into practical skills in the nursing profession. This overarching theme consists of three sub-themes: "Embodied knowledge", "Divergent ways of assessing and evaluating knowledge" and "Balancing approaches". Nursing students do not automatically possess the ability to transfer knowledge from one setting to another; rather, their development is shaped by their experiences and interactions with others when they meet real patients. The study revealed different ways in which students navigated tensions related to power differentials. Reflecting on actions is a prerequisite for developing and learning practical skills and professional identities. This highlights the importance of both educators' and the preceptors' roles for socializing

  8. Information practices of health care professionals related to patient discharge from hospital.

    Science.gov (United States)

    Wibe, Torunn; Ekstedt, Mirjam; Hellesø, Ragnhild

    2015-01-01

    To investigate the practices of hospital professionals in providing information to patients and to professionals in primary care at patient discharge from hospital. We used a qualitative methodology with individual face-to-face interviews with 22 hospital physicians and nurses. We identified two themes in the information practices of health care professionals at patient discharge from hospital: (i) producing information in parallel processes and (ii) challenges in tailoring information to different recipients. Hospital routines and professional norms prescribing that discharge information should take place in parallel processes by hospital physicians and by nurses impede transparency and interdisciplinary coordination in primary care. A strong focus on providing patients only with information that is tailored for them neglects the interest patients may have in seeing what information about them is transmitted to primary care. Hospital routines and professional culture are important factors to consider in efforts to promote more transparent health care for patients and improved interdisciplinary communication. This is not only a matter of attitudes in the individual health care professional. In the development of solutions for electronic exchange of information in health care, all these factors should be taken into account.

  9. Narrative in interprofessional education and practice: implications for professional identity, provider-patient communication and teamwork.

    Science.gov (United States)

    Clark, Phillip G

    2014-01-01

    Health and social care professionals increasingly use narrative approaches to focus on the patient and to communicate with each other. Both effective interprofessional education (IPE) and practice (IPP) require recognizing the various values and voices of different professions, how they relate to the patient's life story, and how they interact with each other at the level of the healthcare team. This article analyzes and integrates the literature on narrative to explore: self-narrative as an expression of one's professional identity; the co-creation of the patient's narrative by the professional and the patient; and the interprofessional multi-vocal narrative discourse as co-constructed by members of the healthcare team. Using a narrative approach to thinking about professional identity, provider-patient communication, and interprofessional teamwork expands our thinking about both IPE and IPP by providing new insights into the nature of professional practice based on relationships to oneself, the patient, and others on the team. How professionals define themselves, gather and present information from the patient, and communicate as members of a clinical team all have important dimensions that can be revealed by a narrative approach. Implications and conclusions for the further development of the narrative approach in IPE and IPP are offered.

  10. Analysis of the ethical aspects of professional confidentiality in dental practice

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    Cléa Adas Saliba Garbin

    2008-02-01

    Full Text Available From the point of view of deontological ethics, privacy is a moral right that patients are entitled to and it is bound to professional confidentiality. Otherwise, the information given by patients to health professionals would not be reliable and a trustable relationship could not be established. The aim of the present study was to assess, by means of questionnaires with open and closed questions, the awareness and attitudes of 100 dentists working in the city of Andradina, São Paulo State, Brazil, with respect to professional confidentiality in dental practice. Most dentists (91.43% reported to have instructed their assistants on professional confidentiality. However, 44.29% of the interviewees showed to act contradictorily as reported talking about the clinical cases of their patients to their friends or spouses. The great majority of professionals (98.57% believed that it is important to have classes on Ethics and Bioethics during graduation and, when asked about their knowledge of the penalties imposed for breach of professional confidentiality, only 48.57% of them declared to be aware of it. Only 28.57% of the interviewees affirmed to have exclusive access to the files; 67.14% reported that that files were also accessed by their secretary; 1.43% answered that their spouses also had access, and 2.86% did not answer. From the results of the present survey, it could be observed that, although dentists affirmed to be aware of professional confidentiality, their attitudes did not adhere to ethical and legal requirements. This stand of health professionals has contributed to violate professional ethics and the law itself, bringing problems both to the professional and to the patient.

  11. The Impact of Professional Development on Beginning Teachers’ Practices in One Secondary School

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    Marjorie Hinds

    2010-01-01

    Full Text Available A case study was conducted in 2004-2005 on the professional development experiences of beginning teachers (1-5 years of experience in an Ontario, Canada secondary school (Grades 7-12 and the impact of those experiences in improving their practices. For comparative purposes, the study included the perspectives of administrators from the same school on the impact of professional development on these teachers. The findings revealed that the literacy training program was successfully implemented at the school and positively affected beginning teachers’ knowledge, instructional strategies, and planning practices. Other findings indicated that beginning teachers needed subject content and instructional strategies, ongoing mentoring, and skills in both classroom management and mapping the curriculum. Based on the findings of the study, a new framework for professional development is suggested. A number of recommendations propose ways of connecting research, policy and practice that could ultimately improve the effectiveness of professional development programs for beginning teachers.   Key words: teacher professional development, beginning teacher, adult learning, self-efficacy, collective efficacy, supervision, organizational policies and culture

  12. Integrating oral health into professional nursing practice: an interprofessional faculty tool kit.

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    Dolce, Maria C

    2014-01-01

    Millions of children and adults in the United States have unmet oral health care needs, and professional nurses can play a central role in reducing oral health disparities and expanding access to care. Interprofessional education is requisite to improving oral health care outcomes. Baccalaureate nursing programs need to prepare collaborative practice-ready professional nurses to improve oral health care especially for vulnerable and underserved individuals, communities, and populations. This article presents an interprofessional faculty tool kit that builds upon The Essentials of Baccalaureate Education for Professional Nursing Practice as a framework for preparing professional nurses with basic knowledge, skills, and attitudes in oral health promotion and disease and injury prevention across the life cycle. Expectations for professional nursing practice are described within the context of The Essentials and contemporary oral health care issues. Exemplars of interprofessional teaching-learning strategies are provided to assist nurse faculty with integrating oral health into baccalaureate nursing curriculum. Nurse educators are called to prioritize oral health as an essential component of overall health and well-being, increase the visibility of evidence-based oral health promotion and disease and injury prevention in baccalaureate nursing curricula, and support interprofessional oral health education and collaborative care. © 2013.

  13. Educative practices and attitudes within the pre-school environment: evaluating the education professionals.

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    Antunes, Leonardo dos Santos; Antunes, Lívia Azeredo Alves; Corvino, Marcos Paulo Fonseca

    2008-01-01

    School and family together play an important role in the individual development of children. Therefore, this study aimed at evaluating the practices and attitudes towards oral health care of 245 education professionals working in 24 public municipal pre-schools in Niterói, State of Rio de Janeiro, Brazil. The data were obtained from self-questionnaires consisting of both open and closed questions. The methodology was both quantitative and qualitative, and the quantitative analysis was based on frequency (%). Regarding oral health practices, it was observed that the majority of the education professionals emphasized toothbrushing as a vital method of oral hygiene. In addition, 70.7% of the education professionals performed other types of oral hygiene activities with the schoolchildren, and 17.1% did so with the children's families. All the participants of the study considered that education professionals have a key role in promoting healthy oral habits amongst the schoolchildren and they believe that involving the dentist in educative programs is important. It was therefore concluded that the education professionals surveyed have positive practices and attitudes regarding the children's care, and they recognize their role in fostering healthy habits and developing integrated pedagogic oral health programs.

  14. Embedding technology into inter-professional best practices in home safety evaluation.

    Science.gov (United States)

    Burns, Suzanne Perea; Pickens, Noralyn Davel

    2017-08-01

    To explore inter-professional home evaluators' perspectives and needs for building useful and acceptable decision-support tools for the field of home modifications. Twenty semi-structured interviews were conducted with a range of home modification professionals from different regions of the United States. The interview transcripts were analyzed with a qualitative, descriptive, perspective approach. Technology supports current best practice and has potential to inform decision making through features that could enhance home evaluation processes, quality, efficiency and inter-professional communication. Technological advances with app design have created numerous opportunities for the field of home modifications. Integrating technology and inter-professional best practices will improve home safety evaluation and intervention development to meet client-centred and societal needs. Implications for rehabilitation Understanding home evaluators technology needs for home safety evaluations contributes to the development of app-based assessments. Integrating inter-professional perspectives of best practice and technological needs in an app for home assessments improves processes. Novice and expert home evaluators would benefit from decision support systems embedded in app-based assessments. Adoption of app-based assessment would improve efficiency while remaining client-centred.

  15. Cut from the right wood: spiritual and ethical pluralism in professional nursing practice.

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    Cusveller, B

    1998-08-01

    Today, different cultures and contexts of nursing adhere to different codes of ethics. This pluralism may be traced back to differing beliefs about the nature of man and the world, involving different approaches to, and understandings of, spirituality. How significant is this pluralism of beliefs surrounding spirituality for proper nursing practice? I argue that certain introductory nursing textbooks perceive the significance of spirituality for nursing practice as marginal, because of certain assumptions as to what constitutes a proper, or professional, practice. After arguing that such assumptions are problematic, especially from an ethical point of view, I will advance an alternative understanding of professional practice, by drawing upon Alasdair MacIntyre's work. The aim is to give the spiritual dimension of nursing care its rightful place.

  16. Toward a more professional and practical medical education: a novel Central European approach.

    Science.gov (United States)

    Drexel, Heinz; Vonbank, Alexander; Fraunberger, Peter; Riesen, Walter F; Saely, Christoph H

    2015-01-01

    We here present an innovative curriculum for a complete medical education that conforms to the current European Bologna system of academic training. The curriculum aims at raising doctors who are excellently prepared for clinical work over as short a time as 5 years; it provides a comprehensive, yet shorter than usual, education that strongly pronounces the importance of increasing the students' practical clinical competences and rigorously excludes superfluous contents. The curriculum encompasses 52 modules, 32 at the bachelor's and 20 at the master's level. Already at the level of the bachelor degree, full employability is given; the students finish the master's course as medical doctors optimally prepared to manage patients at the level of postgraduate medical education. The structure of the curriculum is modular; each modular component is essential for medical education and contains an average of five European Credit Transfer System credits, amounting to 150 hours of education. Depending on the subspecialty, the courses include lectures, seminars, practical laboratory training, and clinical training at varying quantities. In addition to attendance times, sufficient time slots are prepared for self-study in lectures, seminars, and practical work. With our curriculum, we provide an easily applicable backbone for a modern course of medicine that can be installed also at smaller academic institutions.

  17. Rethinking medical professionalism: the role of information technology and practice innovations.

    Science.gov (United States)

    Mechanic, David

    2008-06-01

    Physician leaders and the public have become increasingly concerned about the erosion of medical professionalism. Changes in the organization, economics, and technology of medical care have made it difficult to maintain competence, meet patients' expectations, escape serious conflicts of interest, and distribute finite resources fairly. Information technology (IT), electronic health records (EHRs), improved models of disease management, and new ways of relating to and sharing responsibility for patients' care can contribute to both professionalism and quality of care. The potential of IT, EHRs, and other practice facilitators for professionalism is assessed through diverse but relevant literatures, examination of relevant websites, and experience in working with medical leaders on renewing professionalism. IT and EHRs are the basis of needed efforts to reinforce medical competence, improve relationships with patients, implement disease management programs, and, by increasing transparency and accountability, help reduce some conflicts of interest. Barriers include the misalignment of goals with payment incentives and time pressures in meeting patients' expectations and practice demands. Implementing IT and EHRs in small, dispersed medical practices is particularly challenging because of short-term financial costs, disruptions in practice caused by learning and adaptation, and the lack of confidence in needed support services. Large organized systems like the VA, Kaiser Permanente, and general practice in the United Kingdom have successfully overcome such challenges. IT and the other tools examined in this article are important adjuncts to professional capacities and aspirations. They have potential to help reverse the decline of primary care and make physicians' practices more effective and rewarding. The cooperation, collaboration, and shared responsibility of government, insurers, medical organizations, and physicians, as well as financial and technical support

  18. Nurses' perceptions of their professional practice environment: a cross-sectional study.

    Science.gov (United States)

    Cao, Yingjuan; DiGiacomo, Michelle; Salamonson, Yenna; Li, Ye; Huai, Baosha; Davidson, Patricia M

    2015-12-01

    To describe nurses' perceptions concerning their professional practice environment in mainland China and identify factors associated with these views. Globally, the environments in which nurses work influence the quality of nursing practice and health care. A cross-sectional descriptive survey using both paper- and online-based delivery modes was used. A convenience sampling method was used. The survey questionnaire was composed of sociodemographic items and the 38-item Chinese version of Professional Practice Environment survey. The content of the paper-based questionnaire was identical to the online survey. Pearson's chi-square test was conducted to compare the demographic characteristics of these two data sets. Descriptive statistics analysis included frequency, percentage, mean and standard deviation. Multiple linear regression analysis using the Backwards method was applied to identify independent predictors of each subscale of the 38-item Chinese version of Professional Practice Environment. A total of 573 questionnaires were analysed. The mean score of each subscale of the 38-item Chinese version of Professional Practice Environment in this study ranged from 2·66-3·05. All subscales except work motivation (3·05, standard deviation: 0·44) scored less than 3·0. Areas rated as most in need of improvement included control over practice, interpersonal interaction, supportive leadership and handling conflict, and staff relationships with physicians and autonomy. This study has identified nurses' perspectives regarding their workplaces in contemporary China. These data have provided an important baseline for developing and implementing culturally appropriate strategies to improve the working environment of Chinese nurses. A supportive and enabling work environment promotes professional development and the safety and quality of health care. Addressing these factors is important in optimising work place environments. © 2015 John Wiley & Sons Ltd.

  19. Caring science and human caring theory: transforming personal and professional practices of nursing and health care.

    Science.gov (United States)

    Watson, Jean

    2009-01-01

    This article explores some of the latest developments of the emergence of Caring Science as the moral, theoretical, and philosophical foundation for nursing, leading to transformative personal/professional practices. Through nurse's taking responsibility for advancing nursing qua nursing, practitioners, patients, and systems alike are witnessing a revolution in nursing, which is restoring the heart of nursing and health care through theory-guided philosophical practices of heart-centered love and caring as the foundation for healing.

  20. Professional and organizational commitment in paediatric occupational therapists: the influence of practice setting.

    Science.gov (United States)

    Seruya, Francine M; Hinojosa, Jim

    2010-09-01

    The professional and organizational commitment of paediatric occupational therapists working in two distinct practice settings, schools and medically based settings, was investigated. A web-based survey program was used to administer a questionnaire to occupational therapists employed in New York, New Jersey and Connecticut. The study employed social identity theory as a guiding perspective in understanding therapists' professional and organizational commitment. One hundred and fifty-seven paediatric therapists responded to the Professional Commitment Questionnaire and the Organizational Commitment Questionnaire to gauge their commitment to both the profession and their employing organizations. Results indicated that paediatric therapists, regardless of employment setting, have high professional commitment. Paediatric occupational therapists employed in medically based settings indicated statistically significant higher organizational commitment than their school-based counterparts. For therapists that work in school settings, the presence of a professional cohort did not influence professional commitment scores. As the study employed a web-based survey methodology, only individuals who were members of associations and had access to a computer and the Internet were able to participate. Further study might include widening the participant pool as well as adding additional instruments to explore both professional and organizational commitment on a more national scale. Copyright 2010 John Wiley & Sons, Ltd.

  1. Teachers' perceptions of effective science, technology, and mathematics professional development and changes in classroom practices

    Science.gov (United States)

    Boriack, Anna Christine

    The purpose of this study is to examine teachers' perceptions of professional development and changes in classroom practice. A proposed conceptual framework for effective professional development that results in changes in classroom practices was developed. Data from two programs that provided professional development to teachers in the areas of technology, mathematics, and science was used to inform the conceptual framework. These two programs were Target Technology in Texas (T3) and Mathematics, Science, and Technology Teacher Preparation Academies (MSTTPA). This dissertation used a multiple article format to explore each program separately, yet the proposed conceptual framework allowed for comparisons to be made between the two programs. The first study investigated teachers' perceptions of technology-related professional development after their districts had received a T3 grant. An online survey was administrated to all teachers to determine their perceptions of technology-related professional development along with technology self-efficacy. Classroom observations were conducted to determine if teachers were implementing technology. The results indicated that teachers did not perceive professional development as being effective and were not implementing technology in their classrooms. Teachers did have high technology self-efficacy and perceived adequate school support, which implies that effective professional development may be a large factor in whether or not teachers implement technology in their classrooms. The second study evaluated participants' perceptions of the effectiveness of mathematics and science professional development offered through a MSTTP academy. Current and former participants completed an online survey which measured their perceptions of academy activities and school environment. Participants also self-reported classroom implementation of technology. Interviews and open-ended survey questions were used to provide further insight into

  2. New graduate burnout: the impact of professional practice environment, workplace civility, and empowerment.

    Science.gov (United States)

    Laschinger, Heather K Spence; Finegan, Joan; Wilk, Piotr

    2009-01-01

    The future of professional nursing depends on finding ways to create high-quality work environments that retain newcomers to the profession. The purpose of this study was to examine the combined effect of supportive professional practice environments, civil working relationships, and empowerment on new graduates' experiences of burnout at work. The results support previous evidence of the importance of working environments that enable new graduates to practice according to professional standards learned in their educational programs. Further, the results provide a more comprehensive understanding of the impact of workplace conditions on new graduate burnout by demonstrating the additive value of working in collegial work settings in which nurses respected others and refrain from incivility behaviors in their day to day work. Given the current nursing shortage, every effort must be made to ensure that new graduates are exposed to high-quality work environments that engage them with their work.

  3. [Elements of comprehensiveness in the professional health practices provided to rural women victims of violence].

    Science.gov (United States)

    da Costa, Marta Cocco; Lopes, Marta Julia Marques

    2012-10-01

    The present article refers to a qualitative study that was performed with the objective to identify and analyze the practice of healthcare professionals regarding rural women victims of violence, under the perspective of comprehensive care, in cities located in southern Rio Grande do Sul state. Participants were healthcare professionals and workers from health services who work in rural areas. The information was generated through interviews and analyzed using the thematic mode. In regards to care elements provided to rural women who are victims of violence, the study pointed out not only the relational strategies - welcoming, attachment and dialogue - but also the construction of collective actions through group activities, recognized as supporting health promotion, as well as individual and collective empowerment in the dimension of violent events. It was found that the professionals' care practices are aimed at focusing care on the rural women, establishing a relationship between the worker and client to produce comprehensiveness of care.

  4. Effects of professional development on the knowledge and classroom practices of elementary school science teachers

    Science.gov (United States)

    Minuskin, Sondra

    The purpose of this study was to determine the effects of professional development on the knowledge and classroom practices of teachers of science in kindergarten through Grade 5. These teachers, trained to be generalists in the content areas, were strongly prepared in pedagogical practices, reading skills, basic language arts, and mathematics content areas. Science reform has led to more content-specific science standards that were difficult for these unprepared teachers to address without professional development. The researcher implemented a professional development program that used a collaborative model involving 8 teachers in Grade 4. The researcher conducted the professional development, assisted at times by personnel from the New Jersey State Department of Education. The new standards were learned, reinforced, and adopted. The data that were analyzed to determine the effects of the professional development came from a comparison of student achievement of the classes of 2 sets of teachers in Grade 4, one of which was the control set ( n = 8). The other was the experimental set (n = 8). The researcher administered pre- and postintervention content tests to both groups to measure teacher knowledge. In addition, the researcher reviewed lesson plans, conducted observations, and administered surveys to determine whether professional development in science impacted teacher practices in the classroom. This limited study suggested that teacher instruction did not significantly differ after professional development intervention. It also suggested that teacher content knowledge did not significantly increase due to the intervention. The researcher believes that local factors influenced the outcome and recommends a more systemic program that includes the involvement of all stakeholders.

  5. Industry practices in credit risk modeling and internal capital allocations: implications for a models-based regulatory capital standard

    OpenAIRE

    Jones, David M.; Mingo, John J

    1998-01-01

    This paper was presented at the conference "Financial services at the crossroads: capital regulation in the twenty-first century" as part of session 2, "Credit risk modeling." The conference, held at the Federal Reserve Bank of New York on February 26-27, 1998, was designed to encourage a consensus between the public and private sectors on an agenda for capital regulation in the new century.

  6. [Healthcare needs, public policies and gender: the perspective of professional practices].

    Science.gov (United States)

    Schraiber, Lilia Blima

    2012-10-01

    This paper examines the relationship between public policies and professional practices with respect to healthcare needs. Taking a theoretical-conceptual approach, practices are defined as acts that are permeated by technical-scientific and socio-historical determinants for the social production of work, and the possibilities for cultural, ethical and political changes were analyzed in order to take critical action regarding gender inequalities. With comprehensive healthcare for men as the reference point, the relevance of a distinction between male and female needs, as partial and not necessarily convergent realities in (re)producing these inequalities, is examined. Likewise, professional practices are examined as partial and distinct realities of policies that establish non-immediate relationships. It is considered that the following are symbolic and practical obstacles to change: the reduction of needs through biomedical normalization; the culture of self-employment and approaches that individualize needs; the traditional gender-based culture that conserves unequal practices for men and women; and the lack of registration of rights as part of professional action. This requires proposals specifically geared to healthcare practices and male needs, in order to achieve greater convergence with policy reforms.

  7. The synergy professional practice model and its patient characteristics tool: a staff empowerment strategy.

    Science.gov (United States)

    MacPhee, Maura; Wardrop, Andrea; Campbell, Cheryl; Wejr, Patricia

    2011-10-01

    Nurse leaders can positively influence practice environments through a number of empowerment strategies, among them professional practice models. These models encompass the philosophy, structures and processes that support nurses' control over their practice and their voice within healthcare organizations. Nurse-driven professional practice models can serve as a framework for collaborative decision-making among nursing and other staff. This paper describes a provincewide pilot project in which eight nurse-led project teams in four healthcare sectors worked with the synergy professional practice model and its patient characteristics tool. The teams learned how the model and tool can be used to classify patients' acuity levels and make staffing assignments based on a "best fit" between patient needs and staff competencies. The patient characteristics tool scores patients' acuities on eight characteristics such as stability, vulnerability and resource availability. This tool can be used to make real-time patient assessments. Other potential applications for the model and tool are presented, such as care planning, team-building and determining appropriate staffing levels. Our pilot project evidence suggests that the synergy model and its patient characteristics tool may be an empowerment strategy that nursing leaders can use to enhance their practice environments.

  8. Retrospection and Reflection: The Emerging Influence of an Institutional Professional Recognition Scheme on Professional Development and Academic Practice in a UK University

    Science.gov (United States)

    van der Sluis, Hendrik; Burden, Penny; Huet, Isabel

    2017-01-01

    Raising the quality and profile of teaching and student learning is something universities across the UK are aspiring to achieve in order to maintain reputations. Currently, the UK Professional Standards Framework (UKPSF) provides a standard by which academic staff can gain professional recognition for their academic practice and many UK…

  9. Sandra L. Shullman: Award for Distinguished Professional Contributions to Independent Practice

    Science.gov (United States)

    American Psychologist, 2012

    2012-01-01

    Presents a short biography of the winner of the American Psychological Association's Award for Distinguished Professional Contributions to Independent Practice. The 2012 winner is Sandra L. Shullman for her outstanding contributions and leadership as an independent practitioner in the fields of counseling and consulting psychology. Through her…

  10. The Nigerian Institute of Architects' Professional Practice Examination: Conceptions, Misconceptions and the Way Forward

    Science.gov (United States)

    Bobadoye, Sunday A.; Afolami, Adewale J.; Olabode, Ogunmakinde; Aribisala, Emmanuel E.

