WorldWideScience

Sample records for professional skills providing

  1. Web-Based SBIRT Skills Training for Health Professional Students and Primary Care Providers

    Science.gov (United States)

    Tanner, T. Bradley; Wilhelm, Susan E.; Rossie, Karen M.; Metcalf, Mary P.

    2012-01-01

    The authors have developed and assessed 2 innovative, case-based, interactive training programs on substance abuse, one for health professional students on alcohol and one for primary care providers on screening, brief intervention, and referral to treatment (SBIRT). Both programs build skills in substance abuse SBIRT. Real-world effectiveness…

  2. Evaluation of District-Provided Professional Development on Critical Thinking Skills

    Science.gov (United States)

    Bedosky, Michael J.

    2013-01-01

    Critical thinking skills are often not being taught or used in classrooms. Instead, more testing has become the norm, leaving students less equipped to discern information and become well-informed, conscientious citizens. Based on research concerning the importance of critical thinking skills and professional development for teachers, this study…

  3. AWG, Enhancing Professional Skills, Providing Resources and Assistance for Women in the Geosciences

    Science.gov (United States)

    Sundermann, C.; Cruse, A. M.; AssociationWomen Geoscientists

    2011-12-01

    The Association for Women Geoscientists (AWG) was founded in 1977. AWG is an international organization, with ten chapters, devoted to enhancing the quality and level of participation of women in geosciences, and introducing women and girls to geoscience careers. Our diverse interests and expertise cover the entire spectrum of geoscience disciplines and career paths, providing unexcelled networking and mentoring opportunities to develop leadership skills. Our membership is brought together by a common love of earth, atmospheric and ocean sciences, and the desire to ensure rewarding opportunities for women in the geosciences. AWG offers a variety of scholarships, including the Chrysalis scholarship for women who are returning to school after a life-changing interruption, and the Sands and Takken awards for students to make presentations at professional meetings. AWG promotes professional development through workshops, an online bi-monthly newsletter, more timely e-mailed newsletters, field trips, and opportunities to serve in an established professional organization. AWG recognizes the work of outstanding women geoscientists and of outstanding men supporters of women in the geosciences. The AWG Foundation funds ten scholarships, a Distinguished Lecture Program, the Geologist-in-the-Parks program, Science Fair awards, and numerous Girl Scout programs. Each year, AWG sends a contingent to Congressional Visits Day, to help educate lawmakers about the unique challenges that women scientists face in the geoscience workforce.

  4. [Transferable skills of healthcare professionals in providing homecare in chronically ill patients].

    Science.gov (United States)

    Escarrabill, Joan; Clèries, Xavier; Sarrado, Joan Josep

    2015-02-01

    To determine the relevance level of non-technical skills of those professionals dedicated to the healthcare of patients with chronic diseases, from an analysis of home care professionals. Quantitative and qualitative research conducted in 2 phases: 1.st from November 2010 to March 2011 and 2.nd from December 2012 to August 2013. Health Region of Barcelona city. During the 1.st phase, 30 professionals from homecare teams (3 from Primary Care and 3 from Hospitals). In 2.nd phase, 218 professionals from 50 Primary Healthcare Centres and 7 home care programmes. Purposive sampling in was used in the1st phase, and randomized sampling in the 2.nd phase. Likert scales and focus group were used. A total of 19 skill categories were identified in the 1.st phase. In the 2.nd phase 3 metacategories were established: comprehensive patient-centered care, interprofessional organization, and inter-health care fields and interpersonal skills. It is necessary to improve and secure the professionals relationships between levels of healthcare, continuity of healthcare, biopsychosocial model and holistic attention to patients and relatives, looking at emotions, expectations, feelings, beliefs and values. It is essential to design and implement continuing training in transferable skills in every healthcare centre, through active methodologies. Copyright © 2013 Elsevier España, S.L.U. All rights reserved.

  5. Teaching Professional Engineering Skills

    DEFF Research Database (Denmark)

    Andersson, Niclas; Andersson, Pernille Hammar

    2010-01-01

    evaluations, a questionnaire, and discussions with students confirm a genuinely positive attitude towards the role play simulation. The students engage in the role play and express an increased understanding of the requirements and the implicit rules of real-life engineering. The interaction between students....... The underlying argument for this approach is to establish a realistic learning environment that will foster the learning of professional skills. The role play simulation has been applied and reviewed in two engineering courses, i.e. at Lund University in Sweden and at the Technical University of Denmark. Course...... and the professional engineers act as a prime mover for the students to perform their best, which in turn strengthens the learning of the technical content. The study concludes that role play with participation of representatives from the industry can facilitate the teaching of professional skills in engineering...

  6. Professional Skills in International Financial Surveillance

    DEFF Research Database (Denmark)

    Seabrooke, Leonard; Nilsson, Emelie Rebecca

    2015-01-01

    In 2006, the International Monetary Fund's (IMF) Financial Sector Assessment Program (FSAP) lauded Iceland's capacity to “withstand extreme, but plausible, shocks,” which was clearly an error in judgment. After the international financial crisis hit, IMF officials bemoaned the lack of professional...... market skills in FSAP teams. Importing these skills was difficult given IMF staff freezes, but postcrisis FSAP continued with heightened legitimacy inside and outside the IMF. This article provides an assessment of FSAP teams, focusing on the hiring of external experts and their professional skills. We...... are a consequence of demands for professional insulation, institutional legitimation, and a view of professionalism as transnational organizational competence....

  7. Medicare Provider Payment Data - Skilled Nursing Facilities

    Data.gov (United States)

    U.S. Department of Health & Human Services — The Skilled Nursing Facility Utilization and Payment Public Use File (Skilled Nursing Facility PUF) provides information on services provided to Medicare...

  8. Language pedagogy: foreign language teachers’ professional skills

    OpenAIRE

    Коряковцева, Н.

    2013-01-01

    This article looks into foreign language teacher education in plurilingual and pluricultural context; defines the notion and focuses on the characteristics of skills in language pedagogy as part of foreign language teacher professional competence.

  9. Soccer Skill Development in Professionals

    NARCIS (Netherlands)

    Huijgen, B. C. H.; Elferink-Gemser, M. T.; Post, W. J.; Visscher, C.

    The purpose of this study was to investigate the relationship between the development of the technical skill dribbling during ages 14-18 and adulthood playing level. The results gained insight in the required level of the technical skill dribbling during adolescence to be capable of becoming a

  10. Communication skills training for oncology professionals.

    Science.gov (United States)

    Kissane, David W; Bylund, Carma L; Banerjee, Smita C; Bialer, Philip A; Levin, Tomer T; Maloney, Erin K; D'Agostino, Thomas A

    2012-04-10

    To provide a state-of-the-art review of communication skills training (CST) that will guide the establishment of a universal curriculum for fellows of all cancer specialties undertaking training as oncology professionals today. Extensive literature review including meta-analyses of trials, conceptual models, techniques, and potential curricula provides evidence for the development of an appropriate curriculum and CST approach. Examples from the Memorial Sloan-Kettering Cancer Center CST program are incorporated. A core curriculum embraces CST modules in breaking bad news and discussing unanticipated adverse events, discussing prognosis, reaching a shared treatment decision, responding to difficult emotions, coping with survivorship, running a family meeting, and transitioning to palliative care and end of life. Achievable outcomes are growth in clinician's self-efficacy, uptake of new communication strategies and skills, and transfer of these strategies and skills into the clinic. Outcomes impacting patient satisfaction, improved adaptation, and enhanced quality of life are still lacking. Future communication challenges include genetic risk communication, concepts like watchful waiting, cumulative radiation risk, late effects of treatment, discussing Internet information and unproven therapies, phase I trial enrollment, and working as a multidisciplinary team. Patient benefits, such as increased treatment adherence and enhanced adaptation, need to be demonstrated from CST.

  11. CPA Perceptions of Human Skills for Professional Competency Development Needs

    Science.gov (United States)

    Day, Kari C.

    2017-01-01

    This study addressed CPA perceptions about the need for human skill competencies as professional development. The problem was identified as the undetermined assessment of state level CPA perceptions about human skill competencies as developmental needs. CPAs and education providers may be impacted by this problem. The purpose of this study was to…

  12. Teaching and Assessing Engineering Professional Skills

    Directory of Open Access Journals (Sweden)

    Ali M. Al-Bahi

    2013-05-01

    Full Text Available Engineering students are required to have, by the time of graduation, a set of professional skills related to teamwork, oral and written communications, impact of engineering solutions, life-long learning, and knowledge of contemporary issues. Teaching and assessment of these skills, as part of ABET accreditation, remains problematic. A systematic methodology to integrate these skills and their assessment in the curriculum is described. The method was recently applied in several engineering programs and proved to be efficient in generating data and evidences for evaluation and continuous improvement of these outcomes.

  13. Employability Skills of International Accounting Graduates: Internship Providers' Perspectives

    Science.gov (United States)

    Jackling, Beverley; Natoli, Riccardo

    2015-01-01

    Purpose: The purpose of this paper is to report on the perceptions of internship providers with respect to the employability skills of international accounting graduates that undertake a Professional Year Program (PYP) incorporating a 12-week (240 hour) internship. Design/methodology/approach: The study involved a survey of internship providers…

  14. Professional accountant’s perspective of skills required to move into management position

    OpenAIRE

    Kgapola, Mmaledimo Prudence

    2015-01-01

    In South Africa skills shortage is a predicament and so is the shortage of professional accountants. Another issue at hand is how educational institutions do not provide studies to equip students with the necessary skills to obtain entry level employment after they graduate. The markets and business environments changing almost every day and so do the skills set required by professional accountants. The purpose of the study is to assist professional accountants in defining the skills required...

  15. Providing Feedback: Practical Skills and Strategies.

    Science.gov (United States)

    Sarkany, David; Deitte, Lori

    2017-06-01

    Feedback is an essential component of education. It is designed to influence, reinforce, and change behaviors, concepts, and attitudes in learners. Although providing constructive feedback can be challenging, it is a learnable skill. The negative consequences of destructive feedback or lack of feedback all together are far-reaching. This article summarizes the components of constructive feedback and provides readers with tangible skills to enhance their ability to give effective feedback to learners and peers. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

  16. Assessment of professional engineering skills - define, monitor and assess

    DEFF Research Database (Denmark)

    Andersson, Niclas; Andersson, Pernille Hammar

    2012-01-01

    The comprehensive pedagogical approach of CDIO is designed to meet the current and future requirements for engineering education. CDIO integrates the disciplinary technical knowledge and the professional engineering skills required in order to operate as an engineer in industry. Accordingly, prof...... life experience from industry and consequently, they might have limited knowledge about professional skills which of course delimits their ability to evaluate the students’ professional performance. The objective of this study is to design and test a method to assess professional skills...

  17. Negotiation skills for clinical research professionals

    Science.gov (United States)

    Hake, Sanjay; Shah, Tapankumar

    2011-01-01

    Negotiation as a skill is a key requirement for each and every job profile where dealing with multiple parties is involved. The important focus while negotiating should be on the interest then position. Key to every successful negotiation is advance planning, preparation, and patience as the objective is to create value and establish the terms on which parties with differing and often conflicting aims will co-operate. While preparing one should collect facts, know priorities, principles, identify common ground, decide on walk-away position, and try and identify the next best alternative. Negotiation is a set of skills that can be learned and practiced so that your ability to utilize relationship, knowledge, money, power, time, and personality to negotiate improves with each negotiation. In a successful negotiation, all parties win. Important thing to note is that not every negotiation involves money. Anytime you want something from someone else and anytime someone wants something from you, you are negotiating. Everything is negotiable and every day you negotiate with customers, suppliers, colleagues, your wife, and even your children. Negotiation is a game, and like any game it has its rules and tactics. Clinical Research professionals deal with various parties for different purposes at the same time; hence, they require excellent negotiation skills. Project Mangers and Clinical Research Associates are the two most important roles in clinical research industry who require negotiation skills as they deal with various internal and external customers and vendors. PMID:21897886

  18. The professional skills in Physical Education

    Directory of Open Access Journals (Sweden)

    Tejada Mora, Jesús

    2012-07-01

    Full Text Available The aim of the new degrees in the university community has in common to require students begin to acquire over their training, a range ofskills to achieve the knowledge, attitudes and skills: personal, professional and methodological required for the performance of each of the professions.Although the skills are not mandatory in the old degrade of Teacher of Physical Education at the University of Huelva, one must know what skills andto what degree are currently being developed. Thus, university lecturers have a more objective reference starting from the reality of students, focusingon those skills that are less developed and strengthening the most favored ones today. The methodology used was quantitative, using the questionnaireas a measurement instrument and subsequent analysis through SPSS version 18 program. The sample was composed of pupils of the last year of teachingPhysical Education at the University of Huelva, the lectures of Physical Education Area of the University and teachers in active of the province ofHuelva

  19. Negotiation skills for clinical research professionals.

    Science.gov (United States)

    Hake, Sanjay; Shah, Tapankumar

    2011-07-01

    Negotiation as a skill is a key requirement for each and every job profile where dealing with multiple parties is involved. The important focus while negotiating should be on the interest then position. Key to every successful negotiation is advance planning, preparation, and patience as the objective is to create value and establish the terms on which parties with differing and often conflicting aims will co-operate. While preparing one should collect facts, know priorities, principles, identify common ground, decide on walk-away position, and try and identify the next best alternative. Negotiation is a set of skills that can be learned and practiced so that your ability to utilize relationship, knowledge, money, power, time, and personality to negotiate improves with each negotiation. In a successful negotiation, all parties win. Important thing to note is that not every negotiation involves money. Anytime you want something from someone else and anytime someone wants something from you, you are negotiating. Everything is negotiable and every day you negotiate with customers, suppliers, colleagues, your wife, and even your children. Negotiation is a game, and like any game it has its rules and tactics. Clinical Research professionals deal with various parties for different purposes at the same time; hence, they require excellent negotiation skills. Project Mangers and Clinical Research Associates are the two most important roles in clinical research industry who require negotiation skills as they deal with various internal and external customers and vendors.

  20. Negotiation skills for clinical research professionals

    Directory of Open Access Journals (Sweden)

    Sanjay Hake

    2011-01-01

    Full Text Available Negotiation as a skill is a key requirement for each and every job profile where dealing with multiple parties is involved. The important focus while negotiating should be on the interest then position. Key to every successful negotiation is advance planning, preparation, and patience as the objective is to create value and establish the terms on which parties with differing and often conflicting aims will co-operate. While preparing one should collect facts, know priorities, principles, identify common ground, decide on walk-away position, and try and identify the next best alternative. Negotiation is a set of skills that can be learned and practiced so that your ability to utilize relationship, knowledge, money, power, time, and personality to negotiate improves with each negotiation. In a successful negotiation, all parties win. Important thing to note is that not every negotiation involves money. Anytime you want something from someone else and anytime someone wants something from you, you are negotiating. Everything is negotiable and every day you negotiate with customers, suppliers, colleagues, your wife, and even your children. Negotiation is a game, and like any game it has its rules and tactics. Clinical Research professionals deal with various parties for different purposes at the same time; hence, they require excellent negotiation skills. Project Mangers and Clinical Research Associates are the two most important roles in clinical research industry who require negotiation skills as they deal with various internal and external customers and vendors.

  1. Who Provides Professional Development? A Study of Professional Development in Qatar

    Directory of Open Access Journals (Sweden)

    Donald Freeman

    2016-10-01

    Full Text Available This paper argues that understanding what is offered as professional development frames what matters in English language teaching in a national education system. Analyzing these offerings articulates the values and perceptions of the work environment in which teachers live professionally. The Learning4Teaching (L4T project is a multi-country series of national studies that examine public-sector English language teachers’ experiences of professional development. The studies document 1 the learning opportunities provided in the national context, 2 how teachers view participating in these opportunities, and 3 what they believe they take from them. Drawing on data from the first phase of the study (#1 above, this paper examines the provision of professional development to ELT teachers in the ‘independent’ (public school sector in Qatar between 2012 and 2015. Of the 150 events offered during this period, 50% concerned teaching methodology. The university/training center sector provided the bulk of professional development (79% of events. The professional development offerings presented teachers with a view of English language teaching as: highly focused on methodological expectations and skills; driven by a set of policy priorities around managing the learning environment, assessment, and standards; in which methodological knowledge and skills are seen as the currency of a teaching identity.

  2. Aligning Professional Skills and Active Learning Methods: An Application for Information and Communications Technology Engineering

    Science.gov (United States)

    Llorens, Ariadna; Berbegal-Mirabent, Jasmina; Llinàs-Audet, Xavier

    2017-01-01

    Engineering education is facing new challenges to effectively provide the appropriate skills to future engineering professionals according to market demands. This study proposes a model based on active learning methods, which is expected to facilitate the acquisition of the professional skills most highly valued in the information and…

  3. Using professional interpreters in undergraduate medical consultation skills teaching

    Directory of Open Access Journals (Sweden)

    Bansal A

    2014-11-01

    Full Text Available Aarti Bansal,1 Jennifer Swann,1 William Henry Smithson2 1Academic Unit of Primary Medical Care, University of Sheffield, UK; 2Department of General Practice, University College Cork, Cork, Ireland Abstract: The ability to work with interpreters is a core skill for UK medical graduates. At the University of Sheffield Medical School, this teaching was identified as a gap in the curriculum. Teaching was developed to use professional interpreters in role-play, based on evidence that professional interpreters improve health outcomes for patients with limited English proficiency. Other principles guiding the development of the teaching were an experiential learning format, integration to the core consultation skills curriculum, and sustainable delivery. The session was aligned with existing consultation skills teaching to retain the small-group experiential format and general practitioner (GP tutor. Core curricular time was found through conversion of an existing consultation skills session. Language pairs of professional interpreters worked with each small group, with one playing patient and the other playing interpreter. These professional interpreters attended training in the scenarios so that they could learn to act as patient and family interpreter. GP tutors attended training sessions to help them facilitate the session. This enhanced the sustainability of the session by providing a cohort of tutors able to pass on their expertise to new staff through the existing shadowing process. Tutors felt that the involvement of professional interpreters improved student engagement. Student evaluation of the teaching suggests that the learning objectives were achieved. Faculty evaluation by GP tutors suggests that they perceived the teaching to be worthwhile and that the training they received had helped improve their own clinical practice in consulting through interpreters. We offer the following recommendations to others who may be interested in

  4. A management framework for training providers to improve skills ...

    African Journals Online (AJOL)

    South Africa is in a skills revolution, launched by the Department of Labour via the Skills Development Act in 1998 and the Skills Development Levies Act in 1999. The skills revolution challenges workplace training providers through employers who pay a percentage of payroll towards skills levies and want to recover these ...

  5. Beyond Interpersonal Competence: Teaching and Learning Professional Skills in Sustainability

    Science.gov (United States)

    Brundiers, Katja; Wiek, Arnim

    2017-01-01

    Successful careers in sustainability are determined by positive real-world change towards sustainability. This success depends heavily on professional skills in effective and compassionate communication, collaborative teamwork, or impactful stakeholder engagement, among others. These professional skills extend beyond content knowledge and…

  6. Online Professional Skills Workshops: Perspectives from Distance Education Graduate Students

    Science.gov (United States)

    Gauvreau, Sarah; Hurst, Deborah; Cleveland-Innes, Martha; Hawranik, Pamela

    2016-01-01

    While many online graduate students are gaining academic and scholarly knowledge, the opportunities for students to develop and hone professional skills essential for the workplace are lacking. Given the virtual environment of distance learning, graduate students are often expected to glean professional skills such as analytical thinking,…

  7. Does a Rater's Professional Background Influence Communication Skills Assessment?

    Science.gov (United States)

    Artemiou, Elpida; Hecker, Kent G; Adams, Cindy L; Coe, Jason B

    2015-01-01

    There is increasing pressure in veterinary education to teach and assess communication skills, with the Objective Structured Clinical Examination (OSCE) being the most common assessment method. Previous research reveals that raters are a large source of variance in OSCEs. This study focused on examining the effect of raters' professional background as a source of variance when assessing students' communication skills. Twenty-three raters were categorized according to their professional background: clinical sciences (n=11), basic sciences (n=4), clinical communication (n=5), or hospital administrator/clinical skills technicians (n=3). Raters from each professional background were assigned to the same station and assessed the same students during two four-station OSCEs. Students were in year 2 of their pre-clinical program. Repeated-measures ANOVA results showed that OSCE scores awarded by the rater groups differed significantly: (F(matched_station_1) [2,91]=6.97, p=.002), (F(matched_station_2) [3,90]=13.95, p=.001), (F(matched_station_3) [3,90]=8.76, p=.001), and ((Fmatched_station_4) [2,91]=30.60, p=.001). A significant time effect between the two OSCEs was calculated for matched stations 1, 2, and 4, indicating improved student performances. Raters with a clinical communication skills background assigned scores that were significantly lower compared to the other rater groups. Analysis of written feedback provided by the clinical sciences raters showed that they were influenced by the students' clinical knowledge of the case and that they did not rely solely on the communication checklist items. This study shows that it is important to consider rater background both in recruitment and training programs for communication skills' assessment.

  8. Medical students as EMTs: skill building, confidence and professional formation

    Directory of Open Access Journals (Sweden)

    Thomas Kwiatkowski

    2014-07-01

    Full Text Available Objective: The first course of the medical curriculum at the Hofstra North Shore-LIJ School of Medicine, From the Person to the Professional: Challenges, Privileges and Responsibilities, provides an innovative early clinical immersion. The course content specific to the Emergency Medical Technician (EMT curriculum was developed using the New York State Emergency Medical Technician curriculum. Students gain early legitimate clinical experience and practice clinical skills as team members in the pre-hospital environment. We hypothesized this novel curriculum would increase students’ confidence in their ability to perform patient care skills and enhance students’ comfort with team-building skills early in their training. Methods: Quantitative and qualitative data were collected from first-year medical students (n=97 through a survey developed to assess students’ confidence in patient care and team-building skills. The survey was completed prior to medical school, during the final week of the course, and at the end of their first year. A paired-samples t-test was conducted to compare self-ratings on 12 patient care and 12 team-building skills before and after the course, and a theme analysis was conducted to examine open-ended responses. Results: Following the course, student confidence in patient care skills showed a significant increase from baseline (p<0.05 for all identified skills. Student confidence in team-building skills showed a significant increase (p<0.05 in 4 of the 12 identified skills. By the end of the first year, 84% of the first-year students reported the EMT curriculum had ‘some impact’ to ‘great impact’ on their patient care skills, while 72% reported the EMT curriculum had ‘some impact’ to ‘great impact’ on their team-building skills. Conclusions: The incorporation of EMT training early in a medical school curriculum provides students with meaningful clinical experiences that increase their self

  9. Professional courtesy: can you legally provide it?

    Science.gov (United States)

    Burke, Michael; Baum, Neil

    2010-01-01

    Professional courtesy: Something most physicians did and enjoyed doing, and that was a nice perk that physicians offered their colleagues. But is it legal? Can it still be done without breaking the law? What are the guidelines? This article will answer these questions. After reading this article, you will understand the guidelines for professional courtesy and what the risks and penalties are if they are violated.

  10. The Standardized Professional Encounter: A New Model to Assess Professionalism and Communication Skills.

    Science.gov (United States)

    Lifchez, Scott D; Cooney, Carisa M; Redett, Richard J

    2015-06-01

    Physician-patient communication is vital to patient care, and physician-nurse interactions are equally critical. Conflict between nurses and physicians can greatly impair communication, increasing the risk of treatment errors, yet physicians receive little education during training on recognizing and resolving professional conflicts. We created and implemented the Standardized Professional (S-Pro) Encounter to improve training and provide opportunities to evaluate resident professionalism and communication with health care team colleagues. The standardized patient model is well established for teaching and assessing clinical and communication skills. Using the standardized patient concept, we created a nurse-resident encounter with 2 professionally trained medical portrayers (1 "nurse," 1 "patient"), in which the nurse disagrees with the resident's treatment plan. Residents were surveyed for prior experience with nurse-physician conflict management, and we assessed postencounter for collaborative skills and conflict resolution. All residents (n=18) observed at least 1 physician-nurse conflict in front of patients. Eleven (61%) reported being involved in at least 1 conflict. Twelve residents (67%) had 2 or fewer prior education experiences in interprofessional conflict management. Faculty assessment and S-Pro scores demonstrated high agreement, while resident self-assessment scores demonstrated low agreement with faculty and S-Pro scores. Participants and evaluators found the encounter to be reasonably authentic. There was strong agreement between the faculty and S-Pro assessment of resident performance when using the Boggs scale. The S-Pro Encounter is easily adapted for other clinical situations or training programs, and facilitates the assessment of professionalism and communication skills between residents and other health care professionals.

  11. Delivering information skills training at a health professionals continuing professional development conference: an evaluation.

    Science.gov (United States)

    Lawton, Aoife; Manning, Padraig; Lawler, Fiona

    2017-03-01

    In this feature, guest writer Aoife Lawton discusses the outcomes of an information skills workshop delivered at a continuing professional development conference for health and social care professionals in Ireland. The primary aim of the study was to evaluate perceptions of the effectiveness of the workshop. The study provides details of how, through collaborative partnership, the workshop was developed and delivered. Application of an adapted version of the Kirkpatrick model of evaluation is presented alongside details of what impact the event had on the attendees both immediately after the workshop and 3 months post-workshop. The authors also reflect on the benefits delivery of the workshops had for professional health library practice and service improvement. H. S. © 2017 Health Libraries Group.

  12. Developing nurse leaders: a program enhancing staff nurse leadership skills and professionalism.

    Science.gov (United States)

    Abraham, Pauline J

    2011-01-01

    This study aims to determine whether participation in the Nursing Leadership Perspectives Program (NLPP) at Mayo Clinic in Rochester, Minnesota, produced a change in leadership skills, increased professional activities, leadership promotion, and retention rates of participants. The NLPP is an educational program designed to enhance leadership skills and promote professionalism of registered nurses. The 6-month program provides participants with theoretical knowledge, core competencies, and opportunities to practice application of leadership skills. Outcome metrics were collected from registered nurses who completed the program (n = 15). Data analysis included descriptive and nonparametric methods. Participants reported statistically significant changes in their leadership skills after participation in the program (P = .007) on the Leadership Practices Inventory. Changes in professional behavior were also statistically significant as rated by the Nursing Activity Scale (P = .001). Participants demonstrated a change in leadership skills and professional behavior following the program.

  13. Professional Presentation Skills Development in a Graduate Nursing Program.

    Science.gov (United States)

    Fowler, Debra L; Jones, Deborah J

    2015-12-01

    Expert communication skills are essential for nurse leaders to effectively influence health care. Because effective communication is a learned process, the curriculum should promote the development of presentation skills. An educational strategy was designed to promote the development of effective presentation skills for learners in the Nursing Leadership and Administration (NLA) track of the master's in nursing curriculum. Sixteen learners in the NLA cohort were participants in a three-session presentation skills workshop. Following a baseline presentation, participants were taught presentation strategies and skills. Expert evaluators and learner self-assessments rated their presentation skills. Analysis of evaluators' ratings showed statistically significant (p effectiveness. Analysis of learner self-ratings showed a statistically significant (p = .008) increase in perceived effectiveness of overall presentation skills. This unique educational intervention improved nurse leaders' presentation skills. Faculty found that the professional presentation skill workshop was important to learners' success. Copyright 2015, SLACK Incorporated.

  14. Revising Teaching Skills for Professional Empowerment

    Science.gov (United States)

    Nath, Baiju K.

    2009-01-01

    In a technology and media dominated era of education the role of teacher and there by the skills required to be mastered by each teacher need redefinition. The paper attempts to identify the list of essential teaching skills for the present age by retaining the significant ones and including those inevitable for present context. The skills…

  15. Association of Polar Early Career Scientists Promotes Professional Skills

    Science.gov (United States)

    Pope, Allen; Fugmann, Gerlis; Kruse, Frigga

    2014-06-01

    As a partner organization of AGU, the Association of Polar Early Career Scientists (APECS; http://www.apecs.is) fully supports the views expressed in Wendy Gordon's Forum article "Developing Scientists' `Soft' Skills" (Eos, 95(6), 55, doi:10.1002/2014EO060003). Her recognition that beyond research skills, people skills and professional training are crucial to the success of any early-career scientist is encouraging.

  16. A take-home exam to assess professional skills

    OpenAIRE

    López Álvarez, David; Cruz Díaz, Josep Llorenç; Sánchez Carracedo, Fermín; Fernández Jiménez, Agustín

    2011-01-01

    Professional Skills, such as the ability to communicate effectively or the ability to gather and integrate information, are not easy to teach or to assess. A traditional exam is not the best way of assessing these skills because it is limited both by time and by the resources students are able to consult. Moreover, in a traditional exam it is difficult to assess if professional skills have been acquired in depth. In this paper we propose to substitute the traditional exam by a take-home exam ...

  17. [Communication skills: a preventive factor in Burnout syndrome in health professionals].

    Science.gov (United States)

    Leal-Costa, C; Díaz-Agea, J L; Tirado-González, S; Rodríguez-Marín, J; van-der Hofstadt, C J

    2015-01-01

    Health professionals are a group that suffers high levels of job stress and burnout. The aim of this study is to demonstrate empirically that the healthcare count on communication skills helps prevent Burnout Syndrome. An observational, analytical, cross-sectional study was proposed, involving a sample of 927 health professionals (197 doctors, 450 nurses and 280 auxiliary nurses). Participants completed questionnaires measuring communication skills in health care (EHC-PS) and the Maslach Burnout Inventory Human Services Survey (MBI-HSS). A negative and statistically significant correlation between the different dimensions of communication skills and emotional exhaustion and depersonalization dimensions of burnout was obtained. On the other hand, a positive and statistically significant correlation between the dimensions of communication skills and the personal accomplishment dimension of burnout was observed. It was shown that the communication skills of health professionals provide protection from and cushion Burnout Syndrome.

  18. 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.

  19. Professional Skills Acquisition and Human Capital Development ...

    African Journals Online (AJOL)

    This study delved into University of Port Harcourt (UPH) and Rivers State University of Science and Technology (RSUST) lecturers' approaches to professional development. Lecturers in the faculties of education in the universities constituted the target population from which a random sample of 120 respondents was ...

  20. A management framework for training providers to improve skills ...

    African Journals Online (AJOL)

    Erna Kinsey

    Training providers need an internal management framework to enable them to improve workplace skills development. ... The management role of workplace training providers in the midst of the skills revolution is under ...... Benefit Analysis to determine a Return on Investment; TQM or Total. Quality Management; and PMF or ...

  1. Physicians' professionalism at primary care facilities from patients' perspective: The importance of doctors' communication skills.

    Science.gov (United States)

    Sari, Merry Indah; Prabandari, Yayi Suryo; Claramita, Mora

    2016-01-01

    Professionalism is the core duty of a doctor to be responsible to the society. Doctors' professionalism depicts an internalization of values and mastery of professionals' standards as an important part in shaping the trust between doctors and patients. Professionalism consists of various attributes in which current literature focused more on the perspective of the health professionals. Doctors' professionalism may influence patients' satisfaction, and therefore, it is important to know from the patients' perspectives what was expected of medical doctors' professionalism. This study was conducted to determine the attributes of physician professionalism from the patient's perspective. This was a qualitative research using a phenomenology study design. In-depth interviews were conducted with 18 patients with hypertension and diabetes who had been treated for at least 1 year in primary care facilities in the city of Yogyakarta, Indonesia. The results of the interview were transcribed, encoded, and then classified into categories. Communication skills were considered as the top priority of medical doctors' attributes of professionalism in the perspectives of the patients. This study revealed that communication skill is the most important aspects of professionalism which greatly affected in the process of health care provided by the primary care doctors. Doctor-patient communication skills should be intensively trained during both basic and postgraduate medical education.

  2. Professional Development Which Provides an Icing on the Pedagogical Cake.

    Science.gov (United States)

    Gardner, Jenny

    Because the quality of teachers determines the quality of the school system, teachers must be provided with high-caliber inservice programs. During the 1980s, responsibility for the provision of professional development in Australia shifted to local schools. Under the current National Professional Development Program (NPDP), the Australian…

  3. Deficiencies in postgraduate training for healthcare professionals who provide diabetes education and support

    DEFF Research Database (Denmark)

    Byrne, J. L.; Davies, Melanie J; Willaing, I.