    2013-01-01

    This study examined the link between the Nigeria Institute of Architects and the Architects Registration Council of Nigeria (ARCON) with respect to the Professional Practice Examinations (PPE). It sought to establish why so many graduates are yet to write the PPE and to identify the perceptions about the examination and the professional…

  11. Using Student Group Work in Higher Education to Emulate Professional Communities of Practice

    Science.gov (United States)

    Fearon, Colm; McLaughlin, Heather; Eng, Tan Yoke

    2012-01-01

    Purpose: The purpose of this paper is to discuss the value of social learning from group work that emulates a professional community of practice. Design/methodology/approach: A thought piece that first, examines the role of group-work projects as part of social learning, then outlines key arguments for social learning based upon applying a…

  12. Influence of HRM Practices on Organizational Commitment: A Study among Software Professionals in India

    Science.gov (United States)

    Paul, A. K.; Anantharaman, R. N.

    2004-01-01

    Although organizational commitment has been discussed frequently in organizational psychology for almost four decades, few studies have involved software professionals. A study in India reveals that HRM practices such as employee-friendly work environment, career development, development oriented appraisal, and comprehensive training show a…

  13. Addiction Counseling Competencies: The Knowledge, Skills, and Attitudes of Professional Practice. Technical Assistance Publication Series.

    Science.gov (United States)

    1999

    This document presents knowledge, skills, and attitudes that are needed for achieving and practicing the competencies listed in Addiction Counseling Competencies, as written by the National Curriculum Committee of the Addiction Technology Transfer Center Program. The document is intended to provide guidance for the professional treatment of…

  14. The Educational Facilities Professional's Practical Guide to Reducing the Campus Carbon Footprint

    Science.gov (United States)

    Hignite, Karla

    2009-01-01

    As more institutions respond to the American College & University Presidents Climate Commitment, or are otherwise responsible for campus environmental stewardship, this implementation guide gives educational facilities professionals a practical framework for moving forward in their unique role within this process. The intent is to help facilities…

  15. Moving Theory to Practice: One State's Role in Professional Learning for School and District Leaders

    Science.gov (United States)

    Augustine-Shaw, Donna

    2016-01-01

    As a continuum of professional learning for building and district leaders transitioning from leadership preparation programs into practice, the state of Kansas enacted mentoring and induction requirements as part of their role in supporting development of leadership skills important to on-the-job application of essential knowledge. One approved…

  16. Impact of Nursing Students' Free-Clinic Experiences on Subsequent Professional Nursing Practice

    Science.gov (United States)

    Bell, Christina Lynn

    2017-01-01

    Bachelors of Science Nursing students at a small liberal arts college in the upper Midwest volunteer with an instructor at a free clinic as part of their curriculum. This study's purpose was to identify the impact of nursing students' free-clinic experiences on their subsequent professional nursing practice and their ability to attend to: (a)…

  17. Online Module to Assure Success as Prelicensure Nursing Students Transition to Professional Practice

    Science.gov (United States)

    Baptiste, Diana-Lyn; Shaefer, Sarah J. M.

    2015-01-01

    Prelicensure nursing students have a final capstone, practicum, or clinical course as they transition to the professional nurse role. Generally, the student role requires increased independent practice and this can be a challenge. To maximize learning in this clinical experience, an online module was designed. This article will describe course…

  18. Joining Them Up: The Challenges of Organisational Change in the Professional Politic of General Practice.

    Science.gov (United States)

    Burtonwood, Ann M.; Hocking, Paul J.; Elwyn, Glyn

    2001-01-01

    Examined the experiences of a team of facilitators from the National Health Service Staff College, Wales, who participated in an effort to help general practices identify, prioritize, and implement systemic developments interlinked with individuals' professional development and become effective, interprofessional, interagency organizations.…

  19. Classroom-Based Professional Expertise: A Mathematics Teacher's Practice with Technology

    Science.gov (United States)

    Bozkurt, Gulay; Ruthven, Kenneth

    2017-01-01

    This study examines the classroom practice and craft knowledge underpinning one teacher's integration of the use of GeoGebra software into mathematics teaching. The chosen teacher worked in an English secondary school and was professionally well regarded as an accomplished user of digital technology in mathematics teaching. Designed in accordance…

  20. Knowledge, Attitude, and Practices regarding Whole Body Donation among Medical Professionals in a Hospital in India

    Science.gov (United States)

    Ballala, Kirthinath; Shetty, Avinash; Malpe, Surekha Bhat

    2011-01-01

    Voluntary body donation has become an important source of cadavers for anatomical study and education. The objective of this study was to assess knowledge, attitude, and practice (KAP) regarding whole body donation among medical professionals in a medical institute in India. A cross sectional study was conducted at Kasturba Hospital, Manipal,…

  1. The Practice of Professional Doctorates: The Case of a U.K.-Based Distance DBA

    Science.gov (United States)

    Simpson, Colin; Sommer, Daniela

    2016-01-01

    In light of the prominent role of socio-materiality in contemporary social scientific, and particularly educational research, this article uses two practice-based theories to investigate the experiences of German business management professionals on a U.K.-based DBA delivered in Germany. We specifically take concepts from cultural historical…

  2. Action Research Meets Engineering Design: Practical Strategies for Incorporating Professional Development Experiences in the Classroom

    Science.gov (United States)

    Capobianco, Brenda M.; Joyal, Holli

    2008-01-01

    Engaging in sustained and collaborative action research is one way science teachers can build the bridge between improving student learning and their own professional learning as teachers and teacher-researchers. This article presents a series of practical strategies for science teachers who want to gain a new sense of confidence from conducting…

  3. Exploring the Impact of a Professional Practice Education Doctorate in Educational Environments

    Science.gov (United States)

    Kumar, Swapna; Dawson, Kara

    2013-01-01

    This article presents one approach to assessing the impact of an online professional practice doctorate in education on participants' work environments. It is unique in that it explored impact during the doctoral program, before participants began their dissertation research, and it focused on how participants apply learning from the program…

  4. Board Certified Behavior Analysts and Related Ethical and Professional Practice Considerations for Rural Schools

    Science.gov (United States)

    Menendez, Anthony L.; Mayton, Michael R.; Yurick, Amanda L.

    2017-01-01

    When rural school districts employ Board Certified Behavior Analysts (BCBAs) to assist in meeting the needs of students with disabilities, it is important that they be aware of the ethical and professional guidelines to which BCBAs are required to adhere. This article describes the role of these guidelines within the practice of BCBAs and presents…

  5. Exploring Bias in Elementary History Curriculum with Preservice and Practicing Teachers in Professional Development Schools

    Science.gov (United States)

    MacPhee, Deborah A.; Kaufman, Kristina

    2014-01-01

    This article examines the discourses of preservice and practicing elementary school teachers as they participated in focus group discussions about instructional materials and resources for planning and teaching historical content within their social studies curriculum. The study took place in a professional development school setting in which…

  6. The Degree of Schools Principals Practicing Innovation and Its Relation with the Teachers' Professional Development

    Science.gov (United States)

    Abu-Shreah, Mohammad; Zidan, Hiam

    2017-01-01

    The study aims to know the degree of schools principals practicing innovation and its relationship with the teachers' professional development; the population of the study is consisted of all male and female teachers numbering to 415 teachers; the sample of the study is consisted of 205 male and female teachers from members of the study…

  7. Professional Controversies between Teachers about Their Summative Assessment Practices: A Tool for Building Assessment Capacity

    Science.gov (United States)

    Mottier Lopez, Lucie; Pasquini, Raphaël

    2017-01-01

    This article describes two collaborative research projects whose common goal was to explore the potential role of professional controversies in building teachers' summative assessment capacity. In the first project, upper primary teachers were encouraged to compare their practices through a form of social moderation, without prior instructor input…

  8. Professional Culture: The Boundary Between Theory and Practice in Design. Revised Draft.

    Science.gov (United States)

    Low, Setha M.

    This paper describes two research projects in the anthropology of landscape architecture design which show that "professional culture" restrictions often prevent anthropologists from putting their theories into practice. The first research project grew out of the author's assumption that landscape architecture students were not producing…

  9. Changing Academic Identities in Changing Academic Workplaces: Learning from Academics' Everyday Professional Writing Practices

    Science.gov (United States)

    Lea, Mary R.; Stierer, Barry

    2011-01-01

    In this article we examine issues of academic identity through the lens of academics' everyday workplace writing, offering a complementary perspective to those already evident in the higher education research literature. Motivated by an interest in the relationship between routine writing and aspects of professional practice, we draw on data from…

  10. Professional Learning Communities and Communities of Practice: A Comparison of Models, Literature Review

    Science.gov (United States)

    Blankenship, Selena S.; Ruona, Wendy E. A.

    2007-01-01

    Due to the growing interest of school leaders in implementing learning communities as a way to build capacity for and sustain change, a better understanding of how the concepts of professional learning communities (PLCs) and communities of practice (CoPs) are related will aid educators in their quest to implement these concepts. This paper…

  11. Why It Is Important to Encourage Practicing Professionals to become Authors

    Science.gov (United States)

    Erin, Jane N.

    2016-01-01

    In February of 2009, the "Journal of Visual Impairment & Blindness" ("JVIB") published the first articles under the heading of Practice Perspectives. These articles featured work by three professionals who described how they taught reading to children or adults. The feature reflects the commitment of the American Foundation…

  12. Learning in Professional Learning Communities: Shifts in Mathematics Teachers' Practices

    Science.gov (United States)

    Chauraya, Million; Brodie, Karin

    2017-01-01

    Professional learning communities as a form of teacher development have been in existence internationally for some time now and more recently in South Africa. Although strong claims have been made for their influence on teacher practices, very few research studies have investigated these claims. This paper presents a case study that connects…

  13. Communities of Practice in the Conservatory: Learning with a Professional Musician

    Science.gov (United States)

    Virkkula, Esa

    2016-01-01

    This article examines the sociocultural learning of popular and jazz music in communities of practice as part of secondary vocational music education in a Finnish conservatory. The research is based on performance workshops which were implemented as a joint effort between professional musicians and music students. These workshops are suggested as…

  14. Mobile Devices and Their Use in Library Professional Practice: The Health Librarian and the Ipad

    Science.gov (United States)

    Duncan, Vicky; Kumaran, Maha; Lê, Mê-Linh; Murphy, Susan

    2013-01-01

    Mobile devices are being extensively adopted by health sciences faculty, students, and practitioners, but there is little evidence of how this technology is being used by health librarians in their own professional practice. In 2011, health sciences librarians at the University of Saskatchewan undertook a project to familiarize themselves with…

  15. Improving Professional Development System through Quality Assurance Practices in the Universities of Pakistan

    Science.gov (United States)

    Shabbir, Muhammad; Khalid, M. Ibrahim; Bakhsh, Khuda; Mohsin, Muhammad Naeem; Rasool, Shafqat; Mohsin, M. Saleem

    2016-01-01

    The rationalization of this research was to investigate about improving professional development system through Quality Assurance Practices (QAP) in the Universities of Pakistan pertaining to the opinions of students, teachers and Directors of Quality Enhancement Cells (QECs) and to differentiate the ideas of students, teachers and Directors of…

  16. A Focus Group Study of Child Nutrition Professionals' Attitudes about Food Allergies and Current Training Practices

    Science.gov (United States)

    Lee, Yee Ming; Kwon, Junehee; Sauer, Kevin

    2014-01-01

    Purpose/Objectives: The purpose of this study was to explore child nutrition professionals' (CNPs) attitudes about food allergies, current practices of food allergy training, and operational issues related to food allergy training in school foodservice operations. Methods: Three focus groups were conducted with 21 CNPs with managerial…

  17. A National Survey of Bibliotherapy Preparation and Practices of Professional Counselors

    Science.gov (United States)

    Pehrsson, Dale-Elizabeth; McMillen, Paula S.

    2010-01-01

    A national survey of "Bibliotherapy Practices in Counseling" was conducted in 2008. This project was partially supported by an Association of Creativity in Counseling Research Award. Little research exists regarding preparation of professional counselors and their specific use of bibliotherapy interventions. Invitations and survey requests were…

  18. The Construction and Practice of Classified Talent Cultivation System Combining with Professional Certification

    Science.gov (United States)

    Jianwei, Yang; Aihua, Zhu; Yuanyuan, Zhang; Chunqing, Zhao

    2016-01-01

    According to the idea of CDIO engineering education, this paper, combing with professional certification, makes training plan of Urban Rail Transit Vehicles Engineering direction in our school on the basis of research on universities at home and abroad. It strengthens the teaching of basic subjects and increases the weeks of practice link in the…

  19. A New Model of Collaborative Action Research; Theorising from Inter-Professional Practice Development

    Science.gov (United States)

    Lofthouse, Rachel; Flanagan, Jo; Wigley, Bibiana

    2016-01-01

    The development of pedagogies to meet the needs of diverse communities can be supported through inter-professional practice development. This article explores one such experience, that of speech and language therapists developing a new video-based coaching approach for teachers and teaching assistants in multi-cultural settings with high numbers…

  20. Changing Times in England: The Influence on Geography Teachers' Professional Practice

    Science.gov (United States)

    Brooks, Clare

    2012-01-01

    School geography in England has been characterised as a pendulum swinging between policies that emphasise curriculum and pedagogy alternately. In this paper, I illustrate the influence of these shifts on geography teacher's professional practice, by drawing on three "moments" from my experience as a student, teacher and teacher educator.…

  1. Practice Audit in Gastroenterology (Page Program: A Novel Approach to Continuing Professional Development

    Directory of Open Access Journals (Sweden)

    David Armstrong

    2006-01-01

    Full Text Available BACKGROUND: Practice audit is an important component of continuing professional development that may more readily be undertaken if it were less complex. This qualitative study assessed the use of personal digital assistants to facilitate data collection and review.

  2. Changing Teamwork Practices: Videopaper as a Mediating Means for Teacher Professional Development

    Science.gov (United States)

    Hauge, Trond Eiliv; Norenes, Svein Olav

    2009-01-01

    This study demonstrates the possibilities of videopaper to support teacher professional development in a workplace setting. A team of five mathematics teachers in a secondary school was followed over a period of six months as they worked jointly to improve their teaching and team practice. In a stepwise strategy for deliberate and object-oriented…

  3. Developmentally Appropriate Technology Practice: Exploring Myths and Perceptions of Early Childhood and Instructional Technology Professionals

    Science.gov (United States)

    Blake, Sally; Winsor, Denise; Burkett, Candice; Allen, Lee

    2011-01-01

    The integration of technology in early childhood classrooms has become a controversial issue among professionals in this field. One issue which may influence technology in these classrooms may be perceptions of what is developmentally appropriate practice (DAP). This article explores perceptions about technology and age appropriate recommendations…

  4. Analyzing Networked Learning Practices in HigherEducation and Continuing Professional Development

    DEFF Research Database (Denmark)

    Dirckinck-Holmfeld, Lone

    Deliverable 28.5.4 reports on the preparation of the book "Analysing Networked Learning Practices in Higher Education and Continuing Professional Development", which consists of an Introduction, case studies and a concluding section, which presents the theoretical work and empirical work conducted...

  5. Partnerships at Work: Lessons Learned from Programs and Practices of Families, Professionals and Communities.

    Science.gov (United States)

    Bishop, Kathleen Kirk, Ed.; Taylor, Mary Skidmore, Ed.; Arango, Polly, Ed.

    Designed to celebrate family/interprofessional collaborative partnerships, this publication describes high-quality examples of how families and professionals at the family, community, state, and national levels have worked together to create programs and practices that are family-friendly and responsive to what families have said they want and…

  6. Thinking Like a Nurse and Perceived Readiness for Professional Practice: A Mixed Methods Study

    Science.gov (United States)

    Bowdoin, Carol

    2014-01-01

    Thinking like a nurse (TLN) has been identified as a core competency of professional nursing practice. The term embraces the full context of the daily metacognitive process nurses use to provide competent nursing care and was theorized in this study to have four attributes: critical thinking, clinical judgment, moral reasoning, and professional…

  7. The Influence of Professional Identity on Teaching Practice: Experiences of Four Music Educators

    Science.gov (United States)

    Carrillo, Carmen; Baguley, Margaret; Vilar, Mercè

    2015-01-01

    This study explores the influence of professional identity on the teaching practice of four school music educators, two from Spain and two from Australia. Narrative inquiry methodology was utilized in order to investigate the full spectrum of their musical experiences, ranging from their earliest childhood memories to their current positions in…

  8. Knowledge, attitudes and practices of health professionals and women towards medication use in breastfeeding: A review

    Directory of Open Access Journals (Sweden)

    Dermele Narmin

    2011-08-01

    Full Text Available Abstract Many breastfeeding women require and regularly take medicines, especially those available over-the-counter, and the safe use of these is dependent on the advice provided by health professionals such as general practitioners and pharmacists. The primary aim of this review therefore, was to investigate the literature relating to health professionals' and women's knowledge, attitudes and practices towards medication use and safety in breastfeeding. The limited literature that was uncovered identified that general practitioners and pharmacists have poor knowledge, but positive attitudes, and variable practices that are mostly guided by personal experience. They tend to make decisions about the use of a medicine whilst breastfeeding based on the potential 'risk' that it poses to the infant in terms of possible adverse reactions, rather than its 'compatibility' with breast milk. The decision-making process between health professionals and women is usually not a negotiated process, and women are often asked to stop breastfeeding whilst taking a medicine. Women, in turn, are left dissatisfied with the advice received, many choosing not to initiate therapy or not to continue breastfeeding. Some directions for future research have been suggested to address the issues identified in this critical area. This review is important from a societal perspective because many breastfeeding women require and regularly take medications, especially those available without prescription, and the safe use of these is dependent on the advice provided by health professionals, which is ultimately influenced by their knowledge, attitudes and practices. However, there is an absence of high quality evidence from randomised controlled trials on the safety of medications taken during breastfeeding, which naturally would hinder health professionals from appropriately advising women. It is equally important to know about women's experiences of advice received from health

  9. How Research Moves into Practice: A Preliminary Study of What Training Professionals Read, Hear, and Perceive

    Directory of Open Access Journals (Sweden)

    Saul Carliner

    2009-09-01

    Full Text Available Abstract In the growing body of research on the practice of training and development, several studies suggest that use of research-based findings in practice is low. The present study was designed to better understand the research-practice gap by exploring these questions: (1 Which published sources in the field are practicing professionals reading? How frequently do they read these materials? (2 Which conferences and meetings do practicing professionals attend? How frequently do they attend these events? (3 In what formats are research content most usable to practicing professionals? (4 What are practicing professionals’ general perceptions of research publications and presentations? Key findings point to publications having a wider reach among practicing professionals than conferences and, of those publications, professional magazines have a wider reach than peer-reviewed journals. In terms of the manner in which the content is presented, practicing professionals prefer case studies from the workplace over other types of content. Résumé : Dans le corpus croissant de recherches portant sur la pratique de la formation et du perfectionnement, plusieurs études suggèrent une faible utilisation des résultats de recherche dans la pratique. La présente étude a été conçue afin de mieux comprendre l’écart entre la recherche et la pratique par l’examen des questions suivantes : (1 Quelles sources de publications du domaine les professionnels pratiquants lisent-ils? À quelle fréquence lisent-ils ces publications? (2 À quelles conférences et réunions les professionnels pratiquants assistent-ils? À quelle fréquence assistent-ils à ces événements? (3 Dans quels formats les contenus de recherche sont-ils le plus facilement utilisables par les professionnels pratiquants? (4 Quelles sont les perceptions générales des professionnels pratiquants envers les publications et présentations de recherche? Les résultats principaux

  10. Formation of the mechanism for credit asessment of borrowers in conditions of economic instability

    Directory of Open Access Journals (Sweden)

    N.G. Vygovska

    2016-06-01

    Full Text Available The article investigates the state of the credit portfolio of banks in the conditions of instability of the environment and the development of the credit rating of the borrower as a mechanism to prevent the direction of growth of bad debts. The research of the state and dynamics loan portfolio has revealed its sharp deterioration in recent years due to the instability of the external macro environment. The need to reduce the volume of bad debts requires the formation of an adequate mechanism for the borrower's credit rating. Under the mechanism defined in the article the subject-object interaction and providing subsystems have aimed at making management decisions about credit and credit determination capabilities of the enterprise. The authors propose the composition of such a mechanism from the position of a system approach with the subject-object allocation and providing subsystems. As a part of providing credit subsystems the article has allocated a methodological, methodical, information, personnel and organizational support. The article has formed the basic methodological principles of credit rating, namely a comprehensive assessment; the accuracy of the assessment; the progressiveness of the assessment; an objective assessment; professionalism; reality evaluation. Using the proposed credit assessment the mechanism in practice will enhance the effectiveness of the credit relationship between the bank and the borrower. Keywords: credit portfolio; mechanism; creditworthiness assessment; economic instability.

  11. The Evolution of a Professional Practice Forum: Balancing Peer-to-Peer Learning With Course Objectives.

    Science.gov (United States)

    Janssen, Anna; Robinson, Tracy; Shaw, Tim

    2014-10-31

    The Opioid Treatment Accreditation Course (OTAC) is a mandatory accreditation requirement in New South Wales, Australia, and aims to prepare medical practitioners for the provision of safe and effective Opioid Substitution Treatment to people with opioid dependence. The course has a strong focus on safe prescribing practices and the course design includes a Professional Practice Forum that is engaging for participants and effective at imparting complex ideas and concepts that do not place additional time constraints on already time-poor health professionals. The study aimed to use participatory action research methods to develop and evaluate an online Professional Practice Forum that is a key component of the OTAC teaching and learning experience. Three evaluation cycles were implemented with three cohorts of participants (N=40) to inform the design and review of the updated OTAC course. Overall, the study relied on participatory action research methods to enhance a sense of online community and to revise the Professional Practice Forum component of the course. Findings from survey feedback and an examination of Web metrics were used to monitor participant learning and were subsequently subject to thematic analysis in order to identify key themes. The use of participatory action techniques in the redesign of the OTAC course was a successful means of engaging with participants and resulted in four revisions based on feedback from facilitators and participants. The Professional Practice Forum was rated highly and received positive feedback from both moderators and participants. The use of interactive forums in online learning in an educational module for adult learners can prove extremely valuable as a means for participants to share their expertise and improve their learning outcomes. In particular, the use of sticky and welcome threads were significant features that enhanced interactions between participants and facilitators and resulted in increased quantity and

  12. Professional experiences of international medical graduates practicing primary care in the United States.

    Science.gov (United States)

    Chen, Peggy Guey-Chi; Nunez-Smith, Marcella; Bernheim, Susannah May; Berg, David; Gozu, Aysegul; Curry, Leslie Ann

    2010-09-01

    International medical graduates (IMGs) comprise approximately 25% of the US physician workforce, with significant representation in primary care and care of vulnerable populations. Despite the central role of IMGs in the US healthcare system, understanding of their professional experiences is limited. To characterize the professional experiences of non-US born IMGs from limited-resource nations practicing primary care in the US. Qualitative study based on in-depth in-person interviews. Purposeful sample of IMGs (n = 25) diverse in country of origin, length of practice in the US, specialty (internal medicine, family medicine and pediatrics), age and gender. Participants were currently practicing primary care physicians in New York, New Jersey or Connecticut. A standardized interview guide was used to explore professional experiences of IMGs. Four recurrent and unifying themes characterize these experiences: 1) IMGs experience both overt and subtle forms of workplace bias and discrimination; 2) IMGs recognize professional limitations as part of "the deal"; 3) IMGs describe challenges in the transition to the culture and practice of medicine in the US; 4) IMGs bring unique skills and advantages to the workplace. Our data reveal that IMGs face workplace challenges throughout their careers. Despite diversity in professional background and demographic characteristics, IMGs in our study reported common experiences in the transition to and practice of medicine in the US. Findings suggest that both workforce and workplace interventions are needed to enable IMG physicians to sustain their essential and growing role in the US healthcare system. Finally, commonalities with experiences of other minority groups within the US healthcare system suggest that optimizing IMGs' experiences may also improve the experiences of an increasingly diverse healthcare workforce.