    2017-01-01

    : The present study shows that healthcare professionals report being insufficiently equipped to provide diabetes self-management education, including emotional and psychological aspects of diabetes, and many are not receiving postgraduate training in any part (including medical care) of the management......Aims: To consider the global provision of self-management diabetes education and training for healthcare professionals using data from the second Diabetes Attitudes, Wishes and Needs (DAWN2) study. Methods: A total of 4785 healthcare professionals caring for people with diabetes were surveyed in 17...... in a domain was positively associated with a perceived need for further training. Communication skills, for example, listening (76.9%) and encouraging questions (76.1%), were the skills most widely used. Discussion of emotional issues was limited; 31–60% of healthcare professionals across the different...

  4. Saudi Continuous Professional Development and Leadership Skills Awareness

    Science.gov (United States)

    Alsughayyer, Arwa

    2016-01-01

    Higher education in Saudi Arabia has undergone major reforms over the past decade. Investment in leadership development has received particular focus by policymakers. Little is known about leaders and their participations in professional development (PD) programs and effective leadership skills. Therefore, this study examined, using a quantitative…

  5. Influence of professional skills and personal competencies on job ...

    African Journals Online (AJOL)

    This study investigated the influences of professional skills and personal competencies on job performances of registry staff in University of Ibadan, Nigeria. The study adopted the survey research deign while 102 registry staff participated. Finding from the study revealed that registry staff in University of Ibadan presses ...

  6. Adaptation of Professional Skills in the Unit Operations Laboratory

    Science.gov (United States)

    Rende, Deniz; Rende, Sevinc; Baysal, Nihat

    2012-01-01

    We introduce the design of three consecutive unit operations laboratory (UOL) courses that retain the academic rigor of the course while incorporating skills essential for professional careers, such as ability to propose ideas, develop practical solutions, participate in teamwork, meet deadlines, establish communication between technical support…

  7. Knowledge and skills of professional nurses regarding integrated ...

    African Journals Online (AJOL)

    The quality of service delivery for IMCI needs to be improved through further training of all the professional nurses. This will serve to improve their knowledge and skills in the management of childhood conditions. It is recommended that to meet the 4th Millennium Development Goal; more effort is required regarding quality ...

  8. Communication skills of healthcare professionals in paediatric diabetes services.

    Science.gov (United States)

    Hambly, H; Robling, M; Crowne, E; Hood, K; Gregory, J W

    2009-05-01

    To identify training needs in communication skills and to assess training preferences of staff working in paediatric diabetes services, which will inform the development of a learning programme in behaviour change counselling for healthcare professionals. Three hundred and eighty-five staff in 67 UK paediatric diabetes services were sent questionnaires to determine their previous communication skills training, to measure their self-reported view of the importance of and confidence in addressing common clinical problems and to assess the perceived feasibility of training methods to improve skillfulness. Two hundred and sixty-six questionnaires (69%) were returned from 65 services. Sixteen per cent of doctors, nurses and dietitians reported no previous training in communication skills and 47% had received no training since graduating. Respondents rated psychosocial issues as more important to address than medical issues within consultations (t = 8.93, P skills for diabetes professionals. The survey will inform the development of a tailored learning programme for health professionals in UK paediatric diabetes clinics.

  9. How does teaching clinical skills influence instructors' professional behaviour?

    Directory of Open Access Journals (Sweden)

    Yamani N

    2004-07-01

    Full Text Available Purpose: "Introduction to Clinical Medicine" in Isfahan University of Medical Sciences and Health Services is an initiative in which general practitioners work as instructors and have the opportunity to experience teaching in addition to clinical practice. Since teaching, affects both teacher and students, this study aims to assess the influence of teaching clinical skills on the instructors' psychological, social and professional behaviour. Methods: This was performed as a qualitative study. The research population consisted of instructors of “Introduction to Clinical Medicine” who were all general practitioners and acted as facilitator in small groups working on physical examination and case discussion. The data collecting tool was a semi-structured interview which was recorded on the tape. Then, the interviews were transcribed and confirmed by interviewees at the end. 10 instructors were interviewed. The data were analysed according to Colaizzi model. Results: After coding the data to 38 main subjects, they were classified into three main categories including professional, psychological and social effects. The influence of teaching on professional performance included performing a thorough and correct physical examination, taking a detailed and correct history, increasing decision making ability and increasing professional knowledge. Some of the psychological effects were increasing selfconfidence, job satisfaction and morale. The social effects of teaching were increasing social contacts, having a relationship with an academic environment and having a respectful job. Conclusion: Considering the positive effects of teaching on instructors, teaching clinical skills by general practitioners can increase general practitioners knowledge and clinical skills and improve their morale. It is recommended to train general practitioners both for teaching skills and clinical skills and consider this, as an opportunity for physicians’ continuing

  10. ASSESSMENT OF PROFESSIONAL SKILLS OF STUDENTS IN IT-BASED CONTROLLED EDUCATIONAL ENVIRONMENT OF A UNIVERSITY

    Directory of Open Access Journals (Sweden)

    Evgeiy Nikolaevich Boyarov

    2013-08-01

    Full Text Available The article looks at the problem of estimating professional skills of students, the process of their building and assessing their level in IT-based controlled educational environment of a university. The author presents research findings of professional skills level of future educational professionals in the field of Life Safety[1] based on their academic results.Goal: to develop and show by experiments efficiency of building professional skills of students in IT-based controlled educational environment of a university.Results: increasing the level of professional skills in IT-based controlled educational environment of a university.Scope of application of results: field of higher professional education.DOI: http://dx.doi.org/10.12731/2218-7405-2013-7-1[1] Life Safety or Fundamentals of Health and Safety is a secondary school subject, which involves teaching basic rules of how to act in dangerous situations in everyday life (natural disasters, fires, terrorist attacks, etc., provide first aid, etc.

  11. Development of management skills for professional designers: An answer to the present professional crisis?

    Directory of Open Access Journals (Sweden)

    Del Vecchio Fernando Diego

    2011-01-01

    Full Text Available Is Design a devaluated profession? The crisis referred to by many professionals can be understood among different perspectives. One of them - systemic approach - enables the analysis of the complexity underlying the issue. This paper analyses the management skills in response to the ¨drawing artist¨ profile who was many times, incorrectly, named after the professional designer by the market.

  12. Identifying emotional intelligence skills of Turkish clinical nurses according to sociodemographic and professional variables.

    Science.gov (United States)

    Kahraman, Nilgün; Hiçdurmaz, Duygu

    2016-04-01

    This study aimed to identify the emotional intelligence skills of Turkish clinical nurses according to sociodemographic and professional variables. Emotional intelligence is "the ability of a person to comprehend self-emotions, to show empathy towards the feelings of others, and to control self-emotions in a way that enriches life." Nurses with a higher emotional intelligence level offer more efficient and professional care, and they accomplish more in their social and professional lives. We designed a descriptive cross-sectional study. The Introductory Information Form and the Bar-On emotional intelligence Inventory were used to collect data between 20th June and 20th August 2012. The study was conducted with 312 nurses from 37 hospitals located within the borders of the metropolitan municipality in Ankara. There were no significant differences between emotional intelligence scores of the nurses according to demographic variables such as age, gender, marital status, having children. Thus, sociodemographic factors did not appear to be key factors, but some professional variables did. Higher total emotional intelligence scores were observed in those who had 10 years or longer experience, who found oneself successful in professional life, who stated that emotional intelligence is an improvable skill and who previously received self-improvement training. Interpersonal skills were higher in those with a graduate degree and in nurses working in polyclinics and paediatric units. These findings indicate which groups require improvement in emotional intelligence skills and which skills need improvement. Additionally, these results provide knowledge and create awareness about emotional intelligence skills of nurses and the distribution of these skills according to sociodemographic and professional variables. Implementation of emotional intelligence improvement programmes targeting the determined clinical nursing groups by nursing administrations can help the increase in

  13. 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.

  14. Perceptions of Professional and Educational Skills Learning Opportunities Made Available through K-12 Robotics Programming

    Science.gov (United States)

    Bakke, Christine K.

    2013-01-01

    The purpose of this study is to examine whether participation in robotics provides opportunities for educational and professional skill development, significant enough to merit the recommendation of robotics courses as a part of mainstream curriculum offerings in K-12 schools. This non-experimental, mixed methods study examined current junior high…

  15. 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…

  16. Survey of veterinary technical and professional skills in students and recent graduates of a veterinary college.

    Science.gov (United States)

    Tinga, C E; Adams, C L; Bonnett, B N; Ribble, C S

    2001-10-01

    To determine perceptions of veterinary technical and professional skills among veterinary students and recent graduates. Cross-sectional study. 281 students and 142 recent graduates from the Ontario Veterinary College. A survey was designed and administered to first- through fourth-year students and veterinarians who had graduated either 1 or 6 years before survey administration. Overall response rate was 70%. Learning about technical and professional skills was highly valued. Most participants felt they had not received instruction about professional skills, but those who had felt more competent about them. Perceptions of competence increased slightly with increased comfort discussing emotional veterinary issues with instructors. Neither gender nor increased age was related to increased feelings of competence. Almost all fourth-year students felt competent and comfortable about examining an animal with the client present, assessing suffering, diagnosing parvovirus infection, performing surgery, and working as group members. However, many did not feel competent or comfortable about delivering bad news, setting time limits yet providing quality service, helping clients with limited funds make treatment decisions, dealing with demanding people, and euthanasia. Feelings of competence and comfort were closely related but were not identical. In the interests of best preparing entry-level veterinarians, technical and professional skills need to be emphasized in a learning environment where students feel comfortable discussing emotional veterinary issues. A professional skills curriculum addressing underlying self-awareness, communication, and interpersonal issues, as well as procedural matters, would likely increase the proportion of fourth-year students who feel competent and comfortable about professional skills by the end of their undergraduate training.

  17. Health information support provided by professional associations in Canada.

    Science.gov (United States)

    Chatterley, Trish; Storie, Dale; Chambers, Thane; Buckingham, Jeanette; Shiri, Ali; Dorgan, Marlene

    2012-09-01

    Healthcare practitioners in Alberta and across Canada have varying levels of access to information resources depending on their institutional and professional affiliations, yet access to current health information is critical for all. To determine what information resources and services are provided by Albertan and Canadian professional health associations to their members. Representatives of professional colleges and associations were interviewed regarding information resources and services offered to members and perceptions of their members' information needs. National-level associations are more likely to provide resources than provincial ones. There is a clear distinction between colleges and associations in terms of information offered: colleges provide regulatory information, while associations are responsible for provision of clinical information resources. Only half of the associations interviewed provide members with access to licensed databases, with cost being a major barrier. There is considerable variation in the number of electronic resources and the levels of information support provided by professional health associations in Alberta and Canada. Access and usage vary among the health professions. National licensing of resources or creation of a portal linking to freely available alternatives are potential options for increasing access and awareness. © 2012 The authors. Health Information and Libraries Journal © 2012 Health Libraries Group.

  18. Comparative analysis of the use of professional health providers by ...

    African Journals Online (AJOL)

    Childbearing accelerates the risk of maternal and child morbidity and young mothers have a much higher risk of dying from maternal causes. ... The paper investigates the relationship between the utilization of professional health providers and socioeconomic influence in Kenya, Ethiopia, Haiti, Bangladesh and Guyana.

  19. Problems experienced by professional nurses providing care for HIV ...

    African Journals Online (AJOL)

    The purpose of this study was to describe the problems experienced by professional nurses providing health care to patients living with HIV and AIDS in the public hospitals of Polokwane municipality, Limpopo province. A qualitative descriptive, contextual and phenomenology design was used to described the problems ...

  20. Match score affects activity profile and skill performance in professional Australian Football players.

    Science.gov (United States)

    Sullivan, Courtney; Bilsborough, Johann C; Cianciosi, Michael; Hocking, Joel; Cordy, Justin; Coutts, Aaron J

    2014-05-01

    To examine the influence of quarter outcome and the margin of the score differential on both the physical activity profile and skill performance of players during professional Australian Football matches. Prospective, longitudinal. Physical activity profiles were assessed via microtechnology (Global Positioning System and accelerometer) from 40 professional AF players from the same team during 15 Australian Football League games. Skill performance measures (involvement and effectiveness) and player rank scores (Champion Data(©) Rank) were provided by a commercial statistical provider. The physical performance variables, skill involvements and individual player performance scores were expressed relative to playing time for each quarter. The influence of the quarter result (i.e. win vs. loss) and score margin (i.e. small: 19 points) on activity profile and skill involvements and skill efficiency performance of players were examined. Skill involvements (total disposals/min, long kicks/min, marks/min, running bounces/min and player rank/min) were greater in quarters won (all p14.5 km h(-1), HSR/min), sprints/min and peak speed were higher in losing quarters (all p<0.01). Smaller score margins were associated with increased physical activity (m/min, HSR/min, and body load/min, all p<0.05) and decreased skill efficiency (handball clangers/min and player rank/min, all p<0.05). Professional AF players are likely to have an increased physical activity profile and decreased skill involvement and proficiency when their team is less successful. Copyright © 2013 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  1. Abortion providers, stigma and professional quality of life.

    Science.gov (United States)

    Martin, Lisa A; Debbink, Michelle; Hassinger, Jane; Youatt, Emily; Harris, Lisa H

    2014-12-01

    The Providers Share Workshop (PSW) provides abortion providers safe space to discuss their work experiences. Our objectives were to assess changes in abortion stigma over time and explore how stigma is related to aspects of professional quality of life, including compassion satisfaction, burnout and compassion fatigue for providers participating in the workshops. Seventy-nine providers were recruited to the PSW study. Surveys were completed prior to, immediately following and 1 year after the workshops. The outcome measures were the Abortion Provider Stigma Survey and the Professional Quality of Life (ProQOL) survey. Baseline ProQOL scores were compared to published averages using t tests. Changes in abortion stigma and aspects of professional quality of life were assessed by fitting a two-level random-effects model with repeated measures at level 1 (period-level) and static measures (e.g., demographic data) at level 2 (person-level). Potential covariates included age, parenting status, education, organizational tenure, job type and clinic type (stand-alone vs. hospital-based clinics). Compared to other healthcare workers, abortion providers reported higher compassion satisfaction (t=2.65, p=.009) and lower burnout (t=5.13, pabortion stigma as a significant predictor of lower compassion satisfaction, higher burnout and higher compassion fatigue. Participants in PSW reported a reduction in abortion stigma over time. Further, stigma is an important predictor of compassion satisfaction, burnout and compassion fatigue, suggesting that interventions aimed at supporting the abortion providing workforce should likely assess abortion stigma. Stigma is an important predictor of compassion satisfaction, burnout and compassion fatigue among abortion care providers. Therefore, strengthening human resources for abortion care requires stigma reduction efforts. Participants in the PSWs show reductions in stigma over time. Copyright © 2014 Elsevier Inc. All rights reserved.

  2. Exploring the Malaysian Rural School Teachers' Professional Local Knowledge in Enhancing Students' Thinking Skills

    Science.gov (United States)

    Jamil, Hazri; Arbaa, Rohani; Ahmad, Mohamad Zohir

    2017-01-01

    This paper discussed a qualitative research findings on the case of Malaysian teachers employed their professional local knowledge for enhancing students' thinking skills in classroom practices. In this paper, a teacher's professional local knowledge is viewed as a teacher's professional knowledge and skills developed through the combination of…

  3. Skillful prediction of northern climate provided by the ocean

    Science.gov (United States)

    Årthun, Marius; Eldevik, Tor; Viste, Ellen; Drange, Helge; Furevik, Tore; Johnson, Helen L.; Keenlyside, Noel S.

    2017-01-01

    It is commonly understood that a potential for skillful climate prediction resides in the ocean. It nevertheless remains unresolved to what extent variable ocean heat is imprinted on the atmosphere to realize its predictive potential over land. Here we assess from observations whether anomalous heat in the Gulf Stream's northern extension provides predictability of northwestern European and Arctic climate. We show that variations in ocean temperature in the high latitude North Atlantic and Nordic Seas are reflected in the climate of northwestern Europe and in winter Arctic sea ice extent. Statistical regression models show that a significant part of northern climate variability thus can be skillfully predicted up to a decade in advance based on the state of the ocean. Particularly, we predict that Norwegian air temperature will decrease over the coming years, although staying above the long-term (1981–2010) average. Winter Arctic sea ice extent will remain low but with a general increase towards 2020. PMID:28631732

  4. Do quantitative decadal forecasts from GCMs provide decision relevant skill?

    Science.gov (United States)

    Suckling, E. B.; Smith, L. A.

    2012-04-01

    It is widely held that only physics-based simulation models can capture the dynamics required to provide decision-relevant probabilistic climate predictions. This fact in itself provides no evidence that predictions from today's GCMs are fit for purpose. Empirical (data-based) models are employed to make probability forecasts on decadal timescales, where it is argued that these 'physics free' forecasts provide a quantitative 'zero skill' target for the evaluation of forecasts based on more complicated models. It is demonstrated that these zero skill models are competitive with GCMs on decadal scales for probability forecasts evaluated over the last 50 years. Complications of statistical interpretation due to the 'hindcast' nature of this experiment, and the likely relevance of arguments that the lack of hindcast skill is irrelevant as the signal will soon 'come out of the noise' are discussed. A lack of decision relevant quantiative skill does not bring the science-based insights of anthropogenic warming into doubt, but it does call for a clear quantification of limits, as a function of lead time, for spatial and temporal scales on which decisions based on such model output are expected to prove maladaptive. Failing to do so may risk the credibility of science in support of policy in the long term. The performance amongst a collection of simulation models is evaluated, having transformed ensembles of point forecasts into probability distributions through the kernel dressing procedure [1], according to a selection of proper skill scores [2] and contrasted with purely data-based empirical models. Data-based models are unlikely to yield realistic forecasts for future climate change if the Earth system moves away from the conditions observed in the past, upon which the models are constructed; in this sense the empirical model defines zero skill. When should a decision relevant simulation model be expected to significantly outperform such empirical models? Probability

  5. Professional e-mail communication among health care providers: proposing evidence-based guidelines.

    Science.gov (United States)

    Malka, S Terez; Kessler, Chad S; Abraham, John; Emmet, Thomas W; Wilbur, Lee

    2015-01-01

    E-mail is now a primary method of correspondence in health care, and proficiency with professional e-mail use is a vital skill for physicians. Fundamentals of e-mail courtesy can be derived from lay literature, but there is a dearth of scientific literature that addresses the use of e-mail between physicians. E-mail communication between providers is generally more familiar and casual than other professional interactions, which can promote unprofessional behavior or misunderstanding. Not only e-mail content but also wording, format, and tone may influence clinical recommendations and perceptions of the e-mail sender. In addition, there are serious legal and ethical implications when unprofessional or unsecured e-mails related to patient-identifying information are exchanged or included within an electronic medical record. The authors believe that the appropriate use of e-mail is a vital skill for physicians, with serious legal and ethical ramifications and the potential to affect professional development and patient care. In this article, the authors analyze a comprehensive literature search, explore several facets of e-mail use between physicians, and offer specific recommendations for professional e-mail use.

  6. PROFESSIONAL ACCOUNTANTS’ PERSPECTIVE OF SKILLS REQUIRED TO PROGRESS TO MANAGEMENT POSITIONS

    OpenAIRE

    J.P. Fouché; Kgapola, M. P.

    2016-01-01

    In South Africa, not only is the shortage in skills a general predicament, but so also is the shortage of professional accountants. The markets and business environments are changing almost every day and so do the skills sets required by professional accountants. The purpose of the study is to assist professional accountants in defining the skills required for management positions and to enable them to plan their careers better. A cross-sectional survey was used. The majority of participants ...

  7. Examining the Satisfaction Levels of Continual Professional Development Provided by a Rural Accounting Professional Body

    Science.gov (United States)

    Halabi, Abdel K.

    2014-01-01

    The Society for the Provision of Education in Rural Australia (SPERA) recognises education as a lifelong process, and there is a need for continuing education and training to be available to rural communities. This paper examines the satisfaction levels of accounting continual professional development (CPD) when provided by a rural accounting…

  8. Summative assessment of medical students' communication skills and professional attitudes through observation in clinical practice

    NARCIS (Netherlands)

    de Haes, J. C. J. M.; Oort, F. J.; Hulsman, R. L.

    2005-01-01

    To establish medical students' professional competence for the medical profession, we designed a standardized observation procedure and the Amsterdam Attitude and Communication Scale ( AACS) with nine five-point scale items, for summative assessment of their communication skills and professional

  9. Writing skills enhancement for public health professionals in Rwanda.

    Science.gov (United States)

    Deonandan, Raywat; Sangwa, Nodine; Kanters, Steve; Nsanzimana, Sabin

    2017-01-01

    In 2013, Canadian scholars delivered a 1-week workshop to 30 junior public health professionals in Rwanda. The goal was to improve the Rwandans' skills and confidence with respect to writing scientific papers for submission to international peer-reviewed global health journals. As a result of the workshop, there was a statistically significant improvement in participants' reported confidence in many aspects of navigating the publishing process, but no improvement in confidence regarding statistically analyzing their data. Remarkably, as a group, participants were able to write an article for a leading international journal, which was subsequently published. Results indicate that similar interventions would be both successful and well received, especially if targeted to individuals at a similar stage of career progress.

  10. System of improvement coacher's professional skill of national teams of Ukraine in Olympic sports

    Directory of Open Access Journals (Sweden)

    Dutchak M.V.

    2010-07-01

    Full Text Available In the article the condition and prospects of perfection of system of improvement of professional skill of coaches and doctors involved in preparation of sportsmen of Ukraine to Olympic games, the World championships and Europe by summer and winter sports is considered. It is shown that the system of improvement of professional skill should be flexible and mobile with elements of distance learning. The optimal is the multilevel system of improvement of professional skill consisting of three subsystems: self-improvement, participation in the organised forms of improvement of professional skill, analytical and scientifically-practical activities.

  11. Case study: use of problem-based learning to develop students' technical and professional skills

    Science.gov (United States)

    Warnock, James N.; Mohammadi-Aragh, M. Jean

    2016-03-01

    Problem-based learning (PBL) is a pedagogy that has attracted attention for many biomedical engineering curricula. The aim of the current study was to address the research question, 'Does PBL enable students to develop desirable professional engineering skills?' The desirable skills identified were communication, teamwork, problem solving and self-directed learning. Forty-seven students enrolled in a biomedical materials course participated in the case study. Students worked in teams to complete a series of problems throughout the semester. The results showed that students made significant improvements in their problem-solving skills, written communication and self-directed learning. Students also demonstrated an ability to work in teams and communicate orally. In conclusion, this case study provides empirical evidence of the efficacy of PBL on student learning. We discuss findings from our study and provide observations of student performance and perceptions that could be useful for faculty and researchers interested in PBL for biomedical engineering education.

  12. Improving health care professionals' feedback on communication skills: development of an on-line resource.

    Science.gov (United States)

    Harrison, Gill; Hayden, Sheila; Cook, Viv; Cushing, Annie

    2012-09-01

    This project aimed to develop an open-access on-line resource to assist health care professionals in providing effective feedback on patient-centered clinical and communication skills. The collaborative nature of the development of this learning resource is outlined and evaluation of its use is discussed. An inter-professional team of teaching staff from two London Universities employed a researcher to interview experienced clinical and academic health care professionals and gather examples of difficult feedback situations. Material was used to develop short video clips illustrating some common challenges in giving feedback on clinical and communication skills. Initial evaluation following use of the scenarios in workshops was undertaken by means of a "talking wall" technique. Evaluation indicated that the resource enhanced the learning experience by providing realistic and challenging scenarios to focus discussion. Inter-professional working and piloting the use of the video scenarios in workshops enabled the improvement and refinement of an on-line staff development resource on feedback. The on-line resource is now available as an open access learning tool, with eight scenarios and guidelines for providing effective feedback in the academic or clinical setting. It can be used for self-study or as part of a group training session. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

  13. Writing skills enhancement for public health professionals in Rwanda

    Directory of Open Access Journals (Sweden)

    Deonandan R

    2017-03-01

    Full Text Available Raywat Deonandan,1 Nodine Sangwa,1 Steve Kanters,2 Sabin Nsanzimana3 1Interdisciplinary School of Health Sciences, University of Ottawa, Ottawa, ON, Canada; 2University of British Columbia, Vancouver, BC, Canada; 3Rwanda Biomedical Center, Kigali, Rwanda Abstract: In 2013, Canadian scholars delivered a 1-week workshop to 30 junior public health professionals in Rwanda. The goal was to improve the Rwandans’ skills and confidence with respect to writing scientific papers for submission to international peer-reviewed global health journals. As a result of the workshop, there was a statistically significant improvement in participants’ reported confidence in many aspects of navigating the publishing process, but no improvement in confidence regarding statistically analyzing their data. Remarkably, as a group, participants were able to write an article for a leading international journal, which was subsequently published. Results indicate that similar interventions would be both successful and well received, especially if targeted to individuals at a similar stage of career progress. Keywords: education, Rwanda, public health, skills

  14. The IUGS Task Group on Global Geoscience Professionalism - promoting professional skills professionalism in the teaching, research and application of geoscience for the protection and education of the public

    Science.gov (United States)

    Allington, Ruth; Fernandez-Fuentes, Isabel

    2013-04-01

    A new IUGS Task Group entitled the Task Group on Global Geoscience Professionalism was formed in 2012 and launched at a symposium at the 341GC in Brisbane on strengthening communication between fundamental and applied geosciences and between geoscientists and public. The Task Group aims to ensure that the international geoscience community is engaged in a transformation of its profession so as to embed the need for a professional skills base alongside technical and scientific skills and expertise, within a sound ethical framework in all arenas of geoscience practice. This needs to be established during training and education and reinforced as CPD throughout a career in geoscience as part of ensuring public safety and effective communication of geoscience concepts to the public. The specific objective of the Task Group on Global Geoscience Professionalism that is relevant to this poster session is: • To facilitate a more 'joined up' geoscience community fostering better appreciation by academics and teachers of the professional skills that geoscientists need in the workplace, and facilitate better communication between academic and applied communities leading to more effective application of research findings and technology to applied practitioners and development of research programmes that truly address urgent issues. Other Task Group objectives are: • To provide a specific international forum for discussion of matters of common concern and interest among geoscientists and geoscientific organizations involved in professional affairs, at the local, national and international level; • To act as a resource to IUGS on professional affairs in the geosciences as they may influence and impact "Earth Science for the Global Community" in general - both now and in the future; • To offer and provide leadership and knowledge transfer services to countries and geoscientist communities around the world seeking to introduce systems of professional governance and self

  15. Lactation Consultants' Perceived Barriers to Providing Professional Breastfeeding Support.

    Science.gov (United States)

    Anstey, Erica H; Coulter, Martha; Jevitt, Cecilia M; Perrin, Kay M; Dabrow, Sharon; Klasko-Foster, Lynne B; Daley, Ellen M

    2018-02-01

    Addressing suboptimal breastfeeding initiation and duration rates is a priority in the United States. To address challenges to improving these rates, the voices of the providers who work with breastfeeding mothers should be heard. Research aim: The purpose of this study was to explore lactation consultants' perceived barriers to managing early breastfeeding problems. This qualitative study was conducted with a grounded theory methodological approach. In-depth interviews were conducted with 30 International Board Certified Lactation Consultants across Florida. Lactation consultants were from a range of practice settings, including hospitals, Special Supplemental Nutrition Program for Women, Infants, and Children clinics, private practice, and pediatric offices. Data were digitally recorded, transcribed, and analyzed in Atlas.ti. A range of barriers was identified and grouped into the following categories/themes: indirect barriers (social norms, knowledge, attitudes); direct occupational barriers (institutional constraints, lack of coordination, poor service delivery); and direct individual barriers (social support, mother's self-efficacy). A model was developed illustrating the factors that influence the role enactment of lactation consultants in managing breastfeeding problems. Inadequate support for addressing early breastfeeding challenges is compounded by a lack of collaboration among various healthcare providers and the family. Findings provide insight into the professional management issues of early breastfeeding problems faced by lactation consultants. Team-based, interprofessional approaches to breastfeeding support for mothers and their families are needed; improving interdisciplinary collaboration could lead to better integration of lactation consultants who are educated and experienced in providing lactation support and management of breastfeeding problems.

  16. New Professional Profiles and Skills in the Journalistic Field: A Scoping Review and In-Depth Interviews with Professionals in Spain

    Directory of Open Access Journals (Sweden)

    Paula Marques-Hayasaki

    2016-12-01

    Full Text Available The professional profiles and skills related to journalism are adapting to a new paradigm as a consequence of the advent of new technologies - the web 2.0, the end of the monopoly of news production by mass media, etc. This study aims to provide a comprehensive critical mapping of new professional profiles and skills demanded in the field of journalism, based on a scoping review and in-depth interviews with professionals and academics in Spain. The results show a great variety of new profiles and nomenclatures. This is in part because of a significant overlapping in the functions emphasized by them. With regards to skills, the traditional ones are still the most valued by the market, although new competencies are becoming more and more important.

  17. Towards a structural model connecting hard skills, soft skills and job conditions and the is professional: the student perspective

    National Research Council Canada - National Science Library

    Turner, Rodney

    2004-01-01

    .... This is typical now in the education of IS students who are aspiring IS professional. In addition they come with a range of soft skills that may be attitudinal and influenced by life and work experiences...

  18. A management framework for training providers to improve skills development in the workplace

    OpenAIRE

    2011-01-01

    D.Ed. A skills revolution was launched in the South African workplace by the Department of Labour in 1998. Various skills development legislation were introduced to meet international standards, redress skills imbalances, curb skills shortages and improve the general skills in the current workforce. Training providers were the drivers of workplace training, yet are now displaced by skills authorities, such as the SET As, the ETQAs and SAQA. While the custody of skills development is placed...

  19. The effect of Problem/Project-Based Learning on a desired skill set for construction professionals

    Science.gov (United States)

    Sirotiak, Todd L.

    The purpose of this study was to investigate if a Problem/Project-Based Learning (PBL) approach can affect certain non-technical, "soft" skills of construction engineers. Such skills include leadership, adaptability, and stress management. In mixed design research, quantitative and qualitative data are assembled and analyzed collectively. For this study, two separate assessment tools were used for the quantitative portion, while open-ended written reflections and a partially closed-ended senior questionnaire were implemented for the qualitative portion. A hypothetical model was used to investigate certain soft skills based on prior research documenting need. Skills investigated were confidence, stress coping, leadership, communication skills, adaptability, and management skills. Descriptive statistics, open-ended final written reflections, and a partially closed-ended senior questionnaire were used to analyze the data. PBL is a process in which the students are challenged to develop realistic solutions on open, less structured, real world type problems. The results of this study performed with the combined count of nearly 60 students suggest that PBL can influence several soft skills of senior construction engineers. Specifically, these findings demonstrate the following: (a) PBL appears to affect students' soft skills; (b) students appear to recognize the realism and "real world" applicability that PBL brings to their skill development; and (c) the data suggest that the experience is holistic and offers opportunities for balanced growth in several ways. Some key competencies such as communication and leadership indicated significant enhancements. Although this study was limited to one academic year of the university's construction engineering program, it provides interesting insight to changes within the time period investigated. This study should be replicated in other construction engineering environments to investigate a larger population sample. In addition

  20. DEVELOPMENT OF PROFESSIONAL AND SOFT SKILLS OF FUTURE IT SPECIALISTS IN COOPERATION WITH LEADING IT COMPANIES

    Directory of Open Access Journals (Sweden)

    Olena G. Glazunova

    2017-09-01

    Full Text Available The problem of technological universities lagging behind the level of development of the IT-industry can be solved only on condition that technological IT companies actively participate in training of future IT-professionals. Only cooperation between IT-companies and IT-faculties can provide effective training of future IT-professionals. Universities require access to new technologies in order to support students and teachers of STEM-faculties, so that they would keep up with the level of technology development. The article analyzes the trends of cooperation between universities and IT companies. For example, the integration of Microsoft resources and services into the University e-learning environment identified the impact of using appropriate resources for the development of professional skills and “soft skills”. The present article suggests a model of integrating Microsoft resources and services into the e-learning environment.