  13. Integration of research and teaching practices and the training of reflective professionals

    Directory of Open Access Journals (Sweden)

    Jacques Therrien

    2013-09-01

    Full Text Available This study approaches critical reflexivity as a mediating element of the integration between research and teaching practices in the training of the education professional. Based on the parameter of research as an educational principle associated to the presupposition that involvement in research activities encourages the development of rationalities that support reflective practices, which lead the most significant and independent learning processes, this essay aims at, on the one hand, identifying “macro” theoretic schemes that may support the analysis of different knowledge types and therefore, the rationalities that affect theory-practice dynamics in education initiatives and on the other hand, finding “micro” theoretical-practical schemes for reflective training related to the practice in learning contexts. The study analyzes proposals made by reference authors, as well as educational practices that support enunciated presuppositions.

  14. From Research Assistant to Professional Research Assistance: Research Consulting as a Form of Research Practice

    Directory of Open Access Journals (Sweden)

    Dawn E. Pollon

    2013-01-01

    Full Text Available Research assistantships have long been viewed as an extension of the formal education process, a form of apprenticeship, and a pathway into the professional practice of research in institutional settings. However, there are other contexts in which researchers practice research. This self-study documents the formative role research assistantships played in the authors’ development as professional research consultants. Four professional research consultants who held research assistant positions during their master’s and doctoral studies describe the contributions of their research assistantship experiences to the advancement of their knowledge, skills, and passion for research and subsequently to their career decisions. Professional research consulting is identified as a natural extension of research assistant roles and a potential career path. The article enhances current understandings about the ways research assistantships contribute to the development of researchers, and specifically to the development of professional research consultants. The analysis will be of interest to students contemplating entering into research assistantships, current research assistants, current research assistant supervisors, academic staff looking to improve their research productivity, and department chairs.

  15. Early Childhood Professional Development: An Experimental Study of Adult Teaching Practices Derived from Adult Learning Theory

    Science.gov (United States)

    Weber-Mayrer, Melissa M.

    Research that describes how adults acquire and use new information, collectively called adult learning theory, has potentially important implications for facilitating such adult learning experiences as educator professional development. The purpose of this study was to examine whether integrating adult teaching practices derived from adult learning theories into early childhood educators professional development would result in better gains in educator engagement in professional development, phonological awareness abilities, phonological awareness knowledge, and language and literacy beliefs. The impact on educator engagement and educator proximal knowledge was analyzed using one way ANOVA. The impact on educator phonological awareness abilities, phonological awareness general knowledge, and beliefs was analyzed using a 3 X (2 X S) mixed analyses of variance to examine the pretest to posttest change between educators participating the three conditions. Results revealed significant findings for increased engagement in professional learning and gains in educators general knowledge. This study is a first step in understanding effective adult teaching practices that may or may not contribute to better educator outcomes and promoting more effective professional learning experiences for early childhood educators.

  16. Characteristics of nursing professionals and the practice of ecologically sustainable actions in the medication processes

    Directory of Open Access Journals (Sweden)

    Patricia de Oliveira Furukawa

    Full Text Available ABSTRACT Objectives: to verify the correlation between the characteristics of professionals and the practice of sustainable actions in the medication processes in an ICU, and to determine if interventions such as training and awareness can promote sustainable practices performed by nursing staff in the hospital. Methods: before-and-after design study using Lean Six Sigma methodology, applied in an intensive care unit. Nursing staff were observed regarding the practice of ecologically sustainable actions during medication processes (n = 324 cases for each group (pre and post-intervention through a data collection instrument. The processes analyzed involved 99 professionals in the pre-intervention phase and 97 in the post-intervention phase. Data were analyzed quantitatively and the association of variables was accomplished by means of statistical inference, according to the nature of the related variables. Results: the education level was the only characteristic that showed to be relevant to an increase in sustainable practices, with a statistically significant difference (p = 0.002. When comparing before and after the intervention, there was an increase in environmentally friendly actions with statistically significant differences (p = 0.001. Conclusions: the results suggest that institutions should encourage and invest in formal education, as well as training of health professionals to promote sustainable practices in the hospital.

  17. Nurse practitioner organizational climate in primary care settings: implications for professional practice.

    Science.gov (United States)

    Poghosyan, Lusine; Nannini, Angela; Stone, Patricia W; Smaldone, Arlene

    2013-01-01

    The expansion of the nurse practitioner (NP) workforce in primary care is key to meeting the increased demand for care. Organizational climates in primary care settings affect NP professional practice and the quality of care. This study investigated organizational climate and its domains affecting NP professional practice in primary care settings. A qualitative descriptive design, with purposive sampling, was used to recruit 16 NPs practicing in primary care settings in Massachusetts. An interview guide was developed and pretested with two NPs and in 1 group interview with 7 NPs. Data collection took place in spring of 2011. Individual interviews lasted from 30-70 minutes, were audio recorded, and transcribed. Data were analyzed using Atlas.ti 6.0 software by 3 researchers. Content analysis was applied. Three previously identified themes, NP-physician relations, independent practice and autonomy, and professional visibility, as well as two new themes, organizational support and resources and NP-administration relations emerged from the analyses. NPs reported collegial relations with physicians, challenges in establishing independent practice, suboptimal relationships with administration, and lack of support. NP contributions to patient care were invisible. Favorable organizational climates should be promoted to support the expanding of NP workforce in primary care and to optimize recruitment and retention efforts. © 2013.

  18. Against professionalizing leadership: the roles of self-formation and practical wisdom in leadership

    DEFF Research Database (Denmark)

    Jørgensen, Kenneth Mølbjerg; Svane, Marita Susanna

    2018-01-01

    misconceives the role of leadership education to be only a question of acquiring epistemic (rational and universal) knowledge and skills while it fails to acknowledge technê as craft and art and local and situated awareness and sensitivity. Practical wisdom involves all dimensions. Leadership education......Based on the concepts self-formation and phronesis (practical wisdom), this chapter argues against professionalizing leadership. Professionalization implies rules, guidelines, procedures, and accreditation standards in relation to contents, curricula and the pedagogy of education. It thus...... is important because of its potential to nurture a creative, critical and responsible relation to the world. Leadership thus requires a practice-based educational program and a “free space” for experimentation, reflection and self-formation, which is inconsistent with turning leadership into a profession....

  19. [Perinatal and intrauterine infant death: professional practices and their effects on healthcare personnel].

    Science.gov (United States)

    Zsák, Éva; Kovácsné Török, Zsuzsa; Hegedűs, Katalin

    2015-07-19

    The sorrow caused by perinatal loss is a phenomenon of pathological mourning, a burden for the parents, their environment and the medical personnel, yet, it is a less studied field. (1) To present the applied practice in healthcare institutions, to compare the valid protocol with the effective help provided and to study how these events affect the helping personnel professionally and psychologically. In-depth interviews with the involved personnel (n = 8). The authors studied the practice of the given institution; existing and wanted theoretical and practical competencies; personal attitude and the experienced difficulties. Acting well professionally is a specially demanding task, with few tools to use when communicating, when helping the parents cope with sorrow, or when coping with their own feelings, all these involving a risk for burn-out. The results can serve to create trainings aimed at helping the patients with adequate support and improving coping strategies.

  20. The Impact of an Advanced Certificate in Education (ACE Program on the Professional Practice of Graduates

    Directory of Open Access Journals (Sweden)

    Ruth Folake Aluko

    2009-09-01

    Full Text Available This paper examines the impact of a distance education program offered by the University of Pretoria, South Africa, on the professional practice of teachers. A pilot study was conducted using a combination of surveys and focus group interviews. Findings reveal that the program was beneficial to graduates’ personal development, professional practice, schools, learners, and colleagues. Further, principals who participated in the study attested to the differences they observed between the graduates and other teachers who had not been exposed to such a program. Suggestions for improvements included the introduction of subjects taught at school as areas of specialization, involvement of school principals in the assessment of enrolled students, visits to schools by the organizers, and exposure of students to the practical opportunities offered by the program (with portfolios that could be a part of the assessment.

  1. Psychosexual support for gynecological cancer survivors: professionals' current practices and need for assistance.

    Science.gov (United States)

    Vermeer, Willemijn M; Bakker, Rinske M; Stiggelbout, Anne M; Creutzberg, Carien L; Kenter, Gemma G; ter Kuile, Moniek M

    2015-03-01

    About half of the gynecological cancer (GC) survivors suffer from sexual dysfunctions and report a need for professional psychosexual support. The current study assessed (1) health care professionals' (HCP) current psychosexual support practices, (2) barriers to providing psychosexual support, and (3) HCP needs for training and assistance. Semistructured interviews were conducted with gynecological oncologists (n = 10), radiation oncologists (n = 10), and oncology nurses involved in the treatment of GC (n = 10). The majority of the professionals reported discussing sexuality at least once with each patient. An important reason for addressing sexual functioning was to reassure patients that it is normal to experience sexual concerns and give them an opportunity to discuss sexual issues. About half of the professionals provided specific suggestions. Patients were rarely referred to a sexologist. Barriers encountered by professionals in the provision of psychosexual support were embarrassment and lack of time. HCP suggestions for the facilitation of psychosexual support provision were skills training, an increased availability of patient information, and the standard integration of psychosexual support in total gynecological cancer care. The majority of the professionals reported discussing sexuality at least once with every patient, but discussions of sexual functioning were often limited by time and attention. The development of comprehensive patient information about sexuality after GC is recommended as well as a more standard integration of psychosexual support in GC care and specific training.

  2. Why UK pharmacy must adapt to the increasing demands of professionalism in practice.

    Science.gov (United States)

    Agomo, Chijioke O

    2012-10-01

    To make a case for why UK pharmacy must adapt to the increasing demands of professionalism in practice. A review based on evidence from the literature and personal opinion. Pharmacists, just as with other occupational groups, have over the years been developing and fine-tuning ways through which they can attain full professional status and therefore command the same level of recognition and respect as the main traditional professions, notably medicine and law. Many commentators, however, believe that this ambition is far from being realised. Their argument is that the path to professional status is not that easily available to all occupations. Although there is a professionalisation process that the traditional professions go through, it has been argued that services provided by pharmacy, beyond dispensing, can also promote its level of professionalism; for example, extensive counseling, medication therapy management, health screening, compounding or provision of durable medical equipment. As UK pharmacy and the wider UK National Health Service undergo changes and reconfiguration it is hoped that the creation of the new professional body for pharmacy (the Royal Pharmaceutical Society) will help pharmacy in the UK develop the ideals of professionalism. © 2012 The Author. IJPP © 2012 Royal Pharmaceutical Society.

  3. The role of professional knowledge in case-based reasoning in practical ethics.

    Science.gov (United States)

    Pinkus, Rosa Lynn; Gloeckner, Claire; Fortunato, Angela

    2015-06-01

    The use of case-based reasoning in teaching professional ethics has come of age. The fields of medicine, engineering, and business all have incorporated ethics case studies into leading textbooks and journal articles, as well as undergraduate and graduate professional ethics courses. The most recent guidelines from the National Institutes of Health recognize case studies and face-to-face discussion as best practices to be included in training programs for the Responsible Conduct of Research. While there is a general consensus that case studies play a central role in the teaching of professional ethics, there is still much to be learned regarding how professionals learn ethics using case-based reasoning. Cases take many forms, and there are a variety of ways to write them and use them in teaching. This paper reports the results of a study designed to investigate one of the issues in teaching case-based ethics: the role of one's professional knowledge in learning methods of moral reasoning. Using a novel assessment instrument, we compared case studies written and analyzed by three groups of students whom we classified as: (1) Experts in a research domain in bioengineering. (2) Novices in a research domain in bioengineering. (3) The non-research group--students using an engineering domain in which they were interested but had no in-depth knowledge. This study demonstrates that a student's level of understanding of a professional knowledge domain plays a significant role in learning moral reasoning skills.

  4. [Equality in clinical practice. Proposals for patients, professionals and managers and policies to limit discrimination].

    Science.gov (United States)

    Soler-González, J; Fernández de Sanmamed, M J; Gérvas, J

    2015-01-01

    To make feasible and practical proposals to improve equality in the course of clinical care during the patient-provider encounter. Design: A focus group study was conducted with a qualitative approach from the perspective of reducing health inequalities in the clinic. Setting: A classroom discussion focused on equality in clinical work. Subjects: 98 professionals from several countries. Measurement tools: An analysis of the responses was performed, grouped by themes interpreted by analysts, and restructured to provide consistency and uniformity to responses given. Data were collected using a questionnaire with open answers, allowing free-form answers to three general questions that addressed improving equality from the perspective of the professional themselves, patients, and health policy managers. No saturation horizon of analytical discourses was set, to understand that from this subjective prioritization of opinion there is no possibility that discourses reached saturation. Responses were added to the 3 principal axes, recommending that professionals be aware of their discriminatory ability. Patients were asked to trust their health professionals and that they should be assigned to a professional. It was also proposed that managers provide information systems, help reduce health inequalities, and encourage professional freedom. The paper presents concrete measures to promote improved equality in clinics during the delivery of health care. Copyright © 2014 SECA. Published by Elsevier Espana. All rights reserved.

  5. The Influence of a Mexican Cultural Immersion Experience on Personal and Professional Healthcare Practices.

    Science.gov (United States)

    Crowe, Terry; Sanchez, Victoria; Weber, Allison; Murtagh, Amy

    2016-12-01

    The purpose of this study was to understand the influence of a cultural immersion experience on personal and professional healthcare practices of occupational therapists. The experience, a 10-day course in Oaxaca, Mexico, exposed participants to alternative and complementary medicine through interactive sessions with Mexican indigenous traditional healers. The literature indicates that cultural immersion experiences can increase the perceived cultural effectiveness of healthcare professionals. Three focus groups were conducted with eight occupational therapists and two occupational therapy fieldwork students who had participated in the course. Themes were coded based on responses to each question by two graduate students and a qualitative researcher. Four major themes emerged regarding the influence of a cultural immersion experience on personal and professional healthcare practices of occupational therapists: (1) Natural Remedies; (2) Mind, Body, Spirit Connection; (3) Increased Openness; and (4) Challenges of Integrating Traditional and Western Medicine. The themes derived from this study confirmed the advantages of a cultural immersion experience on both the personal and professional views and practices of occupational therapists. Cultural immersion courses can assist occupational therapists to better understand different cultural views of health, disability and healing in order to provide quality occupational therapy care in a multicultural society. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

  6. Preparing for opening night: temporal boundary objects in textually-mediated professional practice

    Directory of Open Access Journals (Sweden)

    Elisabeth Davies

    2004-01-01

    Full Text Available The authors report on two projects in which the role of documents as temporal boundary objects mediating information practices across multiple timelines was explored. It has been suggested that studying workplace documents will uncover the information practices of professionals beyond traditional information needs and uses studies. Two workplaces were studied: a professional theatre production and a midwifery clinic. Both settings are communities constructed partly through textual dynamics and both have a pre-production phase leading to an opening night. In the theatre setting, qualitative interviews with the cast and crew and document analysis of the prompt book were the means of data collection. The midwifery clinic setting was investigated by means of interviews and follow-ups with sixteen midwife-client pairs and document analysis of the antenatal record. Preliminary thematic analysis pertaining to time and information was conducted on interview transcripts and the relevant documents. It was possible to show several instances of both the prompt book and the antenatal record being treated as a timeline by the various professionals using them. The authors conclude with a discussion of the temporal aspects of professionals' information practices as revealed by these two projects and encourage further document-focused research.

  7. [The confrontation of sexuality in the professional practice of future physicians: the viewpoint of medical interns].

    Science.gov (United States)

    Salinas Urbina, Addis Abeba; Jarillo Soto, Edgar Carlos

    2013-03-01

    The subject of sexuality in academic and service institutions is perceived through predominantly biological conceptual perspectives, blurring the subjective component that is imbued in social and cultural processes. The meanings that medical staff construct around sexuality have implications in their professional development and practice. This work presents results from a qualitative study into the meaning of sexuality among medical interns from the Universidad Autónoma Metropolitana-Xochimilco. In-depth interviews were conducted with students during their community service. This group was selected because they had finished their studies and were performing an independent and autonomous professional practice. The results, which were analyzed based on Grounded Theory, revealed three dichotomies: biology vs. social construction, individual vs. professional and theoretical learning vs. experiences in the community. The most relevant aspect revealed was the antagonism found between a medical intern's biology-centered academic knowledge and the challenge posed by their patients' reproductive and sexual health needs. The interns recognize that they lack the necessary skills to face issues of sexuality in their professional practice.

  8. The experience of mental health professionals using neuro emotional technique in psychotherapeutic practice

    Science.gov (United States)

    Marriage, Amanda Lynn

    This study reviewed how Neuro Emotional Technique (NET) is used in psychotherapeutic practice, and how it is understood and experienced by the practitioners who use it. Participants included 18 mental health professionals who have obtained the certification-level of training in NET and have incorporated NET into their professional practice. A qualitative method was used to explore NET providers' experiences through an online survey. Data from these surveys was analyzed using the constant comparative method. Six categories containing 18 themes emerged as a result of this analysis. These categories included: (1) practitioners currently employing NET; (2) technique utilization; (3) participant estimation of the efficacy of NET; (4) talking about NET; (5) clients most likely to benefit from NET; and (6) clients least likely to benefit from NET. The 18 themes that emerged within these categories represent important components of the integration of NET into psychological treatment. These themes were compared with existing literature to serve as valuable information for psychologists and other mental health professionals seeking to incorporate NET into their professional practices. This study helps to fill the current void in the area of research on NET as a psychological intervention, or more specifically, as a holistic mind-body approach to self-betterment and the amelioration of symptoms for humans who are healing from a broad spectrum of traumatic and stressful experiences.

  9. Incorporating cancer risk information into general practice: a qualitative study using focus groups with health professionals.

    Science.gov (United States)

    Usher-Smith, Juliet A; Silarova, Barbora; Ward, Alison; Youell, Jane; Muir, Kenneth R; Campbell, Jackie; Warcaba, Joanne

    2017-03-01

    It is estimated that approximately 40% of all cases of cancer are attributable to lifestyle factors. Providing people with personalised information about their future risk of cancer may help promote behaviour change. To explore the views of health professionals on incorporating personalised cancer risk information, based on lifestyle factors, into general practice. Qualitative study using data from six focus groups with a total of 24 general practice health professionals from the NHS Nene Clinical Commissioning Group in England. The focus groups were guided by a schedule covering current provision of lifestyle advice relating to cancer and views on incorporating personalised cancer risk information. Data were audiotaped, transcribed verbatim, and then analysed using thematic analysis. Providing lifestyle advice was viewed as a core activity within general practice but the influence of lifestyle on cancer risk was rarely discussed. The word 'cancer' was seen as a potentially powerful motivator for lifestyle change but the fact that it could generate health anxiety was also recognised. Most focus group participants felt that a numerical risk estimate was more likely to influence behaviour than generic advice. All felt that general practice should provide this information, but there was a clear need for additional resources for it to be offered widely. Study participants were in support of providing personalised cancer risk information in general practice. The findings highlight a number of potential benefits and challenges that will inform the future development of interventions in general practice to promote behaviour change for cancer prevention. © British Journal of General Practice 2017.

  10. The Impact of Solution-Focused Training on Professionals' Beliefs, Practices and Burnout of Child Protection Workers in Tenerife Island

    Science.gov (United States)

    Medina, Antonio; Beyebach, Mark

    2014-01-01

    This paper presents the first results of a large-scale research project on the child protection services in Tenerife, Spain. In Study 1, the professional beliefs and practices of 152 child protection workers, as measured by a Professional Beliefs and Practices Questionnaire, were correlated with their scores on the Maslach Burnout Inventory.…

  11. Theory and practice in the construction of professional identity in nursing students: a qualitative study.

    Science.gov (United States)

    Arreciado Marañón, Antonia; Isla Pera, Ma Pilar

    2015-07-01

    The problem of nurses' professional identity continues to be seen in the disjunction between theoretical training and clinical placements. Moreover, it is not known how nursing students perceive these contradictions or how this discrepancy influences the construction of professional identity. To gain insight into nursing students' perception of their theoretical and practical training and how this training influences the process of constructing their professional identity. Qualitative, ethnographic study. Third-year nursing students at the l'Escola Universitària d'Infermeria Vall d'Hebron de Barcelona. Participant observation was conducted in the hospital setting and primary care. Discussion groups were held. The constant comparative method was used for the analysis. The study adhered to the criteria of credibility, transferability, dependability and confirmability. Students believed that both theoretical and practical trainings were indispensable. Nevertheless, clinical placements were considered essential to confer sense to the theory and to shape their identity, as they helped student nurses to experience their future professional reality and to compare it with what they had been taught in theoretical and academic classes. The role of the clinical placement mentor was essential. With regard to theory, the skills developed in problem-based learning gave novice nurses' confidence to approach the problems of daily practice and new situations. Equally, this approach taught them to reflect on what they did and what they were taught and this ability was transferred to the clinical setting. For students, both strategies (theory and practice) are vital to nursing education and the construction of a professional identity, although pride of place is given to clinical placements and mentors. The skills developed with problem-based learning favor active and reflective learning and are transferred to learning in the clinical setting. Copyright © 2015 Elsevier Ltd. All

  12. Toward a more professional and practical medical education: a novel Central European approach

    Directory of Open Access Journals (Sweden)

    Drexel H

    2015-06-01

    Full Text Available Heinz Drexel,1–4,* Alexander Vonbank,1–3,* Peter Fraunberger,3,5 Walter F Riesen,3 Christoph H Saely1–3 1Vorarlberg Institute for Vascular Investigation and Treatment, 2Department of Medicine and Cardiology, Academic Teaching Hospital Feldkirch, Feldkirch, Austria; 3Private University of the Principality of Liechtenstein, Triesen, Liechtenstein; 4Drexel University College of Medicine, Philadelphia, PA, USA; 5Medical Central Laboratories, Feldkirch, Austria  *These authors contributed equally to this work Abstract: We here present an innovative curriculum for a complete medical education that conforms to the current European Bologna system of academic training. The curriculum aims at raising doctors who are excellently prepared for clinical work over as short a time as 5 years; it provides a comprehensive, yet shorter than usual, education that strongly pronounces the importance of increasing the students’ practical clinical competences and rigorously excludes superfluous contents. The curriculum encompasses 52 modules, 32 at the bachelor’s and 20 at the master’s level. Already at the level of the bachelor degree, full employability is given; the students finish the master’s course as medical doctors optimally prepared to manage patients at the level of postgraduate medical education. The structure of the curriculum is modular; each modular component is essential for medical education and contains an average of five European Credit Transfer System credits, amounting to 150 hours of education. Depending on the subspecialty, the courses include lectures, seminars, practical laboratory training, and clinical training at varying quantities. In addition to attendance times, sufficient time slots are prepared for self-study in lectures, seminars, and practical work. With our curriculum, we provide an easily applicable backbone for a modern course of medicine that can be installed also at smaller academic institutions. Keywords: Bologna

  13. Regulation of Certified Nurse-Midwife Scope of Practice: Change in the Professional Practice Index, 2000 to 2015.

    Science.gov (United States)

    Beal, Margaret W; Batzli, Mara E; Hoyt, Alex

    2015-01-01

    Certified nurse-midwives (CNMs) across the United States are educated in the same core competencies, yet scope of practice varies with state regulation. The Health Resources and Services Administration (HRSA) funded studies published in 1994 and 2004 on the professional practice environment of CNMs, nurse practitioners, and physician assistants, and developed the Certified Nurse-Midwife Professional Practice Index (CNMPPI), a 100-point scoring system of state regulation focusing on 3 domains: legal status, reimbursement, and prescriptive authority. The purpose of this study was to examine changes to CNM regulation between 2000 and 2015 by updating scores to the CNMPPI. Individual state CNMPPI scores from 2000 were updated for every year through 2015 by reviewing data published in the American College of Nurse-Midwives (ACNM) quarterly publication Quickening, the annual advanced practice registered nurse legislative updates in the journal Nurse Practitioner, and the ACNM State Legislative and Regulatory Guidance. Mean state scores increased 18%, from 69.7 in 2000 to 79.8 in 2015, and variation between state scores fell. Increases were seen in all 3 domains, with the greatest increase in the domain of prescriptive authority and the smallest in the legal domain. Individual state CNMPPI scores tend to be correlated with scores of adjacent states. The CNMPPI can be used to document changes in practice authority of CNMs. The increase in state CNMPPI scores and decrease in variance across states can be interpreted as indicating growth of professional authority and increasing consensus regarding the CNM role. The scoring system needs to be updated to reflect the current health systems environment and to include certified midwives and other midwives meeting the International Confederation of Midwives definition of a midwife. Applications of the CNMPPI to future research are discussed. © 2015 by the American College of Nurse-Midwives.

  14. Healthcare associated infection: good practices, knowledge and the locus of control in heatlhcare professionals.

    Science.gov (United States)

    Taffurelli, Chiara; Sollami, Alfonso; Camera, Carmen; Federa, Francesca; Grandi, Annise; Marino, Marcella; Marrosu, Tiziano; Sarli, Leopoldo

    2017-07-18

      The incidence of Healthcare Associated Infections (HAI) is an important indicator of the quality of care. The behaviors associated with the prevention of infections are not only supported by rational knowledge or motivation, but are mediated by social, emotional and often stereotyped behaviors. The awarness of the good practices related to HAI, may be a factor. Other studies, identify how the perception of the problem in healthcare professionals is often influenced by a tendency towards an external Locus of Control: the patient, the family, the other wards, other care settings. The aim of this study is to investigate the perception of healthcare professionals. In particular they have been measured their  awarness of the good practices, perceptions of the potential contamination level of some commonly used objects, knowledge about the management of invasive devices, Locus of Control.   A cross-sectional correlational design was utilized.  An ad hoc questionnaire was interviewed by 222 health professionals nurses and physicians in a northern hospital of Italy. The percentage of professionals who have attended training courses over the last 5 years was quite high, both for upgrades on HAI (78.7%) and Vascular Catheters (78.8%), while the percentage of professionals who updated on bladder catheterization (59.46%) was lower. The mean  score of good practice awareness towards HAI (5.06), is high. The perception of the potential level of contamination of some devices had a  mean ranging from 4.62 (for the drip) to 5.26 (for the door handle). The average value of the Locus of Control (43.54) indicates that participants demonstrated a value that is midway between External and Internal. The correlation test analysis revealed no significant relationships among professionals'age, knowledge about HAI, or infection related venus catheter. Also, results revealed that there were statistically significant positive relationships between professionals' Good Practices

  15. The I-Tribe Community Pharmacy Practice Model: professional pharmacy unshackled.

    Science.gov (United States)

    Alston, Greg L; Waitzman, Jennifer A

    2013-01-01

    To describe a mechanism by which pharmacists could create a disruptive innovation to provide professional primary care services via a Web-based delivery model. Several obstacles have prevented pharmacists from using available technology to develop business models that capitalize on their clinical skills in primary care. Community practice has experienced multiple sustaining innovations that have improved dispensing productivity but have not stimulated sufficient demand for pharmacy services to disrupt the marketplace and provide new opportunities for pharmacists. Pharmacists are in a unique position to bridge the gap between demand for basic primary medical care and access to a competent medical professional. Building on the historic strengths of community pharmacy practice, modern pharmacists could provide a disruptive innovation in the marketplace for primary care by taking advantage of new technology and implementing the I-Tribe Community Pharmacy Practice Model (I-Tribe). This model would directly connect pharmacists to patients through an interactive, secure Web presence that would liberate the relationship from geographic restrictions. The I-Tribe is a disruptive innovation that could become the foundation for a vibrant market in pharmacist professional service offerings. The I-Tribe model could benefit society by expanding access to primary medical care while simultaneously providing a new source of revenue for community practice pharmacists. Entrepreneurial innovation through I-Tribe pharmacy would free pharmacists to become the care providers envisioned by the profession's thought leaders.

  16. Antonio E. Puente: Award for Distinguished Professional Contributions to Independent Practice.

    Science.gov (United States)

    2011-11-01

    Presents Antonio E. Puente as the 2011 winner of the American Psychological Association Award for Distinguished Professional Contributions to Independent Practice. "For his decades of efforts to enhance the recognition of psychologists in providing health care services, through his work with the Current Procedural Terminology (CPT) Panel to develop and maintain appropriate CPT codes for the breadth of professional practice; for his willingness to participate in litigation establishing the expertise of neuropsychologists to testify in court about their findings; for his tireless work in cross-cultural assessment relative to criminal trials; for his leadership of professional societies in clinical neuropsychology; for his promotion of legislation and policy at all levels of government; and for his countless other contributions to the enhancement of independent practice in psychology. Antonio Puente is a far-thinking visionary who freely shares his knowledge to improve the quality of psychological practice and the reimbursement system that attests to the worth of the profession. He is the very embodiment of the psychologist for whom this award is intended." (PsycINFO Database Record (c) 2011 APA, all rights reserved).

  17. Knowledge and practice of tuberculosis infection control among health professionals in Northwest Ethiopia; 2011.

    Science.gov (United States)

    Temesgen, Chanie; Demissie, Meaza

    2014-11-19

    Tuberculosis (TB) is highly prevalent in sub-Saharan Africa, making the risk of infection transmission high in these countries. Despite high prevalence of TB and expected high probability of nosocomial transmission in Ethiopia, a rapid assessment done in 2008 revealed that most health facilities in Ethiopia do not use tuberculosis infection control (TBIC) practices. Patients and providers are therefore at risk of exposure to TB, especially at high case load facilities. The purpose of this study was to assess TBIC knowledge and practices among health professionals working in hospitals in the Amhara region of Northwest Ethiopia. An institution-based hybrid study was implemented form August 2010 to January 2011. The subjects were health professionals who were proportionally selected from each hospital. Subjects self-administered a questionnaire that contained sections on socio-demographics and on TBIC knowledge and practice. Those answering ≥60% of knowledge questions correctly and ≥50% of practice questions correctly were considered to have good knowledge and practice, respectively. A total of 313 healthcare professionals were enrolled from four healthcare facilities. The response rate was 96%. Only 18.8% received in-service training. Among those who were trained, 74.4%, 95% CI (69.6, 79.3%) were found to have good knowledge and 63.2%, 95% CI (57.9, 68.6%) good practice on TBIC. Training was found to be a predictor of TBIC knowledge, AOR* 3.386 and 95% CI (1.377, 8.330) while knowledge of TBIC was a strong predictor of good TBIC practice, AOR* 10.667 and 95% CI (5.769, 19.721). Though the majority of the respondents had good TBIC knowledge and practice, a considerable proportion of healthcare professionals were not trained on TBIC. Respondents trained on TBIC were found to be more knowledgeable than those not trained. Similarly, respondents with good TBIC knowledge were 10 times more likely to have good TBIC practice compared to those with poor TBIC knowledge

  18. Knowledge, Attitude, and Practice on Breast Cancer among Health Professionals in Douala References Hospitals, Cameroon.

    Science.gov (United States)

    Nguefack, Charlotte Tchente; N'djeudjui, Calvin; Engbang, Jean Paul Ndamba; Nana, Théophile Njamen; Ekane, Gregory Halle; Tebeu, Pierre-Marie

    2017-01-13

    In Cameroon, patients with breast cancer are more often diagnosed at stage III and IV, hence the need of preventives actions. Knowledge and attitude of medical personnel may influence their practice with regards to screening and early detection of breast cancer. Very few is known about this subject in Cameroon. The objective was to describe the knowledge, attitude, and practice of health care professionals on breast cancer risk factors, diagnostic methods, and screening. This was a cross-sectional study conducted during a 6-month period, among health professionals of Douala General Hospital and Laquintinie Hospital, Cameroon.Data were collected using a self-administered questionnaire which included demographic characteristics, questions on breast cancer risk factors, screening, and diagnostic methods. Marks were attributed to each question and calculated for each section. Participants fell in four categories of knowledge, attitude, and practice: very weak, weak, good, and excellent. The software XLStat7.5.2 was used for data analysis. Overall, 445 health professionals were interviewed. The average age was 39 ± 9 years. The level of knowledge, attitude, and practice was accessed respectively as weak (50.1%), very good (64.5%), and poor (36.4%). The personal practice of female workers was poor (43.0%). Compared to participants with very weak to weak knowledge, those with good to excellent knowledge had 1.55-fold odds of excellent attitude p knowledge was the participant qualification (academic degree). These results suggest the need for training of health professionals in Douala references hospitals on breast cancer risks factors, diagnostic, and screening methods.

  19. Professional development programs in health promotion: tools and processes to favor new practices.

    Science.gov (United States)

    Torres, Sara; Richard, Lucie; Guichard, Anne; Chiocchio, François; Litvak, Eric; Beaudet, Nicole

    2017-06-01

    Developing innovative interventions that are in sync with a health promotion paradigm often represents a challenge for professionals working in local public health organizations. Thus, it is critical to have both professional development programs that favor new practices and tools to examine these practices. In this case study, we analyze the health promotion approach used in a pilot intervention addressing children's vulnerability that was developed and carried out by participants enrolled in a public health professional development program. More specifically, we use a modified version of Guichard and Ridde's (Une grille d'analyse des actions pour lutter contre les inégalités sociales de santé. In Potvin, L., Moquet, M.-J. and Jones, C. M. (eds), Réduire les Inégalités Sociales en Santé. INPES, Saint-Denis Cedex, pp. 297-312, 2010) analytical grid to assess deductively the program participants' use of health promotion practices in the analysis and planning, implementation, evaluation, sustainability and empowerment phases of the pilot intervention. We also seek evidence of practices involving (empowerment, participation, equity, holism, an ecological approach, intersectorality and sustainability) in the intervention. The results are mixed: our findings reveal evidence of the application of several dimensions of health promotion (equity, holism, an ecological approach, intersectorality and sustainability), but also a lack of integration of two key dimensions; that is, empowerment and participation, during various phases of the pilot intervention. These results show that the professional development program is associated with the adoption of a pilot intervention integrating multiple but not all dimensions of health promotion. We make recommendations to facilitate a more complete integration. This research also shows that the Guichard and Ridde grid proves to be a thorough instrument to document the practices of participants. © The Author 2015. Published by

  20. Preaching What We Practice: Teaching Ethical Decision-Making to Computer Security Professionals

    Science.gov (United States)

    Fleischmann, Kenneth R.

    The biggest challenge facing computer security researchers and professionals is not learning how to make ethical decisions; rather it is learning how to recognize ethical decisions. All too often, technology development suffers from what Langdon Winner terms technological somnambulism - we sleepwalk through our technology design, following past precedents without a second thought, and fail to consider the perspectives of other stakeholders [1]. Computer security research and practice involves a number of opportunities for ethical decisions. For example, decisions about whether or not to automatically provide security updates involve tradeoffs related to caring versus user autonomy. Decisions about online voting include tradeoffs between convenience and security. Finally, decisions about routinely screening e-mails for spam involve tradeoffs of efficiency and privacy. It is critical that these and other decisions facing computer security researchers and professionals are confronted head on as value-laden design decisions, and that computer security researchers and professionals consider the perspectives of various stakeholders in making these decisions.

  1. Challenges to Social Work research: from academic education to professional practice

    Directory of Open Access Journals (Sweden)

    Aglair Alencar Setubal

    2007-05-01

    Full Text Available The reflections contained in this essay seek to the call attention of professionals, professors and students of Social Work to the importance of research in the various contexts of activity in this field, despite the challenges and difficulties presented in its realization. It offers possibilities for conducting research from a critical professional intervention, in keeping with the concrete reality - the context of professional practice. It also highlights the importance for the preparation of a history of Social Work based on theoretical-methodological postures that consider the wealth, complexity and essence of reality, breaking with the 'pseudoconcreticity', with the utilitarian, manipulative praxis that is constructed in the dimension of a 'common consciousness'. Despite the importance attributed to research, it sought to avoid separating it from human-social reality, given that it is in this context that research acquires meaning, becomes accepted and considers the needs of Social Work as a historic profession.

  2. The impact of regulatory perspectives and practices on professional innovation in nursing.

    Science.gov (United States)

    Stahlke Wall, Sarah

    2017-07-05

    Since at least the 1970s in Canada, there have been calls for health system reforms based on innovative roles and expanded scopes of practice for nurses. Professional regulatory organizations, through legislation, define the standards and parameters of professional nursing practice. Nursing regulators emphasize public protection over the advancement of nursing; regulatory processes and decisions tend to be conservative and risk-averse. This study explored the impact that regulatory processes have on innovation in nursing roles. Nurses in a range of unique practice situations were interviewed, including nurses in non-traditional roles and/or settings, those with cross-jurisdictional career histories, and those working in interdisciplinary practices and educational settings. For these nurses, nursing practice was viewed through a traditional clinical lens, which did not fit for them. They experienced hassle, delay, and inconsistencies in regulatory practices. They felt mistreated and fearful of the regulator and lamented the ways in which ambitious, creative, capable nurses were stymied in attempting new applications for nursing knowledge. Nursing is constraining its own mandate to contribute to health care through stringent licensing processes. Healthcare reform provides an opportunity for nursing regulators to rethink their processes and provide the latitude for nurse-driven change. © 2017 John Wiley & Sons Ltd.

  3. Armenia - Water to Market Credit

    Data.gov (United States)

    Millennium Challenge Corporation — The analysis of WtM credit used baseline and final follow-up Farming Practices Survey (FPS) data to summarize beneficiary and loan characteristics, as well as to...

  4. Convergence And Transmedia Storytelling in Journalism: Transformations in Professional Practices and Profiles

    Directory of Open Access Journals (Sweden)

    Elaide Martins

    2015-12-01

    Full Text Available As the focus of research developed by Jenkins (2009, convergence culture brings changes to journalism; it affects the practices, routines and profiles of its professionals and their relations with the public. One example is TV Folha from Brazil, a program made by professionals in different areas using press equipment and objectives. Their convergent nature affects production processes and favours hybridization of languages and multiplatform production, accentuating the presence of transmedia storytelling; a term adopted by Jenkins to refer to a model which emerged out of media convergence. This study adopted a qualitative methodology using interviews and observational analysis in order to understand the effects convergence culture has on the way journalism is done and the profile of its professionals. This discussion leads us to believe that the challenge is more than just multiplatform production; it is in the relationships developed out of convergence.as the focus of research developed by Jenkins (2009, convergence culture brings changes to journalism; it affects the practices, routines and profiles of its professionals and their relations with the public. One example is TV Folha from Brazil, a program made by professionals in different areas using press equipment and objectives. Their convergent nature affects production processes and favours hybridization of languages and multiplatform production, accentuating the presence of transmedia storytelling; a term adopted by Jenkins to refer to a model which emerged out of media convergence. This study adopted a qualitative methodology using interviews and observational analysis in order to understand the effects convergence culture has on the way journalism is done and the profile of its professionals. This discussion leads us to believe that the challenge is more than just multiplatform production; it is in the relationships developed out of convergence.

  5. Practices of Family Health Professionals Regarding Chronic Disease Control and Prevention Programs

    Directory of Open Access Journals (Sweden)

    Esma Kabasakal

    2017-10-01

    Full Text Available Introduction: Chronic diseases are of the utmost importance, due to their impact on high death rates, excessive increases in health expenses, and sustainability of health services. Further, it is recommended for individuals, and society at large, to decrease exposure to modifiable risk factors, like tobacco use, malnutrition, and lack of physical activity, and to encourage a lifestyle that supports the fight against chronic diseases. The aim of this study was to determine the practices of health professionals in terms of preventing chronic diseases and improving health. Methods: Health professionals from family health centers participated in this survey study. The data collection tool was developed by the researcher, by considering the nationwide health programs applied in Turkey, namely the Tobacco Control Program, Healthy Nutrition and Active Life Program, Turkey Diabetes Prevention and Control Program, and Cancer Control Programs. Results: Those who received training on health promotion had higher rates of involvement in tobacco cessation guidance, directing individuals to smoking cessation centers, giving trainings to cancer patients and others at risk, following up on individuals with a risk of obesity, raising awareness of healthy individuals concerning obesity, and training patients/patient relatives on diabetes. Discussion: The level of training that health professionals offer to patients and their relatives is higher than the level of training given to healthy individuals in all control programs. This inclination is an indicator of a treatment-oriented service approach to health. The capacity of health professionals should be directed more towards preventive medicine and health improving practices.

  6. The importance of professional skills alongside scientific and technical excellence to underpin ethical geoscience practice

    Science.gov (United States)

    Allington, Ruth; Fernandez-Fuentes, Isabel

    2013-04-01

    There is consensus that reliable ground models, based on a sound understanding of the geology and surface processes are vital as a basis for natural hazard identification and risk assessment, and there is a great deal of skill and experience in the geoscience community with mapping, modelling and predicting natural hazards and their likely impacts. This presentation will highlight the contributions of geology and geomorphology in the identification of natural hazards and mitigation of their impacts. It will then consider a range of "professional skills" that are needed by geoscientists working with other specialists and non-specialists (e.g. engineers, emergency services, land-use planners, architects responsible for building codes, politicians, regulators, the public etc) alongside technical and scientific excellence. It will argue that development and application of both scientific/technical and professional skills is essential to ensure that the maps, models and other data relevant to natural hazards and environmental change are used to provide effective public protection through communication, land-use planning and planning for resilience. The professional skills of particular importance include interdisciplinary collaboration; project management; cost-benefit analysis; effective communication with specialists and non specialists (especially the public); and facilitative skills. All the technical, scientific and professional skills need to be applied competently and with the highest standards of ethical underpinning. The contribution will consider how this can be achieved (or at least facilitated) through professional training, award of professional titles, licensure etc, drawing on international examples of best practice in professional codes of conduct and regulation directed to the protection of the public.

  7. Internet guidance in oncology practice: determinants of health professionals' Internet referral behavior.

    Science.gov (United States)

    Emond, Yvette; de Groot, Jos; Wetzels, Wendy; van Osch, Liesbeth

    2013-01-01

    Many cancer patients turn to the Internet to obtain information on their disease. This digital quest is often motivated by a perceived discrepancy between the information received from health professionals and patients' actual informational needs. This discrepancy may be reduced by supplementing standard patient education with reliable online information sources. This study investigates health professionals' opinions, cognitions, and behavior regarding referring cancer patients to Internet-based information. Online and written questionnaires were distributed among Dutch oncology nurses and medical specialists, measuring perception of patients' informational needs, prompted and unprompted Internet referral, and socio-cognitive factors regarding referral behavior. Health professionals (N = 130) positively appraised Internet use among cancer patients. Despite recognizing patients' needs for additional information (84%) and need for referral to reliable websites (67%), only 20% frequently referred patients to Internet-based information. Prompted Internet referral was higher (64%). Motives for nonreferral included unfamiliarity with websites and uncertainty about information quality. Intentions towards future referral were moderate to high. To translate intentions into referral, health professionals need reminder tools and information on reliability and content of websites. Cognitive determinants of referral behavior included professionals' attitude, self-efficacy, and intentions regarding referral. Recognition of patients' information needs does not culminate in Internet referral among health professionals in cancer care. High intentions to change, however, indicate good prospects for future referral. This study yields valuable insights into behavioral determinants of health professionals' Internet referral behavior. Targeting determinants and barriers in future interventions will provide opportunities for optimization of educational practices. Copyright © 2011 John

  8. Differences in the perceptions of parents and healthcare professionals on pediatric intensive care practices.

    Science.gov (United States)

    Latour, Jos M; van Goudoever, Johannes B; Duivenvoorden, Hugo J; Albers, Marcel J I J; van Dam, Nicolette A M; Dullaart, Eugenie; van Heerde, Marc; de Neef, Marjorie; Verlaat, Carin W M; van Vught, Elise M; Hazelzet, Jan A

    2011-09-01

    To explore similarities and differences in perceptions on pediatric intensive care practices between parents and staff by using data from two studies. A two-round Delphi method among nurses and physicians followed by an empiric survey among parents. Pediatric intensive care units at eight university medical centers. Parents whose child has been admitted to a pediatric intensive care unit, nurses, and physicians. None. Outcome measures were 74 satisfaction-with-care items divided into five domains: 1) information; 2) care and cure; 3) organization; 4) parental participation; and 5) professional attitude. The Delphi study was completed by 218 nurses and 46 physicians and the survey by 559 of 1042 (54%) parents. Parents rated 31 items more important than the professionals based on the standardized mean difference (Cohen's d, 0.21-1.18, p parents (Cohen's d 0.64, p = .001). The professionals rated 12 items more important than the parents (Cohen's d -0.23 to -0.73, p parents (n = 76) were separately compared with professionals. On the domain level, parents rated the domains information and parental participation more important than the professionals (Cohen's d 0.36 and 0.26, p = .001). Compared with the parents' perceptions, nurses and physicians undervalued a substantial number of pediatric intensive care unit care items. This finding may reflect a gap in the understanding of parental experiences as well as incongruity in recognizing the needs of parents.

  9. Conversation as Academic Practice: Tutors' Strategies in Integrating Student Learning in a Professional Training Degree Programme

    Directory of Open Access Journals (Sweden)

    Matt Bowden

    2013-04-01

    Full Text Available Tutors are generally considered to be an additional resource in teaching and learning, as a means of augmenting that of the lecturer. This article explores tutors as academic staff with responsibilities for developing practice competencies and integrating student learning in a social care professional training degree programme. The research is small-scale, based upon data from a purposive sample of five interviews; and upon insider-participant observation notes and reflections in one single setting. The author deployed a situated ethnographic methodology alongside a frame analytic approach. The research found that in their academic practice, tutors reveal how their student contact is oriented to developing a reflective practitioner and they discuss how programme inputs impact on the student’s professional self. Simultaneously, tutors seek to create cross programme integration through finding overlaps with academic programme strands.