  1. Professional Skills Development in a Resource-Poor Setting: The Case of Pharmacy in Malawi

    Science.gov (United States)

    Lim, Zoe; Anderson, C.; McGrath, S.

    2012-01-01

    The dominance of the human capital approach in vocational skills development has been increasingly questioned for being de-humanised and de-contextualised. Contrary to this trend, the discourse in health professional skills development has shown increasing enthusiasm for consolidating this existing paradigm. To debate whether professional skills…

  2. Application of Contemporary Literature to Enhance Interpersonal Skills and Ethical Decision Making in Professional Selling Coursework

    Science.gov (United States)

    Kimball, Bob

    2007-01-01

    Educators and marketing professionals agree that course-work must address interpersonal communication skills and ethical decision making in addition to traditional business functions and skills. This article describes an innovative approach to teaching the professional selling course in which students enhance their competency in these areas…

  3. Providing Professional Induction Services for Beginning School Administrators.

    Science.gov (United States)

    Holifield, Mitchell L.; King, Dan L.

    This paper offers a summary of research on the professional induction needs of beginning school administrators and a report on a professional induction project conducted by Arkansas State University. The project initiation process: (1) identified and interviewed newly practicing school administrators in 25 Arkansas counties; (2) determined their…

  4. Skills learned through professional internships can contribute to higher confidence in students

    Science.gov (United States)

    Tamalavage, A.

    2014-12-01

    Through completing an internship, a student has the opportunity to learn skills that may not be typically emphasized in the classroom. Students can create a unique professional identity by participating in internships that may be relevant to their career path. The diversity of internships can also allow a student to try an experience in a job that may be away from their assumed career trajectory, contributing to students finding where their skills could fit best. I have learned a core set of skills that have supported my transition from an undergraduate degree through two internships in both a non-profit organization and an oil and gas company. This presentation will include an analysis of the project management and communication skills that have given me "real-world" experience to understand what skills could be useful in pursuing a career in the Earth sciences. I believed that participation in clubs, mentoring assignments, and classes abroad during my undergraduate were fully providing me with the fundamental skills to enter the professional job market. Although I did learn time management, facilitation and collaboration, I did not fully gauge the necessity of a crucial understanding of these skills in the workplace. My skills using collaborative work have strengthened most since finishing my undergraduate degree. Through group work at each of my internships, I learned clear communication, management, respect, financial responsibility and how to fulfill an obligation towards a common goal. Without strengthening those skills, I do not think I would be pursuing a graduate degree in the Earth sciences with confidence. The essential skills I have learned have furthered my assurance to approach a problem with certainty when developing a hypothesis, seeking help from others, and developing a solution. This presentation will suggest further research and how specific feedback can be gathered from other Earth science students who have completed internships. With further

  5. A qualitative study of advanced nurse practitioners' use of physical assessment skills in the community: shifting skills across professional boundaries.

    Science.gov (United States)

    Raleigh, Mary; Allan, Helen

    2017-07-01

    To explore multiple perspectives on the use of physical assessment skills by advanced nurse practitioners in the UK. Physical assessment skills practices are embedded in advanced nursing practice roles in the UK. There is little evidence on how these skills are used by advanced nurse practitioners in the community. Case study. A qualitative interpretative single-embedded case study of 22 participants from South of England. A framework method analysed interview data collected by the researcher between March-August 2013. Participants included nurses, doctors, nurse educators and managers. Physical assessment skills education at universities is part of a policy shift to develop a flexible workforce in the UK. Shared physical assessment practices are less to do with role substitution and more about preparing practitioners with skills that are fit for purpose. Competence, capability and performance with physical assessment skills are an expectation of advanced nursing practice. These skills are used successfully by community advanced nurse practitioners to deliver a wide range of services in response to changing patient need. The introduction of physical assessment skills education to undergraduate professional preparation would create a firm foundation to develop these skills in postgraduate education. Physical assessment education prepares nurses with the clinical competencies to carry out healthcare reforms in the UK. Shared sets of clinical assessment competencies between disciplines have better outcomes for patients. Levels of assessment competence can depend on the professional attributes of individual practitioners. Unsupportive learning cultures can hinder professional development of advanced nursing practice. © 2016 John Wiley & Sons Ltd.

  6. Communication skills and cultural awareness courses for healthcare professionals who care for patients with sickle cell disease.

    Science.gov (United States)

    Thomas, Veronica J; Cohn, Tom

    2006-02-01

    This paper reports a project evaluating the efficacy and impact of a pilot communication skills and cultural awareness course for healthcare professionals who care for patients with sickle cell disease. Poor communication between patients with sickle cell disease and healthcare professionals causes suspicion and mistrust. Many patients feel that they are negatively labelled by the healthcare system and are sceptical of opening themselves to an unsympathetic system. They may therefore appear hostile and aggressive when interacting with healthcare professionals, which in turn leads to distortions and misunderstandings between both groups. The use of good communication skills by healthcare professionals is therefore vital for good healthcare practice. Forty-seven healthcare professionals took part in a series of three pilot courses each lasting 3 days. Healthcare professionals were taught a repertoire of communication skills and cultural awareness strategies to use in challenging situations that arise in their care of sickle cell patients. Expert facilitators used a variety of teaching techniques, such as professionally-made videos, role-play, and group exercises. Participants' confidence in dealing with challenging situations was assessed at baseline, immediately after the intervention, and at 3- and 6-month postintervention. A repeated measures anova revealed a statistically significant increase in confidence from pre- to postcourse scores. Confidence scores further increased from immediately postcourse and 3 months postcourse follow-up. These were then maintained at 6 months postcourse. The overall findings of this local study demonstrated that this type of communication skills and cultural awareness training had a positive and enduring impact on professionals' perceived ability and confidence in communicating with patients with sickle cell disease. Participants attributed this to the learner-centred approach of the course that provided them with the opportunity to

  7. Communication skills training for health care professionals improves the adult orthopaedic patient's experience of quality of care

    DEFF Research Database (Denmark)

    Nørgaard, Birgitte; Kofoed, Poul-Erik; Ohm Kyvik, Kirsten

    2012-01-01

    Scand J Caring Sci; 2012; Communication skills training for health care professionals improves the adult orthopaedic patient's experience of quality of care Rationale:  Despite the fact that communication has become a core topic in health care, patients still experience the information provided...... as insufficient or incorrect and a lack of involvement. Objective:  To investigate whether adult orthopaedic patients' evaluation of the quality of care had improved after a communication skills training course for healthcare professionals. Design and methods:  The study was designed as an intervention study...... limitation. Response rates were comparable to those of other studies. Conclusion:  Patients show increased satisfaction with the quality of health care after professionals have attended a communication skills training course, even when implemented in an entire department. Practice implications:  We recommend...

  8. The Art and Practice of Gratitude: Practicing an Overlooked Skill to Help Undergraduate Biology Students Become Successful Professionals

    Science.gov (United States)

    Halpin, Patricia A.; Landon, Jennifer

    2015-01-01

    In a fast-paced, technology-driven world, the age-old custom and etiquette of writing a thank-you note may often be forgotten. Educators need to provide students with the opportunity to master this important professional skill. One might assume that undergraduate biology students have mastered the art of crafting a thoughtful and articulate…

  9. Effectiveness of Video Modeling Provided by Mothers in Teaching Play Skills to Children with Autism

    Science.gov (United States)

    Besler, Fatma; Kurt, Onur

    2016-01-01

    Video modeling is an evidence-based practice that can be used to provide instruction to individuals with autism. Studies show that this instructional practice is effective in teaching many types of skills such as self-help skills, social skills, and academic skills. However, in previous studies, videos used in the video modeling process were…

  10. Assessors for communication skills: SPs or healthcare professionals?

    Science.gov (United States)

    Liew, Siaw-Cheok; Dutta, Susmita; Sidhu, Jagmohni Kaur; De-Alwis, Ranjit; Chen, Nicole; Sow, Chew-Fei; Barua, Ankur

    2014-07-01

    The complexity of modern medicine creates more challenges for teaching and assessment of communication skills in undergraduate medical programme. This research was conducted to study the level of communication skills among undergraduate medical students and to determine the difference between simulated patients and clinical instructors' assessment of communication skills. This comparative study was conducted for three months at the Clinical Skills and Simulation Centre of the International Medical University in Malaysia. The modified Calgary-Cambridge checklist was used to assess the communication skills of 50 first year and 50 second year medical students (five-minutes pre-recorded interview videos on the scenario of sore throat). These videos were reviewed and scored by simulated patients (SPs), communication skills instructors (CSIs) and non-communication skills instructors (non-CSIs). Better performance was observed among the undergraduate medical students, who had formal training in communication skills with a significant difference in overall scores detected among the first and second year medical students (p = 0.0008). A non-significant difference existed between the scores of SPs and CSIs for Year 1 (p = 0.151). The SPs could be trained and involved in assessment of communication skills. Formal training in communication skills is necessary in the undergraduate medical programme.

  11. Nonspecialist Raters Can Provide Reliable Assessments of Procedural Skills

    DEFF Research Database (Denmark)

    Mahmood, Oria; Dagnæs, Julia; Bube, Sarah

    2018-01-01

    skills which is difficult owing to the limited availability of faculty time. The aim of this study was to explore the validity of assessments of video recorded procedures performed by nonspecialist raters. METHODS: This study was a blinded observational trial. Twenty-three novices (senior medical...

  12. Understanding physicians' professional knowledge and practice in research on skilled migration.

    Science.gov (United States)

    Weiß, Anja

    2016-08-01

    Research on the integration of migrant professionals into high-skilled labor markets either focuses on differences between nation states which may be exacerbated by national closure or it celebrates the global versatility of professional knowledge, especially in the natural and health sciences. Building on a pragmatist approach to professional knowledge, the article argues that professional knowledge should not be seen as either universal or local, but both the institutionalized and the incorporated aspects of cultural capital are characterized by 'local universality'. Professionals recreate professional knowledge in specific 'local' situations by relating to universal standards and to internalized 'libraries' of situated expert experience. While the more common notion of knowledge as a socially contested resource continues to be relevant for research on skilled migration, professional knowledge should also be seen as emerging in situations in response to socio-material problems. These problems can be structured by the nation-state, but they can also be transnational in nature.

  13. Evaluation of multi-professional obstetric skills training for postpartum hemorrhage

    DEFF Research Database (Denmark)

    Markova, Veronika; Sørensen, Jette Led; Holm, Charlotte

    2012-01-01

    To evaluate the effect of multi-professional obstetric skills training on the incidence of postpartum hemorrhage (PPH) indicated by red blood cell (RBC) transfusion and time delay in surgical interventions before, during, and after implementation of the training.......To evaluate the effect of multi-professional obstetric skills training on the incidence of postpartum hemorrhage (PPH) indicated by red blood cell (RBC) transfusion and time delay in surgical interventions before, during, and after implementation of the training....

  14. Developing Professional Skills in Undergraduate Engineering Students through Cocurricular Involvement

    Science.gov (United States)

    Fisher, Dara R.; Bagiati, Aikaterini; Sarma, Sanjay

    2017-01-01

    As nations have sought to keep pace with rapid technological innovation, governments have renewed their focus on science, technology, engineering, and mathematics (STEM) education, with emphasis on developing both technical and non-technical skills in STEM students. This article examines which engineering-relevant skills may be developed by…

  15. Examining the Professional Development Experiences and Non-Technical Skills Desired for Geoscience Employment

    Science.gov (United States)

    Houlton, H. R.; Ricci, J.; Wilson, C. E.; Keane, C.

    2014-12-01

    Professional development experiences, such as internships, research presentations and professional network building, are becoming increasingly important to enhance students' employability post-graduation. The practical, non-technical skills that are important for succeeding during these professional development experiences, such as public speaking, project management, ethical practices and writing, transition well and are imperative to the workplace. Thereby, graduates who have honed these skills are more competitive candidates for geoscience employment. Fortunately, the geoscience community recognizes the importance of these professional development opportunities and the skills required to successfully complete them, and are giving students the chance to practice non-technical skills while they are still enrolled in academic programs. The American Geosciences Institute has collected data regarding students' professional development experiences, including the preparation they receive in the corresponding non-technical skills. This talk will discuss the findings of two of AGI's survey efforts - the Geoscience Student Exit Survey and the Geoscience Careers Master's Preparation Survey (NSF: 1202707). Specifically, data highlighting the role played by internships, career opportunities and the complimentary non-technical skills will be discussed. As a practical guide, events informed by this research, such as AGI's professional development opportunities, networking luncheons and internships, will also be included.

  16. The effect of professional skills training on patient-centredness and confidence in communicating with patients.

    Science.gov (United States)

    Noble, Lorraine M; Kubacki, Angela; Martin, Jonathan; Lloyd, Margaret

    2007-05-01

    The effect of introducing professional skills training on students' patient-centred attitudes and perceptions of ability to communicate was examined. The professional skills training included weekly training in communication skills, ethics and law, and clinical skills. Consecutive cohorts of medical students receiving a traditional pre-clinical curriculum (n = 199) and a new curriculum including professional skills training (n = 255) were compared. Students completed the Doctor-Patient Scale to assess patient-centred attitudes and an 11-item scale to assess confidence in their ability to communicate with patients. Students completed the measures at the start of Year 1 and the end of Year 2. Students receiving the professional skills training showed increased confidence in communicating with patients and increases in 2 dimensions of patient-centredness ('holistic care' and 'patient decision making'). Students receiving the traditional curriculum showed increased nervousness in talking to patients. Gender and ethnic differences were found in patient-centredness and confidence in communicating, which were maintained over time. The introduction of professional skills training was successful in improving students' confidence in their ability to perform specific communicative behaviours and increasing patient-centredness relative to a traditional curriculum.

  17. THE CONTRIBUTION OF ACCOUNTING DISCIPLINES TO DEVELOPING PROFESSIONAL AND PERSONAL SKILLS

    Directory of Open Access Journals (Sweden)

    Ștefan BUNEA

    2017-12-01

    Full Text Available Expectations of teachers and employers are not always confirmed by student response and performance. The objective of our research is to find out the perception of final-year undergraduate students towards the contribution of accounting disciplines to shaping and developing skills and competencies, but also to developing student personality. We have found that students prefer courses based on detailed rules rather than courses based on general principles and concepts which require ongoing recourse to professional judgment, scenarios, assumptions, tests, simulations, etc. Concerning professional judgment, students prefer judgments made in financial accounting rather than judgments made for management purposes, which are heavily based on the use of certain competencies such as communication skills, persuasion skills, critical thinking skills, interdisciplinary thinking skills, and decision-making skills.

  18. Soft Skills: The New Curriculum for Hard-Core Technical Professionals

    Science.gov (United States)

    Bancino, Randy; Zevalkink, Claire

    2007-01-01

    In this article, the authors talk about the importance of soft skills for hard-core technical professionals. In many technical professions, the complete focus of education and training is on technical topics either directly or indirectly related to a career or discipline. Students are generally required to master various mathematics skills,…

  19. Wiki Activities in Blended Learning for Health Professional Students: Enhancing Critical Thinking and Clinical Reasoning Skills

    Science.gov (United States)

    Snodgrass, Suzanne

    2011-01-01

    Health professionals use critical thinking, a key problem solving skill, for clinical reasoning which is defined as the use of knowledge and reflective inquiry to diagnose a clinical problem. Teaching these skills in traditional settings with growing class sizes is challenging, and students increasingly expect learning that is flexible and…

  20. College Instructors' Implicit Theories about Teaching Skills and Their Relationship to Professional Development Choices

    Science.gov (United States)

    Thadani, V.; Breland, W.; Dewar, J.

    2010-01-01

    Implicit theories about the malleability of skills/abilities have been shown to predict learners' willingness to participate in learning opportunities. The authors examined whether college professors' implicit theories about the malleability of teaching skills predicted their willingness to engage in professional development (PD) related to…

  1. Soft Skills for Information Technology Professionals in Recruitment Advertisements: A Follow-up Study

    Science.gov (United States)

    McMahon, Cynthia J. Moore

    2013-01-01

    The purpose of this research is to determine if the use of soft skills requirements in job posting advertisements for information technology professional positions has increased since the dissertation study by G. K. Tannnahill in 2007, titled "Study of Soft Skills for IT Workers in Recruitment Advertising," to support prior research…

  2. Critical-Thinking Skills of First-Year Athletic Training Students Enrolled in Professional Programs

    Science.gov (United States)

    Bates, Dana K.; Sikkema, Jill A.; Nynas, Suzette M.; Culp, Clinton

    2017-01-01

    Context: The Examination of Professional Degree Level document presented to the National Athletic Trainers' Association Board of Directors states that research in athletic training education has not investigated differences in the critical-thinking skills of professional athletic training students. Objective: Investigate the differences in…

  3. Mathematics Professional Development: Critical Features for Developing Leadership Skills and Building Teachers' Capacity

    Science.gov (United States)

    Koellner, Karen; Jacobs, Jennifer; Borko, Hilda

    2011-01-01

    This article focuses on three features of professional development (PD) programs that play an important role in developing leadership skills and building teachers' capacity: (1) fostering a professional learning community, (2) developing teachers' mathematical knowledge for teaching, and (3) adapting PD to support local needs and interests. We…

  4. Information Literacy for Health Professionals: Teaching Essential Information Skills with the Big6 Information Literacy Model

    Science.gov (United States)

    Santana Arroyo, Sonia

    2013-01-01

    Health professionals frequently do not possess the necessary information-seeking abilities to conduct an effective search in databases and Internet sources. Reference librarians may teach health professionals these information and technology skills through the Big6 information literacy model (Big6). This article aims to address this issue. It also…

  5. Health Education and Health Promotion Skills of Health Care Professionals Working in Family Health Centres

    OpenAIRE

    Esma Kabasakal; Gülümser Kublay

    2017-01-01

    Preventable diseases pose a serious problem worldwide. The role of primary healthcare professionals is especially significant in promoting health. Aim: It is aimed to determine the health care professionals working in family health centres have on health education and health promotion skills. Method: The study sample included 144 health care professionals employed in one of 33 family health centres in Ankara Province. The study data were collected using a survey developed on the h...

  6. Writing Well as an Essential Skill for Professionals in Parks, Recreation, and Tourism: Why Do We Need It and How Do We Do It?

    Science.gov (United States)

    Wells, Mary Sarah; Piatt, Jennifer A.; Paisley, Karen P.

    2012-01-01

    Although writing is an important skill for all professionals, many students in parks, recreation, and tourism do not see the relevance of learning and applying the skills of writing well in parks, recreation, and tourism courses. This article outlines the reasons good writing is beneficial for students and provides concrete guidelines for how they…

  7. 21st Century Learning Skills Embedded in Climate Literacy Teacher Professional Development

    Science.gov (United States)

    Myers, R. J.; Schwerin, T. G.; Blaney, L.

    2011-12-01

    Trilling and Fadel's "21st Century Learning Skills" defines a vision of how to infuse an expanded set of skills, competencies and flexibilities into the classroom. Among these skills are global awareness, health and environmental literacy. The authors contend that in order for our students to compete, they will need critical thinking and problem solving skills, communication and collaboration, and creativity and innovation. Students will also need to be digital savvy. This poster outlines a program of preparing teachers to implement inquiry-based modules that allow students to exercise hypothetical deductive reasoning to address climate literacy issues such as: the Dust Bowl, thermohaline circulation, droughts, the North Atlantic Oscillation, climate variability and energy challenges. This program is implemented through the Earth System Science Education Alliance. ESSEA supports the educational goal of "attracting and retaining students in science careers" and the associated goal of "attracting and retaining students in science through a progression of educational opportunities for students, teachers and faculty." ESSEA provides long-duration educator professional development that results in deeper content understanding and confidence in teaching global climate change and science disciplines. The target audience for this effort is pre-service and in-service K-12 teachers. The ESSEA program develops shared educational resources - including modules and courses - that are based on NASA and NOAA climate science and data. The program is disseminated through the ESSEA Web site: http://essea.courses.strategies.org. ESSEA increases teachers' access to high-quality materials, standards-based instructional methods and content knowledge. Started in 2000 and based on online courses for K-12 teachers, ESSEA includes the participation of faculty at 45 universities and science centers. Over 3,500 pre- and in-service K-12 teachers have completed ESSEA courses. In addition to 21st

  8. Taking Professional Learning to Isolated Schools: Perceptions of Providers and Principals, and Lessons for Effective Professional Learning

    Science.gov (United States)

    Beswick, Kim; Jones, Tammy

    2011-01-01

    This article describes the implementation and outcomes, as perceived by the professional learning providers and school principals, of a professional learning (PL) model devised in response to recognition that models of PL that are effective in urban settings are not effective in rural and remote areas. Rather than expecting the teachers to travel…

  9. Teaching the "Soft Skills": A Professional Development Curriculum to Enhance the Employability Skills of Business Graduates

    Science.gov (United States)

    Winstead, Ann S.; Adams, Barbara L.; Sillah, Marion Rogers

    2009-01-01

    Today's business climate requires that management recruits not only know the technical aspects of their jobs, but also possess communication, teambuilding and leadership skills. Most business school curricula, however, focus only on technical skills, and do not address the "soft skills" in a formal setting or on a consistent basis. As…

  10. School Mental Health Professionals' Training, Comfort, and Attitudes toward Interprofessional Collaboration with Pediatric Primary Care Providers

    Science.gov (United States)

    Arora, Prerna G.; Connors, Elizabeth H.; Biscardi, Krystin A.; Hill, Allison M.

    2016-01-01

    Despite the well-documented need for interprofessional collaboration (IPC) between school mental health (SMH) professionals and pediatric primary care providers (PCPs), research on current collaborative practices of these professionals is limited. Accordingly, using survey methodology, this study investigated SMH professionals' previous training…

  11. 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

  12. Assessing the Knowledge, Skills, and Abilities of Public Health Professionals in Big City Governmental Health Departments.

    Science.gov (United States)

    McGinty, Meghan D; Castrucci, Brian C; Rios, Debra M

    2017-12-13

    To identify essential knowledge, skills, and abilities (KSAs) for and characterize gaps in KSAs of professionals working in large, urban health departments. A survey was disseminated to potentially eligible supervisors within 26 of 28 health departments in the largest, most urban jurisdictions in the country. A supervisor was eligible to participate if he or she supervised at least 1 staff member whose highest level of education was a master's degree. A total of 645 eligible supervisors participated in the workforce survey for a response rate of 27.1% and cooperation rate of 55.2%. Supervisors were asked to rate the importance of KSAs to their masters-level staffs' work and indicate their staffs' proficiency. Fifty-eight percent of supervisors reported supervising staff with a master of public health/master of science in public health degree. More than 30% of supervisors indicated that all of the 30 KSAs were essential. Four of the top 10 KSAs rated as essential by supervisors pertained to the ability to communicate. The top skills gaps perceived by supervisors were professional staffs' ability to apply quality improvement concepts to their work (38.0%), understanding of the political system (37.7%), and ability to anticipate changes (33.8%). Public health practitioners receive training in methods, theories, and evidence-based approaches, yet further investment in the workforce is necessary to advance population health. A focus should be placed developing strategic skills rather than advancing narrow specialties. Findings from this research can guide the creation and implementation of training curricula and professional development programs offered within local health departments or targeted to their staff, as well as satisfaction of accreditation requirements. By focusing on building strategic skills, we can ensure a public health workforce that is equipped with the KSAs necessary to practice Public Health 3.0 and leaders who are able to serve as their communities

  13. Professional Interactions: Negotiation and Expression for Future Physicians and Healthcare Providers

    Science.gov (United States)

    Pan, Andrew J.; Pan, Aaron J.; Leary, Kimberlyn R.

    2017-01-01

    The rapid pace of change in medicine requires doctors to be effective conflict mediators and negotiators in the clinical workplace, and a multitude of research connects strong physician-patient communication to improved patient outcomes. Disparities in such skills exist among medical students and professionals, and are neither taught nor evaluated…

  14. A management framework for training providers to improve workplace skills development

    Directory of Open Access Journals (Sweden)

    C. Govender

    2007-12-01

    Full Text Available Purpose: Deputy President, Ms Phumzile Mlambo-Ngcuka, says a skills revolution is necessary for South Africa’s (SA skills crisis. The SA skills revolution began with the skills legislation of 1998-9 when the Departments of Labour (DOL and Education (DOE intended a seamless, integrated approach to rapid skills development. The National Skills Development Strategy (NSDS, the Sector Education and Training Providers (SETAs, the South African Qualifications Authorities (SAQA and the National Qualifications Framework (NQF were established to drive the human resource and skills development revolutionary strategy. The purpose of this paper is to present the findings of the 2001-3 research investigating an internal management framework for training providers, employers and managers to accelerate workplace skills development. Design/Methodology/Approach: An integrated, multi-method research model was employed to gather empirical evidence on skills practices. A robust quantitative survey was conducted within 600 organisations. Simultaneously, rich, descriptive data was gathered from managers and employees using a structured qualitative interview strategy. The integrated data pool was factor analysed. The research findings, conclusion and recommended framework were reported in a PhD thesis. Findings: The research findings reveal major gaps in the effectiveness of SA training providers to radically accelerate and improve workplace skills development as per national skills legislation, implementation and management criteria. Implications: If the skills revolution in SA is to succeed, training providers especially, must become less complacent, more assertive and fully equipped when participating in the skills development arena. Originality/Value: Via this research, training providers will gain critical, reflective insight into their management framework for meeting skills legislative criteria and for managing training interventions and skills projects.

  15. Professional Presence and Soft Skills: A Role for Accounting Education

    Science.gov (United States)

    Kermis, George; Kermis, Marguerite

    2010-01-01

    Current economic conditions have changed the dynamics of all employment, including accounting, which traditionally has had a supply shortfall. CPA firms are beginning to lay off experienced people for the first time in ten years, while still hiring new staff accountants. The AICPA Vision 2011 Project has added soft skills to the list of core…

  16. The Flipped Classroom Model: When Technology Enhances Professional Skills

    Science.gov (United States)

    Baytiyeh, Hoda

    2017-01-01

    Purpose: The purpose of this paper is to investigate the effectiveness of the flipped classroom model in teaching and learning as well as the skills that can be acquired by students after being exposed to this learning style. Design/methodology/approach: This paper uses a qualitative case study design. In total, 20 students, from various majors,…

  17. A course for developing interprofessional skills in pre-professional honor students using humanities and media.

    Science.gov (United States)

    Poirier, Therese I; Stamper-Carr, Connie; Newman, Kate

    2017-09-01

    To design and implement an undergraduate honors course for pre-health professional students that develops interpersonal skills through use of a variety of humanities. A three credit hour course in an honors seminar sequence was developed by pharmacy practice faculty and with input from faculty in mass communications, philosophy, applied communication studies and history. The course utilized a variety of media such as literature, film, and podcasts to foster student discussion about a variety of health-related topics. Topics included public health, stigmatization, portrayals of health care providers, patient experiences, health care ethics, aging, and death and dying. Students were assessed using pre-class assignments and reflective writings as well as a formal written and oral presentation on a selected health-related book. A quasi-experimental design was used to assess the impact of the course on desired course outcomes. The first course offering was to 22 undergraduate pre-health professional honors students. Pre- and post-course surveys on students' perceptions and students' reflective writings revealed achievement of desired course outcomes. Post-course evaluations also revealed positive perceptions about the course. The design of this course provided an outlet for students to read and enjoy various forms of media, while also meeting its goal of exposing students to a variety of humanities. The course allowed students to think critically about various health care issues, and to begin to develop interpersonal skills. The course could be adapted for pharmacy by developing affective domains of the Accreditation Council for Pharmacy Education (ACPE) Standards. Copyright © 2017 Elsevier Inc. All rights reserved.

  18. Study to assess the compensation and skills of medical library professionals relative to information technology professionals.

    Science.gov (United States)

    Weise, F O; McMullen, T D

    2001-07-01

    The study seeks to determine how medical library professionals performing information-technology (IT) roles are compensated and how their positions are designed compared to information technology staff in their institutions. 550 medical library directors in hospital and academic medical libraries were surveyed. The data was then compared to survey data from other compensation studies of the IT industry. There is a gap in compensation between medical library professionals and IT professionals performing similar functions using information technology. Technology-intense library jobs are compensated at higher levels than more traditional jobs. To compete with IT salaries, managers of medical library professionals will need to be ever more cognizant of the employment practices of IT professionals in nonmedical library disciplines. It is typically in the medical library's best interest to ensure that IT-related jobs, accountabilities, and capabilities of the medical library are known and understood by others, especially in the human resources and information technology staff departments.

  19. Providing Effective Professional Development for Teachers through the Lunar Workshops for Educators

    Science.gov (United States)

    Canipe, Marti; Buxner, Sanlyn; Jones, Andrea; Hsu, Brooke; Shaner, Andy; Bleacher, Lora

    2014-11-01

    In order to integrate current scientific discoveries in the classroom, K-12 teachers benefit from professional development and support. The Lunar Workshops for Educators is a series of weeklong workshops for grade 6-9 science teachers focused on lunar science and exploration, sponsored by the Lunar Reconnaissance Orbiter (LRO) and conducted by the LRO Education and Public Outreach (E/PO) Team. The Lunar Workshops for Educators, have provided this professional development for teachers for the last five years. Program evaluation includes pre- and post- content tests and surveys related to classroom practice, daily surveys, and follow-up surveys conducted during the academic year following the summer workshops to assess how the knowledge and skills learned at the workshop are being used in the classroom. The evaluation of the workshop shows that the participants increased their overall knowledge of lunar science and exploration. Additionally, they gained knowledge about student misconceptions related to the Moon and ways to address those misconceptions. The workshops impacted the ways teachers taught about the Moon by providing them with resources to teach about the Moon and increased confidence in teaching about these topics. Participants reported ways that the workshop impacted their teaching practices beyond teaching about the Moon, encouraging them to include more inquiry and other teaching techniques demonstrated in the workshops in their science classes. Overall, the program evaluation has shown the Lunar Workshops for Educators are effective at increasing teachers’ knowledge about the Moon and use of inquiry-based teaching into their classrooms. Additionally, the program supports participant teachers in integrating current scientific discoveries into their classrooms.

  20. An integrated approach to develop professional and technical skills for informatics engineering students

    Science.gov (United States)

    Fernandes, João M.; van Hattum-Janssen, Natascha; Nestor Ribeiro, António; Fonte, Victor; Santos, Luís Paulo; Sousa, Pedro

    2012-05-01

    Many of the current approaches used in teaching and learning in engineering education are not the most appropriate to prepare students for the challenges they will face in their professional careers. The active involvement of students in their learning process facilitates the development of the technical and professional competencies they need as professionals. This article describes the organisation and impact of a mini-conference and project work - the creation of a software product and its introduction in the market - aimed at the development of professional competencies in general and writing skills in particular. The course was evaluated by assessing the students' perception of the development of a number of professional competencies through a questionnaire completed by 125 students from two consecutive year groups. The results indicate that the project work and the mini-conference had a positive impact on students' perceptions of the development of professional competencies.