  10. Different understandings of the relationship between teacher education and professional practice

    DEFF Research Database (Denmark)

    Frederiksen, Lisbeth Angela Lunde; Lund, Jens Hansen; Beck, Mette Holdsendorf

    2016-01-01

    In the Center for Didactic Methods and Approaches, VIA University College, we have developed a didactic model of reflection for teachers and managers with the purpose of reflecting on education, teaching, and explaining the educators’ educational paradigms. During the work, we found different und......, and on the education totality. We also found that a lack of explanation of the educational paradigms to which teachers adhere may influence students’ optimal professional development.......In the Center for Didactic Methods and Approaches, VIA University College, we have developed a didactic model of reflection for teachers and managers with the purpose of reflecting on education, teaching, and explaining the educators’ educational paradigms. During the work, we found different...... understandings of the relationship between teacher education and professional practice. We found that this relationship may impact how a teacher or manager actually practices the profession of education, including the methods teachers employ to teach, the methods the student teachers employ to teach...

  11. Impact of training on Nigerian healthcare professionals' knowledge and practice of pharmacovigilance.

    Science.gov (United States)

    Osakwe, Adeline; Oreagba, Ibrahim; Adewunmi, Adebowale J; Adekoya, Abisola; Fajolu, Iretiola

    2013-01-01

    Pharmacovigilance is the science and activities relating to the detection, assessment, understanding and prevention of adverse effects or any other possible drug related problem.. The effectiveness of this system revolves on the active participation of the healthcare practitioners. Poor knowledge and practice of pharmacovigilance has necessitated training of healthcare professionals in different parts of Nigeria. The objectives of this study are to determine the knowledge and practice of pharmacovigilance amongst health professionals in Nigeria and the impact of previous training in pharmacovigilance on their knowledge and practice. In this descriptive cross sectional study, purposive and systematic random sampling method was used in selecting health facilities and health care practitioners respectively. Data were collected using a three-part peer-reviewed structured questionnaire administered through electronic mail (25) and self administration by healthcare professionals (316). Respondents who had received training on pharmacovigilance had better knowledge of correct definition of pharmacovigilance (P = 0.001) and better theoretical knowledge and practice scores of pharmacovigilance (P = 0.001). Receiving quarterly newsletters was not significantly associated (p = 0.220) with improved knowledge of pharmacovigilance. Overall, knowledge and practice of pharmacovigilance in Nigeria was still below average. The main challenges faced in the reporting and detecting of ADR were lack of awareness, poor communication, lack of continuity in training and poor funding. Although training was associated with improved knowledge and practice of pharmacovigilance amongst the health care providers studied, its overall impact was mild. Strengthened awareness creation and innovations in PV training methods are necessary to improve the efficiency of the program.

  12. The Flipped Classroom - From Theory to Practice in Health Professional Education.

    Science.gov (United States)

    Persky, Adam M; McLaughlin, Jacqueline E

    2017-08-01

    The flipped classroom is growing in popularity in health professional education. As such, instructors are experiencing various growing pains in functionalizing this model, from justifying the approach to managing time inside and outside of class to assessing impact on learning. This review focuses on some key theories that support the flipped model and translates those key theories into practice across core aspects of the flipped classroom: pre-class preparation, in-class activities, after-class activities and assessment of student learning.

  13. Organization of professional practices against intrafamily violence against children and adolescents in the institutional context

    OpenAIRE

    Schek, Gabriele; Silva, Mara Regina Santos da; Lacharité, Carl; Bueno, Maria Emília Nunes

    2017-01-01

    ABSTRACT Objective: to analyze based on the practitioners' discourse, the way they organize their practices confronting situations of intra-family violence against children and adolescents. Method: qualitative research carried out with 15 professionals who work in social and health services located in the southernmost of Brazil. Data were collected through semi-structured interviews, performed at the participants' workplace. We used a theoretical matrix to analyze the data, based on Institu...

  14. Professional nursing practice: environment and emotional exhaustion among intensive care nurses

    OpenAIRE

    Panunto M.R.; Guirardello E de B.

    2013-01-01

    OBJECTIVE: to evaluate the characteristics of the professional nursing practice environment and its relationship with burnout, perception of quality of care, job satisfaction and the intention to leave the job in the next 12 months. METHOD: cross-sectional study with a quantitative approach to data. The sample was composed of 129 nurses working in adult Intensive Care Units from a region in the interior of São Paulo, Brazil. RESULTS: Th...

  15. The Practices and Developmental Pathways of Professional and Olympic Serial Winning Coaches

    OpenAIRE

    Lara-Bercial, S; Mallett, CJ

    2016-01-01

    In 2011, the Innovation Group of Leading Agencies of the International Council for Coaching Excellence initiated a project aimed at supporting the identification and development of the next generation of high performance coaches. The project, entitled Serial Winning Coaches, studied the personalities, practices and developmental pathways of professional and Olympic coaches who had repeatedly achieved success at the highest level of sport. This paper is the third publication originating from t...

  16. 3D Digital Graphics in Landscape Architecture Professional Practice: Current Conditions in a Nutshell

    OpenAIRE

    Li, Shujuan; Yang, Bo; Yan, Jie

    2014-01-01

    3D digital graphics and representation have been a critical part in landscape architecture professional practice. However, few studies have been conducted to document how 3D digital graphics are currently being used. Some important questions are largely unknown. For example, who are the primary users of 3D digital graphics programs, and what are the most popular 3D software packages, and why. A better understanding of these questions is not only important to practitioners, but also to educato...

  17. Communities of practice: Participation patterns and professional impact for high school mathematics and science teachers

    Science.gov (United States)

    Printy, Susan M.

    Improving the quality of teachers in schools is a keystone to educational improvement. New and veteran teachers alike need to enhance their content knowledge and pedagogical skills, but they must also examine, and often change, their underlying attitudes, beliefs, and values about the nature of knowledge and the abilities of students. Best accomplished collectively rather than individually, the interactions between teachers as they undertake the process of collaborative inquiry create "communities of practice." This dissertation investigates the importance of science and mathematics teachers' participation in communities of practice to their professional capabilities. The study tests the hypothesis that the social learning inherent in community of practice participation encourages teachers to learn from others with expertise, enhances teachers' sense of competence, and increases the likelihood that teachers' will use student-centered, problem-based instructional techniques aligned with national disciplinary standards. The researcher conceptualizes communities of practice along two dimensions that affect social learning: legitimate participation in activities and span of engagement with school members. Differences in teachers' subject area and the curricular track of their teaching assignment contribute to variation in teachers' participation in communities of practice along those dimensions. Using data from the National Educational Longitudinal Study, first and second follow-up, the study has two stages of multi-level analysis. The first stage examines factors that contribute to teachers' participation in communities of practice, including teachers' social and professional characteristics and school demographic and organizational characteristics. The second stage investigates the professional impact of such participation on the three outcome variables: teacher learning, teacher competence, and use of standards-based pedagogy. Hierarchical linear models provide

  18. Partnering to Promote Evidence-Based Practice in a Community Hospital: Implications for Nursing Professional Development Specialists.

    Science.gov (United States)

    Highfield, Martha E F; Collier, Andrea; Collins, Mara; Crowley, Melanie

    2016-01-01

    Nursing professional development specialists working in community hospitals face significant barriers to evidence-based practice that academic medical centers do not. This article describes 7 years of a multifaceted, service academic partnership in a large, urban, community hospital. The partnership has strengthened the nursing professional development role in promoting evidence-based practice across the scope of practice and serves as a model for others.

  19. Ethics and the professional practice of psychologists: the role of virtues and principles.

    Science.gov (United States)

    Jordan, A E; Meara, N M

    1990-04-01

    We evaluate the potential relevance of virtue ethics to the training and practice of professional psychologists, and we contrast them with principle ethics. Typically, principles are used to facilitate the selection of socially and historically acceptable answers to the question "What shall I do?" when confronted by ethical dilemmas. Virtue ethics, however, generally focus on the question "Who shall I be?" Strengths and weaknesses of each approach are presented. The impact of each is discussed with respect to informed consent and the therapeutic construct "genuineness." We conclude that virtue ethics are an essential component of responsible ethical training and practice.

  20. SOFTWARE TRAINING AIDS DEVELOPMENT AND IMPLEMENTATION IN PROFESSIONAL PREPARATION PRACTICE OF TECHNOLOGICAL EDUCATION TEACHER

    Directory of Open Access Journals (Sweden)

    Anatoliy G. Gritchenko

    2013-03-01

    Full Text Available The article outlines the theoretical and practical aspects of software training aids development and implementation in professional preparation practice of technological education teacher. The myriad opportunities of new information technologies are described; the characteristic features of modern software training tool (STT are revealed; the main algorithmic structure circuits of training programs construction (linear, cyclic, with hyperlinks, to the labels, which enable the development of STT variety and functionality are given; the methodology of STT creating is described based on the analysis of the technology teacher preparation in HEE content, MITE didactic functions and selection criteria of educational software for this area of specialist’s preparation.

  1. PUBLICATION ACTIVITY AND ITS ROLE IN ASSESSMENT OF PROFESSIONAL ENGAGEMENT OF HEI ACADEMIC STAFF (RUSSIAN PRACTICES

    Directory of Open Access Journals (Sweden)

    I. B. Ardashkin

    2016-01-01

    Full Text Available The aim of the research is to analyze and summarize the Russian best practices of using the publication activity as a criterion to assess the professional activity of the academic staff; to identify the role of motivational factors as a method to manage and control the publication activity of the academic staff.Methods. The authors address the methodology of comprehensive research based on the method of document analysis, comparative analysis, and method of secondary use of sociological and psychological data.Results and scientific novelty concludes in presenting Russian and international best practices generalized on using the publication activity to assess the engagement of HEI (Higher Educational Institution academic staff; the most appropriate formats of using the publication activity as a criterion to assess the research component of the academic staff engagement are defined. Degree of reliability of this criterion is shown – its strengths and shortcomings. The conclusion is drawn on need of the essential changes in management of publication activity affecting both professional and motivational spheres of scientific and pedagogical staff. The most acceptable options of measurement of staff work efficiency of this category are formulated.Practical significance. The research outcomes can be the corpus for designing the assessment method for the professional engagement of the academic staff.

  2. Integration of professional judgement and decision-making in high-level adventure sports coaching practice.

    Science.gov (United States)

    Collins, Loel; Collins, Dave

    2015-01-01

    This study examined the integration of professional judgement and decision-making processes in adventure sports coaching. The study utilised a thematic analysis approach to investigate the decision-making practices of a sample of high-level adventure sports coaches over a series of sessions. Results revealed that, in order to make judgements and decisions in practice, expert coaches employ a range of practical and pedagogic management strategies to create and opportunistically use time for decision-making. These approaches include span of control and time management strategies to facilitate the decision-making process regarding risk management, venue selection, aims, objectives, session content, and differentiation of the coaching process. The implication for coaches, coach education, and accreditation is the recognition and training of the approaches that "create time" for the judgements in practice, namely "creating space to think". The paper concludes by offering a template for a more expertise-focused progression in adventure sports coaching.

  3. The influence of online problem-based learning on teachers' professional practice and identity

    Directory of Open Access Journals (Sweden)

    Steve Wheeler

    2005-12-01

    Full Text Available In this paper we describe the design of a managed learning environment called MTutor, which is used to teach an online Masters Module for teachers. In describing the design of MTutor pedagogic issues of problem-based learning, situated cognition and ill-structured problems are discussed. MTutor presents teachers with complex real-life teaching problems, which they are required to solve online through collaboration with other teachers. In order to explore the influence of this online learning experience on the identity and practice of teachers, we present the results from a small-scale study in which six students were interviewed about their online experiences. We conclude that, within the sample, students' engagement with online problem-based learning within their community of practice positively influenced their professional practice styles, but that there is little evidence to suggest that online identity influences real-life practice.

  4. Credit in Acceptance Sampling on Attributes

    NARCIS (Netherlands)

    Klaassen, Chris A.J.

    2000-01-01

    Credit is introduced in acceptance sampling on attributes and a Credit Based Acceptance sampling system is developed that is very easy to apply in practice.The credit of a producer is defined as the total number of items accepted since the last rejection.In our sampling system the sample size for a

  5. 48 CFR 2132.607 - Tax credit.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Tax credit. 2132.607... Contract Debts 2132.607 Tax credit. FAR 32.607 has no practical application to FEGLI Program contracts. The... Government, contractors may not offset debts to the Fund by a tax credit that is solely a Government...

  6. 48 CFR 1632.607 - Tax credit.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Tax credit. 1632.607... 1632.607 Tax credit. FAR 32.607 has no practical application to FEHBP contracts. The statutory... may not offset debts to the Fund by a tax credit which is solely a Government obligation. ...

  7. Student perspectives of a Student-Led Groups Program model of professional practice education in a brain injury rehabilitation unit.

    Science.gov (United States)

    Patterson, Freyr; Fleming, Jennifer; Marshall, Kathryn; Ninness, Nadine

    2017-10-01

    Professional practice education is a core and essential component of occupational therapy training. With increasing numbers of education programmes and more students requiring professional practice placements, development of innovative models of professional practice education has emerged, but these require investigation. The aim of this study was to investigate student experiences and perceptions of the Student-Led Groups Program model of professional practice education in an inpatient brain injury rehabilitation unit. A qualitative approach, guided by phenomenological theory was used. Participants were 15 students who had completed a professional practice placement in the Student-Led Groups Program. Data were collected using in-depth semi-structured interviews and analysed thematically. Three over-arching themes emerged from the data; balance of support and freedom, development of clinical skills and missed opportunities. Students described how the structure of the placement facilitated independent learning and autonomy that was balanced with support from clinicians and student peers. Students perceived that they had developed a breadth of clinical skills and also had missed some learning opportunities in this professional practice placement structure. Overall student perceptions of the Student-Led Groups Program were positive, supporting the continued use of this model of professional practice education in this setting. The results highlight the value of structured and consistent approaches for supervision, including the use of formal approaches to peer supervision in the initial stages of learning. © 2017 Occupational Therapy Australia.

  8. Symptomatic Management of Fever in Children: A National Survey of Healthcare Professionals' Practices in France.

    Science.gov (United States)

    Bertille, Nathalie; Pons, Gerard; Khoshnood, Babak; Fournier-Charrière, Elisabeth; Chalumeau, Martin

    2015-01-01

    Despite the production and dissemination of recommendations related to managing fever in children, this symptom saturates the practices of primary healthcare professionals (HPs). Data on parent practices related to fever are available, but data on HPs' practices are limited. We studied HPs' practices, determinants of practices and concordance with recommendations in France. We conducted a national cross-sectional observational study between 2007 and 2008 among French general practitioners, primary care pediatricians and pharmacists. HPs were asked to include 5 consecutive patients aged 1 month to 12 years with acute fever. HPs completed a questionnaire about their practices for the current fever episode. We used a multilevel logistic regression model to assess the joint effects of patient- and HP-level variables associated with this behavior. In all, 1,534 HPs (participation rate 13%) included 6,596 children (mean age 3.7 ± 2.7 years). Physicians measured the temperature of 40% of children. Primary HPs recommended drug treatment for 84% of children (including monotherapy for 92%) and physical treatment for 62% (including all recommended physical treatments for 7%). HPs gave written advice or a pamphlet for 13% of children. Significant practice variations were associated with characteristics of the child (age, fever level and diagnosis) and HP (profession and experience). In France, despite the production and dissemination of national recommendations for managing fever in children, primary HPs' observed practices differed greatly from current recommendations, which suggests potential targets for continuing medical education.

  9. Does academic dishonesty relate to unethical behavior in professional practice? An exploratory study.

    Science.gov (United States)

    Harding, Trevor S; Carpenter, Donald D; Finelli, Cynthia J; Passow, Honor J

    2004-04-01

    Previous research indicates that students in engineering self-report cheating in college at higher rates than those in most other disciplines. Prior work also suggests that participation in one deviant behavior is a reasonable predictor of future deviant behavior. This combination of factors leads to a situation where engineering students who frequently participate in academic dishonesty are more likely to make unethical decisions in professional practice. To investigate this scenario, we propose the hypotheses that (1) there are similarities in the decision-making processes used by engineering students when considering whether or not to participate in academic and professional dishonesty, and (2) prior academic dishonesty by engineering students is an indicator of future decisions to act dishonestly. Our sample consisted of undergraduate engineering students from two technically-oriented private universities. As a group, the sample reported working full-time an average of six months per year as professionals in addition to attending classes during the remaining six months. This combination of both academic and professional experience provides a sample of students who are experienced in both settings. Responses to open-ended questions on an exploratory survey indicate that students identify common themes in describing both temptations to cheat or to violate workplace policies and factors which caused them to hesitate in acting unethically, thus supporting our first hypothesis and laying the foundation for future surveys having forced-choice responses. As indicated by the responses to forced-choice questions for the engineering students surveyed, there is a relationship between self-reported rates of cheating in high school and decisions to cheat in college and to violate workplace policies; supporting our second hypothesis. Thus, this exploratory study demonstrates connections between decision-making about both academic and professional dishonesty. If better

  10. Knowledge, Attitude and Practice of Adverse Drug Reactions Reporting Among Healthcare Professionals

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    Siddeshwara M.G.

    2016-01-01

    Full Text Available Objectives:  This study was conducted to evaluate knowledge, attitude and practice of Adverse Drug Reactions (ADR reporting among Healthcare Professionals.Methods: A cross-sectional study was done by survey using questionnaire. Questionnaire was distributed to 260 healthcare professionals working at M.R. Medical College and S Nijalingappa Institute of Dental Sciences, Kalaburagi, India.Results: Out 260 people 221 provided the response, giving a response rate of 85%. Among respondents 69.68% were Doctors, 23.53% were Nurses and 6.78% were Pharmacists. 71% of the healthcare professionals knew what are ADRs, 62.4% knew what is pharmacovigilance, 35.7% were aware of Pharmacovigilance Programme of India (PvPI and 21.7% knew nearest pharmacovigilance center. 50.2% had seen patients experiencing ADR out of which only 8.1% of them have reported ADR to the concerned unit. 72.4% feel that all the cases of ADR should be reported irrespective of seriousness. Concern that report may be wrong and fear of legal liability were the main factors discouraging them for reporting ADR. Local coordination, Financial Support, ADR reporting awareness programmes were the major expectations from respondents.Conclusion: Healthcare professionals working at HKE Society’s M.R. Medical College and S Nijalingappa Institute of Dental Sciences have positive attitudes towards ADR reporting. However knowledge regarding ADR reporting among Doctors is superior to that of Nurses and Pharmacists, awareness programmes can overcome this problem. But the practice of ADR reporting is poor among all Healthcare professionals.

  11. Students’ Competency in Credit-Modular System and Analysis of Credit-Modular Efficiency Credit System in Teaching «Pediatrics»

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    I.V. Shlimkevych

    2015-04-01

    Full Text Available The analysis of the effectiveness of implementation of the credit-modular system of educational process in teaching the subject of «Pediatrics». Regarding that the legal and ethical safeguards, human rights protection are integral components of quality, it will also contribute to improvement of medical care delivering. Practical training contributes to improve clinical medical comprehension of a future physician, that is, the ability to comprehensively assess the diversity of symptoms of a clinical manifestation and make decisions instantly. Practical training of physicians is a compulsory component of educational and vocational programs to obtain qualification and is intended to develop professional skills.

  12. [Survey of professional practices within the framework of the Continuous professional development: an experience led on a national scale on the theme of macroenzymes].

    Science.gov (United States)

    Leon, Anthony; Aimone-Gastin, Isabelle

    2014-01-01

    The recent HPST law (reform of the hospital and relative to the patients, to the health and to the territories) states that the formation of the healthcare professionals is now "independent" and "compulsory". This law introduces the term of "Continuous professional development". The "Continuous professional development" groups together the former systems of both Evaluation of the professional practices and in-services training. Indeed, our practice gave us an opportunity to evaluate the practices of the professional of the specialists in laboratory medicine. We had to deal with very unsual cases of interference with a medicine (tenofovir) during the dosage of creatines kinases induced by the presence of a macroenzyme. To achieve this goal, a situation scenario was constructed and sent to a sample of practitioners. The first part deals with a clinical case with an analytic interference provoked by a macroenzyme. The second part refers to the usual techniques employed to reveal the presence of macroenzymes. The results were returned as a document suggesting a way to behave "in front of a suspicion of macroenzymes". This study is an illustration of what can be realized to answer the obligations of continuous professional development.

  13. Registered Dietitian Nutritionists' Perspectives on Integrating Food and Water System Issues into Professional Practice.

    Science.gov (United States)

    Heidelberger, Lindsay; Smith, Chery; Robinson-O'Brien, Ramona; Earthman, Carrie; Robien, Kim

    2017-02-01

    Sustainable agriculture encompasses economic, environmental, and social aspects of the food system. Members of the Academy of Nutrition and Dietetics (Academy) play an important role in promoting sustainable agriculture because they work in areas where they can influence the food purchasing decisions of foodservice operations and the public. To investigate behavior of registered dietitian nutritionists (RDNs) toward incorporating sustainable agriculture principles into professional practice using the Theory of Planned Behavior. This cross-sectional study surveyed RDNs nationwide about their perspectives on incorporating sustainable agriculture issues into practice. The survey questions were based on a survey originally administered to Minnesota RDNs during 2002. The sample (N=626) was drawn from a randomly selected, national sample of Academy members. Data were analyzed using descriptive statistics, independent t tests, Pearson correlations, and stepwise regression. The sample was mostly white, female, and the average age was 45.4±12.2 years. Almost half of Academy RDNs (47%) reported incorporating environmental issues into their practice. All four Theory of Planned Behavior variables (intention, attitude, perceived behavior control, and subjective norm) were predictive of behavior to include sustainable agriculture issues into practice. Barriers to incorporating this topic into practice included lack of knowledge, ability, time, and employer support. This study found that most of the RDN respondents had heard of sustainable agriculture and nearly half reported including this topic in their professional practice. To integrate this topic into practice more consistently, RDNs need more knowledge, time, and employer support. Copyright © 2017 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

  14. Professional values and competencies as explanatory factors for the use of evidence-based practice in nursing.

    Science.gov (United States)

    Skela-Savič, Brigita; Hvalič-Touzery, Simona; Pesjak, Katja

    2017-08-01

    To establish the connection between values, competencies, selected job characteristics and evidence-based practice use. Nurses rarely apply evidence-based practice in everyday work. A recent body of research has looked at various variables explaining the use of evidence-based practice, but not values and competencies. A cross-sectional, non-experimental quantitative explorative research design. Standardized instruments were used (Nurse Professional Values Scale-R, Nurse Competence Scale, Evidence-Based Practice Beliefs and Implementation Scale). The sample included 780 nurses from 20 Slovenian hospitals. The data were collected in 2015. The study identifies two new variables contributing to a better understanding of beliefs on and implementation of evidence-based practice, thus broadening the existing research evidence. These are the values of activism and professionalism and competencies aimed at the development and professionalization of nursing. Values of caring, trust and justice and competencies expected in everyday practice do not influence the beliefs and implementation of evidence-based practice. Respondents ascribed less importance to values connected with activism and professionalism and competencies connected with the development of professionalism. Nurses agree that evidence-based practice is useful in their clinical work, but they lack the knowledge to implement it in practice. Evidence-based practice implementation in nursing practice is low. Study results stress the importance of increasing the knowledge and skills on professional values of activism and professionalism and competencies connected to nursing development. The study expands the current understanding of evidence-based practice use and provides invaluable insight for nursing managers, higher education managers and the national nursing association. © 2017 John Wiley & Sons Ltd.