  1. Learning clinical communication skills: outcomes of a program for professional practitioners.

    Science.gov (United States)

    Carvalho, Irene P; Pais, Vanessa G; Almeida, Susana S; Ribeiro-Silva, Raquel; Figueiredo-Braga, Margarida; Teles, Ana; Castro-Vale, Ivone; Mota-Cardoso, Rui

    2011-07-01

    To assess the effects of a communication skills program on professional practitioners' performance and self-confidence in clinical interviewing. Twenty-five health professionals took 3 months of basic communication skills followed by 3 months of advanced communication skills. An additional quarter dealt with self-awareness and communication in special situations. Participants' performances were evaluated in clinical interviews with standardized patients before, during and after the program by external observers and standardized patients, using standardized instruments. Participants assessed their own confidence in their communication skills before and after the program. Data were analysed using GLM repeated-measures procedures in SPSS. Basic communication skills and self-confidence improved throughout the 6 months; competencies declined but self-confidence continued to increase 4 months later. Compared with taking no course, differences were statistically significant after the 6 months (external observers only) and 4 months later (external observers and participants). The program effectively improved communication skills, although significantly only when assessed by external observers. Four months later, effects were significant in communication skills (external observers), despite the decline and in self-confidence. While periodical enrollment in programs for the practice of communication skills may help maintain performance, more knowledge on communication and self-awareness may enhance self-confidence. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  2. DEVELOPING PROFESSIONAL INFORMATION AND COMMUNICATION SKILLS THROUGH E-PROJECTS

    Directory of Open Access Journals (Sweden)

    Yulia V. Krasavina

    2014-01-01

    Full Text Available Abstract. The objective of the study is to show advantages of the method of e-projects. According to the authors of the publication, e-project based approach is a promising form of blended learning in universities. Methods. The authors pesent the technology of professional competencies formation of future teachers during the teaching process of the discipline «English language» on the basis of the analysis and generalisation of existing sources on blended learning and the free Web application Moodle that allows organising e-training. The Expert Group Appraisal method was used to define levels and components of the competencies. Scientific novelty. Introducing e-project as a part of students’ self-study in English for Special Purposes (ESP curriculum is especially beneficial if the following objectives are stated: strengthening cross-curriculum knowledge that implies deepening and acquiring new knowledge both in English and in disciplines that are important for future profession; and developing professional information and communication (ICT competency. Results. This paper presents the experience of executing one of the e-projects in the educational process practice, allowing students not only to acquire professional English competency but also to learn how to create e-courses in Moodle by their own and strengthen their knowledge in modern information and communication space. The article describes the implementation of e-project based approach for teaching English for future teachers (bachelor students in Kalashnikov Izhevsk Technical University. This paper presents the experience of executing one of the e-projects that was made by one of the students. Practical significance. The research outcomes and recommendations can be used for effective implementation of e-project based approach for teaching English in higher vocational institutions. 

  3. Attitude and skill levels of graduate health professionals in performing cardiopulmonary resuscitation.

    Science.gov (United States)

    Gebreegziabher Gebremedhn, Endale; Berhe Gebregergs, Gebremedhn; Anderson, Bernard Bradley; Nagaratnam, Vidhya

    2017-01-01

    Cardiopulmonary resuscitation (CPR) is an emergency procedure used to treat victims following cardiopulmonary arrest. Graduate health professionals at the University of Gondar Teaching Hospital manage many trauma and critically ill patients. The chance of survival after cardiopulmonary arrest may be increased with sufficient attitude and skill levels. The study aimed to assess the attitude and skill levels of graduate health professionals in performing CPR. A hospital-based cross-sectional study was conducted from May 1 to 30, 2013, at the University of Gondar Teaching Hospital. The mean attitude and skill scores were compared for sex, original residence, and department of the participants using Student's t-test and analysis of variance (Scheffe's test). P-values skill scores were 2.34 (SD =1.95), 3.77 (SD =1.58), 1.18 (SD =1.52), 2.16 (SD =1.93), 3.88 (SD =1.36), and 1.21 (SD =1.77), respectively. Attitude and skill level of graduate health professionals with regard to CPR were insufficient. Training on CPR for graduate health professionals needs to be given emphasis.

  4. MASTERING EFFECTIVE BUSINESS COMMUNICATION WRITING SKILLS BY FUTURE INTERNATIONAL RELATIONS PROFESSIONALS

    OpenAIRE

    Vasylyshyna, N. M.

    2016-01-01

    The article under consideration is related to the problem of mastering writing skills by future international relations professionals. The problem is that for the last ten years its performance has declined in comparison with other foreign сommunication skills at all key stages. In our investigation, the history of teaching-of-writing approaches over the last 50 years was characterised by five phases, some elements of which have been and continue to be concurrent in the best practice. Modern ...

  5. Modular training as technology of professional skills development of mechanical engineers

    OpenAIRE

    Shamshina Irina

    2016-01-01

    There are main provisions of modular training program by “Theory of Automatic Control” for students of technical universities is treating. Analyze of advantages and disadvantages of modular training system in comparison with the traditional system in the formation of future engineers’ professional skills. Detection of changes in the level of learning, basic skills and motivational sphere of students en-rolled in the modular training program.

  6. Modular training as technology of professional skills development of mechanical engineers

    Directory of Open Access Journals (Sweden)

    Shamshina Irina

    2016-01-01

    Full Text Available There are main provisions of modular training program by “Theory of Automatic Control” for students of technical universities is treating. Analyze of advantages and disadvantages of modular training system in comparison with the traditional system in the formation of future engineers’ professional skills. Detection of changes in the level of learning, basic skills and motivational sphere of students en-rolled in the modular training program.

  7. Nurses in the labor market: professional insertion, competencies and skills.

    Science.gov (United States)

    Püschel, Vilanice Alves de Araújo; Costa, Dafeni; Reis, Priscila Patrício; Oliveira, Larissa Bertacchini de; Carbogim, Fábio da Costa

    2017-01-01

    to characterize nurses graduated from the School of Nursing of the University of São Paulo, from 2006 to 2012; verify their entry, facilitating factors and difficulties of these graduates in the labor market and to consider their skills and competences in the world of work. an exploratory, descriptive study with a qualitative approach. out of 505 graduates, 172 (34.1%) participated in the research. Entry into the labor market was mainly via public hospital institutions, in the SE of Brazil, in the caregiving sectors. The greater part remained from one to two years in their first job. Most agreed that they were prepared to meet the health needs of the population.  Furthermore, they had been encouraged to seek systematic and continuous improvement in a critical, reflexive and creative way, while combining technical-scientific knowledge and personal skills. the results show that the University of São Paulo has been preparing nurses for work in the labor market, in accordance with the provisions of the National Curricular Guidelines.

  8. Introducing Professional Writing Skills to Future Naval Officers: An Adjunct to NPS Distance Learning

    Science.gov (United States)

    2008-12-18

    Jesuit institution offering many degrees in both arts and science. We chose Marquette University as the research site because it was our alma...seniors at Marquette and within one year of commissioning. In addition, many have held a staff or leadership position in the midshipman battalion to...professional writing skills, and it is incumbent on Navy leadership to not only issue directives on how to write professionally, but also to enforce

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

    Science.gov (United States)

    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

  10. Evaluating Medical Student Communication/Professionalism Skills from a Patient's Perspective.

    Science.gov (United States)

    Davis, Larry E; King, Molly K; Wayne, Sharon J; Kalishman, Summers G

    2012-01-01

    Evaluate medical students' communication and professionalism skills from the perspective of the ambulatory patient and later compare these skills in their first year of residency. Students in third year neurology clerkship clinics see patients alone followed by a revisit with an attending neurologist. The patient is then asked to complete a voluntary, anonymous, Likert scale questionnaire rating the student on friendliness, listening to the patient, respecting the patient, using understandable language, and grooming. For students who had completed 1 year of residency these professionalism ratings were compared with those from their residency director. Seven hundred forty-two questionnaires for 165 clerkship students from 2007 to 2009 were analyzed. Eighty-three percent of forms were returned with an average of 5 per student. In 64% of questionnaires, patients rated students very good in all five categories; in 35% patients selected either very good or good ratings; and student fair. No students were rated poor or very poor. Sixty-two percent of patients wrote complimentary comments about the students. From the Class of 2008, 52% of students received "better than their peers" professionalism ratings from their PGY1 residency directors and only one student was rated "below their peers." This questionnaire allowed patient perceptions of their students' communication/professionalism skills to be evaluated in a systematic manner. Residency director ratings of professionalism of the same students at the end of their first year of residency confirms continued professional behavior.

  11. Hierarchical modeling of professional skills in the field of castings manufacture engineering

    Science.gov (United States)

    Samuilă, V.; Soporan, V. F.; Conțiu, G.; Pădurețu, S.; Lehene, T. R.; Vescan, M. M.

    2017-06-01

    The paper presents a method of hierarchizing professional skills in the manufacturing of molded parts (castings) by using and adapting the FAHP algorithm (Fuzzy Analitical Hierarchy Process). Assessments are made regarding the peculiarities of the professional training process, specifying the activities to be carried out and the competences necessary for their development. The contribution of the design of the method extends to the design of the hierarchy system architecture, the linguistic determination of the importance of each characteristic, the construction of the fuzzy ordering matrices for each stage of the process, the determination of the share of the characteristics for each hierarchy step and establishing the hierarchy of the characteristics taking into account the influences of the others, grouped at the level of the steps and within the global matrix. The research carried out represents the support for generating an instrument of hierarchy of professional competencies that can be used in various professional and institutional contexts. Case study on the hierarchy of professional skills in the manufacturing of molded parts engineering. Keywords: Materials engineering, castings manufacture professional skills, hierarchy, AHP method, standard occupational curriculum.

  12. Recovery-promoting professional competencies: perspectives of mental health consumers, consumer-providers and providers.

    Science.gov (United States)

    Russinova, Zlatka; Rogers, E Sally; Ellison, Marsha Langer; Lyass, Asya

    2011-01-01

    The purpose of this study was to empirically validate a set of conceptually derived recovery-promoting competencies from the perspectives of mental health consumers, consumer-providers and providers. A national sample of 603 consumers, 153 consumer-providers and 239 providers completed an anonymous survey via the Internet. The survey evaluated respondents' perceptions about a set of 37 competencies hypothesized to enhance clients' hope and empowerment and inquired about interactions with providers that enhanced clients' recovery process. We used descriptive statistics and ranking to establish the relevance of each competency and generalized linear models and post-hoc tests to examine differences in the consumers', consumer-providers' and providers' assessments of these competencies. Analyses confirmed the recovery relevance of several competencies and their relative importance within each group of study participants. They also revealed that while most competencies tended to have universal significance, others depended more strongly on the client's preferences. Finally, differences in the perceptions of consumers, consumer-providers and providers about the recovery relevance of these competencies were established. The study highlighted the crucial role practitioners play in enhancing recovery from serious mental illnesses through specific strategies and attitudes that acknowledge clients' personhood and foster their hopefulness, empowerment and illness management. It informed the development of a new instrument measuring providers' recovery-promoting competence and provides guidelines for sharpening the recovery focus of a wide range of mental health and rehabilitation services.

  13. Regional medical professionals' confidence in providing palliative care, associated difficulties and availability of specialized palliative care services in Japan.

    Science.gov (United States)

    Hirooka, Kayo; Miyashita, Mitsunori; Morita, Tatsuya; Ichikawa, Takeyuki; Yoshida, Saran; Akizuki, Nobuya; Akiyama, Miki; Shirahige, Yutaka; Eguchi, Kenji

    2014-03-01

    Although confidence in providing palliative care services is an essential component of providing such care, factors relating to this have not been investigated in Japan. This study aimed to explore confidence in the ability to provide palliative care and associated difficulties and to explore correlations between these variables. Design A cross-sectional mail survey of medical doctors and registered nurses in Japan was performed as part of a regional intervention trial: the Outreach Palliative Care Trial of Integrated Regional Model study. Subjects Questionnaires were sent to 7905 medical professionals, and 409 hospital doctors, 235 general practitioners, 2160 hospital nurses and 115 home visiting nurses completed them. Confidence in providing palliative care was low and difficulties frequent for all types of medical professionals assessed. In particular, only 8-24% of them, depending on category, agreed to 'having adequate knowledge and skills regarding cancer pain management'. In particular, 55-80% of medical professionals acknowledged difficulty with 'alleviation of cancer pain'. Multiple regression analysis revealed that confidence was positively correlated with the amount of relevant experience and, for medical doctors, with 'prescriptions of opioids (per year)'. Moreover, difficulties were negatively correlated with the amount of relevant clinical experience. Effective strategies for developing regional palliative care programs include basic education of medical professionals on management of cancer-related pain (especially regarding opioids) and other symptoms.

  14. Enhancing Feedback on Professionalism and Communication Skills in Anesthesia Residency Programs.

    Science.gov (United States)

    Mitchell, John D; Ku, Cindy; Diachun, Carol Ann B; DiLorenzo, Amy; Lee, Daniel E; Karan, Suzanne; Wong, Vanessa; Schell, Randall M; Brzezinski, Marek; Jones, Stephanie B

    2017-08-01

    Despite its importance, training faculty to provide feedback to residents remains challenging. We hypothesized that, overall, at 4 institutions, a faculty development program on providing feedback on professionalism and communication skills would lead to (1) an improvement in the quantity, quality, and utility of feedback and (2) an increase in feedback containing negative/constructive feedback and pertaining to professionalism/communication. As secondary analyses, we explored these outcomes at the individual institutions. In this prospective cohort study (October 2013 to July 2014), we implemented a video-based educational program on feedback at 4 institutions. Feedback records from 3 months before to 3 months after the intervention were rated for quality (0-5), utility (0-5), and whether they had negative/constructive feedback and/or were related to professionalism/communication. Feedback records during the preintervention, intervention, and postintervention periods were compared using the Kruskal-Wallis and χ tests. Data are reported as median (interquartile range) or proportion/percentage. A total of 1926 feedback records were rated. The institutions overall did not have a significant difference in feedback quantity (preintervention: 855/3046 [28.1%]; postintervention: 896/3327 [26.9%]; odds ratio: 1.06; 95% confidence interval, 0.95-1.18; P = .31), feedback quality (preintervention: 2 [1-4]; intervention: 2 [1-4]; postintervention: 2 [1-4]; P = .90), feedback utility (preintervention: 1 [1-3]; intervention: 2 [1-3]; postintervention: 1 [1-2]; P = .61), or percentage of feedback records containing negative/constructive feedback (preintervention: 27%; intervention: 32%; postintervention: 25%; P = .12) or related to professionalism/communication (preintervention: 23%; intervention: 33%; postintervention: 24%; P = .03). Institution 1 had a significant difference in feedback quality (preintervention: 2 [1-3]; intervention: 3 [2-4]; postintervention: 3 [2-4]; P

  15. Improving Preschoolers’ Language and Literacy Skills through Web-Mediated Professional Development

    Science.gov (United States)

    Cabell, Sonia Q.; Downer, Jason T.

    2012-01-01

    MyTeachingPartner (MTP) is a web-mediated approach that provides ongoing support for teachers to improve the quality of their interactions with children. This study examined the effects of MTP on the preschool language and literacy development of children who are at risk for later academic difficulties. Results of this randomized controlled trial indicated that for English-only classrooms, teachers receiving a high level of support had students who made greater gains in language and literacy skills than teachers who only received access to a curricular supplement. Three implications are drawn from these findings: (1) on-going, video-based consultation holds promise not only for altering teacher-child interactions, but also improving children's learning, (2) technology allows teachers to receive intensive, effective support from a distance, and (3) there is still much to be learned about how professional development can support effective teaching of language and literacy skills to children whose home language is not English. PMID:23105917

  16. Leary's Rose to improve negotiation skills among health professionals: experiences from a Southeast Asian culture.

    Science.gov (United States)

    Susilo, Astrid Pratidina; van den Eertwegh, Valerie; van Dalen, Jan; Scherpbier, Albert

    2013-01-01

    Although inter-professional collaboration is important for patient safety, effective collaboration can be difficult to achieve, especially in settings with a strong hierarchical or blame culture. Leary's Rose is a model that gives insight into the hierarchical positions people take during a negotiation process. The assumption behind this tool is that the default reaction we intuitively choose is not always the most effective. Becoming aware of this default reaction makes it possible to choose to behave differently, in a more effective way. We propose to use this model to make health professionals more aware of their attitudes and communication styles when negotiating and provide them with a tool to improve communication by modifying their natural responses. Leary's Rose can be used in simulated and authentic work-based educational settings. To train the communication skills of nurses to be the patients' advocates, for example Leary's Rose was used in role plays in which nurses have to negotiate in the patients' interest with the doctor while they have to maintain partnership relationship and avoid opposition with the doctor.

  17. Assessing Improvement and Professional Career Skills in Senior Capstone Design through Course Data

    Directory of Open Access Journals (Sweden)

    Robert Merton Stwalley III

    2017-09-01

    Full Text Available An objective internal departmental review of course data indicates that a one credit hour fall seminar course which allows many preparatory topics to be engaged by the senior capstone teams makes the spring laboratory portion of the course run more smoothly. Professional topics such as team building, oral and written communication skills, and organizational interaction have been suggested by industrial partners and are now integrated into the course sequence before the students perform their physical work, reducing issues during the lab component. Course adjustments are on-going, and in the spirit of continuous improvement, those adjustments are periodically evaluated for effectiveness. It has been statistically demonstrated that the addition of an internally reviewed feasibility pitch early in the fall semester has resulted in better external reviews for both the fall management and spring technical design presentations. Likewise, providing the chance for the teams to see a video tape of their final presentation, before it is reviewed by various outside parties, has resulted in significantly better final presentations. In general, the formation of all engineering and mixed teams has been found to produce better end projects than those created by all technology-based student teams. These elements and other demonstrated positive changes to the Xxxxxx Agricultural & Biological Engineering capstone sequence can be described as cultivating professional attributes, and the experience is reviewed in this paper.

  18. Doctors who become chief executives in the NHS: from keen amateurs to skilled professionals.

    Science.gov (United States)

    Ham, Chris; Clark, John; Spurgeon, Peter; Dickinson, Helen; Armit, Kirsten

    2011-03-01

    To investigate the experiences of doctors who become chief executives of NHS organizations, with the aim of understanding their career paths and the facilitators and barriers encountered along the way. Twenty-two medical chief executives were identified and of these 20 were interviewed. In addition two former medical chief executives were interviewed. Information was collected about the age at which they became chief executives, the number of chief executive posts held, the training they received, and the opportunities, challenges and risks they experienced. All NHS organizations in the United Kingdom in 2009. The age of medical chief executives on first appointment ranged from 36 to 64 years, the average being 48 years. The majority of those interviewed were either in their first chief executive post or had stepped down having held only one such post. The training and development accessed en route to becoming chief executives was highly variable. Interviewees were positive about the opportunity to bring about organizational and service improvement on a bigger scale than is possible in clinical work. At the same time, they emphasized the insecurities associated with being a chief executive. Doctors who become chief executives experience a change in their professional identity and the role of leaders occupying hybrid positions is not well recognized. Doctors who become chief executives are self-styled 'keen amateurs' and there is a need to provide more structured support to enable them to become skilled professionals. The new faculty of medical leadership and management could have an important role in this process.

  19. Does the inclusion of 'professional development' teaching improve medical students' communication skills?

    Directory of Open Access Journals (Sweden)

    Kubacki Angela M

    2011-06-01

    Full Text Available Abstract Background This study investigated whether the introduction of professional development teaching in the first two years of a medical course improved students' observed communication skills with simulated patients. Students' observed communication skills were related to patient-centred attitudes, confidence in communicating with patients and performance in later clinical examinations. Methods Eighty-two medical students from two consecutive cohorts at a UK medical school completed two videoed consultations with a simulated patient: one at the beginning of year 1 and one at the end of year 2. Group 1 (n = 35 received a traditional pre-clinical curriculum. Group 2 (n = 47 received a curriculum that included communication skills training integrated into a 'professional development' vertical module. Videoed consultations were rated using the Evans Interview Rating Scale by communication skills tutors. A subset of 27% were double-coded. Inter-rater reliability is reported. Results Students who had received the professional development teaching achieved higher ratings for use of silence, not interrupting the patient, and keeping the discussion relevant compared to students receiving the traditional curriculum. Patient-centred attitudes were not related to observed communication. Students who were less nervous and felt they knew how to listen were rated as better communicators. Students receiving the traditional curriculum and who had been rated as better communicators when they entered medical school performed less well in the final year clinical examination. Conclusions Students receiving the professional development training showed significant improvements in certain communication skills, but students in both cohorts improved over time. The lack of a relationship between observed communication skills and patient-centred attitudes may be a reflection of students' inexperience in working with patients, resulting in 'patient-centredness' being

  20. Does the inclusion of 'professional development' teaching improve medical students' communication skills?

    Science.gov (United States)

    2011-01-01

    Background This study investigated whether the introduction of professional development teaching in the first two years of a medical course improved students' observed communication skills with simulated patients. Students' observed communication skills were related to patient-centred attitudes, confidence in communicating with patients and performance in later clinical examinations. Methods Eighty-two medical students from two consecutive cohorts at a UK medical school completed two videoed consultations with a simulated patient: one at the beginning of year 1 and one at the end of year 2. Group 1 (n = 35) received a traditional pre-clinical curriculum. Group 2 (n = 47) received a curriculum that included communication skills training integrated into a 'professional development' vertical module. Videoed consultations were rated using the Evans Interview Rating Scale by communication skills tutors. A subset of 27% were double-coded. Inter-rater reliability is reported. Results Students who had received the professional development teaching achieved higher ratings for use of silence, not interrupting the patient, and keeping the discussion relevant compared to students receiving the traditional curriculum. Patient-centred attitudes were not related to observed communication. Students who were less nervous and felt they knew how to listen were rated as better communicators. Students receiving the traditional curriculum and who had been rated as better communicators when they entered medical school performed less well in the final year clinical examination. Conclusions Students receiving the professional development training showed significant improvements in certain communication skills, but students in both cohorts improved over time. The lack of a relationship between observed communication skills and patient-centred attitudes may be a reflection of students' inexperience in working with patients, resulting in 'patient-centredness' being an abstract concept

  1. Does the inclusion of 'professional development' teaching improve medical students' communication skills?

    Science.gov (United States)

    Joekes, Katherine; Noble, Lorraine M; Kubacki, Angela M; Potts, Henry W W; Lloyd, Margaret

    2011-06-27

    This study investigated whether the introduction of professional development teaching in the first two years of a medical course improved students' observed communication skills with simulated patients. Students' observed communication skills were related to patient-centred attitudes, confidence in communicating with patients and performance in later clinical examinations. Eighty-two medical students from two consecutive cohorts at a UK medical school completed two videoed consultations with a simulated patient: one at the beginning of year 1 and one at the end of year 2. Group 1 (n = 35) received a traditional pre-clinical curriculum. Group 2 (n = 47) received a curriculum that included communication skills training integrated into a 'professional development' vertical module. Videoed consultations were rated using the Evans Interview Rating Scale by communication skills tutors. A subset of 27% were double-coded. Inter-rater reliability is reported. Students who had received the professional development teaching achieved higher ratings for use of silence, not interrupting the patient, and keeping the discussion relevant compared to students receiving the traditional curriculum. Patient-centred attitudes were not related to observed communication. Students who were less nervous and felt they knew how to listen were rated as better communicators. Students receiving the traditional curriculum and who had been rated as better communicators when they entered medical school performed less well in the final year clinical examination. Students receiving the professional development training showed significant improvements in certain communication skills, but students in both cohorts improved over time. The lack of a relationship between observed communication skills and patient-centred attitudes may be a reflection of students' inexperience in working with patients, resulting in 'patient-centredness' being an abstract concept. Students in the early years of their medical

  2. Study to assess the compensation and skills of medical library professionals relative to information technology professionals*

    Science.gov (United States)

    Weise, Frieda O.; McMullen, Thomas D.

    2001-01-01

    Purpose: The study seeks to determine how medical library professionals performing information-technology (IT) roles are compensated and how their positions are designed compared to information technology staff in their institutions. Methods: 550 medical library directors in hospital and academic medical libraries were surveyed. The data was then compared to survey data from other compensation studies of the IT industry. Results: There is a gap in compensation between medical library professionals and IT professionals performing similar functions using information technology. Technology-intense library jobs are compensated at higher levels than more traditional jobs. Conclusions: To compete with IT salaries, managers of medical library professionals will need to be ever more cognizant of the employment practices of IT professionals in nonmedical library disciplines. It is typically in the medical library's best interest to ensure that IT-related jobs, accountabilities, and capabilities of the medical library are known and understood by others, especially in the human resources and information technology staff departments. PMID:11465684

  3. Communication Skills Training Increases Self-Efficacy of Health Care Professionals

    Science.gov (United States)

    Norgaard, Birgitte; Ammentorp, Jette; Kyvik, Kirsten Ohm; Kofoed, Poul-Erik

    2012-01-01

    Introduction: Despite the knowledge of good communication as a precondition for optimal care and treatment in health care, serious communication problems are still experienced by patients as well as by health care professionals. An orthopedic surgery department initiated a 3-day communication skills training course for all staff members expecting…

  4. Professional Development of History Content and Skills: Measuring Effects on Teachers and Students

    Science.gov (United States)

    Wanser, Teresa J.

    2013-01-01

    National and local standards in history are evolving from standards on history content to standards on critical thinking and analyzing historical documents. The purpose of this research was to determine the effects of professional development received by K-12 teachers on infusing historical thinking skills into their history instruction. Changes…

  5. Enlargement Project: Insight into ICT Professional Skills and Jobs in the Candidate Countries. Enlargement Futures Series.

    Science.gov (United States)

    Gourova, Elissaveta

    A study examined information and communication technologies (ICT) job trends and the prospects for preservation and supply of high skilled professionals in the medium and longer term in candidate countries (CCs), for admission into the European Union, focusing on Bulgaria, Estonia, Hungary, and Poland. Rapidly changing technology and growth of…

  6. Data Warehouse for Professional Skills Required on the IT Labor Market

    Directory of Open Access Journals (Sweden)

    Cristian GEORGESCU

    2012-11-01

    Full Text Available This paper represents a research regarding informatics graduates professional level adjustment to specific requirements of the IT labor market. It uses techniques and models for data warehouse technology to allow a comparative analysis between the supply competencies and the skills demand on the IT labor market.

  7. Student Affairs Professionals' Self-Report of Multicultural Competence: Understanding Awareness, Knowledge, and Skills

    Science.gov (United States)

    Castellanos, Jeanett; Gloria, Alberta M.; Mayorga, Melissa M.; Salas, Christina

    2008-01-01

    Pope and Reynolds' (1997) theoretical model of multicultural competence for student affairs was empirically tested with 100 student affairs professionals. The domain subscales of awareness, knowledge, and skills revealed high internal consistency and intercorrelation. Males reported significantly higher multicultural awareness in their…

  8. A Study on the Prediction of the Teaching Profession Attitudes by Communication Skills and Professional Motivation

    Science.gov (United States)

    Çimen, Latife Kabakli

    2016-01-01

    This study aims to investigate the prediction of the attitudes regarding teaching profession by the communication skills and professional motivation of pedagogical formation students. 261 pre-service teachers receiving pedagogical formation training Istanbul at a private university in the 2014-2015 academic year were included in the research as…

  9. 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…

  10. Awareness Knowledge Attitude Skills of Telemedicine among Health Professional Faculty Working in Teaching Hospitals

    Science.gov (United States)

    Zayapragassarazan, Zayabalaradjane; Kumar, Santosh

    2016-01-01

    Introduction: Telemedicine is an emerging technology in health sector in India. The success of any new technology depends on many factors including the knowledge and understanding of the concept, skills acquired, attitude towards technology and working environment by the concerned professionals. Aim: The main objective of this study was to assess…

  11. African American Preschoolers' Emotion Explanations Can Provide Evidence of Their Pragmatic Skills

    Science.gov (United States)

    Curenton, Stephanie M.

    2015-01-01

    This study provides qualitative and quantitative evidence of how an emotion explanation task can reflect African American preschoolers' pragmatic skills. We used an emotion explanation task to assess pragmatic skills among 19 children (aged 3-5 years) related to (1) engaging in conversational turn-taking, (2) answering "Wh-" questions,…

  12. A systematic review of retention of adult advanced life support knowledge and skills in healthcare providers.

    Science.gov (United States)

    Yang, Chih-Wei; Yen, Zui-Shen; McGowan, Jane E; Chen, Huiju Carrie; Chiang, Wen-Chu; Mancini, Mary E; Soar, Jasmeet; Lai, Mei-Shu; Ma, Matthew Huei-Ming

    2012-09-01

    Advanced life support (ALS) guidelines are widely adopted for healthcare provider training with recommendations for retraining every two years or longer. This systematic review studies the retention of adult ALS knowledge and skills following completion of an ALS course in healthcare providers. We retrieved original articles using Medline, CINAHL, Cochrane Library, and PubMed, and reviewed reference citations to identify additional studies. We extracted data from included articles using a structured approach and organized outcomes by evaluation method, and knowledge and skills retention. Among 336 articles retrieved, 11 papers were included. Most studies used multiple-choice questionnaires to evaluate knowledge retention and cardiac arrest simulation or other skills tests to evaluate skills retention. All studies reported variable rates of knowledge or skills deterioration over time, from 6 weeks to 2 years after training. Two studies noted retention of knowledge at 18 months and up to 2 years, and one reported skills retention at 3 months. Clinical experience, either prior to or after the courses, has a positive impact on retention of knowledge and skills. There is a lack of large well-designed studies examining the retention of adult ALS knowledge and skills in healthcare providers. The available evidence suggests that ALS knowledge and skills decay by 6 months to 1 year after training and that skills decay faster than knowledge. Additional studies are needed to help provide evidence-based recommendations for assessment of current knowledge and skills and need for refresher training to maximize maintenance of ALS competency. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

  13. Modelling workforce skill-mix: how can dental professionals meet the needs and demands of older people in England?

    Science.gov (United States)

    Gallagher, J E; Kleinman, E R; Harper, P R

    2010-02-13

    -mix' resulted in the lowest volume of clinical staff equivalents (dentists: 8,668) providing care for older people, whereas maximum skill-mix involved more staff (clinical staff = 10,337, of whom 2,623 were dentists, 4,180 hygienist/therapists and 3,534 clinical dental technicians) if all care is provided at the relevant level of competence. The model suggests that with widening skill-mix, dental care professionals can play a major role in building dental care capacity for older people in future. The implications for health policy, professional bodies and dental teamworking are discussed.

  14. Highly Skilled Professionals on the Move: The International Migration of South African Indians

    Directory of Open Access Journals (Sweden)

    Gerelene Jagganath

    2014-08-01

    Full Text Available This paper is about the migration behaviour of highly skilled South African Indians from the period 2006 to present. The ethnography of the highly skilled is relatively new in Anthropology and while it contributes to recent discourse on migration and diaspora, it also foregrounds the need for an array of methodological approaches to support the global mobilities of people, the nature of multi-sited research and what “highly skilled” means in different geographical contexts. The paper is arranged in two parts: the first part contextualises the highly skilled professional in recent global migration literature and theory, and the second part presents case studies of highly skilled migrants in several international destinations, highlighting and contextualising their experiences abroad.

  15. Professional Knowledge and Skills Required for Accounting Majors Who Intend to Become Auditors: Perceptions of External Auditors

    OpenAIRE

    Ali Uyar; Ali Haydar Gungormus

    2011-01-01

    This research aims to ascertain the professional knowledge and the skills/attributes that are considered important by external auditors for a graduate who intends to be an auditor. For this purpose, we conducted a survey on external auditors in Turkey. The research has two dimensions: skills dimension (twenty one items) and professional knowledge dimension (twenty four items). The results indicated that all skills except “knowledge of accounting software” are perceived to be important or very...

  16. The Nature of the Current and Anticipated Shortage of Professional Skills and Qualities of Workers in the Russian Labor Market

    Science.gov (United States)

    Bondarenko, Natal'ia

    2015-01-01

    This article analyzes the characteristics of the existing and expected deficit of professional skills and qualities of workers employed by Russian companies. Analyzed factors include generic skills, soft or behavioral skills, the influence of the qualification, and shortage on the effectiveness of the companies as a whole. The data is based on a…

  17. Mapping the MIS Curriculum Based on Critical Skills of New Graduates: An Empirical Examination of IT Professionals

    Science.gov (United States)

    Downey, James P.; McMurtrey, Mark E.; Zeltmann, Steven M.

    2008-01-01

    MIS curricula research almost always focuses on either curriculum issues or the critical skills required of new MIS graduates, rarely both. This study examines both by determining the critical skills required of new graduates, from the perspective of IT professionals in the field, then uniquely mapping those skills into a comprehensive yet…

  18. SOCIAL SKILLS AND ACADEMIC BACKGROUND: A COMPARATIVE STUDY AMONG STUDENTS AND PSYCHOLOGY PROFESSIONALS

    Directory of Open Access Journals (Sweden)

    Diêgo Ferreira de Oliveira

    2016-12-01

    Full Text Available The present research had as an objective the comparison of Social Skills (SS on psychology course undergraduates' and professionals working in the area with at least one year of work performance. Three groups participated in this study: 63 students at the beginning of the course (1st, 2nd and 3rd semesters; 54 students at the end of the course (8th, 9th and 10th semesters; and 25 psychologists. For the data collect it was used a Social Skills Inventory (SSI that was applied at the university places of work or availability, or via e-mail, with the professionals. The results showed that there were no significant differences in the overall score of Social Skills, neither between the students at the beginning and the end of the course (p=0.319 nor between students at the end of the course and the psychologists (p= 0,70. There was a significant difference in the comparison of students at the beginning of the course and psychologists (p= 0.009. From the manual, it was possible to verify that the majority, of students and professionals, presented a good repertory of SS in its different factors. It was considered still relevant, the development of activities that could enable a major learning of these SS still during graduation, evaluating that they are fundamental to the psychologists' performance. Keywords: Social skills. Psychology. Psychology students. Psychologists.

  19. Information technology skills and training needs of health information management professionals in Nigeria: a nationwide study.

    Science.gov (United States)

    Taiwo Adeleke, Ibrahim; Hakeem Lawal, Adedeji; Adetona Adio, Razzaq; Adisa Adebisi, AbdulLateef

    2015-01-01

    There is a lack of effective health information management systems in Nigeria due to the prevalence of cumbersome paper-based and disjointed health data management systems. This can make informed healthcare decision making difficult. This study examined the information technology (IT) skills, utilisation and training needs of Nigerian health information management professionals. We deployed a cross-sectional structured questionnaire to determine the IT skills and training needs of health information management professionals who have leadership roles in the nation's healthcare information systems (n=374). It was found that ownership of a computer, level of education and age were associated with knowledge and perception of IT. The vast majority of participants (98.8%) acknowledged the importance and relevance of IT in healthcare information systems and many expressed a desire for further IT training, especially in statistical analysis. Despite this, few (8.1 %) worked in settings where such systems operate and there exists an IT skill gap among these professionals which is not compatible with their roles in healthcare information systems. To rectify this anomaly they require continuing professional development education, especially in the areas of health IT. Government intervention in the provision of IT infrastructure in order to put into practice a computerised healthcare information system would therefore be a worthwhile undertaking.

  20. Factors influencing the suicide intervention skills of emergency medical services providers.

    Science.gov (United States)

    Lygnugaryte-Griksiene, Aidana; Leskauskas, Darius; Jasinskas, Nedas; Masiukiene, Agne

    2017-01-01

    Lithuania currently has the highest suicide rate in Europe and the fifth highest worldwide. To identify the factors that influence the suicide intervention skills of emergency medical services (EMS) providers (doctors, nurses, paramedics). Two hundred and sixty-eight EMS providers participated in the research. The EMS providers were surveyed both prior to their training in suicide intervention and six months later. The questionnaire used for the survey assessed their socio-demographic characteristics, suicide intervention skills, attitudes towards suicide prevention, general mental health, strategies for coping with stress, and likelihood of burnout. Better suicide intervention skills were more prevalent among EMS providers with a higher level of education, heavier workload, more positive attitudes towards suicide prevention, better methods of coping with stress, and those of a younger age. Six months after the non-continuous training in suicide intervention, the providers' ability to assess suicide risk factors had improved, although there was no change in their suicide intervention skills. In order to improve the suicide intervention skills of EMS providers, particular attention should be paid to attitudes towards suicide prevention, skills for coping with stress, and continuous training in suicide intervention. EMS: Emergency medical services; SIRI: Suicide intervention response inventory.

  1. Towards a Typology of Improvisation as a Professional Teaching Skill: Implications for Pre-Service Teacher Education Programmes

    Science.gov (United States)

    Aadland, Helga; Espeland, Magne; Arnesen, Trond Egil

    2017-01-01

    In this article we discuss the concept of improvisation as a professional teaching skill. Our professional context is teacher education and our discussion is aimed at developing a categorized understanding, or rather a tentative typology, of what professional improvisation in teaching and teacher education might be. Undertaking such a bold…

  2. Developing essential professional skills: a framework for teaching and learning about feedback

    Science.gov (United States)

    Henderson, Penny; Ferguson-Smith, Anne C; Johnson, Martin H

    2005-01-01

    Background The ability to give and receive feedback effectively is a key skill for doctors, aids learning between all levels of the medical hierarchy, and provides a basis for reflective practice and life-long learning. How best to teach this skill? Discussion We suggest that a single "teaching the skill of feedback" session provides superficial and ineffective learning in a medical culture that often uses feedback skills poorly or discourages feedback. Our experience suggests that both the skill and the underlying attitude informing its application must be addressed, and is best done so longitudinally and reiteratively using different forms of feedback delivery. These feedback learning opportunities include written and oral, peer to peer and cross-hierarchy, public and private, thereby addressing different cognitive processes and attitudinal difficulties. Summary We conclude by asking whether it is possible to build a consensus approach to a framework for teaching and learning feedback skills? PMID:15804360

  3. Developing essential professional skills: a framework for teaching and learning about feedback

    Directory of Open Access Journals (Sweden)

    Ferguson-Smith Anne C

    2005-04-01

    Full Text Available Abstract Background The ability to give and receive feedback effectively is a key skill for doctors, aids learning between all levels of the medical hierarchy, and provides a basis for reflective practice and life-long learning. How best to teach this skill? Discussion We suggest that a single "teaching the skill of feedback" session provides superficial and ineffective learning in a medical culture that often uses feedback skills poorly or discourages feedback. Our experience suggests that both the skill and the underlying attitude informing its application must be addressed, and is best done so longitudinally and reiteratively using different forms of feedback delivery. These feedback learning opportunities include written and oral, peer to peer and cross-hierarchy, public and private, thereby addressing different cognitive processes and attitudinal difficulties. Summary We conclude by asking whether it is possible to build a consensus approach to a framework for teaching and learning feedback skills?

  4. Pilot evaluation of a continuing professional development tool for developing leadership skills.

    Science.gov (United States)

    Patterson, Brandon J; Chang, Elizabeth H; Witry, Matthew J; Garza, Oscar W; Trewet, CoraLynn B

    2013-01-01

    Strategies are needed to assure essential nonclinical competencies, such as leadership, can be gained using a continuing professional development (CPD) framework. The objective of this study was to explore student pharmacists' utilization and perceived effectiveness of a CPD tool for leadership development in an elective course. Students completed 2 CPD cycles during a semester-long leadership elective using a CPD tool. A questionnaire was used to measure students' perceptions of utility, self-efficacy, and satisfaction in completing CPD cycles when using a tool to aid in this process. The CPD tool was completed twice by 7 students. On average, students spent nearly 5 hours per CPD cycle. More than half (57.1%) scored themselves as successful or very successful in achieving their learning plans, and most (71.4%) found the tool somewhat useful in developing their leadership skills. Some perceived that the tool provided a systematic way to engage in leadership development, whereas others found it difficult to use. In this pilot study, most student pharmacists successfully achieved a leadership development plan and found the CPD tool useful. Providing students with more guidance may help facilitate use and effectiveness of CPD tools. There is a need to continue to develop and refine tools that assist in the CPD of pharmacy practitioners at all levels. Copyright © 2013 Elsevier Inc. All rights reserved.

  5. Methodological proposal for theoretical analysis professional skills and its impact on employability

    Directory of Open Access Journals (Sweden)

    Rebeca Almanza Jiménez

    2015-02-01

    Full Text Available The objective of this paper is to analyze the level of employability of Engineers in Business Management Institute of Technology graduates Lazaro Cardenas in terms of their Professional competencies based on the initial hypothesis. The professional competencies have a direct positive relationship in which employability through the application of the survey method in Likert applied to both clusters, analysis of findings which show the impact of skills on employability, the existence of a positive correlation of both direct and opportunity was conducted to develop creativity and innovation through entrepreneurship.

  6. 'It's not the form; it's the process': a phenomenological study on the use of creative professional development workshops to improve teamwork and communication skills.

    Science.gov (United States)

    Acai, Anita; McQueen, Sydney A; Fahim, Christine; Wagner, Natalie; McKinnon, Victoria; Boston, Jody; Maxwell, Colina; Sonnadara, Ranil R

    2016-09-01

    Past research has demonstrated the positive effects of visual and performing arts on health professionals' observational acuity and associated diagnostic skills, well-being and professional identity. However, to date, the use of arts for the development of non-technical skills, such as teamwork and communication, has not been studied thoroughly. In partnership with a community print and media arts organisation, Centre[3], we used a phenomenological approach to explore front-line mental health and social service workers' experiences with a creative professional development workshop based on the visual and performing arts. Through preworkshop and postworkshop interviews with participants and postworkshop interviews with their managers, we sought to examine how participants' perceptions of the workshop compared with their preworkshop expectations, specific impacts of the workshop with respect to participants' teamwork and communication skills and changes in their perceptions regarding the use of the arts in professional development. Our workshops were successful in enhancing teamwork skills among participants and showed promise in the development of communication skills, though observable changes in workplace communication could not be confirmed. The workshop facilitated teamwork and collegiality between colleagues, creating a more enjoyable and accepting work environment. The workshops also helped participants identify the strengths and weaknesses of their communication skills, made them more comfortable with different communication styles and provided them with strategies to enhance their communication skills. Participation in the arts can be beneficial for the development of interpersonal skills such as teamwork and communication among health professionals. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

  7. The Role of Oral Health Care Professionals in Providing Medical Services.

    Science.gov (United States)

    Glick, Michael; Greenberg, Barbara L

    2017-08-01

    Integration of oral health care professionals (OHCPs) into medical care could advance efforts to control increasingly prevalent conditions such as cardiovascular disease, diabetes mellitus, human immunodeficiency virus infection, and hepatitis C infection, each of which is associated with significant morbidity and health care costs. Prevention and early intervention are effective for reducing the incidence and severity of these diseases, while increasing cost of health care may drive the need for nontraditional models of health education and delivery. Studies have suggested that a dental office is a suitable setting for the purpose of screening and referrals for these conditions and may result in medical expenditure savings. Such innovations would challenge the current dental educational model and the education and training of faculty. Implementing this change would require recognizing opportunities and challenges for the profession and the need for new competencies in dental curricula. Challenges and opportunities are described, including reimbursement models and integration of OHCPs into emerging health care delivery models. Ideas for curricular change are presented, including the need for added emphasis on biological sciences and the introduction of new courses to address systems thinking and forces driving preventive behavior. To embrace the evolving health care arena and be a part of the future interprofessional health care delivery dynamic, dental curricula should also include substantive interprofessional education opportunities. Such opportunities would provide the basic skills and training to recognize and appreciate patients' oral health issues in the broader context of their overall health and well-being. This article was written as part of the project "Advancing Dental Education in the 21(st) Century."

  8. Assessment of resident physicians in professionalism, interpersonal and communication skills: a multisource feedback.

    Science.gov (United States)

    Qu, Bo; Zhao, Yu-hong; Sun, Bao-zhi

    2012-01-01

    To assess the internal validity and reliability of a multisource feedback (MSF) program by China Medical Board for resident physicians in China. Multisource feedback was used to assess professionalism, interpersonal and communication skills. 258 resident physicians were assessed by attending doctors, self-evaluation, resident peers, nurses, office staffs, and patients who completed a sealed questionnaire at 19 hospitals in China. Cronbach's alpha coefficient was used to assess reliability. Validity was assessed by exploratory factor analyses and by profile ratings. 4128 questionnaires were collected from this study. All responses had high internal consistency and reliability (Cronbach's α > 0.90), which suggests that both questions and form data were internally consistent. The exploratory factor analysis with varimax rotation for the evaluators' questionnaires was able to account for 70 to 74% of the total variance. The current MSF assessment tools are internally valid and reliable for assessing resident physician professionalism and interpersonal and communication skills in China.

  9. Attitude and skill levels of graduate health professionals in performing cardiopulmonary resuscitation

    Directory of Open Access Journals (Sweden)

    Gebreegziabher Gebremedhn E

    2017-01-01

    Full Text Available Endale Gebreegziabher Gebremedhn,1 Gebremedhn Berhe Gebregergs,2 Bernard Bradley Anderson,3,† Vidhya Nagaratnam1 1Department of Anaesthesia, School of Medicine, College of Medicine and Health Sciences, University of Gondar, Gondar, 2Department of Public Health, Bahir Dar College of Medicine and Health Sciences, Bahir Dar University, Bahir Dar, 3Department of Surgery, School of Medicine, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia †Dr Bernard Bradley Anderson passed away on January 2, 2014 Background: Cardiopulmonary resuscitation (CPR is an emergency procedure used to treat victims following cardiopulmonary arrest. Graduate health professionals at the University of Gondar Teaching Hospital manage many trauma and critically ill patients. The chance of survival after cardiopulmonary arrest may be increased with sufficient attitude and skill levels. The study aimed to assess the attitude and skill levels of graduate health professionals in performing CPR.Methods: A hospital-based cross-sectional study was conducted from May 1 to 30, 2013, at the University of Gondar Teaching Hospital. The mean attitude and skill scores were compared for sex, original residence, and department of the participants using Student’s t-test and analysis of variance (Scheffe’s test. P-values <0.05 were considered to be statistically significant.Results: Of the 506 graduates, 461 were included in this study with a response rate of 91.1%. The mean attitude scores of nurse, interns, health officer, midwifery, anesthesia, and psychiatric nursing graduates were 1.15 (standard deviation [SD] =1.67, 8.21 (SD =1.24, 7.2 (SD =1.49, 6.69 (SD =1.83, 8.19 (SD =1.77, and 7.29 (SD =2.01, respectively, and the mean skill scores were 2.34 (SD =1.95, 3.77 (SD =1.58, 1.18 (SD =1.52, 2.16 (SD =1.93, 3.88 (SD =1.36, and 1.21 (SD =1.77, respectively.Conclusion and recommendations: Attitude and skill level of graduate health professionals with regard

  10. ICT Skills Proficiency of Library Professionals: A Case Study of Universities in Karachi, Pakistan

    Directory of Open Access Journals (Sweden)

    Munira Nasreen Ansari

    2013-12-01

    Full Text Available The purpose of this study is to investigate the information and communication technology proficiency of the library professionals at the universities in Karachi, Pakistan as well as to find out their software development, system analysis, and design skills. The findings of this study can be utilized in the design of training programs and refresher courses and also in the evaluation of librarians’ training need.

  11. Maternal complications and women's behavior in seeking care from skilled providers in North Gondar, Ethiopia.

    Directory of Open Access Journals (Sweden)

    Abebaw Gebeyehu Worku

    Full Text Available BACKGROUND: Maternal complications are morbidities suffered during pregnancy through the postpartum period of 42 days. In Ethiopia, little is known about women's experience of complications and their care-seeking behavior. This study attempted to assess experiences related to obstetric complication and seeking assistance from a skilled provider among women who gave birth in the last 12 months preceding the study. METHODS: This study was a cross-sectional survey of women who gave birth within one year preceding the study regardless of their delivery place. The study was carried out in six selected districts in North Gondar Zone, Amhara Region. Data was collected house-to-house in 12 selected clusters (kebeles using a pretested Amharic questionnaire. During the survey, 1,668 women were interviewed. Data entry was done using Epi Info version 3.5.3 and was exported to SPSS for analysis. Logistic regression was applied to control confounders. RESULTS: Out of the total sample, 476 women (28.5%, 95% CI: 26.4%, 30.7% reported some kind of complication. The most common complications reported were; excessive bleeding and prolonged labor that occurred mostly at the time of delivery and postpartum period. Out of the total women who faced complications, 248 (52.1%, 95% CI: 47.6%, 56.6% sought assistance from a skilled provider. Inability to judge the severity of morbidities, distance/transport problems, lack of money/cost considerations and use of traditional options at home were the major reasons for not seeking care from skilled providers. Belonging to a wealthier quintile, getting antenatal care from a skilled provider and agreement of a woman in planning for possible complications were significantly associated with seeking assistance from a skilled provider. CONCLUSION: Nearly half of the women who faced complications did not use skilled providers at the time of obstetric complications. Cognitive, geographic, economic and cultural barriers were involved

  12. Improvement in self-reported confidence in nurses' professional skills in the emergency department.

    Science.gov (United States)

    Rautava, Veli-Pekka; Palomäki, Erika; Innamaa, Tapio; Perttu, Mika; Lehto, Päivi; Palomäki, Ari

    2013-03-05

    The aim of this study was to assess nurses' self-reported confidence in their professional skills before and after an extensive Emergency Department (ED) reform in Kanta-Häme Central Hospital. Emergency nurses participated in transitional training commencing two years before the establishment of the new organization in 2007. Training was followed by weekly practical educational sessions in the new ED. During this process nurses improved their transition skills, defined house rules for the new clinic and improved their knowledge of new technology and instruments. The main processes involving critically ill ED patients were described and modelled with an electronic flow chart software.During the transitional training nurses compiled lists of practical skills and measures needed in the ED. These were updated after feedback from physicians in primary and secondary care and head physicians in Kanta-Häme Central Hospital. The final 189-item list comprised 15 different categories, each containing from 4 to 35 items. Based on the work described above, a questionnaire was developed to reflect ED nurses' skills in clinical measures but also to estimate the need for professional education and practical training. Nurses working in the ED were asked to fill the questionnaire in January 2007 (response rate 97%) and in January 2011 (response rate 98%). Nurses' self-reported confidence in their professional skills improved significally in eight classes out of fifteen. These classes were cannulations, urinary catheterizations, patient monitoring, cardiac patients, equipment, triage and nurse practising, psychiatric patients as well as infection risk. Best results were noted in urinary catheterizations, patient monitoring and infection risk. When studying the group of nurses participating in both surveys in 2007 and 2011, improvements were observed in all fifteen categories. All but two of these changes were significant (pprocess. Nurses' education and training program in the ED

  13. Residential immersive life skills programs for youth with disabilities: service providers' perceptions of change processes.

    Science.gov (United States)

    King, Gillian; McPherson, Amy; Kingsnorth, Shauna; Stewart, Debra; Glencross-Eimantas, Tanya; Jones-Galley, Kimberlea; Morrison, Andrea; Isihi, Ana Maria; Gorter, Jan Willem

    2015-05-01

    Residential immersive life skills (RILS) programs are designed to equip youth with physical disabilities with the foundational life skills required to assume adult roles. The objective was to determine RILS service providers' perceptions of the active ingredients of the intervention change process. Thirty-seven service providers from various disciplines completed measures to assess expertise status and participated in qualitative interviews. Qualitative themes were derived, and similarities and differences in themes were identified for blinded groups of novices, intermediates, and experts. The three main themes, reflecting change processes, were: (a) creating a supportive program atmosphere with multiple opportunities for learning, (b) using strategies to support, encourage, and engage youth, and (c) intentionally fostering youth experiences of skill development, social interaction, and pride in accomplishment. In contrast to the novices, experts displayed a more holistic perspective and paid attention to higher-order issues such as providing opportunities and enabling youth. The findings indicate how RILS service providers work to create a program atmosphere and employ strategies to intentionally foster particular youth experiences. The findings explicate service providers' theories of practice, the intentional design of RILS program environments to bring about client change, and the value of service provider expertise. Implications for Rehabilitation Service providers of youth independence-oriented life skills programs can intentionally create a learning-oriented and supportive program atmosphere by using non-directive, coaching/guiding, and engagement strategies Youth experiences of skill development, shared experience with others, and pride in accomplishment can be cultivated by providing a range of learning opportunities, including choice making, problem-solving, and skill mastery Compared to more novice service providers, experts discussed managing the

  14. Research and practice on the innovative mechanism of developing professional skills of P.E. majors in normal universities

    Directory of Open Access Journals (Sweden)

    LU Zunyi

    2013-08-01

    Full Text Available In this paper,a collection of methods such as literature review,survey and experimental research is adopted to investigate and analyze the main problems that exist in the professional skills development of primary and secondary school teachers and the P.E.majors in Shanghai Normal University.The mechanism of developing "excellent P.E. teachers" is explored and studied.Relevant practical projects are specified and implemented.Specific measures are put forward to provide references for the research of developing first-class P.E. faculties in Shanghai.

  15. Developing an occupational skills profile for the emerging profession of "big-data-enabled professional"

    Science.gov (United States)

    Kastens, K. A.; Malyn-Smith, J.; Ippolito, J.; Krumhansl, R.

    2014-12-01

    In August of 2014, the Oceans of Data Institute at Education Development Center, Inc. (EDC) is convening an expert panel to begin the process of developing an occupational skills profile for the "big-data-enabled professional." We define such a professional as an "individual who works with large complex data sets on a regular basis, asking and answering questions, analyzing trends, and finding meaningful patterns, in order to increase the efficiency of processes, make decisions and predictions, solve problems, generate hypotheses, and/or develop new understandings." The expert panel includes several geophysicists, as well as data professionals from engineering, higher education, analytical journalism, forensics, bioinformatics, and telecommunications. Working with experienced facilitators, the expert panel will create a detailed synopsis of the tasks and responsibilities characteristic of their profession, as well as the skills, knowledge and behaviors that enable them to succeed in the workplace. After the panel finishes their work, the task matrix and associated narrative will be vetted and validated by a larger group of additional professionals, and then disseminated for use by educators and employers. The process we are using is called DACUM (Developing a Curriculum), adapted by EDC and optimized for emergent professions, such as the "big-data-enabled professional." DACUM is a well-established method for analyzing jobs and occupations, commonly used in technical fields to develop curriculum and training programs that reflect authentic work tasks found in scientific and technical workplaces. The premises behind the DACUM approach are that: expert workers are better able to describe their own occupation than anyone else; any job can be described in terms of the tasks that successful workers in the occupation perform; all tasks have direct implications for the knowledge, skills, understandings and attitudes that must be taught and learned in preparation for the

  16. Effectiveness of training in evidence-based medicine skills for healthcare professionals: a systematic review.

    Science.gov (United States)

    Hecht, Lars; Buhse, Susanne; Meyer, Gabriele

    2016-04-04

    Basic skills in evidence-based medicine (EbM) are indispensable for healthcare professionals to promote consumer-centred, evidence-based treatment. EbM training courses are complex interventions - a fact that has not been methodologically reflected by previous systematic reviews. This review evaluates the effects of EbM training for healthcare professionals as well as the quality of reporting of such training interventions. We searched PubMed, EMBASE, CINAHL, Cochrane Library, ERIC, Campbell Library and PsycINFO up to 9/2014. Randomised controlled trials, controlled clinical trials as well as before-after trials were included. Authors were contacted in order to obtain missing data. Two independent reviewers extracted data and assessed risk of bias. We reviewed 14.507 articles; n = 61 appeared potentially eligible; n = 13 involving 1,120 participants were included. EbM training shows some impact on knowledge and skills, whereas the impact on practical EbM application remains unclear. Risk of bias of included trials raises uncertainty about the effects. Description of complex interventions was poor. EbM training has some positive effects on knowledge and skills of healthcare professionals. Appropriate methods for development, piloting, evaluation, reporting and implementation of the training should be applied.

  17. Rapid Deterioration of Basic Life Support Skills in Dentists With Basic Life Support Healthcare Provider.

    Science.gov (United States)

    Nogami, Kentaro; Taniguchi, Shogo; Ichiyama, Tomoko

    2016-01-01

    The aim of this study was to investigate the correlation between basic life support skills in dentists who had completed the American Heart Association's Basic Life Support (BLS) Healthcare Provider qualification and time since course completion. Thirty-six dentists who had completed the 2005 BLS Healthcare Provider course participated in the study. We asked participants to perform 2 cycles of cardiopulmonary resuscitation on a mannequin and evaluated basic life support skills. Dentists who had previously completed the BLS Healthcare Provider course displayed both prolonged reaction times, and the quality of their basic life support skills deteriorated rapidly. There were no correlations between basic life support skills and time since course completion. Our results suggest that basic life support skills deteriorate rapidly for dentists who have completed the BLS Healthcare Provider. Newer guidelines stressing chest compressions over ventilation may help improve performance over time, allowing better cardiopulmonary resuscitation in dental office emergencies. Moreover, it may be effective to provide a more specialized version of the life support course to train the dentists, stressing issues that may be more likely to occur in the dental office.

  18. Impact of Interprofessional Education on Collaboration Attitudes, Skills, and Behavior among Primary Care Professionals

    Science.gov (United States)

    Robben, Sarah; Perry, Marieke; van Nieuwenhuijzen, Leontien; van Achterberg, Theo; Rikkert, Marcel Olde; Schers, Henk; Heinen, Maud; Melis, Rene

    2012-01-01

    Introduction: Care for the frail elderly is often provided by several professionals. Collaboration between them is essential, but remains difficult to achieve. Interprofessional education (IPE) can improve this collaboration. We developed a 9-hour IPE program for primary care professionals from 7 disciplines caring for the frail elderly, and aimed…

  19. Impact of interprofessional education on collaboration attitudes, skills, and behavior among primary care professionals

    NARCIS (Netherlands)

    Robben, S.; Perry, M.; Nieuwenhuijzen, L. van; Achterberg, T. van; Olde Rikkert, M.G.M.; Schers, H.; Heinen, M.; Melis, R.

    2012-01-01

    INTRODUCTION: Care for the frail elderly is often provided by several professionals. Collaboration between them is essential, but remains difficult to achieve. Interprofessional education (IPE) can improve this collaboration. We developed a 9-hour IPE program for primary care professionals from 7

  20. Inter-professional learning: discussion groups in a minor surgery skills course for nurses.

    Science.gov (United States)

    Nestel, Debra; Kneebone, Roger; Martin, Shirley

    2004-12-01

    Inter-professional teaching and learning takes many forms. This paper describes an inter-professional educational intervention using structured discussion groups of nurses and medical students within an innovative course on minor surgery for nurses. During an initial course, nurses were required to demonstrate competence in technical and communication skills by undergoing scenario-based assessments. Unhelpful levels of anxiety before and after these assessments interfered with learning and performance. Semi-structured discussion groups facilitated by medical students were introduced during a second course, running parallel with assessments and replacing the self-directed activities scheduled in the pilot course. Written evaluations and group interviews explored participants' experiences of taking part in these discussion groups. Results indicate that the groups were successful in reducing unhelpful anxiety and that they conferred additional benefits for both nurses and medical students. Future courses incorporating these inter-professional learning opportunities will evaluate immediate and longer-term benefits in greater depth.

  1. 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.

  2. Engaging Micro-Businesses: A Guide for Learning Providers Delivering Skills Provision for Unemployed Adults

    Science.gov (United States)

    National Institute of Adult Continuing Education, 2012

    2012-01-01

    This guide is primarily aimed at skills providers for unemployed adults, but will also be of interest to learning providers that wish to engage micro-businesses for the purpose of delivering other forms of provision such as apprenticeships and work-based learning through full cost recovery. The National Institute of Adult Continuing Education…

  3. Clinical Skills Performed By Iranian Emergency Nurses: Perceived Competency Levels and Attitudes Toward Expanding Professional Roles.

    Science.gov (United States)

    Hassankhani, Hadi; Hasanzadeh, Firooz; Powers, Kelly A; Dadash Zadeh, Abbas; Rajaie, Rouzbeh

    2017-07-26

    Emergency nurses play an important role in the care of critically ill and injured patients, and their competency to perform clinical skills is vital to safe and effective patient care. The aim of this study was to evaluate the frequency of clinical skills performed and perceived competency levels among Iranian emergency nurses. In addition, attitudes toward expanding the professional roles of Iranian emergency nurses were also assessed. In this descriptive correlational study, 319 emergency nurses from 30 hospitals in northwest Iran participated. Data were collected using a self-report questionnaire. Descriptive statistics and Pearson's correlation coefficient were used to present the findings. Overall competency of the emergency nurses was 73.31 ± 14.2, indicating a good level of perceived competence. The clinical skills most frequently performed were in the domains of organizational and workload competencies (3.43 ± 0.76), diagnostic function (3.25 ± 0.82), and the helping role (3.17 ± 0.83). A higher level of perceived competence was found for skills within these domains. Less frequently, participants performed skills within the domains of effective management of rapidly changing situations (2.70 ± 0.94) and administering and monitoring therapeutic interventions (2.60 ± 0.97); a lower perceived level of competence was noted for these clinical skills. There was a significant correlation between frequency of performing clinical skills and perceived competency level (r = 0.651, P nurse managers and educators who may consider offering more frequent experiential and educational opportunities to emergency nurses. Expansion of nurses' roles could also result in increased experience in clinical skills and higher levels of competency. Research is needed to investigate nurses' clinical competence using direct and observed measures. Copyright © 2017 Elsevier Inc. All rights reserved.

  4. THE AUTOMATIZATION OF SPEAKING SKILLS IN THE PROCESS OF BUILDING AN ACADEMIC ENGLISH PROFESSIONAL COMPETENCE IN SPEAKING OF PROSPECTIVE MARKETERS

    Directory of Open Access Journals (Sweden)

    Аndriana Onufriv

    2016-12-01

    Full Text Available The issue of automatization of speaking skills in the process of building an academic English professional competence in speaking of prospective marketers is highlighted. The essence of an academic English professional competence in speaking of prospective marketers has been analyzed. The structure of an academic English professional competence in speaking of prospective marketers (abilities, skills, knowledge, communicative aptitudes has been studies. Building of speaking skills is based on the acquisition of declarative and procedural knowledge. The presentation is suggested as a leading tool of building an academic English professional competence in speaking of prospective marketers. The ways of automatization of speaking operations in the process of building an academic English professional competence in speaking of prospective marketers has been grounded. It has been established that automatization of speaking operations in the process of building an academic English professional competence  in speaking of prospective marketers occur by the means of developing phonetic, grammar and lexical speaking skills. The automatization   of speaking skills is reached by performing certain exercises and tasks. These assignments are receptive, reproductive ones (by a criterion of leading kind of speaking; warming, stereotype-situational and variant-situational ones (by a criterion of the stages of developing skills; simulative and communicative ones (by a criterion of communication. The most widespread exercise and tasks for developing speaking skills, defined by a criterion of communication, are   non-communicative, simulative and communicative ones.

  5. Introducing Professional Writing Skills to Future Naval Officers: An Adjunct to NPS Distance Learning

    National Research Council Canada - National Science Library

    Booher, Brandon M; Waisanen, Derek S

    2008-01-01

    .... This project answers the following question: will written communication training provided to midshipmen prior to commissioning enable them to report to their first assignments with the written communication knowledge and skills to communicate...

  6. Communication skills training for mental health professionals working with people with severe mental illness.

    Science.gov (United States)

    Papageorgiou, Alexia; Loke, Yoon K; Fromage, Michelle

    2017-06-13

    Research evidence suggests that both mental health professionals and people with severe mental health illness such as schizophrenia or schizoaffective disorder find it difficult to communicate with each other effectively about symptoms, treatments and their side effects so that they reach a shared understanding about diagnosis, prognosis and treatment. Effective use of communication skills in mental health interactions could be associated with increased patient satisfaction and adherence to treatment. To review the effectiveness of communication skills training for mental health professionals who work with people with severe mental illness. We searched the Cochrane Schizophrenia Trials Register (latest search 17 February, 2016) which is compiled by systematic searches of major resources (including AMED, BIOSIS, CINAHL, Embase, MEDLINE, PsycINFO, PubMed, and registries of clinical trials) and their monthly updates, handsearches, grey literature, and conference proceedings. There are no language, date, document type, or publication status limitations for inclusion of records into the register. All relevant randomised clinical trials (RCTs) that focused on communication skills training (CST) for mental health professionals who work with people with severe mental illness compared with those who received standard or no training. We sought a number of primary (patient adherence to treatment and attendance at scheduled appointments as well as mental health professionals' satisfaction with the training programme) and secondary outcomes (patients' global state, service use, mental state, patient satisfaction, social functioning, quality of life). RCTs where the unit of randomisation was by cluster (e.g. healthcare facility) were also eligible for inclusion. We included one trial that met our inclusion criteria and reported useable data. We independently selected studies, quality assessed them and extracted data. For binary outcomes, we planned to calculate standard

  7. Validation of the self-assessment of communication skills and professionalism for nurses.

    Science.gov (United States)

    Pereira, Thaís Josgrilberg; Puggina, Ana Claudia

    2017-01-01

    to translate, adapt cross-culturally and validate into Brazilian Portuguese the following instrument: "Self-assessment of communication skills and professionalism in residents" for the nursing professional, and to determine if personal characteristics and performance of the nurse interfere in the self-assessment about professionalism and interpersonal communication. quantitative study. the sample consisted of 110 nurses with mean age of 32 years old (± 7.3), most of them were women (n = 80; 72.7%). The internal consistency of the scale "Autoavaliação sobre profissionalismo e comunicação interpessoal entre enfermeiro e paciente" presented moderate and satisfactory reliability (α=0,712). Factorial analysis identified four factors: Interpersonal Skills, Exchange of Information, Honesty in the Relationship and Professionalism. the instrument is valid and reliable in Portuguese and for Brazilian culture. Interpersonal Skills changed with gender and marital status. Ability to exchange information was influenced by gender and working sector. Self-assessment of professionalism changed with marital status. traduzir, adaptar culturalmente e validar para o português o instrumento Self-assessment of communication skills and professionalism in residents para o profissional enfermeiro e avaliar se características pessoais e de atuação do enfermeiro interferem na autoavaliação sobre o profissionalismo e comunicação interpessoal. estudo metodológico quantitativo. A amostra foi de 110 enfermeiros com média de idade de 32 anos (±7,3) e a maioria mulheres (n=80; 72,7%). A consistência interna da escala "Autoavaliação sobre profissionalismo e comunicação interpessoal entre enfermeiro e paciente" apresentou confiabilidade moderada e satisfatória (α=0,712). A análise fatorial identificou quatro fatores: Habilidade Interpessoal, Troca de Informação, Sinceridade na Relação e Profissionalismo. o instrumento é válido e confiável na língua portuguesa e para a

  8. Approaches to health-care provider education and professional development in perinatal depression: a systematic review.