  15. The motivation of health professionals to explore research evidence in their practice: An intervention study.

    Science.gov (United States)

    Henderson, Amanda; Winch, Sarah; Holzhauser, Kerri; De Vries, Sue

    2006-12-01

    To assess the impact of multifaceted clinically focused educational strategies that concentrated on introducing dementia care research evidence on health professionals' awareness and inclination to use research findings in their future practice. The promise of evidence-based practice is slow to materialize with the limitations of adopting research findings in practice readily identifiable. A pre- and post-test quasi experimental design. The study involved the administration of: a pretest (baseline), an intervention phase, and a post-test survey, the same research utilization survey. TOOL: The Edmonton Research Orientation Survey (EROS), a self-report tool that asks participants about their attitudes toward research and about their potential to use research findings, was used to determine health professionals' orientation to research. The introduction of dementia care research evidence through multifaceted clinically focused educational strategies to improve practice. This was achieved through a resource team comprising a Clinical Nurse Consultant, as a leader and resource of localized evidence-based knowledge in aged care; an experienced Registered Nurse to support the introduction of strategies and a further experienced educator and clinician to reinforce the importance of evidence in change. Across all the four subscales that are measured in the Edmonton Research Orientation Survey, statistical analysis by independent samples t-test identified that there was no significant change between the before and after measurements. Successful integration of changes based on evidence does not necessarily mean that staff become more aware or are more inclined to use research findings in future to address problems.

  16. Social learning within a community of practice: Investigating interactions about evaluation among zoo education professionals.

    Science.gov (United States)

    Khalil, Kathayoon; Ardoin, Nicole M; Wojcik, Deborah

    2017-04-01

    The accessibility and ubiquity of zoos and aquariums-which reach over 700 million people worldwide annually-make them critical sites for science and environmental learning. Through educational offerings, these sites can generate excitement and curiosity about nature and motivate stewardship behavior, but only if their programs are high quality and meet the needs of their audiences. Evaluation is, therefore, critical: knowing what works, for whom, and under what conditions must be central to these organizations. Yet, many zoo and aquarium educators find evaluation to be daunting, and they are challenged to implement evaluations and/or use the findings iteratively in program development and improvement. This article examines how zoo education professionals engage with one another in a learning community related to evaluation. We use a communities of practice lens and social network analysis to understand the structure of this networked learning community, considering changes over time. Our findings suggest that individuals' roles in a networked learning community are influenced by factors such as communicative convenience and one's perceptions of others' evaluation expertise, which also contribute to forming and sustaining professional relationships. This study illuminates how project-based professional networks can become communities of practice. Copyright © 2016 Elsevier Ltd. All rights reserved.

  17. Competency-Based Blended Learning: Flipping Professional Practice Classes to Enhance Competence Development

    Directory of Open Access Journals (Sweden)

    Mark Ragg

    2017-08-01

    Full Text Available In the past decade, health and human service educational programs have transitioned to competence-based outcomes to enhance the quality of graduating professionals. While such outcomes are a critical step in ensuring professional quality, they require curricular and pedagogical adjustments that do not fit easily within university environments. Technology has eased many problems of fit through the development of hybrid and flipped courses that allow on-campus time to be better focused on developing professional skills. This study explored the question: Can flipped delivery improve competence-based outcomes in social work practice classes? The study assessed pedagogical adjustments that integrated competence-based learning principles with flipped classroom delivery. Principles of organizing the class to maximize competence development are explored and illustrated. Improved competence development and student satisfaction were demonstrated in three flipped practice courses with a combined sample size of 269 Bachelor of Social Work (BSW and Masters of Social Work (MSW students. Researchers concluded that using flipped-classroom methods enhanced the students’ capacity to apply concepts and develop skills. In particular, the ability to receive and process feedback on applied skills was improved.

  18. Best Practices for School Nutrition Professionals Serving the Nutritional Needs of Pre-Kindergarten Children in Public Schools

    Science.gov (United States)

    Lofton, Kristi L.; Nettles, Mary Frances; Carr, Deborah H.

    2009-01-01

    Purpose: This study identifies best practices for school nutrition professionals serving the nutritional needs of Pre-Kindergarten (PreK) children in public schools. Methods: The two-phased study followed a best practices research model (BPRM) utilizing the seven practice categories identified from previous PreK research. In Phase I, an expert…

  19. Professional practices and opinions about services available to bilingual children with developmental disabilities: An international study.

    Science.gov (United States)

    Marinova-Todd, Stefka H; Colozzo, Paola; Mirenda, Pat; Stahl, Hillary; Kay-Raining Bird, Elizabeth; Parkington, Karisa; Cain, Kate; Scherba de Valenzuela, Julia; Segers, Eliane; MacLeod, Andrea A N; Genesee, Fred

    This study aimed to gather information from school- and clinic-based professionals about their practices and opinions pertaining to the provision of bilingual supports to students with developmental disabilities. Using an online survey, data were collected in six socio-culturally and linguistically diverse locations across four countries: the United States, Canada, the United Kingdom, and the Netherlands. In total, 361 surveys were included in the analysis from respondents who were primarily teachers and speech-language pathologists working in schools, daycares/preschools, or community-based clinics. The overall picture that emerged from the data reflected a disconnection between practice and opinion. In general, respondents believed that children with both mild and severe disabilities are capable of learning a second language, although their opinions were more neutral for the latter group. However, children with both mild and severe disabilities who spoke only a minority language at home had less access to services for second language learners than did their typically developing peers, although respondents agreed that such services should be more available. Regardless of clinical group, children who lived in homes where a minority language was spoken were often exposed to, assessed in, and treated in the majority language only; again, respondents generally disagreed with these practices. Finally, second language classes were less available to children in the two disability groups compared to typically developing bilingual children, with general agreement that the opportunity to acquire a second language should be more available, especially to those with mild disabilities. Although the results indicate that there is a considerable gap between current practices and professional opinions, professionals appear to be more supportive of bilingual educational opportunities for these populations than was suggested by previous research. Copyright © 2016 Elsevier Inc. All

  20. Communities of Practice. Niches voor de samenwerking tussen ervaringswerkers en professionals bij gebiedsgericht werken

    Directory of Open Access Journals (Sweden)

    Gerda Scholtens

    2015-03-01

    Full Text Available Communities of Practice. Niches for cooperation between experts-by-experience and professionals in community developmentSince 2000, problems in the care of people with multiple complex problems have been on the increase. These people can often have problems in multiple domains of life which may reinforce each other in a negative way. Unfortunately, these people, who need care more than others, often do not receive appropriate care. This is due to the compartmentalized way in which care is organized. Caregiving is supply-oriented and not tailored to the needs and abilities of these people. Two studies, “Bridge building” by Kal (2001 and “A theory of presence” by Baart (2001 have helped to put this topic onto the social agenda.However, a method has been developed in mental health care to support people with psychiatric problems in everyday life. Beginning on a small scale in the 1990s, the use of a social support system involves a network of individuals and organizations that supports those with a history of psychiatric issues in their daily lives. The bridge builders (professionals who work towards an inclusive society and the “experts-by-experience” are at the centre of this social support system. They try to eliminate any mismatches and to align the support needed with the support provided. To prevent the compartmentalization of the care, they seek to cooperate with the organizations involved in the household. Based on the principle of joint responsibility, they manage the care given in consultation with the people concerned.Since 2010, care in the Netherlands has increasingly become community-based. Professionals who were previously based in different institutions for people with mental illness, addiction or a mental disability, now organize themselves regionally. Their work has changed in two ways: firstly, they must now cooperate with professionals from different sectors working in a particular area, and secondly, their work

  1. A situation analysis of inter-professional education and practice for ethics and professionalism training at Makerere University College of Health Sciences.

    Science.gov (United States)

    Byakika-Kibwika, Pauline; Kutesa, Annet; Baingana, Rhona; Muhumuza, Christine; Kitutu, Freddy Eric; Mwesigwa, Catherine; Chalo, Rose Nabirye; Sewankambo, Nelson K

    2015-10-23

    Students at Makerere University College of Health Sciences (MakCHS) are introduced to ethics and professionalism using the inter-professional education (IPE) model. Ethics and professionalism should be running themes throughout succeeding years of study during which students are expected to develop qualities and skills for future inter-professional practice (IPP). We performed a situation analysis of IPE and IPP among students and teaching health professionals at MakCHS to guide development of a relevant training curriculum of ethics and professionalism. A cross sectional study with quantitative and qualitative methods which included questionnaires, focus group discussions and key informant interviews. We interviewed 236 undergraduate students (148, 63 % male) and 32 teaching health professionals (25, 78 % male). Two hundred fifteen (91 %) students indicated they had joint learning activities with students of other professions and 166 (70 %) stated there was benefit in having an IPE model training curriculum. Most students (140, 59 %) strongly agreed that learning with other students will make them more effective members of the health team. Whereas the respondents reported inter professionalism as being well articulated in their course curricula, more than half said IPE is only implemented in the pre-clinical years of study. They noted that IPE and IPP concepts were not well programmed, health professionals engaged in teaching had poor attitudes towards IPE and IPP, there were limited numbers of skilled health care workers to implement IPP and there was poor communication between students and teaching health professionals. Majority of teaching health professionals noted challenges in implementation of IPE such as poor coordination and large student population and major factors influencing ethics and professionalism in healthcare such as limited government support, low pay for the health care workers, disrespect and lack of appreciation of the health workers by the

  2. The defense of political prisoners in the early ‘70s: professional practice, law and politics

    Directory of Open Access Journals (Sweden)

    Mauricio Chama

    2010-12-01

    Full Text Available The work addresses the relationship between law and politics in the early 70s. More precisely aims to identify and reconstruct the main features that assumes the defense of political prisoners in this period. Rather than a specific work, means that the defense of political prisoners in those years represented a new configuration that was able to articulate a new association of legal professionals, renewed defense strategies, a vast and systematic effort of denunciation, a fluid network of lawyers national and a peculiar rhetoric aimed at the formation of a “new law”. Conceived in these terms, we believe that the defense of political prisoners in the early ‘70s redefined the conventional modes of understanding the relationship between professional practice, law and politics, encouraging the emergence of a new model of counsel in the public sphere.

  3. Graduate Professional Education from a Community of Practice Perspective: The Role of Social and Technical Networking

    Science.gov (United States)

    Polin, Linda G.

    This chapter describes academic life at the intersection of three related topics: community of practice (CoP), a pedagogical model; digital culture, as embodied in the current and future student population; and post-secondary education, in particular graduate professional education. The aim is to illustrate ways in which social computing applications enable the use of a CoP model in graduate professional education. The illustrations are drawn from two hybrid, or blended, degree programs (a mix of face-to-face and online interactions) at the graduate school of education and psychology at Pepperdine University. These fully accredited programs have each been in operation for more than a decade. One is the MA degree in educational technology, begun in 1998; the other is the EdD degree in educational technology leadership, begun in 1995.

  4. Professional communication competences of nurses -- a review of current practice and educational problems.

    Science.gov (United States)

    Włoszczak-Szubzda, Anna; Jarosz, Mirosław J

    2013-01-01

    A dissonance between high 'technical' professionalism of nurses and a relatively low level of patient satisfaction with received care is a phenomenon observed in many countries. Theoretical concept and review of current published studies. Most reviewed studies show that a low level of patient satisfaction occurs in the case of an inadequate interpersonal communication between nurses and patients. Most studies indicate poor effectiveness of shaping communication competences of nurses based on standard education in the area of general psychology and communication knowledge, because this knowledge does not convert itself 'spontaneously' into communication competences during occupational activity. It is necessary to supplement educational programmes for nurses with practical courses in professional interpersonal communication. International experience exchange concerning the shaping of nurses' communication competences may be limited due to cultural, organizational and systems factors.

  5. A Comparison of Descriptive Tagging Practices by Library, Archive and Museum Professionals Using an Inter-Indexing Consistency Approach

    Science.gov (United States)

    Angel, Christine Marie

    2012-01-01

    This study is a comparison of the descriptive tagging practices among library, archive, and museum professionals using an inter-indexing consistency approach. The first purpose of this study was to determine the extent of the similarities and differences among professional groups when assigning descriptive tags to a wide variety of objects that…

  6. A profile of professional nursing practice in the private sector in the R.S.A.

    Directory of Open Access Journals (Sweden)

    S. Pera

    1988-09-01

    Full Text Available The purpose of this study was to develop a profile of professional nursing practice in private enterprise health care services in the Republic of South Africa. In the light of the future health care needs and the relationship between the private and public sector health care establishments, information about the role and task of the I professional nurse was needed. Information would provide a data base about the registered nurse and so facilitate future health care planning. An exploratory field study was undertaken to locate the various work environments of the registered nurse in four statistical urban regions. Questionnaires were handed out and collected from a proportional stratified sample of professional nurses who were working in thirteen types of health care environments in the period between I June 1983 and 30 September 1983. A return rate of 68 percent yielded 340 completed questionnaires from 501 registered nurses. The study revealed that the majority of nurses in the private sector were relatively young. White, female, English-speaking professionals who were practising in four broad areas of health care: • Custodial care environments such as residential homes for the aged, institutions for the chronic sick and frail aged, homes for children and homes for the adult handicapped. • Hospitals and related special health centres catering for drug addicts, alcoholics and patients suffering from psychiatric/nervous disorders. • Institutions for child and adult education which included crèches/nursery schools, primary and secondary hoarding schools, special schools for the handicapped, and university based student health centres. • Medical and dental consulting room practices. • Other entrepreneurial employment settings such as business and industrial occupational health care services, nursing service agencies, and mobile emergency care units.

  7. College Student Credit Card Usage and Debt.

    Science.gov (United States)

    Rybka, Kathryn M.

    2001-01-01

    Provides an overview of the concerns related to credit card usage by college students. Offers information student affairs professionals can use to help college students make responsible choices. (Contains 26 references.) (GCP)

  8. [Life satisfaction, health status, and professional satisfaction of urologists in private practice].

    Science.gov (United States)

    Berberich, H J; Brähler, E

    2006-08-01

    The medical profession still enjoys a high standing in the general population. It does, however, have considerable drawbacks. These include high levels of time expenditure and intense psychological stress, lower degree of life satisfaction, limited leisure time and private life, and immense physical stress in connection with increased health risk behavior. Between January 2004 and March 2006, a survey was conducted among urologists in private practice in the German states of Hesse, Lower Saxony, Saxony, and Thuringia concerning their life satisfaction, health status, and professional satisfaction. Of the 599 physicians contacted by mail, 194 returned the completed 14-page questionnaire. The rate of return was 30.8%. The questionnaire contained items on professional situation, wishes and plans, health, personal data, life situation, and attitude towards various aspects of life. The following questionnaires were employed: questions on professional self-efficacy according to Abele et al. (2000), on professional stress and life satisfaction according to Fahrenberg et al. (2000), and on professional gratification according to de Jonge et al. (2000). Physical complaints were assessed by the short form of the Giessen Complaint Questionnaire. When possible, the data were compared with those of a representative population sample. Analysis revealed that registered urologists considered bureaucratic administrative chores to cause the greatest strain, followed by an uncertain future and lack of a private life. Although >74.8% believed that their physical condition was good or very good, urologists suffer more frequently from cardiac and abdominal complaints than the average population and are exhausted to a considerably higher extent. With their above average willingness to overtax themselves, the imbalance between exhaustion and benefit is far greater than in the population sample. This could represent the cause of the psychosomatic complaints among the physicians.

  9. Expert Search Strategies: The Information Retrieval Practices of Healthcare Information Professionals.

    Science.gov (United States)

    Russell-Rose, Tony; Chamberlain, Jon

    2017-10-02

    Healthcare information professionals play a key role in closing the knowledge gap between medical research and clinical practice. Their work involves meticulous searching of literature databases using complex search strategies that can consist of hundreds of keywords, operators, and ontology terms. This process is prone to error and can lead to inefficiency and bias if performed incorrectly. The aim of this study was to investigate the search behavior of healthcare information professionals, uncovering their needs, goals, and requirements for information retrieval systems. A survey was distributed to healthcare information professionals via professional association email discussion lists. It investigated the search tasks they undertake, their techniques for search strategy formulation, their approaches to evaluating search results, and their preferred functionality for searching library-style databases. The popular literature search system PubMed was then evaluated to determine the extent to which their needs were met. The 107 respondents indicated that their information retrieval process relied on the use of complex, repeatable, and transparent search strategies. On average it took 60 minutes to formulate a search strategy, with a search task taking 4 hours and consisting of 15 strategy lines. Respondents reviewed a median of 175 results per search task, far more than they would ideally like (100). The most desired features of a search system were merging search queries and combining search results. Healthcare information professionals routinely address some of the most challenging information retrieval problems of any profession. However, their needs are not fully supported by current literature search systems and there is demand for improved functionality, in particular regarding the development and management of search strategies.

  10. The spiritual history in outpatient practice: attitudes and practices of health professionals in the Adventist Health System.

    Science.gov (United States)

    Koenig, Harold G; Perno, Kathleen; Hamilton, Ted

    2017-06-12

    A screening spiritual history (SSH) is how health professionals (HP) identify patients' spiritual values, beliefs and preferences (VBPs) in the outpatient setting. We report on attitudes and practices of HPs in the largest Protestant health system in the U.S., the Adventist Health System (AHS). Physicians or mid-level practitioners (N = 1082) in AHS-affiliated practices were approached and 513 (47%) agreed to participate. Participants were asked to identify a "spiritual care coordinator" (nurse/staff) and complete a questionnaire that assessed demographics, practice characteristics, religious involvement, and attitudes/practices concerning the SSH. Prevalence and predictors of attitudes/practices were identified. Questionnaires were completed by 427 physicians, 86 mid-level practitioners, and 224 nurses/staff (i.e., spiritual care coordinators). Among physicians, 45% agreed that HPs should take a SSH; of mid-level practitioners, 56% agreed; and of nurses/staff, 54% agreed. A significant proportion (range 31-54%) agreed that physicians should take the SSH. Participants indicated a SSH is appropriate for all outpatients (46-57%), well-visit exams (50-60%), the chronically ill (71-75%) and terminally ill (79-82%). A majority agreed the SSH should be documented in the medical record (67-80%). Few (11-17%) currently took a SSH, although most were at least sometimes willing to take a SSH (87-94%) or review the results thereof (86-98%). Self-rated importance of religion was the strongest predictor of SSH attitudes/practices. Many in the AHS say a SSH should be done, are willing to do it, and are willing to review the results, although few currently do so. Education, training, and support may help HPs identify and address patients' spiritual VBPs.

  11. [Psychological support for cancer care professionals: contemporary theory and practice within the Czech Healthcare System].

    Science.gov (United States)

    Svetlák, M; Suchý, A

    2011-01-01

    Health care professionals, especially those working in cancer care, represent a subgroup of helping professions that requires special psychological care. Recent findings clearly show that a lack of regular psychological care for oncologists and oncology nurses leads to higher rate of psychiatric and physical illness, poorer quality of life, higher employee fluctuation rates and lower quality of provided medical care. In spite of this, the special psychological care for cancer care professionals is still lacking and theoretical and practical level of their undergraduate and postgraduate education in psychology does not satisfy the demands of clinical practice. Regular group meetings seem to be an effective way of psychological care. They provide an opportunity for the participants to view own problems from a distance and to seek new options. It allows them to gain new insights from the discussed situations and to get support or feedback from colleagues. Regular group meetings also represent a key component of self-care and it is an important preventive factor of exhaustion that has been shown to cause medical or personal misconducts. In this context, the aim of the present paper is to describe the basic theoretical background for regular group meetings of oncologists and oncology nurses and to refer about the current practice within the Czech health care system.

  12. Phronesis: practical wisdom the role of professional practice knowledge in the clinical reasoning of Bobath instructors.

    Science.gov (United States)

    Vaughan-Graham, Julie; Cott, Cheryl

    2017-10-01

    Clinical reasoning is an essential aspect of clinical practice, however is largely ignored in the current rehabilitation sciences evidence base. Literature related to clinical reasoning and clinical expertise has evolved concurrently although rehabilitation reasoning frameworks remain relatively generic. The purpose of this study was to explicate the clinical reasoning process of Bobath instructors of a widely used neuro-rehabilitation approach, the Bobath concept. A qualitative interpretive description approach consisting of stimulated recall using video-recorded treatment sessions and in-depth interviews. Purposive sampling was used to recruit members of the International Bobath Instructors Training Association (IBITA). Interview transcripts were transcribed verbatim providing the raw data. Data analysis was progressive, iterative, and inductive. Twenty-two IBITA instructors from 7 different countries participated. Ranging in clinical experience from 12 to 40 years, and instructor experience from 1 to 35 years. Three themes were developed, (a) a Bobath clinical framework, (b) person-centered, and (c) a Bobath reasoning approach, highlighting the role of practical wisdom, phronesis in the clinical reasoning process. In particular the role of visuospatial-kinesthetic perception, an element of technical expertise, was illuminated as an integral aspect of clinical reasoning in this expert group. This study provides an interpretive understanding of the clinical reasoning process used by IBITA instructors illustrating an inactive embodied view of clinical reasoning, specifically the role of phronesis, requiring further investigation in nonexpert Bobath therapists, as well as in novice and experienced therapists in other specialty areas. © 2016 John Wiley & Sons, Ltd.

  13. Developing personal attributes of professionalism during clinical rotations: views of final year bachelor of clinical medical practice students

    OpenAIRE

    Mapukata-Sondzaba, Nontsikelelo; Dhai, Ames; Tsotsi, Norma; Ross, Eleanor

    2014-01-01

    Background Medical professionalism as a set of behaviours that transcends personal values, beliefs and attitudes to incorporate ethical and moral principles is considered a covenant between society and the practice of medicine. The Bachelor of Clinical Medical Practice (BCMP) a three year professional degree was launched at the University of the Witwatersrand in January 2009 in response to a documented shortage of doctors especially in the rural areas of South Africa. The BCMP programme is un...

  14. An Anonymous Credit Card System

    Science.gov (United States)

    Androulaki, Elli; Bellovin, Steven

    Credit cards have many important benefits; however, these same benefits often carry with them many privacy concerns. In particular, the need for users to be able to monitor their own transactions, as well as bank’s need to justify its payment requests from cardholders, entitle the latter to maintain a detailed log of all transactions its credit card customers were involved in. A bank can thus build a profile of each cardholder even without the latter’s consent. In this paper, we present a practical and accountable anonymous credit system based on ecash, with a privacy preserving mechanism for error correction and expense-reporting.

  15. Teachers' Practice a Decade After an Extensive Professional Development Program in Science Education

    Science.gov (United States)

    Furman Shaharabani, Yael; Tal, Tali

    2017-10-01

    Science teachers are expected to teach in innovative ways that are different from their long experience as students. Professional development programs are planned to help teachers' development, yet, there is little knowledge of the long-term effects of professional development programs (PDPs), and especially on actual practice. The purpose of this study is to gain a long-term perspective of the ways in which the process and outcomes of a reform-oriented, extended PDP are expressed in science teachers' practice. Data sources included interviews and documents. The study presents four case studies of the practices of junior high school science teachers (grades 7-9) in Israel, with respect to a past PDP in which they took part a decade ago. The cases are presented in pairs of a leader and a follower. Each case details the teacher's work context, sustained implementation, coherence of tools and approaches, and adaptations. All four teachers shared the view that scientific skills are important to their students as learners in a changing world. All four teachers adopted one or two major approaches, which were the PDP's main focus. In addition, the two leaders adopted two more approaches. The teachers were still using many strategies associated with the major foci of the PDP. The level of enactment and modifications of the strategies varied. Usability of innovations is discussed in relation to the teachers' context. We suggest that science teachers' professional development include the ability to adapt the innovation to their teaching context in order to sustain the changes for a long period of time.