    Science.gov (United States)

    Legere, Laura E; Wallace, Katherine; Bowen, Angela; McQueen, Karen; Montgomery, Phyllis; Evans, Marilyn

    2017-07-24

    Perinatal depression is the most common mental illness experienced by pregnant and postpartum women, yet it is often under-detected and under-treated. Some researchers suggest this may be partly influenced by a lack of education and professional development on perinatal depression among health-care providers, which can negatively affect care and contribute to stigmatization of women experiencing altered mood. Therefore, the aim of this systematic review is to provide a synthesis of educational and professional development needs and strategies for health-care providers in perinatal depression. A systematic search of the literature was conducted in seven academic health databases using selected keywords. The search was limited to primary studies and reviews published in English between January 2006 and May/June 2015, with a focus on perinatal depression education and professional development for health-care providers. Studies were screened for inclusion by two reviewers and tie-broken by a third. Studies that met inclusion criteria were quality appraised and data extracted. Results from the studies are reported through narrative synthesis. Two thousand one hundred five studies were returned from the search, with 1790 remaining after duplicate removal. Ultimately, 12 studies of moderate and weak quality met inclusion criteria. The studies encompassed quantitative (n = 11) and qualitative (n = 1) designs, none of which were reviews, and addressed educational needs identified by health-care providers (n = 5) and strategies for professional development in perinatal mental health (n = 7). Consistently, providers identified a lack of formal education in perinatal mental health and the need for further professional development. Although the professional development interventions were diverse, the majority focused on promoting identification of perinatal depression and demonstrated modest effectiveness in improving various outcomes. This systematic review reveals a

  9. Factors influencing the suicide intervention skills of emergency medical services providers

    OpenAIRE

    Lygnugaryte-Griksiene, Aidana; Leskauskas, Darius; Jasinskas, Nedas; Masiukiene, Agne

    2017-01-01

    ABSTRACT Background: Lithuania currently has the highest suicide rate in Europe and the fifth highest worldwide. Aims: To identify the factors that influence the suicide intervention skills of emergency medical services (EMS) providers (doctors, nurses, paramedics). Method: Two hundred and sixty-eight EMS providers participated in the research. The EMS providers were surveyed both prior to their training in suicide intervention and six months later. The questionnaire used for the survey asses...

  10. Helping health professionals involved in cancer care acquire key interviewing skills--the impact of workshops.

    Science.gov (United States)

    Maguire, P; Booth, K; Elliott, C; Jones, B

    1996-08-01

    To assess the impact of workshops on key interviewing skills, 169 health professionals involved in cancer care interviewed a simulated patient immediately before and after the workshops and 6 months later. Each interview was audiotaped, transcribed and rated by trained raters using a newly developed rating system which permits an utterance by utterance analysis. The workshops led to significant increases in the use of three behaviours which promote patient disclosure of key concerns. Namely, open directive questions, questions with a psychological focus and clarification of psychological aspects. However, there was no increase in the use of educated guesses and empathic statements which promote disclosure of key problems and feelings. There were significant reductions in behaviours which inhibit disclosure including the use of questions with a physical focus, utterances clarifying physical aspects and the giving of advice prematurely. These significant gains were still evident 6 months later, but there had been some decline over time. There were also significant improvements in the ability of health professionals to elicit patients key problems. Before the workshop, 75 (44%) participants were able to identify at least 60% of their patients' main problems (a criterion of clinical competence) compared with 119 (70%) at 6-month follow-up, an increase in numbers of 59%. Before training, health professionals used as many behaviours which inhibit disclosure as those that promote it. This was unaffected by their professional discipline, prior training or age. It highlights the need for health professionals involved in cancer care to have training in these communication skills. We believe that more intensive group work in smaller groups which focuses on the feelings and attitudes of participants as well as their interviewing behaviour would lead to an increase in the use of educated guesses and empathy and better exploration of patients' feelings.

  11. Continuing Education Effects on Cultural Competence Knowledge and Skills Building among Health Professionals

    Directory of Open Access Journals (Sweden)

    Marla B. Hall

    2013-08-01

    Full Text Available Racial and ethnic minority health data from a national perspective indicates there is much to learn in the public health workforce about the ongoing health disparities crisis. This suggests a level of urgency to assist our public health professionals in obtaining specific skills sets that will assist them in working better with vulnerable populations. The purpose of this research is to assess cultural competence knowledge and programmatic skill sets, utilizing an explorational case study, of individuals employed within an urban public health department. In order to effectively evaluate these constructs, a quantitative research approach was employed to examine participants’ knowledge and competencies of the subject matter. This data was further analyzed to determine if continuing education participation and training was correlated to the levels of culturally competent practice engagement and self-reported confidence. In addition, researchers obtained data on the availability of employer sponsored training opportunities. The data suggested when health professionals engage in cultural competence education, their level of awareness of unique characteristics between ethnic and racial minorities increased. Those who exhibited the healthiest behaviors, as it relates to effectively working with diverse populations, had a heightened sense of knowledge related to culture and healthcare services. Continuing education in cultural competence is an essential strategy for improving public health employees’ effectiveness in working with diverse clients and reducing racial and ethnic health disparities. As the finding illustrated, training programs must incorporate educational components which foster skill building to enable subsequent culturally appropriate clinical interactions.

  12. ENTREPRENEURSHIP IN PROVIDERS OF FARMING PROFESSIONAL SERVICES OF THE STATE OF CAMPECHE, MEXICO

    Directory of Open Access Journals (Sweden)

    Benjamín Figueroa-Rodríguez

    2010-09-01

    Full Text Available Entrepreneurship, defined as the ability or competence to generate and create new business initiatives has its relevance on the economic and territorial development. Nowadays, state governments seek to support farmers in the development of their entrepreneurship skills based on a network of providers of farming professionals services (PSP. The objective of the article was to analyze the construction of the entrepreneurship concept based on self-perception affirmations (positive attitudes and the characteristics of the PSP (age and years on service. A questionnaire with 60 affirmations, using a 6-point Likert-type scale (0 to 6, was applied to 105 PSP of the state of Campeche, México; from which only 71 observations were complete and useful for creating an individual entrepreneurship index. The index was the product of the addition of the total of scores of each item, where 0 was the minimum and 360 the maximum possible (M= 279.23, DE= 35.30, Min= 62, Max= 339. With the aim to reduce the 60 variables, a factor analysis was carried out and 14 constructs were developed; only two phrases were left independent as well as the age and years of service as a PSP. This all were used to run a hierarchical regression analysis. Results show that the variables of persistence, innovation, self-esteem, independence, commitment and “I’d rather be alone”, as well as other characteristics, were positively and significantly related to higher levels of entrepreneurship (p<0.001, whilst the variables that did not explain it were undergoing risk and taking the initiative. Age and years of experience were not significant associated with the level of entrepreneurship. It was concluded that positive attitudes are important in explaining entrepreneur self-perception, on the contrary age or experience as a PSP seems to be irrelevant. The implication of the study for the states governments is to stimulate the development of projects that imply the use of business

  13. What Educational Opportunities Should Professionals in Aging Provide?: A Pilot Community Assessment

    Science.gov (United States)

    Van Dussen, Daniel J.; Leson, Suzanne M.

    2010-01-01

    With the aging workforce and the increase of older adults, educational needs of the workforce in aging services are broadening. The pilot study used a survey to examine the types of educational opportunities and needs of professionals providing services to older adults in eastern Ohio and western Pennsylvania. Respondents (25.9%) reported learning…

  14. Standardized Patients Provide a Reliable Assessment of Athletic Training Students' Clinical Skills

    Science.gov (United States)

    Armstrong, Kirk J.; Jarriel, Amanda J.

    2016-01-01

    Context: Providing students reliable objective feedback regarding their clinical performance is of great value for ongoing clinical skill assessment. Since a standardized patient (SP) is trained to consistently portray the case, students can be assessed and receive immediate feedback within the same clinical encounter; however, no research, to our…

  15. Overcoming Learned Helplessness in Elderly Clients: Skills Training for Service Providers.

    Science.gov (United States)

    Priddy, J. Michael; And Others

    1982-01-01

    Relates the theory of learned helplessness to the losses of aging, and describes a brief experiential training program for service providers, teaching interpersonal skills useful in working with the depressed elderly. Focuses on reducing helplessness by allowing the elderly to have impact within the counseling interaction. (RC)

  16. A Study about Problem Solving Skill Variable in Terms of Some Variables of Footballers Who Play Football Professionally

    Science.gov (United States)

    Akpinar, Selahattin

    2012-01-01

    The aim of this study is to present the problem solving skill levels of sportsmen who play football professionally, and to determine whether problem solving skill levels differ according to sportsmen's, sports club, age, marital status, parents' educational status, father's occupation, occupation in the game, year of playing football…

  17. Library and informatics skills competencies statements from major health professional associations.

    Science.gov (United States)

    Eldredge, Jonathan D; Morley, Sarah K; Hendrix, Ingrid C; Carr, Richard D; Bengtson, Jason

    2012-01-01

    Every major health profession now provides competency statements for preparing new members for their respective professions. These competency statements normally include expectations for training health professions students in library/informatics skills. For purposes of this article, searches were conducted using various sources to produce a comprehensive 32-page Compendium that inventories library/informatics-related competency statements. This compendium should aid readers in integrating their library/informatics skills training into various health professions education curricula. Copyright © Taylor & Francis Group, LLC

  18. Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Prekindergarten Programs

    Science.gov (United States)

    Downer, Jason T.; Pianta, Robert C.; Fan, Xitao; Hamre, Bridget K.; Mashburn, Andrew; Justice, Laura

    2011-01-01

    As early education grows in the United States, in-service professional development in key instructional and interaction skills is a core component of capacity building in early childhood education. In this article, we describe results from an evaluation of the effects of MyTeachingPartner, a web-based system of professional development, on…

  19. Improving Young English Learners' Language and Literacy Skills through Teacher Professional Development: A Randomized Controlled Trial

    Science.gov (United States)

    Babinski, Leslie M.; Amendum, Steven J.; Knotek, Steven E.; Sánchez, Marta; Malone, Patrick

    2018-01-01

    Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural…

  20. English Proficiency Tests and Communication Skills Training for Overseas-Qualified Health Professionals in Australia and New Zealand

    Science.gov (United States)

    Wette, Rosemary

    2011-01-01

    This commentary reviews recent literature on a number of problematic issues arising from the use of English proficiency tests by registration bodies as the sole assessment of the professional communication skills of overseas qualified health professionals from non-English-speaking backgrounds. It discusses differences between the assessment…

  1. Oral-systemic health during pregnancy: exploring prenatal and oral health providers' information, motivation and behavioral skills.

    Science.gov (United States)

    Vamos, Cheryl A; Walsh, Margaret L; Thompson, Erika; Daley, Ellen M; Detman, Linda; DeBate, Rita

    2015-06-01

    Pregnancy is identified as a sensitive period of increased risk for poor oral health among mothers and offspring. Subsequently, both medical and dental associations have re-endorsed consolidated, inter-professional guidelines promoting oral health during pregnancy. The objective was to explore prenatal and oral health providers' information, motivation and practice behaviors related to oral health during pregnancy. Twenty-two in-depth interviews were conducted with prenatal and oral health providers based on the Information-Motivation-Behavioral Skills Model. Data were analyzed using the constant comparative method in NVivo 10. Providers held variable knowledge with regards to identified oral-systemic connections and implications. Most providers were unaware of the guidelines; however, some oral health providers reported avoiding specific treatment behaviors during this period. Motivation to address oral-systemic health during pregnancy included: prevention; healthy pregnancy/birth outcomes; patient's complaint/question as cue to action; comprehensive, patient-centered, and family-centered care; ethical duty; and professional governing body. Oral health providers reported assessing, educating, and communicating with patients about oral health issues; whereas prenatal providers rarely addressed oral health but reported signing approval forms to receive such care. A few oral health providers highlighted lifecourse implications and the need for family-centered care when addressing poor oral health among pregnant patients. Findings suggest gaps in oral health prevention information and behaviors among prenatal and oral health providers. Future efforts should examine effective dissemination and implementation strategies that translate evidence-based guidelines into clinical practice, with the ultimate goal of improve oral-systemic health among women and their offspring across the lifecourse.

  2. [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.

  3. Providing oral care in haematological oncology patients: nurses' knowledge and skills.

    Science.gov (United States)

    Potting, Carin M J; Mank, Arno; Blijlevens, Nicole M A; Donnelly, J Peter; van Achterberg, Theo

    2008-09-01

    In the international literature, the most commonly recommended intervention for managing oral mucositis is good oral care, assuming that nurses have sufficient knowledge and skills to perform oral care correctly. The aim of the present study was to investigate if knowledge and skills about oral care improve when education in oral care is provided to nurses in charge of patients who are at risk of oral mucositis. This intervention study consists of a baseline test on the knowledge and skills of nurses of the haematology wards of two different hospitals. Oral care education sessions were given in one hospital and follow-up tests were performed in both hospitals. Nursing records were examined and observations of nurses performing oral care were made at baseline as well as at follow-up. The results show significant differences in the scores for knowledge and skills before and after the education, whereas there was no difference in scores at the two points in time for the comparison hospital, where no education had taken place. The records test showed no differences at baseline or follow-up for the two groups. Observations showed that nurses who followed the education session implemented the oral care protocol considerably better than those who did not attended. Education in oral care has a positive influence on the knowledge and skills of nurses who care for patient at risk of oral mucositis, but not on the quality of oral care documentation.

  4. Approaches to health-care provider education and professional development in perinatal depression: a systematic review

    OpenAIRE

    Legere, Laura E.; Wallace, Katherine; Bowen, Angela; McQueen, Karen; Montgomery, Phyllis; Evans, Marilyn

    2017-01-01

    Background Perinatal depression is the most common mental illness experienced by pregnant and postpartum women, yet it is often under-detected and under-treated. Some researchers suggest this may be partly influenced by a lack of education and professional development on perinatal depression among health-care providers, which can negatively affect care and contribute to stigmatization of women experiencing altered mood. Therefore, the aim of this systematic review is to provide a synthesis of...

  5. Computer literacy, skills and knowledge among dentists and professionals complementary to dentistry in Scotland.

    Science.gov (United States)

    Gibson, John; Jack, Karen; Rennie, James S

    2007-12-01

    The study objective was to gain a better understanding of the level of literacy in information technology across the dental team within Scotland, thus allowing appropriate planning of education and training for effective use of information technology. In May 2004 a postal questionnaire survey was undertaken of all dentists (2679) and professionals complementary to dentistry (2861) within primary care in Scotland, in both general dental practice and the salaried dental service. Online reply was also an option. Results showed that 43 per cent of respondents considered their IT skills as 'moderate' with a further one-third reporting 'nil' or 'low' skill level. Only one quarter of respondents had accessed a learning programme by PC. The majority of IT competence was self-acquired. Hence 'upskilling' the dental team in IT may be required in order to take advantage of e-learning opportunities available now and in the future.

  6. Communication skills training increases self-efficacy of health care professionals

    DEFF Research Database (Denmark)

    Nørgaard, Birgitte; Ammentorp, Jette; Ohm Kyvik, Kirsten

    2012-01-01

    Despite the knowledge of good communication as a precondition for optimal care and treatment in health care, serious communication problems are still experienced by patients as well as by health care professionals. An orthopedic surgery department initiated a 3-day communication skills training...... course for all staff members expecting an increase in patient-centeredness in communication and more respectful intercollegial communication. The aim of this study was to investigate the impact of this training course on participants' self-efficacy with a focus on communication with both colleagues...

  7. Reframing cooperation: Challenges in overcoming tensions between professional services and volunteer organizations providing parenting support in immigrant communities

    NARCIS (Netherlands)

    Ponzoni, E.

    2015-01-01

    Volunteer organizations can potentially partner with mainstream professional services to provide better parenting support to immigrant parents. This qualitative study of cooperation between professional agencies and volunteer organizations known as migrant volunteer and community organizations

  8. Paediatric health-care professionals: relationships between psychological distress, resilience and coping skills.

    Science.gov (United States)

    McGarry, Sarah; Girdler, Sonya; McDonald, Ann; Valentine, Jane; Lee, Shew-Lee; Blair, Eve; Wood, Fiona; Elliott, Catherine

    2013-09-01

    To investigate the impact of regular exposure to paediatric medical trauma on multidisciplinary teams in a paediatric hospital and the relationships between psychological distress, resilience and coping skills. Symptoms of post-traumatic stress disorder, secondary traumatic stress, depression, anxiety, stress, burnout, compassion satisfaction, resilience and coping skills were measured in 54 health professionals and compared with published norms. Participants experienced more symptoms of secondary traumatic stress (P coping strategies, and less use of dealing with the problem and non-productive coping strategies than comparative groups. Non-productive coping was associated with more secondary traumatic stress (r = 0.50, P = 0.05), burnout (r = 0.45, P = 0.01), post-traumatic stress disorder (r = 0.41, P = 0.05), anxiety (r = 0.42, P = 0.05), depression (r = 0.54, P = 0.01), and stress (r = 0.52, P = 0.01) and resilience was positively associated with optimism (r = 0.48, P = 0.01). Health professionals coping strategies (P = 0.05), less 'sharing as a coping strategy' (P = 0.05) and tended to have more symptoms of depression (P = 0.06). Paediatric medical trauma can adversely affect a health professional's well-being, particularly those coping strategies and more use of non-productive coping. These findings will assist the development of effective and meaningful interventions for health professionals working in paediatric hospitals. © 2013 The Authors. Journal of Paediatrics and Child Health © 2013 Paediatrics and Child Health Division (Royal Australasian College of Physicians).

  9. The archivist as a modern information professional: analysis of skills in light of literature and curricular training and training course

    Directory of Open Access Journals (Sweden)

    Jorge Santa Anna

    2017-04-01

    Full Text Available The demands of the job market in the information field trigger the need to improve professional practices that refer to the curricular reform, due to the formation of competent professionals that meet the social needs. Archivists, when categorized as information professionals, also fit into this context, and must acquire the status of a Modern Information Professional (MIP. Thus, this study analyzes the skills of the MIP relating them to the archivist, based on literature and curricular training. Investigates in literature what has been published about the MIP; Compares MIP's skills to the archivist's; And investigates these skills in the field of archival training. Methodologically, a review of the MIP's skills and its relations to the archivists' and analysis of ten curricula of Brazilian archival schools was carried out, in order to detect subjects focused on the construction of MIP skills. After theoretical and documentary research, it was noticed that most of the studies (80% compare the MIP to the librarian. The literature is scarce (10% by directing the MIP to the archivist, but also without delineating it to specific professionals (10%. As for the academic formation, the schools, in general lines, offer subjects, whose curricular approach contemplates the four competences of the MIP. It was found that schools recognize the need to extend the skills of archivists to the point where they become MIPs, in order to adapt to the new challenges posed by the job market.

  10. Non-technical skills of anaesthesia providers in Rwanda: an ethnography.

    Science.gov (United States)

    Livingston, Patricia; Zolpys, Lauren; Mukwesi, Christian; Twagirumugabe, Theogene; Whynot, Sara; MacLeod, Anna

    2014-01-01

    Patient safety depends on excellent practice of anaesthetists' non-technical skills (ANTS). The ANTS framework has been validated in developed countries but there is no literature on the practice of ANTS in low-income countries. This study examines ANTS in this unexplored context. This qualitative ethnographic study used observations of Rwandan anaesthesia providers and in-depth interviews with both North American and Rwandan anaesthesia providers to understand practice of ANTS in Rwanda. Communication is central to the practice of ANTS. Cultural factors in Rwanda, such as lack of assertiveness and discomfort taking leadership, and the strains of working in a resource-limited environment hinder the unfettered and focused communication needed for excellent anaesthesia practice. Despite the challenges, anaesthesia providers are able to coordinate activities when good communication is actively encouraged. Future teaching interventions should address leadership and communication skills through encouraging both role definition and speaking up for patient safety.

  11. Teaching interprofessional teamwork skills to health professional students: A scoping review.

    Science.gov (United States)

    Fox, Lanae; Onders, Robert; Hermansen-Kobulnicky, Carol J; Nguyen, Thanh-Nga; Myran, Leena; Linn, Becky; Hornecker, Jaime

    2018-03-01

    An expanding body of literature is examining interprofessional teamwork and its effect in healthcare. To produce capable healthcare professionals prepared to participate in interprofessional roles, teamwork training must begin early in health professional students' training. The focus of this scoping review was to explore interprofessional education (IPE) studies designed to teach and/or assess interprofessional teamwork skills to students from two or more different health professions, to find and describe effective pedagogy and assessment strategies. Using a scoping review methodology, 1,106 abstracts were reviewed by three teams of investigators. Eligibility criteria were inclusion of students in interprofessional teams, an intervention to improve interprofessional teamwork skills and assessment of outcomes related to teamwork. Thirty-three studies met the criteria for inclusion. The literature was varied in terms of study design, teaching methods and assessment measures for interprofessional teamwork. The lack of rigorous, comparable studies in this area makes recommending one teaching method or assessment measure over another difficult. Regardless of teaching method, it appears that most learning activities where interprofessional teams interact result in positive changes in student perceptions and attitudes towards IPE and practice. As health education programs seek to incorporate more interprofessional activities into their respective programs, it is important to review methods and measures that would best fit their individual program. This review highlights the importance of standardising the reporting of methods and outcomes for those who wish to incorporate the studied methods into their curricula.

  12. Skillrank: Towards a Hybrid Method to Assess Quality and Confidence of Professional Skills in Social Networks

    Directory of Open Access Journals (Sweden)

    Jose María Álvarez-Rodríguez

    2015-01-01

    Full Text Available The present paper introduces a hybrid technique to measure the expertise of users by analyzing their profiles and activities in social networks. Currently, both job seekers and talent hunters are looking for new and innovative techniques to filter jobs and candidates where candidates are trying to improve and make their profiles more attractive. In this sense, the Skillrank approach is based on the conjunction of existing and well-known information and expertise retrieval techniques that perfectly fit the existing web and social media environment to deliver an intelligent component to integrate the user context in the analysis of skills confidence. A major outcome of this approach is that it actually takes advantage of existing data and information available on the web to perform both a ranked list of experts in a field and a confidence value for every professional skill. Thus, expertise and experts can be detected, verified, and ranked using a suited trust metric. An experiment to validate the Skillrank technique based on precision and recall metrics is also presented using two different datasets: (1 ad hoc created using real data from a professional social network and (2 real data extracted from the LinkedIn API.

  13. The "specter" of cancer: exploring secondary trauma for health professionals providing cancer support and counseling.

    Science.gov (United States)

    Breen, Lauren J; O'Connor, Moira; Hewitt, Lauren Y; Lobb, Elizabeth A

    2014-02-01

    Health professionals are vulnerable to occupational stress and tend to report high levels of secondary trauma and burnout; this is especially so for those working in "high-death" contexts such as cancer support and palliative care. In this study, 38 health professionals (psychologists, social workers, pastoral carers/chaplains, nurses, group facilitators, and a medical practitioner) who provide grief support and counseling in cancer and palliative care each participated in a semistructured interview. Qualitatively, a grounded theory analysis revealed four themes: (a) the role of health professionals in supporting people who are experiencing grief and loss issues in the context of cancer, (b) ways of working with patients with cancer and their families, (c) the unique qualities of cancer-related loss and grief experiences, and (d) the emotional demands of the work and associated self-care. The provision of psychological services in the context of cancer is colored by the specter of cancer, an unseen yet real phenomenon that contributes to secondary trauma and burnout. The participants' reported secondary trauma has serious repercussions for their well-being and may compromise the care they provide. The findings have implications for the retention and well-being of personnel who provide psychosocial care in cancer and the quality and delivery of services for people with cancer and their families. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  14. How Do District Management and Implementation Strategies Relate to the Quality of the Professional Development That Districts Provide to Teachers?

    Science.gov (United States)

    Desimone, Laura; Porter, Andrew C.; Birman, Beatrice F.; Garet, Michael S.; Yoon, Kwang Suk

    2002-01-01

    Examined policy mechanisms and processes that districts used to provide high quality inservice professional development to teachers. Data from a national probability sample of professional development coordinators in districts that received federal funding for professional development highlighted specific management and implementation strategies…

  15. Effective Practices in Providing Online, In-Service Training to Health Professionals in Low-Resource Settings

    Science.gov (United States)

    Chio, Karen Sherk

    2012-01-01

    As doctors, nurses and public health professionals are promoted into management and leadership positions in resource-poor countries around the world, they are tasked with leading teams and managing drugs and financial and material resources. These responsibilities require a set of skills and knowledge different from that needed for their clinical…

  16. Cultural Competence in Pediatrics: Health Care Provider Knowledge, Awareness, and Skills.

    Science.gov (United States)

    Dabney, Kirk; McClarin, Lavisha; Romano, Emily; Fitzgerald, Diane; Bayne, Lynn; Oceanic, Patricia; Nettles, Arie L; Holmes, Laurens

    2015-12-22

    The purpose of this study was to assess the effects of a cultural competence training (CCT) program on pediatric health care providers' self-reported ability to provide culturally competent care to a diverse pediatric patient population. This quantitative, nested ecologic level study design used a repeated measure in the form of pre-test and post-test data to assess percent change in providers' cultural awareness, experience working or learning about different cultures, and preparedness and skills in working with different cultures before and after CCT. The study was conducted between 2011 and 2012 in a pediatric hospital and associated outpatient offices. The sample consisted of pediatric health care providers from various departments, mainly physicians and nurses (n = 69). Participants completed a pre-intervention cultural competence assessment and then were subjected to a cultural competence-training program, after which they completed the assessment a second time. The baseline and post-intervention data were collected in the form of Likert scales and transformed into a quintile or quartile scale as appropriate. Data were assessed using paired t-tests or Wilcoxon's signed-rank tests. Providers indicated a 13% increase in knowledge (53.9% vs. 66.7%, t = 3.4, p = 0.001), 8.7% increase in awareness (46.7% vs. 55.4%, t = 3.0, p = 0.002), and 8% statistically marginal increase in skills (66.4% vs. 74.5%, z = 1.8, p = 0.06). Culturally competent training in a pediatric environment significantly enhances knowledge, awareness and to some extent skills in providing care to culturally diverse patient population.

  17. A Graduate Laboratory Course on Biodiesel Production Emphasizing Professional, Teamwork, and Research Skills

    Science.gov (United States)

    Leavesley, West

    2011-01-01

    In this article we report on the use of a graduate "Special Topics" course to provide vital research and practical laboratory experience, within the context of developing a chemical process to manufacture biodiesel from algal sources. This course contained several key components that we believe are necessary skills in graduate research: 1) a…

  18. Rural health professionals' perspectives on providing grief and loss support in cancer care.

    Science.gov (United States)

    Breen, L J; O'Connor, M

    2013-11-01

    Research demonstrates considerable inequalities in service delivery and health outcomes for people with cancer living outside large metropolitan cities. Semi-structured interviews with 11 professionals providing grief and loss support for people with cancer and their families in rural, regional, and remote areas Western Australia revealed the challenges they faced in delivering such support. The data are presented in four themes - Inequity of regional versus metropolitan services, Strain of the 'Jack of all trades' role, Constraints to accessing professional development, and Challenges in delivering post-bereavement services. These challenges are likely to be of growing concern given that populations are declining in rural areas as Australia becomes increasingly urban. The findings have implications in enhancing the loss and grief support services available in rural, regional, and remote Western Australia, including those grieving the death of a loved one through cancer. © 2013 John Wiley & Sons Ltd.

  19. Technical Skill, Industry Knowledge and Experience, and Interpersonal Skill Competencies for Fashion Design Careers: A Comparison of Perspectives between Fashion Industry Professionals and Fashion Educators

    Science.gov (United States)

    Yang, Eunyoung

    2010-01-01

    In updating fashion and apparel related design programs, many educators are striving to address the perspective of the fashion industry to obtain the career-specific skill and knowledge requirements sought by employers when hiring college or university graduates. Identifying such competencies from the view of fashion industry professionals as well…

  20. Assessment and rehabilitation of driver skills: subjective experiences of people with multiple sclerosis and health professionals.

    Science.gov (United States)

    Archer, Cherie; Morris, Libby; George, Stacey

    2014-01-01

    It is acknowledged in the literature that the physical and cognitive effects of the degenerative neurological condition of multiple sclerosis can impact upon driver safety. The aim of this study was to identify the experiences and needs of people with multiple sclerosis in relation to driver assessment and rehabilitation. Focus group discussions were conducted with people with multiple sclerosis (MS) who were: currently driving; no longer licensed or no longer driving and health professionals. The four themes that emerged from the data were: (1) from self-management to formal assessment - a journey of uncertainty and emotional dilemmas; (2) lost independence with grieving and adjustment by self and family; (3) alternative transport is challenging and unsatisfactory; (4) gaps in information and services exist. The results of this study highlight the need for ongoing support in relation to driving for people with MS, ranging from support for self-management, driving assessment and retraining, and preparation for loss of license. Standardised information needs to be developed and health professionals and licensing authorities require knowledge and skills to ensure driver assessment and rehabilitation processes and resources can better meet the needs of people with MS. There is a need for health professionals to examine driving in people with MS in a holistic manner taking into account the context for the person and the supports available. Self-management and self-assessment emerged as a preferred approach for the participants in this study, indicating that health professionals may need to engage with the process. Tools to support self-assessment of driving abilities for people with MS require further research. Indicators for review and formal assessment of driving abilities is needed. Alternative forms of transport require further investigation and improvement for people with MS.

  1. Physical Education Professionals Developing Life Skills in Children Affected by Poverty

    Science.gov (United States)

    Jenny, Seth E.; Rhodes, Sidney

    2017-01-01

    Physical education (PE) professionals must believe that all students can learn, and they should equip themselves with the knowledge and expertise to instruct each student effectively. This article focuses on the effect that a PE teacher can have on the lives of students who come from low socioeconomic status (SES) households. It provides PE…

  2. Professional quality of life of Japanese nurses/midwives providing abortion/childbirth care.

    Science.gov (United States)

    Mizuno, Maki; Kinefuchi, Emiko; Kimura, Rumiko; Tsuda, Akiko

    2013-08-01

    This study explored the relationship between professional quality of life and emotion work and the major stress factors related to abortion care in Japanese obstetric and gynecological nurses and midwives. Between October 2011 and January 2012, questionnaires that included questions concerning eight stress factors, the Professional Quality of Life Scale, and the Japanese version of the Frankfurt Emotional Work Scale, were answered by 255 nurses and midwives working in abortion and childbirth services. Professional Quality of Life scores (compassion fatigue, compassion satisfaction, burnout) were significantly associated with stress factors and emotion work. Multiple regression analysis revealed that of all the evaluated variables, the Japanese version of the Frankfurt Emotional Work Scale score for negative emotions display was the most significant positive predictor of compassion fatigue and burnout. The stress factors "thinking that the aborted fetus deserved to live" and "difficulty in controlling emotions during abortion care" were associated with compassion fatigue. These findings indicate that providing abortion services is a highly distressing experience for nurses and midwives.

  3. Effectiveness of providing financial incentives to healthcare professionals for smoking cessation activities: systematic review.

    Science.gov (United States)

    Hamilton, F L; Greaves, F; Majeed, A; Millett, C

    2013-01-01

    Financial incentives are seen as one approach to encourage more systematic use of smoking cessation interventions by healthcare professionals. A systematic review was conducted to examine the evidence for this. Medline, Embase, PsychINFO, Cochrane Library, ISI Web of Science and sources of grey literature were used as data sources. Studies were included if they reported the effects of any financial incentive provided to healthcare professionals to undertake smoking cessation-related activities. Data extraction and quality assessment for each study were conducted by one reviewer and checked by a second. A total of 18 studies were identified, consisting of 3 randomised controlled trials and 15 observational studies. All scored in the mid range for quality. In all, 8 studies examined smoking cessation activities alone and 10 studied the UK's Quality and Outcomes Framework targeting quality measures for chronic disease management including smoking recording or cessation activities. Five non-Quality and Outcomes Framework studies examined the effects of financial incentives on individual doctors and three examined effects on groups of healthcare professionals based in clinics and general practices. Most studies showed improvements in recording smoking status and smoking cessation advice. Five studies examined the impact of financial incentives on quit rates and longer-term abstinence and these showed mixed results. Financial incentives appear to improve recording of smoking status, and increase the provision of cessation advice and referrals to stop smoking services. Currently there is not sufficient evidence to show that financial incentives lead to reductions in smoking rates.

  4. A standardized patient model to teach and assess professionalism and communication skills: the effect of personality type on performance.

    Science.gov (United States)

    Lifchez, Scott D; Redett, Richard J

    2014-01-01

    Teaching and assessing professionalism and interpersonal communication skills can be more difficult for surgical residency programs than teaching medical knowledge or patient care, for which many structured educational curricula and assessment tools exist. Residents often learn these skills indirectly, by observing the behavior of their attendings when communicating with patients and colleagues. The purpose of this study was to assess the results of an educational curriculum we created to teach and assess our residents in professionalism and communication. We assessed resident and faculty prior education in delivering bad news to patients. Residents then participated in a standardized patient (SP) encounter to deliver bad news to a patient's family regarding a severe burn injury. Residents received feedback from the encounter and participated in an education curriculum on communication skills and professionalism. As a part of this curriculum, residents underwent assessment of communication style using the Myers-Briggs type inventory. The residents then participated in a second SP encounter discussing a severe pulmonary embolus with a patient's family. Resident performance on the SP evaluation correlated with an increased comfort in delivering bad news. Comfort in delivering bad news did not correlate with the amount of prior education on the topic for either residents or attendings. Most of our residents demonstrated an intuitive thinking style (NT) on the Myers-Briggs type inventory, very different from population norms. The lack of correlation between comfort in delivering bad news and prior education on the subject may indicate the difficulty in imparting communication and professionalism skills to residents effectively. Understanding communication style differences between our residents and the general population can help us teach professionalism and communication skills more effectively. With the next accreditation system, residency programs would need to

  5. Attrition of advanced trauma life support (ATLS) skills among ATLS instructors and providers in Mexico.

    Science.gov (United States)

    Azcona, Luis Am; Gutierrez, Guillermo E O; Fernandez, Cesar J P; Natera, Octavio M; Ruiz-Speare, Octavio; Ali, Jameel

    2002-09-01

    Mexico has had the Advanced Trauma Life Support (ATLS) program since 1986. We assessed the attrition of ATLS skills among ATLS providers and instructors in this country. Three groups (S, 16 students [new medical graduates enrolled for an ATLS course]; P, 33 providers; and I, 26 instructors [who had completed courses previously]) were evaluated. Group S read the manual before pretesting. Groups P and I were subdivided based on the length of time since the course had been completed: P1, less than 2 years (n = 22); P2, more than 2 years (n = 11); I1, less than 2 years (n = 16); and I2, more than 2 years (n = 10). Multiple-choice and psychomotor testing using ATLS scoring criteria were used. Affect was assessed post-ATLS for motivational factors, interactivity, and attitude toward trauma care. Multiple-choice test scores (means +/- SD) out of a maximum of 40 were as follows: S, 24.3 +/- 2.6; P1, 24.0 +/- 5.7; P2, 21.3 +/- 8.0; I1, 23.2 +/- 8.2; and I2, 24.0 +/- 7.2. Group S all passed the post-ATLS multiple-choice test (with correct answer percentages of 60.3% +/- 6.6% pre-ATLS versus 88.8% +/- 5.6% post-ATLS). An ATLS passing score of 80% correct answers was achieved in 2 of 33 for group P and 8 of 26 for group I (p ATLS group than in the P and I groups (p ATLS attitude to trauma care. Reading the manual alone yields similar cognitive but inferior psychomotor performance compared with subjects who completed the course previously. The majority of previous providers and instructors did not obtain a passing score (80%) in the multiple-choice test, but all the new providers passed the post-ATLS multiple-choice test, suggesting major attrition of cognitive skills but maintenance of psychomotor skills. Instructors had superior cognitive performance versus providers with worsening performance over time, but clinical skills performance was maintained at an equally high level by all groups. A very positive attitude toward ATLS prevailed among all participants.

  6. Knowledge, skills and professional ethics of real estate appraiser. Basic dimensions of a training plan

    Directory of Open Access Journals (Sweden)

    Ana Gomez-Bezares Revuelta

    2016-03-01

    Full Text Available This paper presents the results of a research conducted to support a training proposal which enables students to work as real estate appraisers. Nowadays in Spain it is enough to be an architect or an engineer to become a real estate appraiser, while further complementary training rests in the hands of the appraisal companies. Analyzing the knowledge needed to perform adjusted appraisals, the international standards and other empiric analysis, we will try to build a coherent training plan showing how the need for technical training emerges, especially in finance, in psychoeducational skills and professional ethics. Our aim is to claim the capacity of the pedagogic science as a relevant factor in solving important socio-economic problems by diagnosing training needs and the design of programs.

  7. Increasing student confidence in technical and professional skills through project based learning

    Science.gov (United States)

    Robinson, Alice L.

    This work focuses on developing undergraduate students' technical and professional skills through a project-based spiral curriculum in the Agricultural & Biological Engineering department at Purdue that can be implemented campus wide. Through this curriculum, Purdue engineers will be prepared for leadership roles in responding to the global technological, economic, and societal challenges of the 21st century by exposure to the relationships between engineering and its impacts on real world needs and challenges. Project-based learning uses projects as the focus of instruction and has shown increased understanding, motivation, and confidence through application of engineering principles to real-world problems. The strength of a spiral curriculum is that it continually revisits basic ideas and themes with increasing complexity and sophistication. The proposed spiral curriculum incorporates the target attributes of the Purdue Engineer of 2020 through project based courses during sophomore, junior, and senior year. These courses will build on concepts taught during first year engineering as well. The Engineer of 2020 (NAE and Purdue) target attributes include strong technical and professional skills to solve societal and technological burdens. A prototype course has been developed, taught, and evaluated during the previous two fall semesters in the sophomore level of the Biological and Food Process Engineering curriculum. The target students met 3 hours a week in a traditional lecture setting plus 2 hours a week in a project based lab setting. The control group met only 3 hours a week in a traditional lecture setting. Peer and self assessment results from student surveys show increased confidence in every area surveyed. Focus groups revealed student reactions to the course. Students enjoyed the course but felt it difficult to handle ambiguity with project work. Future work includes course revisions to the content, assessment, and pedagogy of the prototype class

  8. Professional Skills Competitions for People with Disabilities as a Mechanism for Career Guidance and Promotion of Employment in People with Special Needs

    Directory of Open Access Journals (Sweden)

    Bikbulatova A.A.,

    2017-08-01

    Full Text Available The article provides information about the international movement of Abilympics and its development in the Russian Federation: the purposes, tasks and means of career guidance for people with disabilities. Particular attention is paid to the issues of employment of the disabled and to the measures taken by the regional executive authorities responsible for training and employment of the population, including people with disabilities. The article analyses the results of the II National championship of professional skills among people with disabilities and the main data regarding the employment of its participants. Proposals are made on the introduction of career guidance mechanisms and the promotion of employment for people with disabilities through the change in the calculation of ratings of educational institutions, the formation of competence centers and the development of the movement, the involvement of employers in the preparation of competition tasks and evaluation materials for professional skills competitions.

  9. Teaching methodologies to promote creativity in the professional skills related to optics knowledge

    Science.gov (United States)

    Fernández-Oliveras, Alicia; Fernandez, Paz; Peña-García, Antonio; Oliveras, Maria L.

    2014-07-01

    We present the methodologies proposed and applied in the context of a teaching-innovation project developed at the University of Granada, Spain. The main objective of the project is the implementation of teaching methodologies that promote the creativity in the learning process and, subsequently, in the acquisition of professional skills. This project involves two subjects related with optics knowledge in undergraduate students. The subjects are "Illumination Engineering" (Bachelor's degree in Civil-Engineering) and "Optical and Optometric Instrumentation" (Bachelor's degree in and Optics and Optometry). For the first subject, the activities of our project were carried out in the theoretical classes. By contrast, in the case of the second subject, such activities were designed for the laboratory sessions. For "Illumination Engineering" we applied the maieutic technique. With this method the students were encouraged to establish relationships between the main applications of the subject and concepts that apparently unrelated with the subject framework. By means of several examples, the students became aware of the importance of cross-curricular and lateral thinking. We used the technique based on protocols of control and change in "Optical and Optometric Instrumentation". The modus operandi was focused on prompting the students to adopt the role of the professionals and to pose questions to themselves concerning the practical content of the subject from that professional role. This mechanism boosted the critical capacity and the independent-learning ability of the students. In this work, we describe in detail both subject proposals and the results of their application in the 2011-2012 academic course.

  10. Evaluation of the flipped classroom approach in a veterinary professional skills course

    Directory of Open Access Journals (Sweden)

    Moffett J

    2014-11-01

    Full Text Available Jenny Moffett,1 Aileen C Mill2 1Ross University School of Veterinary Medicine, West Farm, St Kitts, West Indies; 2Modelling Suite, School of Biology, Newcastle University, Newcastle upon Tyne, UK Background: The flipped classroom is an educational approach that has had much recent coverage in the literature. Relatively few studies, however, use objective assessment of student performance to measure the impact of the flipped classroom on learning. The purpose of this study was to evaluate the use of a flipped classroom approach within a medical education setting to the first two levels of Kirkpatrick and Kirkpatrick's effectiveness of training framework. Methods: This study examined the use of a flipped classroom approach within a professional skills course offered to postgraduate veterinary students. A questionnaire was administered to two cohorts of students: those who had completed a traditional, lecture-based version of the course (Introduction to Veterinary Medicine [IVM] and those who had completed a flipped classroom version (Veterinary Professional Foundations I [VPF I]. The academic performance of students within both cohorts was assessed using a set of multiple-choice items (n=24 nested within a written examination. Data obtained from the questionnaire were analyzed using Cronbach's alpha, Kruskal–Wallis tests, and factor analysis. Data obtained from student performance in the written examination were analyzed using the nonparametric Wilcoxon rank sum test. Results: A total of 133 IVM students and 64 VPF I students (n=197 agreed to take part in the study. Overall, study participants favored the flipped classroom approach over the traditional classroom approach. With respect to student academic performance, the traditional classroom students outperformed the flipped classroom students on a series of multiple-choice items (IVM mean =21.4±1.48 standard deviation; VPF I mean =20.25±2.20 standard deviation; Wilcoxon test, w=7,578; P<0

  11. SCISTER act: delivering training in information skills for social-care professionals.

    Science.gov (United States)

    White, Caroline; Booth, Andrew; Cooke, Jo; Addison, Fiona

    2005-03-01

    To develop and evaluate a programme of information skills training for social-care practitioners and health-care librarians. Two one-day training courses run separately for 13 social-care practitioners and 10 health-care librarians in the Trent geographic region within Northern England. Qualitative and quantitative feedback collected through questionnaires supplemented by participant observation. While generally feedback was favourable, the courses were overly ambitious. More training sessions of shorter duration would offer participants opportunities to practise and use the skills they have acquired. Social-care practitioners responded more positively to skills associated with appraising qualitative research than with randomised controlled trials. Librarians appreciated the opportunity to learn about unfamiliar social-care resources. Both practitioners and health-care librarians reported that they acquired skills to support evidence-based social care as a result of the training intervention. Involvement of a multi-disciplinary team and support from a social-care information provider maximized the impact of this experimental training intervention.

  12. Cultural competency of health-care providers in a Swiss University Hospital: self-assessed cross-cultural skillfulness in a cross-sectional study.

    Science.gov (United States)

    Casillas, Alejandra; Paroz, Sophie; Green, Alexander R; Wolff, Hans; Weber, Orest; Faucherre, Florence; Ninane, Françoise; Bodenmann, Patrick

    2014-01-30

    As the diversity of the European population evolves, measuring providers' skillfulness in cross-cultural care and understanding what contextual factors may influence this is increasingly necessary. Given limited information about differences in cultural competency by provider role, we compared cross-cultural skillfulness between physicians and nurses working at a Swiss university hospital. A survey on cross-cultural care was mailed in November 2010 to front-line providers in Lausanne, Switzerland. This questionnaire included some questions from the previously validated Cross-Cultural Care Survey. We compared physicians' and nurses' mean composite scores and proportion of "3-good/4-very good" responses, for nine perceived skillfulness items (4-point Likert-scale) using the validated tool. We used linear regression to examine how provider role (physician vs. nurse) was associated with composite skillfulness scores, adjusting for demographics (gender, non-French dominant language), workplace (time at institution, work-unit "sensitized" to cultural-care), reported cultural-competence training, and cross-cultural care problem-awareness. Of 885 questionnaires, 368 (41.2%) returned the survey: 124 (33.6%) physicians and 244 (66.4%) nurses, reflecting institutional distribution of providers. Physicians had better mean composite scores for perceived skillfulness than nurses (2.7 vs. 2.5, p skillfulness (β = 0.13, p = 0.05). Among all, higher skillfulness was associated with perception/awareness of problems in the following areas: inadequate cross-cultural training (β = 0.14, p = 0.01) and lack of practical experience caring for diverse populations (β = 0.11, p = 0.04). In stratified analyses among physicians alone, having French as a dominant language (β = -0.34, p skillfulness. Overall, there is much room for cultural competency improvement among providers. These results support the need for cross-cultural skills training with an inter-professional focus on nurses

  13. Mental health service responses to human trafficking: a qualitative study of professionals' experiences of providing care.

    Science.gov (United States)

    Domoney, Jill; Howard, Louise M; Abas, Melanie; Broadbent, Matthew; Oram, Sian

    2015-11-17

    Human trafficking is a global crime and human rights violation. Although research has demonstrated a high prevalence of mental disorder among trafficked people and that trafficked people are in contact with mental health services, little is known about mental health professionals' experiences of identifying and providing care for trafficked people. This study aimed to understand how people are identified as trafficked within mental health services and the challenges professionals experience in responding to trafficked people's mental health needs. Qualitative study of electronic health records of trafficked people in contact with secondary mental health services in South East London, England. Comprehensive clinical electronic health records for over 200,000 patients in contact with secondary mental health services in South London were searched and retrieved to identify trafficked patients. Content analysis was used to establish how people were identified as trafficked, and thematic analysis was used to explore the challenges experienced in responding to mental health needs. The sample included 130 trafficked patients, 95 adults and 35 children. In 43 % (41/95) of adult cases and 63 % (22/35) child cases, mental health professionals were informed that their patient was a potential victim of trafficking by another service involved in their patient's care. Cases were also identified through patients disclosing their experiences of exploitation and abuse. Key challenges faced by staff included social and legal instability, difficulties ascertaining history, patients' lack of engagement, availability of services, and inter-agency working. Training to increase awareness, encourage helpful responses, and inform staff about the available support options would help to ensure the mental health needs of trafficked people are met. Further research is needed to establish if these challenges are similar in other health settings.

  14. Building Professional Social Media Communications Skills: A STEM-Originated Course with University-Wide Student Appeal

    Science.gov (United States)

    Baim, Susan A.

    2016-01-01

    Routine correspondence with the author's business technology students indicated the need for increased skill and professionalism in social media communications as a key driver of successful career development strategies. A new course designed to assist students in transitioning from typical, casual social media use to the more rigorous and…

  15. An Enquiry into the Professional Competence of Inclusive Education Teachers in Beijing: Attitudes, Knowledge, Skills, and Agency

    Science.gov (United States)

    Mu, Guanglun Michael; Wang, Yan; Wang, Zhiqiang; Feng, Yajing; Deng, Meng; Liang, Songmei

    2015-01-01

    Attitudes, knowledge, and skills are widely recognised as the three pillars of professional competence of inclusive education teachers. Studies emerging from the Chinese context consider these three pillars important for the practice of Learning in Regular Classrooms--an idiosyncratic Chinese form of inclusive education. Our mixed methods study…

  16. Online Course Increases Nutrition Professionals' Knowledge, Skills, and Self-Efficacy in Using an Ecological Approach to Prevent Childhood Obesity

    Science.gov (United States)

    Stark, Christina M.; Graham-Kiefer, Meredith L.; Devine, Carol M.; Dollahite, Jamie S.; Olson, Christine M.

    2011-01-01

    Objective: To assess the impact of an online continuing education course on the knowledge, skills, and self-efficacy of nutrition professionals to use an ecological approach to prevent childhood obesity. Design: Quasi-experimental design using intervention and delayed intervention comparison groups with pre/post-course assessments. Setting: Online…

  17. Challenges and facilitators for health professionals providing primary healthcare for refugees and asylum seekers in high-income countries: a systematic review and thematic synthesis of qualitative research

    Science.gov (United States)

    Robertshaw, Luke; Dhesi, Surindar

    2017-01-01

    Objectives To thematically synthesise primary qualitative studies that explore challenges and facilitators for health professionals providing primary healthcare for refugees and asylum seekers in high-income countries. Design Systematic review and qualitative thematic synthesis. Methods Searches of MEDLINE, EMBASE, PsycINFO, CINAHL and Web of Science. Search terms were combined for qualitative research, primary healthcare professionals, refugees and asylum seekers, and were supplemented by searches of reference lists and citations. Study selection was conducted by two researchers using prespecified selection criteria. Data extraction and quality assessment using the Critical Appraisal Skills Programme tool was conducted by the first author. A thematic synthesis was undertaken to develop descriptive themes and analytical constructs. Results Twenty-six articles reporting on 21 studies and involving 357 participants were included. Eleven descriptive themes were interpreted, embedded within three analytical constructs: healthcare encounter (trusting relationship, communication, cultural understanding, health and social conditions, time); healthcare system (training and guidance, professional support, connecting with other services, organisation, resources and capacity); asylum and resettlement. Challenges and facilitators were described within these themes. Conclusions A range of challenges and facilitators have been identified for health professionals providing primary healthcare for refugees and asylum seekers that are experienced in the dimensions of the healthcare encounter, the healthcare system and wider asylum and resettlement situation. Comprehensive understanding of these challenges and facilitators is important to shape policy, improve the quality of services and provide more equitable health services for this vulnerable group. PMID:28780549

  18. Evaluation of an online training for improving self-reported evidence-based decision-making skills in cancer control among public health professionals.

    Science.gov (United States)

    Morshed, A B; Ballew, P; Elliott, M B; Haire-Joshu, D; Kreuter, M W; Brownson, R C

    2017-11-01

    The purpose of this evaluation was to assess the effect of the online evidence-based cancer control (EBCC) training on improving the self-reported evidence-based decision-making (EBDM) skills in cancer control among Nebraska public health professionals. Cross-sectional group comparison. Previously developed EBDM measures were administered via online surveys to 201 public health professionals at baseline (comparison group) and 123 professionals who took part in the training. Respondents rated the importance of and their skill level in 18 EBCC skills. Differences were examined using analysis of variance models adjusted for gender, age, years at agency, and years in position, and stratified by respondent educational attainment. Among professionals without an advanced degree, training participants reported higher overall skill scores (P = .016) than the baseline non-participant group, primarily driven by differences in the partnerships and collaboration and evaluation domains. No differences in importance ratings were observed. Among professionals with advanced degrees, there were no differences in skill scores and small differences in importance scores in the expected direction (P self-reported EBDM skills among public health professionals without an advanced degree, though a gap remained between the self-reported skills and the perceived importance of the skills. Further research on training content and modalities for professionals with higher educational attainment and baseline skill scores is needed. Copyright © 2017 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

  19. Procedural Skills of the Entrustable Professional Activities: Are Graduating US Medical Students Prepared to Perform Procedures in Residency?

    Science.gov (United States)

    Bruce, Adrienne N; Kumar, Anagha; Malekzadeh, Sonya

    Competency-based medical education has been successfully instituted in graduate medical education through the development of Milestones. Consequently, the Association of American Medical Colleges implemented the core entrustable professional activities initiative to complement this framework in undergraduate medical education. We sought to determine its efficacy by examining the experiences and confidence of recent medical school graduates with general procedural skills (entrustable professional activities 12). We administered an electronic survey to the MedStar Georgetown University Hospital intern class assessing their experiences with learning and evaluation as well as their confidence with procedural skills training during medical school. Simple linear regression was used to compare respondent confidence and the presence of formal evaluation in medical school. We received 28 complete responses, resulting in a 33% response rate, whereas most respondents indicated that basic cardiopulmonary resuscitation, bag/mask ventilation, and universal precautions were important to and evaluated by their medical school, this emphasis was not present for venipuncture, intravenous catheter placement, and arterial puncture. Mean summed scores of confidence for each skill indicated a statistically significant effect between confidence and evaluation of universal precaution skills. More advanced procedural skills are not considered as important for graduating medical students and are less likely to be taught and formally evaluated before graduation. Formal evaluation of some procedural skills is associated with increased confidence of the learner. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  20. Summary of: Modelling workforce skill-mix: how can dental professionals meet the needs and demands of older people in England?

    Science.gov (United States)

    Falcon, H

    2010-02-13

    healthcare system with 'no skill-mix' resulted in the lowest volume of clinical staff equivalents (dentists: 8,668) providing care for older people, whereas maximum skill-mix involved more staff (clinical staff = 10,337, of whom 2,623 were dentists, 4,180 hygienist/therapists and 3,534 clinical dental technicians) if all care is provided at the relevant level of competence.Conclusion The model suggests that with widening skill-mix, dental care professionals can play a major role in building dental care capacity for older people in future. The implications for health policy, professional bodies and dental teamworking are discussed.

  1. Is the Scale for Measuring Motivational Interviewing Skills a valid and reliable instrument for measuring the primary care professionals motivational skills?: EVEM study protocol

    Directory of Open Access Journals (Sweden)

    Pérula Luis Á

    2012-11-01

    Full Text Available Abstract Background Lifestyle is one of the main determinants of people’s health. It is essential to find the most effective prevention strategies to be used to encourage behavioral changes in their patients. Many theories are available that explain change or adherence to specific health behaviors in subjects. In this sense the named Motivational Interviewing has increasingly gained relevance. Few well-validated instruments are available for measuring doctors’ communication skills, and more specifically the Motivational Interviewing. Methods/Design The hypothesis of this study is that the Scale for Measuring Motivational Interviewing Skills (EVEM questionnaire is a valid and reliable instrument for measuring the primary care professionals skills to get behavior change in patients. To test the hypothesis we have designed a prospective, observational, multi-center study to validate a measuring instrument. –Scope: Thirty-two primary care centers in Spain. -Sampling and Size: a face and consensual validity: A group composed of 15 experts in Motivational Interviewing. b Assessment of the psychometric properties of the scale; 50 physician- patient encounters will be videoed; a total of 162 interviews will be conducted with six standardized patients, and another 200 interviews will be conducted with 50 real patients (n=362. Four physicians will be specially trained to assess 30 interviews randomly selected to test the scale reproducibility. -Measurements for to test the hypothesis: a Face validity: development of a draft questionnaire based on a theoretical model, by using Delphi-type methodology with experts. b Scale psychometric properties: intraobservers will evaluate video recorded interviews: content-scalability validity (Exploratory Factor Analysis, internal consistency (Cronbach alpha, intra-/inter-observer reliability (Kappa index, intraclass correlation coefficient, Bland & Altman methodology, generalizability, construct validity and

  2. Evaluation of the flipped classroom approach in a veterinary professional skills course.

    Science.gov (United States)

    Moffett, Jenny; Mill, Aileen C

    2014-01-01

    The flipped classroom is an educational approach that has had much recent coverage in the literature. Relatively few studies, however, use objective assessment of student performance to measure the impact of the flipped classroom on learning. The purpose of this study was to evaluate the use of a flipped classroom approach within a medical education setting to the first two levels of Kirkpatrick and Kirkpatrick's effectiveness of training framework. This study examined the use of a flipped classroom approach within a professional skills course offered to postgraduate veterinary students. A questionnaire was administered to two cohorts of students: those who had completed a traditional, lecture-based version of the course (Introduction to Veterinary Medicine [IVM]) and those who had completed a flipped classroom version (Veterinary Professional Foundations I [VPF I]). The academic performance of students within both cohorts was assessed using a set of multiple-choice items (n=24) nested within a written examination. Data obtained from the questionnaire were analyzed using Cronbach's alpha, Kruskal-Wallis tests, and factor analysis. Data obtained from student performance in the written examination were analyzed using the nonparametric Wilcoxon rank sum test. A total of 133 IVM students and 64 VPF I students (n=197) agreed to take part in the study. Overall, study participants favored the flipped classroom approach over the traditional classroom approach. With respect to student academic performance, the traditional classroom students outperformed the flipped classroom students on a series of multiple-choice items (IVM mean =21.4±1.48 standard deviation; VPF I mean =20.25±2.20 standard deviation; Wilcoxon test, w=7,578; Pflipped classroom approach. The flipped classroom was rated more positively than the traditional classroom on many different characteristics. This preference, however, did not translate into improved student performance, as assessed by a series of

  3. Web-based instrument to assess skills in visual inspection of the cervix among healthcare providers.

    Science.gov (United States)

    Negulescu, Raluca-Anca; Catarino, Rosa; De Vuyst, Hugo; Undurraga-Malinverno, Manuela; Meyer-Hamme, Ulrike; Alec, Milena; Campana, Aldo; Vassilakos, Pierre; Petignat, Patrick

    2016-07-01

    To validate a web-based instrument for assessing healthcare providers' skills in visual inspection with acetic acid or Lugol iodine (VIA/VILI) for the diagnosis and management of cervical intraepithelial neoplasia. An observational cross-sectional study enrolled healthcare providers in a web-based assessment of VIA/VILI skills between August and November 2014. Participants participated in a four-module training course, followed by a multiple-choice test with 70 questions based on cervical photographs of HPV-positive women participating in cervical screening. Logistic regression was used to identify relationships between independent variables and success on the test. Overall, 255 participants completed the test and 99 (38.8%) passed. No correlation was found between age or sex and test performance. Compared with other healthcare workers, physicians (odds ratio [OR] 1.91, 95% confidence interval [CI] 1.01-3.63; P=0.048), and participants with more colposcopy experience (OR 3.62, 95% CI 1.91-6.85; P<0.001) and postgraduate VIA/VILI training (OR 1.95, 95% CI 1.16-3.29; P=0.012) were more likely to pass the test. Participants who repeated the test (31/255 [12.2%]) were five times more likely to succeed on their second repeat (OR 5.89, 95% CI 1.46-23.73; P=0.013). Web-based training for VIA/VILI is feasible and can identify healthcare workers who are proficient in this technique. Copyright © 2016 International Federation of Gynecology and Obstetrics. Published by Elsevier Ireland Ltd. All rights reserved.

  4. Communication skills training for healthcare professionals working with people who have cancer.

    Science.gov (United States)

    Moore, Philippa M; Rivera Mercado, Solange; Grez Artigues, Mónica; Lawrie, Theresa A

    2013-03-28

    This is an updated version of a review that was originally published in the Cochrane Database of Systematic Reviews in 2004, Issue 2. People with cancer, their families and carers have a high prevalence of psychological stress which may be minimised by effective communication and support from their attending healthcare professionals (HCPs). Research suggests communication skills do not reliably improve with experience, therefore, considerable effort is dedicated to courses that may improve communication skills for HCPs involved in cancer care. A variety of communication skills training (CST) courses have been proposed and are in practice. We conducted this review to determine whether CST works and which types of CST, if any, are the most effective. To assess whether CST is effective in improving the communication skills of HCPs involved in cancer care, and in improving patient health status and satisfaction. We searched the following electronic databases: Cochrane Central Register of Controlled Trials (CENTRAL) Issue 2, 2012, MEDLINE, EMBASE, PsycInfo and CINAHL to February 2012. The original search was conducted in November 2001. In addition, we handsearched the reference lists of relevant articles and relevant conference proceedings for additional studies. The original review was a narrative review that included randomised controlled trials (RCTs) and controlled before-and-after studies. In this updated version, we limited our criteria to RCTs evaluating 'CST' compared with 'no CST' or other CST in HCPs working in cancer care. Primary outcomes were changes in HCP communication skills measured in interactions with real and/or simulated patients with cancer, using objective scales. We excluded studies whose focus was communication skills in encounters related to informed consent for research. Two review authors independently assessed trials and extracted data to a pre-designed data collection form. We pooled data using the random-effects model and, for continuous

  5. Pycnogenol® improves cognitive function, attention, mental performance and specific professional skills in healthy professionals aged 35-55.

    Science.gov (United States)

    Belcaro, G; Luzzi, R; Dugall, M; Ippolito, E; Saggino, A

    2014-12-01

    This 12-week, product-evaluation registry study aimed to compare the effects of supplementation with French Pine Bark Extract (Pycnogenol®) on cognitive function, attention, and mental performance in healthy professionals with increased oxidative stress in a professional context. Professionals were screened for increased oxidative stress: 60 subjects (range 35-55 years, no risk conditions, no addictions) voluntarily decided to be followed-up. Diet, alcohol and lifestyle patterns, including exercise, were controlled. Pycnogenol® (150 mg/day) was used in combination with a health plan to enhance mental performance and control oxidative stress. A group of 30 professionals used Pycnogenol®, and 29 acted as comparable controls for a period of 12 weeks. The two registry groups were comparable. Cognitive function, attention, mental performance, sustained attention, memory, executive functions, mood and oxidative stress values were comparable at inclusion. At 12 weeks the improvement in Pycnogenol® subjects was more significant than in controls. Plasma-free radicals (oxidative stress) were significantly decreased (median -30.4%) at 12 weeks in Pycnogenol® subjects in comparison with a non-significant variation observed in controls (+0.9%; difference between groups). Considering the cognitive test battery (PASAT, pattern recognition memory, spatial recognition memory, spatial working memory), Pycnogenol® subjects showed a small but significant improvement with spatial recognition memory unchanged. Mood parameters (alertness, anxiety, contentedness) also improved in professionals using the supplement. In the evaluation of 12 professional daily tasks all items were improved with Pycnogenol® supplementation. The score relative to semi-professional minitasks was improved more in Pycnogenol® subjects. Tolerability and compliance were optimal with >94% of the doses of supplement correctly used. Pycnogenol® supplementation for 12 weeks appears to improve cognitive

  6. Clients’ perception and satisfaction toward service provided by pharmacy professionals at a teaching hospital in Ethiopia

    Directory of Open Access Journals (Sweden)

    Teshome Kefale A

    2016-11-01

    Full Text Available Adane Teshome Kefale, Gebru Hagos Atsebah, Teshale Ayele Mega Department of Pharmacy, College of Health Sciences, Mizan-Tepi University, Mizan-Aman, Ethiopia Background: Evaluation of client’s perception and satisfaction with pharmacy services is important to identify specific areas of the service that need improvement in achieving high-quality pharmacy services. It also helps to detect the gaps in the current pharmaceutical services provision.Objective: To assess clients’ perception and satisfaction toward service provided by pharmacy professionals at Mizan-Tepi University Teaching Hospital.Methods: A cross-sectional study design was employed from March 8 to 24, 2016. A semistructured questionnaire was used to assess clients’ perception and satisfaction toward service provided by pharmacy professionals. The data collected were entered into Epi data 3.1, cleaned, and transported into and analyzed using SPSS version 20. Logistic regression was employed to determine associated factors, and statistical significance was considered at p-value <0.05.Results: Among 384 respondents, 53.1% were male. Of the total participants, 63.8% had good perception and 36.2% had poor perception toward pharmacy services. With regard to satisfaction, 52.6% of the respondents were satisfied and 47.4% were unsatisfied by the pharmaceutical services. Sociodemographic variables such as educational level (p=0.000, occupation (p=0.031, payment for service (p=0.002, and reasons the respondents seek service (p=0.001 showed statistically significant association with the level of perception. Clients’ satisfaction was found to be significantly associated with educational level (p=0.002 and reason for seeking service (p=0.016.Conclusion and recommendation: This study showed that the overall mean perception and satisfaction of clients in Mizan-Tepi University Teaching Hospital was low, even though it was above the mean level of perception and satisfaction. Action has to

  7. Faculty and students' self-assessment of client communication skills and professional ethics in three veterinary medical schools.