  16. Changing Health Professionals' Attitudes and Practice Behaviors Through Interprofessional Continuing Education in Oral-Systemic Health.

    Science.gov (United States)

    Mowat, Stephanie; Hein, Casey; Walsh, Tanya; MacDonald, Laura; Grymonpre, Ruby; Sisler, Jeffrey

    2017-12-01

    Integration of oral-systemic science into clinical care holds promise for improving patient outcomes and presenting opportunities for individuals in various health care professions to learn with, from, and about each other. The aim of this study was to examine whether an interprofessional continuing education program dedicated to oral-systemic health improved participants' attitudes toward interprofessional education and collaboration between dental and non-dental health care professionals and whether it influenced the physicians' practice of screening for debilitating oral diseases. The study took place in 2014 and used a mixed-methods approach, consisting of Readiness for Interprofessional Learning Scale (RIPLS) surveys conducted before, immediately after, and six months after the intervention, as well as surveys of self-reported practice behaviors and semi-structured interviews. A total of 231 health care professionals participated in the lectures and roundtable discussions. Of those, 134 responded to the pre-program survey (58% response rate), 110 responded to the post-program survey (48% response rate), and 58 responded to the survey six months after the program (25% response rate). The participants' median total RIPLS score at baseline was 76.5, which increased significantly immediately following the program (81.0) but returned to baseline six months later (76.5). Participants' RIPLS domain scores also increased significantly by profession from before to after the event, with effects returning to baseline after six months. Significantly more physicians reported screening for caries and periodontal disease after the intervention. An overall theme of "learning with, from, and about each other" was drawn from the interviews with 15 participants. The physicians took away a message of "just look in the mouth," while the dental professionals reported feeling valued as members of the health care team. Although reported improvements in oral-systemic health practice

  17. The H-PEPSS: an instrument to measure health professionals' perceptions of patient safety competence at entry into practice.

    Science.gov (United States)

    Ginsburg, Liane; Castel, Evan; Tregunno, Deborah; Norton, Peter G

    2012-08-01

    Enhancing competency in patient safety at entry to practice requires introduction and integration of patient safety into health professional education. 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. Existing instruments to measure patient safety knowledge, skills and attitudes have been developed largely to examine the impact of specific patient safety curricular initiatives and the psychometric analyses of the instruments used thus far have been exploratory in nature. Confirmatory factor analytic approaches are used to extensively test the Health Professional Education in Patient Safety Survey (H-PEPSS), a newly designed survey rooted in a patient safety competency framework and designed to measure health professionals' self-reported patient safety competence around the time of entry to practice. The H-PEPSS focuses primarily on the socio-cultural aspects of patient safety including culture, teamwork, communication, managing risk and understanding human factors. Results support a parsimonious six-factor measurement model of health professionals' perceptions of patient safety competency. These results support the validity of a reduced version of the H-PEPSS and suggest it can be appropriately used at or near training completion with a variety of health professional groups. Given increased demands for patient safety competency among health professionals at entry to practice and slow, but emerging changes in health professional education, ongoing research to understand the extent of patient safety competency among health professionals around the time of entry to practice will be important.

  18. The Flipped Classroom – From Theory to Practice in Health Professional Education

    Science.gov (United States)

    McLaughlin, Jacqueline E.

    2017-01-01

    The flipped classroom is growing in popularity in health professional education. As such, instructors are experiencing various growing pains in functionalizing this model, from justifying the approach to managing time inside and outside of class to assessing impact on learning. This review focuses on some key theories that support the flipped model and translates those key theories into practice across core aspects of the flipped classroom: pre-class preparation, in-class activities, after-class activities and assessment of student learning. PMID:28970619

  19. Science teachers' meaning-making of teaching practice, collaboration and professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    The aims of the research presented in the thesis are three-fold: 1) To gain an insight into challenges and needs related to Danish science teachers professional development (PD), 2) to understand Danish science teachers’ meaning-making when involved in PD designed according to criteria from...... inquiries. Two of those are followed until their 2nd year in practice. Findings across papers point to an activity-orientation towards science teaching being widespread among the Danish science teachers. They focus on the students, but on their activities and engagement, not their learning. Furthermore...

  20. Behavior change interventions and policies influencing primary healthcare professionals' practice-an overview of reviews.

    Science.gov (United States)

    Chauhan, Bhupendrasinh F; Jeyaraman, Maya M; Mann, Amrinder Singh; Lys, Justin; Skidmore, Becky; Sibley, Kathryn M; Abou-Setta, Ahmed M; Zarychanski, Ryan

    2017-01-05

    There is a plethora of interventions and policies aimed at changing practice habits of primary healthcare professionals, but it is unclear which are the most appropriate, sustainable, and effective. We aimed to evaluate the evidence on behavior change interventions and policies directed at healthcare professionals working in primary healthcare centers. Study design: overview of reviews. MEDLINE (Ovid), Embase (Ovid), The Cochrane Library (Wiley), CINAHL (EbscoHost), and grey literature (January 2005 to July 2015). two reviewers independently, and in duplicate, identified systematic reviews, overviews of reviews, scoping reviews, rapid reviews, and relevant health technology reports published in full-text in the English language. two reviewers extracted data pertaining to the types of reviews, study designs, number of studies, demographics of the professionals enrolled, interventions, outcomes, and authors' conclusions for the included studies. We evaluated the methodological quality of the included studies using the AMSTAR scale. For the comparative evaluation, we classified interventions according to the behavior change wheel (Michie et al.). Of 2771 citations retrieved, we included 138 reviews representing 3502 individual studies. The majority of systematic reviews (91%) investigated behavior and practice changes among family physicians. Interactive and multifaceted continuous medical education programs, training with audit and feedback, and clinical decision support systems were found to be beneficial in improving knowledge, optimizing screening rate and prescriptions, enhancing patient outcomes, and reducing adverse events. Collaborative team-based policies involving primarily family physicians, nurses, and pharmacists were found to be most effective. Available evidence on environmental restructuring and modeling was found to be effective in improving collaboration and adherence to treatment guidelines. Limited evidence on nurse-led care approaches were found

  1. Data to inform a social media component for professional development and practices: A design-based research study.

    Science.gov (United States)

    Novakovich, Jeanette; Shaw, Steven; Miah, Sophia

    2017-02-01

    This DIB article includes the course artefacts, instruments, survey data, and descriptive statistics, along with in-depth correlational analysis for the first iteration of a design-based research study on designing curriculum for developing online professional identity and social media practices for a multi-major advanced professional writing course. Raw data was entered into SPSS software. For interpretation and discussion, please see the original article entitled, "Designing curriculum to shape professional social media skills and identity in virtual communities of practice" (J. Novakovich, S. Miah, S. Shaw, 2017) [1].

  2. Commentary: issues and perspectives affecting CRNA practice. Regulation of health professionals, Part 1: Telepractice.

    Science.gov (United States)

    Gunn, I P

    1999-05-01

    Although the requirement to protect the public welfare and safety is a right guaranteed to the states by the US Constitution's 10th amendment, which grants states the "police powers" of government, it is not an absolute power. The Commerce clause of the Constitution limits the power of states in creating barriers to intrastate commerce. Changes in the health care delivery system of the US, such as the use of corporate models such as managed care entities and health maintenance organizations, as well as health insurers' development of utilization reviews before approval of reimbursable procedures in individual cases, has prompted concerns with regard to the care of patients occurring outside the state in which the patient resides, by health care professionals not licensed in that state. Many states have considered such decision making an "unauthorized practice of medicine, or other practice" creating the necessity for some providers to obtain an many as 20 licenses to cover their practice. The practice of telemedicine (or telenursing or telehealth) falls into this quagmire, and thus efforts are ongoing to try to find ways to permit such practices while maintaining quality control, with or without additional state licenses.

  3. Trends In Geoscience Professional Ethics Indicated By National Association of State Boards of Geology (ASBOG®) Surveys of The Practicing Profession

    Science.gov (United States)

    Williams, J. W.; Warner, J. L.

    2016-12-01

    ASBOG® was founded in 1988 to facilitate cooperation and coordination among states with licensing of practicing professional geologists-currently 29 states and Puerto Rico. ASBOG® creates national exams which are used by all of the states granting licensure. Periodic surveys of the practicing profession every 5 years are used to determine the skills and knowledge needed for professional practice and are used to generate the exam blueprints. Currently questions on professional ethics are included on the national licensing exams. Thirteen professional ethics issues in the geosciences were included on the Task Analysis Surveys (TAS) in 2005, 2010 and 2015. Professional geologists rate the seriousness of and the frequency of contact with these ethics issues. Topics include such items as gift-giving, whistleblowing, plagiarism, etc. The respondents are grouped into one of three categories: practicing licensed geologists in the United States, practicing licensed geologists in Canada, and geologists employed in the academic sector. Regardless of the employment sector, the responses to the professional ethics questions were statistically very similar (r values - Seriousness - USA vs. Academic +0.81, USA vs. Canada +0.94, Academic vs. Canada +0.86: Frequency - USA vs. Academic +0.71, USA vs. Canada +0.85, Academic vs. Canada +0.72). Some differences were detected. For example, plagiarism is regarded by practitioners in the academic sector as more important than this issue among licensed practicing geologists in the United States and Canada. The professional ethics issues asked on the 2010 and 2015 surveys are identical to facilitate detection of any temporal changes in response patterns. Statistically, the responses from practicing geologists in the USA in the 2010 and 2015 surveys are nearly identical, indicating that the profession has maintained virtually the same attitudes with regard to professional ethics (Seriousness r = +0.99, Frequency r = +0.99).

  4. What Next? Translating AGI's 2015 Guidelines for Ethical Professional Conduct into Practice

    Science.gov (United States)

    Boland, M. A.; Keane, C.

    2016-12-01

    In 2015, the American Geosciences Institute (AGI) published a revised version of the 1999 Guidelines for Ethical Professional Conduct, an aspirational document outlining ethical principles that should inform the professional behavior of all geoscientists. The revised Guidelines reflect a consensus of opinion among AGI's 51 member societies and show an evolution in thinking about geoscience ethics. The Guidelines also represent a foundational document to support the expansion of ethical guidelines by individual societies and organizations. Publishing the Guidelines was a significant milestone but aspirations need to be matched by action. We examine several developments that implement aspects of the Guidelines, including the development of a consensus statement regarding access and inclusion of individuals living with disabilities in the geosciences, a Joint AGI/Geological Society of America Societies meeting on professional conduct, geoethics training initiatives, and efforts to foster international cooperation in recognizing and implementing ethical practice in the geosciences. In addition, we examine the level of success in using these Guidelines as philosophical cornerstones for a number of international projects, such as Resourcing Future Generations and the International Raw Materials Observatory, that bring geoscience directly into contact with large societal issues.

  5. Developing a Continuing Professional Development Program to Improve Nursing Practice in Lesotho.

    Science.gov (United States)

    Moetsana-Poka, Flavia; Lebaka, Makholu; McCarthy, Carey F

    2014-01-01

    In 2010, the Lesotho Ministry of Health and Social Welfare (MOHSW) issued the Continuing Education Strategy for all Health Care Workers in Lesotho, requiring professional regulatory bodies to enforce continuing education requirements amongst their members. In order to comply with this strategy, the Lesotho Nursing Council worked to develop a national comprehensive program for continuing professional development (CPD). Through a seed grant and technical assistance from the African Health Professions Regulatory Collaborative (ARC), national nursing and midwifery leadership collaboratively developed a national CPD framework. The draft CPD framework and logbook were formally vetted with stakeholders during consultative meetings held around the country. The CPD framework was successfully piloted prior to being launched nationally in October 2012. This is the first health professional CPD program in Lesotho. Development of a CPD program in Lesotho has created a platform to reconcile nursing practice with the legislative standards governing the workforce. The one-year grant timeframe, along with limited financial and staff resources limited presented implementation challenges. In establishing a comprehensive national CPD program, it is critical for countries to engage in a staged planning process that includes monitoring and evaluation.

  6. The case for integrating grounded theory and participatory action research: empowering clients to inform professional practice.

    Science.gov (United States)

    Teram, Eli; Schachter, Candice L; Stalker, Carol A

    2005-10-01

    Grounded theory and participatory action research methods are distinct approaches to qualitative inquiry. Although grounded theory has been conceptualized in constructivist terms, it has elements of positivist thinking with an image of neutral search for objective truth through rigorous data collection and analysis. Participatory action research is based on a critique of this image and calls for more inclusive research processes. It questions the possibility of objective social sciences and aspires to engage people actively in all stages of generating knowledge. The authors applied both approaches in a project designed to explore the experiences of female survivors of childhood sexual abuse with physical therapy and subsequently develop a handbook on sensitive practice for clinicians that takes into consideration the needs and perspectives of these clients. Building on this experience, they argue that the integration of grounded theory and participatory action research can empower clients to inform professional practice.

  7. The evolution of behavior guidance: a history of professional, practice, corporate and societal influences.

    Science.gov (United States)

    Strange, David M

    2014-01-01

    Behavior guidance in pediatric dentistry is a composite of influences including expert opinion, historical precedent, scientific studies, and social factors including the law and the media. The early icons of pediatric dentistry injected their personal views on child management, and those often reflected the child-rearing norms of the times. The business of pediatric dentistry with its efficiency and quality orientations also shaped approaches to behavior management. Scientific studies contributed minimally. A major influence on behavior guidelines in recent years has been external scrutiny of techniques prompted by media and other exposure of both private practice and corporate management of children. Changing parenting and reaction of society to authority have also had significant impact on behavior. This paper describes in more detail the evolution of behavior guidance and the subsequent codification of practices into professionally derived guidelines.

  8. What can an intern of psychology do at school? Discussing the practice and professional education

    Directory of Open Access Journals (Sweden)

    Naiana Dapieve Patias

    2014-01-01

    Full Text Available School psychology is dedicated to integrate actions that can facilitate the process of learning and development of scholar community. The psychologist has the function of reviewing his or her own professional concepts and practices constantly so that he or she can deal with the complexity of this reality, broadening the concept of school complaints in order to identify other factors associated with these complaints. This paper presents a report on the interventions done during an internship of school psychology at an Elementary School in the countryside of RS. It was noticed an initial necessity of awareness about the psychologist role and about a greateracceptance of a job that could not be just clinical. The practice of the psychologist and of the psychology intern in this context were discussed and related to education and health in a broad sense.

  9. Communities of practice and the construction of the professional identities of nurse educators: A review of the literature.

    Science.gov (United States)

    Woods, Andrew; Cashin, Andrew; Stockhausen, Lynette

    2016-02-01

    To comprehensively review the Community of Practice literature from nursing contexts to explore whether and how these communities contribute to the social construction of nurse educator professional identity. Due to the wide scope of predominately qualitative literature on the topic, papers were analysed and themed inductively. CINAHL, MEDLINE, COCHRANE, EBSCO databases, Emerald, Proquest & Google Scholar. These online databases were searched for relevant peer-reviewed journal papers in the English language with no date range specified. The search terms 'nurs* educator' and 'nurs* teacher' were combined with each of the terms 'communit* of practice', 'identity' and 'role' resulting in 293 peer-reviewed journal papers. Where abstracts were missing, introductory and background sections were skimmed for related content. Papers that made incidental reference to either professional identity or a Community of Practice were excluded. In total, 63 primary study or discussion papers were found to have a focus on nurse educator identity and/or communities of practice in healthcare contexts. Papers specifically focused on communities of practice in nursing (n=33) could only be found from the last 10 years (2005-2015). Only five of these focused on nurse educators. Community of Practice theory and the professional teaching literature offers collaborative and active ways for nurse educators to further develop their professional identities. Despite the emergence of communities of practice in the nursing literature, further studies are required to explore how such a construct can facilitate the social construction of nurse educator professional identity. Copyright © 2015 Elsevier Ltd. All rights reserved.

  10. The associations among the ethical climate, the professional practice environment and individualized care in care settings for older people.

    Science.gov (United States)

    Suhonen, Riitta; Stolt, Minna; Gustafsson, Marja-Liisa; Katajisto, Jouko; Charalambous, Andreas

    2014-06-01

    To investigate the associations among the ethical climate, professional practice environment and individualized nursing care in care settings for older people. The quality of care provision is affected by organizational environments, such as ethical climate and professional practice environment. Although, the association between professional practice environment and individualized nursing care has been pointed out, we know that little is known about how ethical climate is associated with the level of individualized nursing care delivery. A cross-sectional explorative and correlational survey design. The study was conducted in 62 units in the vicinity of a Finnish city using a sample of nurses (N = 874, response rate 58%) who worked clinically with older people in different care settings in 2012. Survey data were collected using the Hospital Ethical Climate Survey, Revised Professional Practice Environment scale and Individualised Care Scale-B. Data were analysed statistically using descriptive statistics, correlation coefficients (Pearson) and multiple stepwise regression analyses. Statistically significant correlations were found among the variables, ethical climate and individualized care and between individualized care and all professional practice environment sub-scales. Multiple stepwise regression showed associations among individualized care, ethical climate and internal work motivation, control over practice and leadership and autonomy. The study provided better understanding of the complex concept of individualized care by taking into consideration the ethical climate and the practice environment and their associations. To increase individualization in care provision, efforts need to be directed towards organizational aspects requiring the support of nursing leaders. © 2013 John Wiley & Sons Ltd.

  11. Teacher Transformation: An Exploration of Science Teachers' Changing Professional Identities, Knowledge, and Classroom Practices

    Science.gov (United States)

    Whitacre, Michelle Phillips

    This qualitative, multiple case study examines five teachers' experiences with a National Science Foundation-funded professional development (PD) program focused on science literacy. Using a three dimensional conceptual framework combining transformative learning theory, communities of practice, and sociocultural conceptions of identity it explores: the ways the "Science Literacy through Science Journalism" (SciJourn) project built professional community and influenced teacher learning; the influence of the project on participating science teachers' professional identities, knowledge, and classroom practices; and the ways teachers were or were not transformed by participation in the project. To this end, data from surveys and phenomenological interviews were analyzed through qualitative textual analysis and narrative analysis. Four of the teachers experienced a change in their stories to live by, aka, an identity shift. Three predominant themes emerged across these cases. These included a changed conceptualization of science literacy, the importance of student engagement and authenticity, and the value of SciJourn's professional development and community. The changed conceptualization of science literacy was particularly salient as it challenged these teachers' assumptions, led them to rethink how they teach science literacy, and also influenced them to re-evaluate their teaching priorities beyond the PD. Consequently, this study concludes that PD efforts should focus as much, or more, on influencing teachers' ideas regarding what and how they teach and less on teaching strategies. A close comparison between two teachers' diverging experiences with the program showed that student engagement played a significant role in teachers' perceptions of the value of project, suggesting that whether or not teachers sustain a new practice is closely tied to their students' feedback. Additionally, this analysis showed that a teacher's individualized needs and sense of efficacy

  12. Adoption of Agricultural Conservation Practices in the Ignacio Agramonte Cooperative of Credits and Services (CCS, Nuevitas, Camaguey

    Directory of Open Access Journals (Sweden)

    Arelys Valido Tomé

    2016-09-01

    Full Text Available The adoption of sustainable technologies, like Agriculture Conservation Practices in drought-stricken suburban areas is a must for land sustainable management. In order to contribute with the inclusion of this technology at the Ignacio Agramonte CCS, in El Carmen, municipality of Nuevitas, Camaguey, Agricultural Extension tools were used, like systemic diagnostic and participatory orientation. The SWOT matrix was created after three workshops, where agricultural conservation practices were identified for adoption, based on actual conditions at the CCS. As a result, five key problems were identified: lack of water for irrigation, saline waters, saline soils, use of inappropriate management technologies, deforestation and poor training in agriculture. The most critical impact found in the matrix was in Weaknesses - Threats (81.3%. Furthermore, local farmers, inhabitants and public officials agreed on the use of agricultural extension tools to provide positive elements and an effective way to help increase motivation and knowledge about agricultural conservation technology, as an alternative to mitigate the degradation state of lands at the CCS.

  13. LGBT Family Lawyers and Same-Sex Marriage Recognition: How Legal Change Shapes Professional Identity and Practice.

    Science.gov (United States)

    Baumle, Amanda K

    2018-01-10

    Lawyers who practice family law for LGBT clients are key players in the tenuous and evolving legal environment surrounding same-sex marriage recognition. Building on prior research on factors shaping the professional identities of lawyers generally, and activist lawyers specifically, I examine how practice within a rapidly changing, patchwork legal environment shapes professional identity for this group of lawyers. I draw on interviews with 21 LGBT family lawyers to analyze how the unique features of LGBT family law shape their professional identities and practice, as well as their predictions about the development of the practice in a post-Obergefell world. Findings reveal that the professional identities and practice of LGBT family lawyers are shaped by uncertainty, characteristics of activist lawyering, community membership, and community service. Individual motivations and institutional forces work to generate a professional identity that is resilient and dynamic, characterized by skepticism and distrust coupled with flexibility and creativity. These features are likely to play a role in the evolution of the LGBT family lawyer professional identity post-marriage equality.

  14. The Influence of Field Teaching Practice on Pre-service Teachers' Professional Identity: A Mixed Methods Study.

    Science.gov (United States)

    Zhao, Hongyu; Zhang, Xiaohui

    2017-01-01

    The current study used mixed methods to research pre-service teachers' professional identity. Ninety-eight pre-service teachers were investigated and twelve teachers were interviewed in China. The results were as follows: (1) The results of quantitative data showed that compared with before the field teaching practice, pre-service teachers' professional identity increased after the field teaching practice-specifically, intrinsic value identity increased, and extrinsic value identity did not significantly change; (2) The results of qualitative data validated and elaborated the results of quantitative data in more detail with regard to changes in professional identity. Specifically, compared with before the field teaching practice, intrinsic value identity including work content, work pattern, etc., increased and extrinsic value identity including work environment, income, and social status, etc., did not significantly change after experiencing teaching practice; (3) The results of qualitative data also showed that mentor support at field school promoted the development of pre-service teachers' professional identity. Moreover, the development of pre-service teachers' professional identity during field teaching practice further promoted their professional commitment; that is, it promoted their emotional evaluation and belief in the teaching profession. The study discussed these results and proposed solutions and suggestions for future studies.

  15. Local opinion leaders: effects on professional practice and health care outcomes

    Science.gov (United States)

    Flodgren, Gerd; Parmelli, Elena; Doumit, Gaby; Gattellari, Melina; O’Brien, Mary Ann; Grimshaw, Jeremy; Eccles, Martin P

    2014-01-01

    Background Clinical practice is not always evidence-based and, therefore, may not optimise patient outcomes. Opinion leaders disseminating and implementing ‘best evidence’ is one method that holds promise as a strategy to bridge evidence-practice gaps. Objectives To assess the effectiveness of the use of local opinion leaders in improving professional practice and patient outcomes. Search methods We searched Cochrane EPOC Group Trials Register, the Cochrane Central Register of Controlled Trials, MEDLINE, EMBASE, HMIC, Science Citation Index, Social Science Citation Index, ISI Conference Proceedings and World Cat Dissertations up to 5 May 2009. In addition, we searched reference lists of included articles. Selection criteria Studies eligible for inclusion were randomised controlled trials investigating the effectiveness of using opinion leaders to disseminate evidence-based practice and reporting objective measures of professional performance and/or health outcomes. Data collection and analysis Two review authors independently extracted data from each study and assessed its risk of bias. For each trial, we calculated the median risk difference (RD) for compliance with desired practice, adjusting for baseline where data were available. We reported the median adjusted RD for each of the main comparisons. Main results We included 18 studies involving more than 296 hospitals and 318 PCPs. Fifteen studies (18 comparisons) contributed to the calculations of the median adjusted RD for the main comparisons. The effects of interventions varied across the 63 outcomes from 15% decrease in compliance to 72% increase in compliance with desired practice. The median adjusted RD for the main comparisons were: i) Opinion leaders compared to no intervention, +0.09; ii) Opinion leaders alone compared to a single intervention, +0.14; iii) Opinion leaders with one or more additional intervention(s) compared to the one or more additional intervention(s), +0.10; iv) Opinion leaders as

  16. Training and Consultation in Psychological Assessment With Professional Psychologists: Suggestions for Enhancing the Profession and Individual Practices.

    Science.gov (United States)

    Evans, F Barton; Finn, Stephen E

    2017-01-01

    Once central to the identity and practice of clinical psychology, psychological assessment (PA) is currently more limited in professional practice and generally less emphasized in graduate training programs than in the past. Performance-based personality tests especially are taught and used less, even though scientific evidence of their utility and validity has never been stronger. We review research on training in PA and discuss challenges that contributed to its decreased popularity. We then review continuing education requirements for ethical practice in PA and recommend that PA should be reconceptualized as a specialty best practiced by psychologists who have the resources and time to maintain competency. We offer recommendations about how professional organizations concerned with PA can promote its practice and how individual expert clinicians can assist. We conclude by describing a collaborative model for providing group consultation in PA to practicing psychologists. If implemented widely, this model could help promote PA and raise its standard of practice.

  17. Small business credit scoring and credit availability

    OpenAIRE

    Berger, Allen N.; Frame, W. Scott; Berger, Allen N.; Frame, W. Scott

    2005-01-01

    U.S. commercial banks are increasingly using credit scoring models to underwrite small business credits. This paper discusses this technology, evaluates the research findings on the effects of this technology on small business credit availability, and links these findings to a number of research and public policy issues.

  18. Global Credit Crunch and Accounting

    Directory of Open Access Journals (Sweden)

    Haluk BENGÜ

    2015-12-01

    Full Text Available The concept of economic crisis is accepted to have entered management literature following the 1929 economic crisis. Can accounting be blamed for economic or financial crises? Is it fair to say that a defect or negligence in accounting and auditing played a role in the occurrence and rapid dissemination of the current global credit crunch? In other words, is it possible to find a link between the reasons for or results of the global financial crisis and the basic principles of accounting, the generally accepted accounting principles, the prevalent accounting approaches, methods and practices, the regulations on accounting, accounting audit and any relevant professional or legal regulation and accounting culture and values? The objective of this communiqué is to open the above-mentioned questions up for discussion. The answers to these questions are quite important, in that they will provide clues that can be used to shape the future of accounting and auditing. This study is expected to be inspirational for further empirical studies to be carried out in this domain.

  19. Exploring Professional Help Seeking in Practicing Muslim Women with Obsessive Compulsive Disorder Washing Subtype in Australia

    Directory of Open Access Journals (Sweden)

    Somayeh Mahintorabi

    2017-08-01

    Full Text Available Religion and religious practices can affect Obsessive Compulsive Disorder (OCD symptom expression and influence the way that people with OCD seek advice or treatment. This study investigated the expression of OCD symptoms and help seeking for religious OCD symptoms among practicing Muslim women. Method: Five practicing Muslim women aged 33 to 45 years who had immigrated to Australia from Iran, Iraq, Turkey, and Afghanistan and were diagnosed with OCD washing subtype (OCD-W took part in semi-structured interviews. Data Analysis: Thematic Analysis within a scientific realist framework was employed. Results: The most common compulsions reported by participants were performing excessive washing and repeating rituals before prayer, and these behaviours were carried out to prevent being punished by God. All participants had sought help for their OCD symptoms from an Imam before seeking help from a mental health professional, and the delay between symptom onset and OCD diagnosis by a psychiatrist ranged from 5 to 13 years. Conclusion: Effective evidence-based interventions for OCD are available and increasing awareness of OCD symptoms and treatment among Imams has the potential to reduce the delay between symptom onset and access to treatment for practicing Muslims who seek help and support.

  20. The role of physician oversight on advanced practice nurses' professional autonomy and empowerment.

    Science.gov (United States)

    Petersen, Polly A; Way, Sandra M

    2017-05-01

    Little is known about the effects of physician oversight on advanced practice registered nurses (APRNs). Examination of these relationships provides insight into the strength of independent practice. The purpose of this study was to examine whether APRNs' perceptions of autonomy and empowerment varied according to type of physician oversight, whether facilitative or restrictive. A cross-sectional survey design was used to examine whether APRNs' perceptions of autonomy and empowerment varied according to physician oversight, geographical location, and practice setting. Five hundred questionnaires were mailed in March 2013 with 274 returned. Participants were asked about autonomy, empowerment, demographics, physician oversight, geographical location, and practice setting. Among surveyed respondents, physician oversight was related to increased empowerment, regardless of whether the oversight was defined in facilitative or restrictive terms; both had similar positive effects on empowerment. If APRNs are to be part of the solution to the growing problem of healthcare access, it is important to study factors that contribute to their success. We speculate that increasing opportunities for collaboration and interaction with physicians, and possibly other healthcare professionals, could facilitate APRN empowerment, optimizing their contribution. ©2017 American Association of Nurse Practitioners.

  1. 12 CFR 337.2 - Standby letters of credit.

    Science.gov (United States)

    2010-01-01

    ... 12 Banks and Banking 4 2010-01-01 2010-01-01 false Standby letters of credit. 337.2 Section 337.2... UNSAFE AND UNSOUND BANKING PRACTICES § 337.2 Standby letters of credit. (a) Definition. As used in this section, the term standby letter of credit means any letter of credit, or similar arrangement however...

  2. The National Credit Act Regarding Suretyships and Reckless Lending

    African Journals Online (AJOL)

    In terms of the National Credit Act a credit provider may conclude a credit agreement with a consumer only after he has made a proper financial assessment and concludes that the consumer will be able to satisfy all of his obligations under all his credit agreements. However, a practice of not conducting this affordability ...

  3. Experienced EFL Teachers' Professional Practical Knowledge, Reasoning and Classroom Decision Making in Egypt: Views from the Inside Out

    Science.gov (United States)

    Abdelhafez, Ahmed

    2014-01-01

    This study aimed to investigate the areas that constituted the professional practical knowledge of experienced English as a Foreign Language teachers in Egypt and how their knowledge informed their classroom practice. Quantitative and qualitative data were collected from 236 preparatory and secondary school teachers in 38 schools through…

  4. A Process of Definition Studies of Teacher Professional Identity Development in Communities of Practice at a KIPP School

    Science.gov (United States)

    Rose, Tanya Renee

    2013-01-01

    Teacher professional identity plays a key role in teacher effectiveness and retention and has a direct impact on classroom practice. While there are many factors that contribute to the development of that identity, much of the focus in the literature has been on the individual. Social practice and interaction, however, play equally important roles…

  5. "We All Share a Common Vision and Passion": Early Years Professionals Reflect upon Their Leadership of Practice Role

    Science.gov (United States)

    Hallet, Elaine

    2013-01-01

    Early Years Professionals are graduate leaders working with children below 5 years of age, their families and practitioners in early years settings in the private, voluntary and independent sectors and children's centres in England. Their leadership of practice role is central to raising the quality of early years provision and practice. In this…

  6. METHODOLOGY OF PROFESSIONAL PEDAGOGICAL EDUCATION: THEORY AND PRACTICE (theoretical and methodological foundations of vocational teacher education

    Directory of Open Access Journals (Sweden)

    Evgeny M. Dorozhkin

    2014-01-01

    Full Text Available The study is aimed at investigating a justification of the new approach to the problem of vocational education development through the prism of interdependence research methodology and practice. This conceptual setup allows determining the main directions for teacher training modernization of vocational schools. The authors note that the current socio-economic situation in our country has actualized the problem of personnel training. Politicians, economists and scientists’ speeches are all about the shortage of skilled personnel. They see the main reason of this catastrophic situation in the present system of primary and secondary vocational education. At least they concern over the current practice of pedagogical personnel training of vocational education who are to restore the system of vocational education. Our country, Russia has a great positive experience in solving this problem. Scientific-methodological centre for vocational teacher education is the Russian State Vocational Pedagogical University under the scientific direction of Academician of the Russian Academy of Education, G. M. Romantsev. The reflection of scientifictheoretical bases of this education led the authors to the analysis and designing (formation of existent and new professional and pedagogical methodology. Methods. The fundamental position of A. M. Novikov on the generality of the research (scientific and practical activity methodology has become the theoretical platform of the present study. Conceptual field, conceptual statements and professional model are presented as the whole system (or integrating factor. The theoretical framework has determined the logic of the study and its results. Scientific and educational methodology differentiation in terms of the subject of cognitive activity has allowed identifying the main scientific and practical disciplines of vocational teacher education. The creative concept as the subject ground is instrumental analysis of

  7. Professional identity formation in medical education for humanistic, resilient physicians: pedagogic strategies for bridging theory to practice.

    Science.gov (United States)

    Wald, Hedy S; Anthony, David; Hutchinson, Tom A; Liben, Stephen; Smilovitch, Mark; Donato, Anthony A

    2015-06-01

    Recent calls for an expanded perspective on medical education and training include focusing on complexities of professional identity formation (PIF). Medical educators are challenged to facilitate the active constructive, integrative developmental process of PIF within standardized and personalized and/or formal and informal curricular approaches. How can we best support the complex iterative PIF process for a humanistic, resilient health care professional? How can we effectively scaffold the necessary critical reflective learning and practice skill set for our learners to support the shaping of a professional identity?The authors present three pedagogic innovations contributing to the PIF process within undergraduate and graduate medical education (GME) at their institutions. These are (1) interactive reflective writing fostering reflective capacity, emotional awareness, and resiliency (as complexities within physician-patient interactions are explored) for personal and professional development; (2) synergistic teaching modules about mindful clinical practice and resilient responses to difficult interactions, to foster clinician resilience and enhanced well-being for effective professional functioning; and (3) strategies for effective use of a professional development e-portfolio and faculty development of reflective coaching skills in GME.These strategies as "bridges from theory to practice" embody and integrate key elements of promoting and enriching PIF, including guided reflection, the significant role of relationships (faculty and peers), mindfulness, adequate feedback, and creating collaborative learning environments. Ideally, such pedagogic innovations can make a significant contribution toward enhancing quality of care and caring with resilience for the being, relating, and doing of a humanistic health care professional.

  8. Credit Management System

    Data.gov (United States)

    US Agency for International Development — Credit Management System. Outsourced Internet-based application. CMS stores and processes data related to USAID credit programs. The system provides information...

  9. (Re-)reading medical trade catalogs: the uses of professional advertising in British medical practice, 1870-1914.

    Science.gov (United States)

    Jones, Claire L

    2012-01-01

    This article explores how medical practitioners read, used, and experienced medical trade catalogs in late-nineteenth- and early-twentieth-century Britain. Reader responses to the catalog, a book-like publication promoting medical tools, appliances, and pharmaceuticals, have been chronically understudied, as have professional reading practices within medicine more generally. Yet, evidence suggests that clinicians frequently used the catalog and did so in three main ways: to order medical products, to acquire new information about these products, and to display their own product endorsements and product designs. The seemingly widespread nature of these practices demonstrates an individual and collective professional desire to improve medical practice and highlights the importance of studying professional reading practices in the cultural history of medicine.

  10. Practice Audit in Gastroenterology (PAGE) program: A novel approach to continuing professional development

    Science.gov (United States)

    Armstrong, David; Hollingworth, Roger; Gardiner, Tara; Klassen, Michael; Smith, Wendy; Hunt, Richard H; Barkun, Alan; Gould, Michael; Leddin, Desmond

    2006-01-01

    BACKGROUND: Practice audit is an important component of continuing professional development that may more readily be undertaken if it were less complex. This qualitative study assessed the use of personal digital assistants to facilitate data collection and review. METHODS: Personal digital assistants programmed with standard questionnaires related to upper gastrointestinal endoscopies (Practice Audit in Gastroenterology-Endoscopy [‘PAGE-Endo’]) and colonoscopies (PAGE-Colonoscopy [‘PAGE-Colo’]) were provided to Canadian gastroenterologists, surgeons and internists. Over a three-week audit period, participants recorded indications, and the expected (E) and reported (R) findings for each procedure. Thereafter, participants recorded compliance with reporting, the ease of use and value of the PAGE program, and their willingness to perform another audit. RESULTS: Over 15 to 18 months, 173 participants completed PAGE-Endo (6168 procedures) and 111 completed PAGE-Colo (4776 procedures). Most respondents noted that PAGE was easy to use (99%), beneficial (88% to 95%), and that they were willing undertake another audit (92% to 95%). In PAGE-Endo, alarm features were prevalent (55%), but major reported findings were less common than expected: esophagitis (E 29.9%, R 14.8%), esophageal stricture (E 8.3%, R 3.6%), gastric ulcer (E 17.0%, R 4.7%), gastric cancer (E 4.3%, R 1.0%) and duodenal ulcer (E 11.5%, R 5.7%). In PAGE-Colo, more colonoscopies were performed for symptom investigation (55%) than for screening (25%) or surveillance (20%). There were marked interprovincial variations with respect to sedation, biopsies and technical aspects of colonoscopy. CONCLUSION: Secure, real-time data entry with review of aggregate and individual data in the PAGE program provided an acceptable, straightforward methodology for accredited practice audit activities. PAGE has considerable potential for continuing professional development in gastroenterology and other specialties

  11. Science museums, centers and professional development: Teachers' self reflection on improving their practice

    Science.gov (United States)

    Ogbomo, Queen O.

    The purpose of this qualitative case study research was to ascertain the significance of the professional development programs workshops organized by a science museum and a science center in two Midwestern cities. The research investigated the effect the workshops had on the instructional practice of the participating elementary science teachers. More specifically, this study was guided by the following research question: How do the professional development programs at museums help teachers change the way they teach and consider science in their classroom? The core of this study consists of case studies of six elementary school teachers who were identified as a result of their participation in the museum and science center workshops and an instructor from the museum and another instructor from the science center. Teachers' self-efficacy regarding the teaching of science was sought through a Likert-style survey and triangulated with classroom observations and interviews of individual teachers. The findings of this study revealed two overarching themes: one, that the workshops were beneficial and two, that it did not improve instructional practice. The following are the factors identified as reasons for the workshops being beneficial: (1) the opportunity to build their content knowledge, (2) opportunity to experience and discuss the materials: (3) opportunity to collaborate with colleagues: (4) workshop materials and resources are linked to state goals: and (5) that they promote teacher confidence. The teachers who thought the workshops did not improve their instructional practice gave the following reasons: (1) they already had a strong background in science: (2) there was no follow-up activity: (3) the loss of a full day of teaching: and (4) the time constraint to implement what was learned. Though this study utilized a small sample of teachers, those involved in this study felt they acquired knowledge that would be either beneficial to them or to their students

  12. The Influence of Field Teaching Practice on Pre-service Teachers’ Professional Identity: A Mixed Methods Study

    Science.gov (United States)

    Zhao, Hongyu; Zhang, Xiaohui

    2017-01-01

    The current study used mixed methods to research pre-service teachers’ professional identity. Ninety-eight pre-service teachers were investigated and twelve teachers were interviewed in China. The results were as follows: (1) The results of quantitative data showed that compared with before the field teaching practice, pre-service teachers’ professional identity increased after the field teaching practice—specifically, intrinsic value identity increased, and extrinsic value identity did not significantly change; (2) The results of qualitative data validated and elaborated the results of quantitative data in more detail with regard to changes in professional identity. Specifically, compared with before the field teaching practice, intrinsic value identity including work content, work pattern, etc., increased and extrinsic value identity including work environment, income, and social status, etc., did not significantly change after experiencing teaching practice; (3) The results of qualitative data also showed that mentor support at field school promoted the development of pre-service teachers’ professional identity. Moreover, the development of pre-service teachers’ professional identity during field teaching practice further promoted their professional commitment; that is, it promoted their emotional evaluation and belief in the teaching profession. The study discussed these results and proposed solutions and suggestions for future studies. PMID:28790956

  13. Have professional recommendations and consumer demand altered pediatric practice regarding child development?

    Science.gov (United States)

    Minkovitz, C; Mathew, M B; Strobino, D

    1998-12-01

    Amid growing consumer demand and professional society recommendations for more information on early childhood development, current practices of pediatricians in regard to children's development remain largely unknown. We investigate whether there are differences in provider practices and satisfaction with regard to children's development (based on length of time in practice). A self-reported survey was conducted of physicians at 30 pediatric practices participating in the Healthy Steps for Young Children Program. Healthy Steps is a national program to enhance the developmental potential of young children. Comparisons were made among physicians categorized as in training (n = 88), recently in practice (completing residency from 1984 to 1996, n = 69), or more experienced (completing residency prior to 1984, n = 52). Relative to those recently in practice and in training, more experienced pediatricians spend less time in well-baby visits in the first 2 months of life. One-third of physicians conduct family risk assessments, half complete routine developmental screening, and over half do safety risk assessments in the first 2 months of life. There were few differences by provider experience in the topics covered under anticipatory guidance for new parents. Nearly all discussed infant car seats, sleep position, feeding practices, and temperament, but less than half routinely discussed domestic violence, and between half and three-quarters discussed infant bathing, maternal depression, and appropriate discipline practices. While all three groups of physicians were satisfied with the amount of time to discuss growth and development and parenting issues, more experienced physicians were more satisfied with their own and their staff's abilities to meet new parents' needs on these issues. Factors that over one-third of physicians reported affected their ability to deliver the best-quality care were shortage of support staff, limited referral sources, managed

  14. Interventions to improve question formulation in professional practice and self-directed learning.

    Science.gov (United States)

    Horsley, Tanya; O'Neill, Jennifer; McGowan, Jessie; Perrier, Laure; Kane, Gabrielle; Campbell, Craig

    2010-05-12

    Formulating questions is fundamental to the daily life of a healthcare worker and is a defining characteristic of professional competence and meaningful learning. With high expectations for healthcare providers to remain up-to-date with current evidence and the movement towards formalizing reflective practice as part of physician revalidation, it is important that curricula developed for improving the ability to formulate well-constructed questions are based on the best evidence. To assess the effectiveness of interventions for increasing the frequency and quality of questions formulated by healthcare providers in practice and the context of self-directed learning. We obtained studies from searches of electronic bibliographic databases, and supplemented these with handsearching, checking reference lists, and consultation with experts. We considered published and unpublished randomized controlled trials (RCTs), controlled clinical trials (CCTs), interrupted time-series (ITS), and controlled before-after (CBA) studies of any language examining interventions for increasing the quality and frequency of questions formulated by health professionals involved with direct patient care. Two review authors independently undertook all relevancy screening and 'Risk of bias' assessment in duplicate. Intervention characteristics, follow-up intervals, and measurement outcomes were diverse and precluded quantitative analysis. We have summarized data descriptively. Searches identified four studies examining interventions to improve question formulation in healthcare professionals. Interventions were mostly multi-component, limited within the context of EBM and primarily in physician and resident populations. We did not identify studies examining changes in frequency of questions formulated or those within the context of reflection. Risk of bias was generally rated to be 'high risk'. Three of the four studies showed improvements in question formulation in physicians, residents, or

  15. Clinical registered dietitians, employers, and educators are interested in advanced practice education and professional doctorate degrees in clinical nutrition.

    Science.gov (United States)

    Skipper, Annalynn; Lewis, Nancy M

    2006-12-01

    A subset of registered dietitians (RDs) is known to practice at an advanced level, but a clear educational pathway supporting advanced medical nutrition therapy practice has not been identified. Thus, an electronic survey was designed to investigate interest of clinical RDs, employers, and educators in advanced practice competencies and professional doctorate degree programs in clinical nutrition. Usable responses were obtained from 440 of 978 (45%) RDs, 61 of 107 (57%) employers, and 76 of 114 (67%) educators. Mean interest (5 = very interested, 1 = very uninterested) in obtaining advanced practice education was highest among RDs (3.93+/-1.01) and was significantly different (P clinical nutrition was significantly (P clinical nutrition was 4.02+/-0.93. A subset of clinical RDs appears to be interested in obtaining advanced practice competency and enrolling in professional doctorate degrees in clinical nutrition. Clinical nutrition managers in academic medical centers may be interested in hiring advanced practice clinical RDs with professional doctorate degrees. Opportunities exist for educators to develop advanced practice educational experiences and professional doctorate degree programs.

  16. Establishing a Community of Practice between an Elementary Educator and a Scientist as a Means of Professional Development

    Science.gov (United States)

    Dashoush, Nermeen

    This dissertation reports on an ethnographic study to examine and detail emerging practices in a community of practice comprised of an elementary teacher and a scientist (microbiologist). The study was conducted in order to design a model for professional development. It also aimed to contribute to the limited research involving elementary educators and their work with scientists. Furthermore, extra attention was given to understanding how both the elementary teacher and the scientist benefitted from their participation in the community of practice created from working together in teaching and learning science as a form of professional development. This was in accordance with a community of practice framework, which details that a healthy community is one without a perception of hierarchy among members (Wenger, 1998). The elementary teacher and scientist as participants collaborated in the creation of a science unit for an afterschool program. A wide variety of data was collected, including: interviews, transcribed meetings, and online journals from both participants. The data was coded for reoccurring themes surrounding practices and shifts in perception about science teaching and learning that emerged from this community of practice as professional development. The findings have implications for practices that could be used as a foundational structure in future collaborations involving elementary teachers and scientists for elementary science professional development.

  17. Child Rights as a Framework for Advancing Professional Standards for Practice, Ethics, and Professional Development in School Psychology

    Science.gov (United States)

    Nastasi, Bonnie Kaul; Naser, Shereen

    2014-01-01

    The United Nations (1989) Convention on the Rights of the Child was designed to promote and protect the survival, development, and well-being of children, thus extending human rights to individuals from birth to age 18. This article examines the consistency of the Articles of the Convention with the professional standards for school psychology, as…

  18. Entering Professional Practice in the New Work Order: A Study of Undergraduate Students and Their Induction into Professional Work

    Science.gov (United States)

    Axford, Beverley

    2005-01-01

    This article draws on the transcripts of focus group interviews held with three groups of students, all in their final year of four-year Bachelor degrees. All had completed the professional experience requirements for their course. One group comprised education students, one group comprised nursing students, and the third was studying engineering.…

  19. Re-Envisioning Professional Learning in Mathematics: Teachers' Performance, Perceptions, and Practices in Blended Professional Development

    Science.gov (United States)

    Luebeck, Jennifer; Roscoe, Matt; Cobbs, Georgia; Diemert, Kacey; Scott, Lisa

    2017-01-01

    This paper reports findings from a study that followed K-12 mathematics teachers through the components of a blended professional development program, highlighting their engagement in a series of online modules that connect face-to-face gatherings across the school year. Data collected over four years illuminate the teachers' performance,…

  20. Teacher Professional Development outside the Lecture Room: Voices of Professionally Unqualified Practicing Teachers in Rural Zimbabwe Secondary Schools

    Science.gov (United States)

    Mukeredzi, Tabitha Grace

    2016-01-01

    Attempts to address global pressure to achieve Education for All have been hampered by two fundamental challenges in developing countries, namely an acute shortage of teachers and large rural populations in these countries. In addition, qualified, competent teachers shun working in rural settings. While recruitment of professionally unqualified…