    Science.gov (United States)

    Fogelberg, Katherine; Farnsworth, Charles C

    2009-01-01

    Client communication skills and professional ethics are areas that have received much attention in veterinary education in recent years. The objectives of this study were to: i) establish the confidence level of faculty teaching in three veterinary schools with regard to their client communication skills, ii) establish a baseline of professional ethics indicators in the same faculty, and iii) compare veterinary students of all levels to faculty in both areas. Students and faculty received identical questionnaires, including statements addressing client communication skills and professional ethics. The results indicate that students are generally comfortable with their communication skills, except in the areas of visual and/or audio aid use, handling emotional clients, and discussing costs of care and payment. Faculty were more comfortable than students in all areas of client communication, although they also had low confidence when dealing with costs of care and payment. Ethically, students and faculty answered similarly. Faculty showed a stronger belief that people are basically honest and ethical, but both cohorts responded similarly when asked about reporting an ethical violation admitted to them by their best friend. Further research is needed to determine whether students are communicating as effectively as they believe they are, with particular attention paid to improving communications with emotional clients and the business aspects of veterinary medicine. Additional work is needed to ensure that veterinary students are learning how to cope with ethical issues objectively. This may begin by ensuring that faculty are teaching and, more importantly, modeling these behaviors during the clinical year(s).

  8. Impact of health professional training in breastfeeding on their knowledge, skills, and hospital practices: a systematic review

    Directory of Open Access Journals (Sweden)

    Patricia Carvalho de Jesus

    Full Text Available Abstract Objective To identify the impact of training in breastfeeding on knowledge, skills, and professional and hospital practices. Data source The systematic review search was carried out through the MEDLINE, Scopus, and LILACS databases. Reviews, studies with qualitative methodology, those without control group, those conducted in primary care, with specific populations, studies that had a belief and/or professional attitude as outcome, or those with focus on the post-discharge period were excluded. There was no limitation of period or language. The quality of the studies was assessed by the adapted criteria of Downs and Black. Summary of data The literature search identified 276 articles, of which 37 were selected for reading, 26 were excluded, and six were included through reference search. In total, 17 intervention articles were included, three of them with good internal validity. The studies were performed between 1992 and 2010 in countries from five continents; four of them were conducted in Brazil. The training target populations were nursing practitioners, doctors, midwives, and home visitors. Many kinds of training courses were applied. Five interventions employed the theoretical and practical training of the Baby-Friendly Hospital Initiative. All kinds of training courses showed at least one positive result on knowledge, skills, and/or professional/hospital practices, most of them with statistical significance. Conclusions Training of hospital health professionals has been effective in improving knowledge, skills, and practices.

  9. Impact of health professional training in breastfeeding on their knowledge, skills, and hospital practices: a systematic review.

    Science.gov (United States)

    de Jesus, Patricia Carvalho; de Oliveira, Maria Inês Couto; Fonseca, Sandra Costa

    2016-01-01

    To identify the impact of training in breastfeeding on knowledge, skills, and professional and hospital practices. The systematic review search was carried out through the MEDLINE, Scopus, and LILACS databases. Reviews, studies with qualitative methodology, those without control group, those conducted in primary care, with specific populations, studies that had a belief and/or professional attitude as outcome, or those with focus on the post-discharge period were excluded. There was no limitation of period or language. The quality of the studies was assessed by the adapted criteria of Downs and Black. The literature search identified 276 articles, of which 37 were selected for reading, 26 were excluded, and six were included through reference search. In total, 17 intervention articles were included, three of them with good internal validity. The studies were performed between 1992 and 2010 in countries from five continents; four of them were conducted in Brazil. The training target populations were nursing practitioners, doctors, midwives, and home visitors. Many kinds of training courses were applied. Five interventions employed the theoretical and practical training of the Baby-Friendly Hospital Initiative. All kinds of training courses showed at least one positive result on knowledge, skills, and/or professional/hospital practices, most of them with statistical significance. Training of hospital health professionals has been effective in improving knowledge, skills, and practices. Copyright © 2016 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

  10. CESAME: Providing High Quality Professional Development in Science and Mathematics for K-12 Teachers

    Science.gov (United States)

    Hickman, Paul

    2002-04-01

    It is appropriate that after almost half a century of Science and Mathematics education reform we take a look back and a peek forward to understand the present state of this wonderfully complex system. Each of the components of this system including teaching, professional development, assessment, content and the district K-12 curriculum all need to work together if we hope to provide quality science, mathematics and technology education for ALL students. How do the state and national standards drive the system? How do state policies on student testing and teacher licensure come into play? How do we improve the preparation, retention and job satisfaction of our K-12 teachers? What initiatives have made or are making a difference? What else needs to be done? What can the physics community do to support local efforts? This job is too big for any single organization or individual but we each can contribute to the effort. Our Center at Northeastern University, with support from the National Science Foundation, has a sharply defined focus: to get high quality, research-based instructional materials into the hands of K-12 classroom teachers and provide the support they need to use the materials effectively in their classrooms.

  11. The Hellenic Open University: providing opportunities for personal and professional development

    Directory of Open Access Journals (Sweden)

    Barbara Koziori

    2011-02-01

    Full Text Available This paper examines and discusses the position of the Hellenic Open University (HOU as the main provider of higher adult education via Open and Distance Education (ODE in Greece, and the role it plays both locally and internationally. It also attempts a clear, albeit brief, presentation of the structure and organisation of the MEd course for English as a Foreign Language (EFL teachers provided by the HOU, which along with a postgraduate course in ODE, were the first courses offered by the HOU in 1998 when it admitted its first students. Such presentation is followed by a discussion of the true training and developmental nature of the course based on the elements constituting O’Brien’s EROTI model. Finally, suggestions are made with regard to the improvement of the postgraduate course under examination so as the effects thereof are granted permanence status and, therefore, being really beneficial for its participants, who then will not only be able to constantly pursue their personal and professional development through a reflective approach to teacher education, but also integrate more learner-centred techniques in their daily practice for the benefit of their students.

  12. Training residential supervisors to provide feedback for maintaining staff teaching skills with people who have severe disabilities.

    OpenAIRE

    Parsons, M B; Reid, D H

    1995-01-01

    We evaluated procedures for training supervisors in a residential setting to provide feedback for maintaining direct-service staff members ' teaching skills with people who have severe disabilities. Using classroom-based instruction and on-the-job observation and feedback, 10 supervisors were initially trained to implement teaching programs themselves. The training improved supervisors' teaching skills but was insufficient to improve the quality of feedback they provided to direct-service sta...

  13. Competence profile of an in-house educator of professionals providing elderly care (ComPro project).

    Science.gov (United States)

    Szczerbińska, Katarzyna E; Topór-Mądry, Roman; Niedźwiedzka, Barbara

    2012-07-01

    The main goal of the study, conducted within the multicenter ComPro project (Competence Profiles for Learning Supporters in Elderly Care) and funded by the Leonardo da Vinci Programme in 2006-2008, was to define the competences profile of a person responsible for the inhouse education of professionals caring for the elderly persons in social care institutions. The qualitative (3 focus group interviews) and quantitative (the KODE®X questionnaire) approach was used to study opinions of 106 care professionals and 39 managers in social care institutions, and 35 teachers in vocational schools for workers in social care about desired competences of an in-house educator. The factor analysis with Varimax rotation performed separately for each group of surveyed professionals showed 4 factors in each, which had different components with the highest correlation rates. In the managers group--factor 1 correlated most with communication and organisational competences; among care professionals--with professional knowledge and their job specific skills; among teachers--with social and didactical competences. The most expected competences were different in each position, what may reflect the need of creation of a job description and a post of an in-house educator in social care institutions. Copyright © 2011 Elsevier Ltd. All rights reserved.

  14. Providing oral care in haematological oncology patients: nurses' knowledge and skills

    NARCIS (Netherlands)

    Potting, Carin M. J.; Mank, Arno; Blijlevens, Nicole M. A.; Donnelly, J. Peter; van Achterberg, Theo

    2008-01-01

    In the international literature, the most commonly recommended intervention for managing oral mucositis is good oral care, assuming that nurses have sufficient knowledge and skills to perform oral care correctly. The aim of the present study was to investigate if knowledge and skills about oral care

  15. Providing oral care in haematological oncology patients: nurses' knowledge and skills.

    NARCIS (Netherlands)

    Potting, C.M.J.; Mank, A.; Blijlevens, N.M.A.; Donnelly, J.P.; Achterberg, T. van

    2008-01-01

    In the international literature, the most commonly recommended intervention for managing oral mucositis is good oral care, assuming that nurses have sufficient knowledge and skills to perform oral care correctly. The aim of the present study was to investigate if knowledge and skills about oral care

  16. Effectiveness of a training program in supervisors' ability to provide feedback on residents' communication skills

    NARCIS (Netherlands)

    Junod Perron, N.; Nendaz, M.; Louis-Simonet, M.; Sommer, J.; Gut, A.; Baroffio, A.; Dolmans, D.; Vleuten, C.P.M. van der

    2013-01-01

    Teaching communication skills (CS) to residents during clinical practice remains problematic. Direct observation followed by feedback is a powerful way to teach CS in clinical practice. However, little is known about the effect of training on feedback skills in this field. Controlled studies are

  17. Providing Elementary Teachers in South Texas with Professional Development to Improve Earth Science Instruction

    Science.gov (United States)

    Borrego, H.; Ellins, K. K.

    2011-12-01

    Through three years of participation in the TeXas Earth and Space Science (TXESS) Revolution, an NSF-sponsored teacher professional development program, my knowledge of earth science, new pedagogical approaches, and confidence has improved dramatically. I have also received instructional materials and learned how to access high quality online resources and use a variety of web-based tools. In this session, I will share my experiences and report on how I used my own learning to help both teachers and students to become more earth science literate individuals. Earth Science test scores at the elementary level throughout South Texas are consistently low in comparison to other regions in the state. The majority of the teachers lack the content-knowledge, confidence, or experience to teach Earth Sciences. My TXESS Revolution experience helped me to understand the needs of these teachers and to identify teaching resources that would be useful to them. Particularly noteworthy are TERC's EarthLabs: Earth System Science and GLOBE activities. Although these Earthlab investigations are designed for high schools students, I demonstrated how they could be adapted for elementary students. As a result, I have provided professional development in the Earth Sciences to about 300 South Texas elementary teachers. TXESS Revolution has also equipped me to empower the students I teach. My students this past year presented their challenge Legacy Cycle Project to the community. The TXESS Revolution teamed up with the Texas Water Development Board to deliver training on the implementation of a new online challenged-based curriculum called the Water Exploration Legacy Cycles. This training gave me the tools to guide my students learning through authentic scientific research. To carry out their challenge, students researched an area of interest, read literature, consulted with experts in the field, consider different prospective, and presented their final products via PowerPoint, poster

  18. Lessons from Providing Professional Development in Remote Sensing for Community College Instructors

    Science.gov (United States)

    Allen, J. E.

    2014-12-01

    Two-year colleges and Tribal colleges are important centers for workforce education and training. A professional development program funded by the National Science Foundation's Advanced Technological Education Program, 2007-2011 and 2012-2015, is providing the resources needed by instructors at those colleges to develop courses and programs in remote sensing. The highly successful program, "Integrated Geospatial Education and Technology Training-Remote Sensing (iGETT-RS)" will complete its currently funded work in May 2015. 76 instructors of Geographic Information Systems (GIS) from all over the country will have been served. Each of them will have spent 18 months on the project, participating in two Summer Institutes at NASA and USGS and in monthly webinars on science and technology of remote sensing. iGETT-RS participants have created their own exercises and "concept modules" for the classroom, and many have created new courses and new programs across the country. As the external evaluator for iGETT-RS expressed it, the impact on project participants can "only be described as transformational." Viewers of this presentation will learn about the iGETT-RS project design and approach; successes, failures and lessons learned by the staff; and how to access the workshop materials and participant-authored classroom resources. Viewers will also learn about the Geospatial Technology Competency Model at the US Department of Labor, and about specifications for the Remote Sensing Model Course recently developed by the National Geospatial Technology Center to provide invaluable frameworks for faculty, students, administrators and employers.

  19. Building Professionalism and Employability Skills: Embedding Employer Engagement within First-Year Computing Modules

    Science.gov (United States)

    Hanna, Philip; Allen, Angela; Kane, Russell; Anderson, Neil; McGowan, Aidan; Collins, Matthew; Hutchison, Malcolm

    2015-01-01

    This paper outlines a means of improving the employability skills of first-year university students through a closely integrated model of employer engagement within computer science modules. The outlined approach illustrates how employability skills, including communication, teamwork and time management skills, can be contextualised in a manner…

  20. "A Change of Paradigm" in Developing Land Forces Officers' Professional Skills in Accordance with Hybrid Warfare Task-Requirements

    Directory of Open Access Journals (Sweden)

    Alexandru Rizescu

    2016-06-01

    Full Text Available In future conflicts, not only traditional or asymmetric actions will be used, but also a combination of the two in order to solve the disputes involving national and international actors, materialized today in different manifestation forms called hybrid war. The hybrid threats tell about the evolution of the contemporary and future threats, about the necessity of a national effort concerted towards providing an immediate effective response to these threats. From a different perspective, the diversity and the complexity of the issues raised by the hybrid threats prove that it is necessary to go beyond the technical or sequential nowadays answers. It results first that it is required to develop an appropriate security strategy which will make possible the efficient action against hybrid risks and threats, in an effective, operational and unitary manner. Therefore, the present article aims at sequentially highlighting the aspects supporting the need to correlate the coordinates of the national security strategy to the planning, conduct and quality assessment of the process of training officers from the “change of paradigm” perspective, in order to acquire the professional skills conforming to the task-requirements specific to the hybrid war. Nothing more natural, more necessary and at the same time more current in this perspective than modernizing the military continuous education system in accordance with the strategic norm of competence.

  1. Formal Mediation and Negotiation Training, Providing Greater Skills for Commanders in Bosnia

    National Research Council Canada - National Science Library

    McConnell, G

    1999-01-01

    .... However, the training is not optimized for the environment that they will encounter. The Bosnia environment requires battalion and brigade commanders to possess and utilize mediation and negotiation skills...

  2. Effectiveness of interventions to provide culturally appropriate maternity care in increasing uptake of skilled maternity care: a systematic review

    OpenAIRE

    Coast, Ernestina; Jones, Eleri; Lattof, Samantha R; Portela, Anayda

    2016-01-01

    Addressing cultural factors that affect uptake of skilled maternity care is recognized as an important step in improving maternal and newborn health. This article describes a systematic review to examine the evidence available on the effects of interventions to provide culturally appropriate maternity care on the use of skilled maternity care during pregnancy, for birth or in the postpartum period. Items published in English, French and/or Spanish between 1 January 1990 and 31 March 2014 were...

  3. The Impact of a Professional Development Program on Elementary Teachers' Science Knowledge and Pedagogical Skills

    Science.gov (United States)

    Ferreira, Maria Madalena

    2015-01-01

    Teacher professional development plays an important role in a teacher's growth and every year school districts spend a large portion of their budgets in professional development activities. However, as districts face increasing budget cuts, funds for professional development compete against other district priorities. As a result, partnerships…

  4. TRAINING OF DEVELOPMENT OF SKILLS OF PROFESSIONAL COMMUNICATION THE SECURITY OFFICER OF THE CRIMINAL INVESTIGATION DEPARTMENT OF THE INTERNAL AFFAIRS

    Directory of Open Access Journals (Sweden)

    Yuliya Leonidovna Lampusova

    2015-08-01

    Full Text Available Training is a form of active learning that is aimed at developing knowledge, skills, and attitudes. To improve operational security officers of Internal Affairs Agencies activity, we have schemed out training for the development of communication skills. This paper presents the exercises focusing on the professional communication skills of employees of the Criminal Investigation Department of the Interior development. Eight exercises are described, the main objectives of them are: learning to navigate the feelings of the partner, the ability to change the position of the interlocutor, the formation of the ability to listen to the end and not to interrupt, developing the ability to talk, improving the communicative competence and the development of the ability to accurately convey information.

  5. Problem of Formation of Professional Skills of Future Specialists of Fine Arts in the Process of Artistic and Practical Training

    Directory of Open Access Journals (Sweden)

    Ali Jasim M.M.

    2013-01-01

    Full Text Available The article deals with the analysis of the problem of the formation of professional skills of future specialists of fine arts in the process of artistic and practical training. The author emphasizes that the efficiency of the formation of professional skills of future specialists of fine arts in the process of their artistic and practical training can be achieved on the basis of the realization of the following pedagogical conditions: 1 individualization of the academic process by means of the implementation of a professionally oriented program of educational activity which has different forms of self-organization and self-determination of a personality and takes into account students’ interests, inclinations and natural abilities; 2 use of professionally oriented tasks (testing, training and creative and modern multimedia technologies of education in the process of students’ artistic and practical training; 3 organization of system of continuous practice of future specialists of fine arts which includes museum and pedagogical practices and the practice in the open air.

  6. Online Professional Development for Child Care Providers: Do They Have Appropriate Access to and Comfort with the Internet?

    Directory of Open Access Journals (Sweden)

    Lindsay E. Wright

    2014-10-01

    Full Text Available With the expansion of online trainings today, Extension professionals have an opportunity to reach child care providers in more convenient ways. However, having convenient, reliable Internet access can be a barrier to online training for some child care providers, especially those with limited financial resources. This study investigated child care providers’ ability to access online training through convenient, reliable Internet access by asking 494 child care providers in Georgia about their access to and comfort with the Internet. Participants completed a brief 12-question survey that included questions about their Internet access and use for both personal and professional purposes (i.e., whether or not they have Internet access, where they have access, how often they use it, and how comfortable they feel using it. The majority of child care providers reported having Internet access (89.68% and feeling comfortable using the Internet (68.62%, and therefore, have the technological resources to participate in online professional development.

  7. Essential skills as a predictor of safety performance among CPPI-certified petroleum professional drivers in Alberta

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2004-03-24

    The Test of Workplace Essential Skills (TOWES) was developed through a partnership between Bow Valley College and the BC Construction Industry Skills Improvement Council. TOWES assesses essential skill competencies in the areas of reading text, document use and numeracy. Unlike other tests, TOWES uses authentic documents such as catalogues, order forms, labels and schematics that mimic workplace tasks as source material. This paper discussed the results of a pilot project conducted to determine the correlation between the reading, document use and numeracy skill levels of Petroleum Professional Drivers and their potential for having safety incidents. TOWES scores for 231 drivers were analyzed along with demographic information collected during testing, and safety performance data derived from a database of drivers. It was observed that certified drivers who did not meet or exceed the upper end of the reading text standard were 1.58 times more likely to have had an incident than those who did meet the standard, and those who failed to meet the document use standard were 1.69 times more likely to have had an incident. Drivers with higher scores for reading and document use were less likely to have had a spill incident, or an incident when returning from a delivery and unloading. Those with high scores for reading, document use and numeracy were less likely to have any type of incident. Older individuals had poorer skills in all 3 domains, and drivers with more years of formal education had better scores. A significant proportion of the drivers had poor reading text skills, and 95 per cent of the drivers had skill levels below the standards benchmarked for document use. It was concluded that given the costs associated with safety incidents, there is a business case for investment in essential skills assessment and upgrading. 17 refs., 36 tabs., 11 figs.

  8. Primary care professionals providing non-urgent care in hospital emergency departments

    Science.gov (United States)

    Khangura, Jaspreet K; Flodgren, Gerd; Perera, Rafael; Rowe, Brian H; Shepperd, Sasha

    2014-01-01

    Background In many countries emergency departments (EDs) are facing an increase in demand for services, long-waits and severe crowding. One response to mitigate overcrowding has been to provide primary care services alongside or within hospital EDs for patients with non-urgent problems. It is not known, however, how this impacts the quality of patient care, the utilisation of hospital resources, or if it is cost-effective. Objectives To assess the effects of locating primary care professionals in the hospital ED to provide care for patients with non-urgent health problems, compared with care provided by regular Emergency Physicians (EPs), Search methods We searched the Cochrane Effective Practice and Organisation of Care (EPOC) Group Specialized register; Cochrane Central Register of Controlled Trials (The Cochrane library, 2011, Issue 4), MEDLINE (1950 to March 21 2012); EMBASE (1980 to April 28 2011); CINAHL (1980 to April 28 2011); PsychINFO (1967 to April 28 2011); Sociological Abstracts (1952 to April 28 2011); ASSIA (1987 to April 28 2011); SSSCI (1945 to April 28 2011); HMIC (1979 to April 28 2011), sources of unpublished literature, reference lists of included papers and relevant systematic reviews. We contacted experts in the field for any published or unpublished studies, and hand searched ED conference abstracts from the last three years. Selection criteria Randomised controlled trials, non-randomised studies, controlled before and after studies and interrupted time series studies that evaluated the effectiveness of introducing primary care professionals to hospital EDs to attend to non-urgent patients, as compared to the care provided by regular EPs. Data collection and analysis Two reviewers independently extracted data and assessed the risk of bias for each included study. We contacted authors of included studies to obtain additional data. Dichotomous outcomes are presented as risk ratios (RR) with 95% confidence intervals (CIs) and continuous

  9. Knowledge and skills needed to improve as preceptor: development of a continuous professional development course - a qualitative study part I.

    Science.gov (United States)

    Bengtsson, Mariette; Carlson, Elisabeth

    2015-01-01

    Preceptors are expected to have the skills to be able to form an effective learning environment and facilitate a constructive clinical learning experience for students and new employees. Internationally, access to education for preceptors varies, with preceptors worldwide requesting more education in preceptorship. This article is based on a two-part study focusing on both the development and evaluation of a continuous, credit-bearing professional development course. The aim of this part of the study was to investigate and include preceptors' requests and educational needs when developing a continuous professional development course on an advanced level. This study used a qualitative research approach. In total, 64 preceptors (62 women and two men) answered one single written, self-administered global question online. The participants were all interested in teaching and had completed an undergraduate training in preceptorship. The collected data was analysed by content analysis inspired by Burnard's description of the method. The participating preceptors illuminated two main themes: 'Tools for effective precepting of students and healthcare professionals' and 'in-depth knowledge and understanding of preceptorship in an academic setting'. The results suggest that vital components for preceptor preparation could be a) teaching and learning strategies, b) reflective and critical reasoning, c) communication models, d) the role of the preceptor, and e) preceptorship. Using the results from this study as a guide, a continuous professional development course was designed to assist preceptors in deepening their knowledge of preceptorship in regard to planning, leading and implementing educational activities directed at students, healthcare professionals, patients and their families. The course content focuses on skills needed for preceptorship and is based on adult learning principles. A continuous, credit-bearing professional development course must include an exam by

  10. Residential immersive life skills programs for youth with disabilities: service providers' perceptions of experiential benefits and key program features.

    Science.gov (United States)

    King, Gillian; McPherson, Amy; Kingsnorth, Shauna; Stewart, Debra; Glencross-Eimantas, Tanya; Gorter, Jan Willem; Jones-Galley, Kimberlea; Morrison, Andrea; Isihi, Ana Maria

    2015-01-01

    The objective was to determine service providers' perceptions of the experiential benefits of residential immersive life skills (RILS) programs for youth with disabilities, along with important program features. Thirty-seven service providers from three RILS programs took part in qualitative interviews. Themes were derived using a phenomenological approach. There were perceived benefits for youth, and also for parents and service providers. Study themes concerned the process of youth empowerment, life-changing experiences for youth and parents, and changed service provider views affecting practice. Youth changes were attributed to the residential group format and afforded opportunities, which included being away from home, navigating public transportation, directing attendant services, and sharing intense learning and social experiences with peers. Youth were seen to experience important personal changes in life skills, self-confidence, self-understandings, and self-advocacy. Perceived benefits for parents included realizations concerning their child's abilities and new hope for the future. Service providers indicated changes in their knowledge, perspectives, and approach to practice. The findings suggest that life skills programs should be intentionally designed to provide challenging experiential opportunities that motivate youth to engage in new life directions by providing new insights, self-realizations, and positive yet realistic views of the future. Service providers indicated the importance of challenging, real-world experiential opportunities that provide youth with disabilities with new insights, self-realizations, and positive yet realistic views of the future. Important experiential opportunities for youth included being away from home, navigating public transportation, directing attendant care, and sharing intense learning and social experiences with peers. The findings provide preliminary qualitative evidence that life skills programs should be

  11. The professional psychiatric/mental health nurse: skills, competencies and supports required to adopt recovery-orientated policy in practice.

    Science.gov (United States)

    Cusack, E; Killoury, F; Nugent, L E

    2017-03-01

    profession use a symptom-focused approach to mental healthcare delivery. Nurses viewed this as a primary inhibitor to recovery-orientated practice. Professional development in prevention and earlier intervention within primary care environments requires development. Nurses require research support to measure the effectiveness of the mental health interventions they provide. Implications and conclusion The effective implementation of the recovery approach requires a multitude of strategies and narrative threads in an overall medical assessment. Nurses need support from medics in providing consistency of assessments/documentation of required psychosocial interventions. A greater range of specialist services provided by nurses including psychosocial interventions and health promotion is fundamental to quality care and improving service user outcomes in primary care. © 2016 John Wiley & Sons Ltd.

  12. [Communication strategies used by health care professionals in providing palliative care to patients].

    Science.gov (United States)

    Trovo de Araújo, Monica Martins; da Silva, Maria Júlia Paes

    2012-06-01

    The objective of this study is to verify the relevance and utilization of communication strategies in palliative care. This is a multicenter qualitative study using a questionnaire, performed from August of 2008 to July of 2009 with 303 health care professionals who worked with patients receiving palliative care. Data were subjected to descriptive statistical analysis. Most participants (57.7%) were unable to state at least one verbal communication strategy, and only 15.2% were able to describe five signs or non-verbal communication strategies. The verbal strategies most commonly mentioned were those related to answering questions about the disease/treatment. Among the non-verbal strategies used, the most common were affective touch, looking, smiling, physical proximity, and careful listening. Though professionals have assigned a high degree of importance to communication in palliative care, they showed poor knowledge regarding communication strategies. Final considerations include the necessity of training professionals to communicate effectively in palliative care.

  13. Provide for Student Safety. Second Edition. Module E-5 of Category E--Instructional Management. Professional Teacher Education Module Series

    Science.gov (United States)

    Ohio State Univ., Columbus. National Center for Research in Vocational Education.

    One in a series of 127 performance-based teacher education learning packages focusing on specific professional competencies of vocational teachers, this learning module deals with providing for student safety. It consists of four learning experiences. Covered in the individual learning experiences are the following topics: providing for student…

  14. Maine 4-H Afterschool Academy--A Professional Development Opportunity for Out-of-School-Time Providers

    Science.gov (United States)

    Lobley, Jennifer; Ouellette, Kristy L.

    2013-01-01

    The Maine 4-H Afterschool Academy trained 369 after-school and out of school time providers in 2011. This easy-to-adapt professional development opportunity used blended learning, a combination of in-person and Web-based opportunities. Providers successfully learned concepts and practical knowledge regarding 4-H, specifically 4-H Science. In…

  15. Challenges and facilitators for health professionals providing primary healthcare for refugees and asylum seekers in high-income countries: a systematic review and thematic synthesis of qualitative research.

    Science.gov (United States)

    Robertshaw, Luke; Dhesi, Surindar; Jones, Laura L

    2017-08-04

    To thematically synthesise primary qualitative studies that explore challenges and facilitators for health professionals providing primary healthcare for refugees and asylum seekers in high-income countries. Systematic review and qualitative thematic synthesis. Searches of MEDLINE, EMBASE, PsycINFO, CINAHL and Web of Science. Search terms were combined for qualitative research, primary healthcare professionals, refugees and asylum seekers, and were supplemented by searches of reference lists and citations. Study selection was conducted by two researchers using prespecified selection criteria. Data extraction and quality assessment using the Critical Appraisal Skills Programme tool was conducted by the first author. A thematic synthesis was undertaken to develop descriptive themes and analytical constructs. Twenty-six articles reporting on 21 studies and involving 357 participants were included. Eleven descriptive themes were interpreted, embedded within three analytical constructs: healthcare encounter (trusting relationship, communication, cultural understanding, health and social conditions, time); healthcare system (training and guidance, professional support, connecting with other services, organisation, resources and capacity); asylum and resettlement. Challenges and facilitators were described within these themes. A range of challenges and facilitators have been identified for health professionals providing primary healthcare for refugees and asylum seekers that are experienced in the dimensions of the healthcare encounter, the healthcare system and wider asylum and resettlement situation. Comprehensive understanding of these challenges and facilitators is important to shape policy, improve the quality of services and provide more equitable health services for this vulnerable group. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly

  16. Genetic education and nongenetic health professionals: educational providers and curricula in Europe

    NARCIS (Netherlands)

    Challen, K.; Harris, H.J.; Julian-Reynier, C.; ten Kate, L.P.; Kristoffersson, U.; Nippert, I.; Schmidtke, J.; Benjamin, C.; Harris, R

    2005-01-01

    Purpose: Advances in and diffusion of genetic technology mean that nongeneticist health professionals have an increasing need to develop and maintain genetic competencies. This has been recognized by patient support groups and the European Commission. As the first phase of the GenEd (Genetic

  17. Genetic education and nongenetic health professionals: educational providers and curricula in Europe

    NARCIS (Netherlands)

    Challen, K.; Harris, H.J.; Julian-Reynier, C.; Kate, L.P. ten; Kristoffersson, U.; Nippert, I.; Schmidtke, J.; Benjamin, C.; Harris, R

    2005-01-01

    PURPOSE: Advances in and diffusion of genetic technology mean that nongeneticist health professionals have an increasing need to develop and maintain genetic competencies. This has been recognized by patient support groups and the European Commission. As the first phase of the GenEd (Genetic

  18. Collaborative Practitioner Inquiry: Providing Leadership and Action Research for Teacher Professional Development

    Science.gov (United States)

    von Gnechten, Mitchell P.

    2011-01-01

    Professional development is best when embedded in one's practice and linked directly to the classroom. Opportunities for teachers to identify specific areas of concern in their classroom and problem solve solutions via action research promotes a culture of inquiry. This culture of inquiry is enhanced when teams of teachers collaborate and share…

  19. Practicing psychotherapists are more skilled at downregulating negative emotions than other professionals.

    Science.gov (United States)

    Pletzer, Jan Luca; Sanchez, Xavier; Scheibe, Susanne

    2015-09-01

    Laypeople and psychotherapists alike tend to assume that psychotherapists are more effective than the average population in regulating negative emotions. Being receptive to patients' distress and being able to downregulate negative emotions are important skills for psychotherapists to provide effective help and sustain their own well-being. We investigated whether psychotherapists react to negative material differently and downregulate emotions more effectively than individuals working in other, nontherapeutic, professions. Practicing psychotherapists (n = 21) and a control group of nontherapists (n = 18) were exposed to pictures designed to elicit negative emotions in varying intensities and were asked to rate their emotional response, first after viewing them naturally and then after choosing and applying one of two given regulation strategies (i.e., distraction and reappraisal). Both groups responded similarly in terms of emotional reactivity and strategy choices, but psychotherapists were more effective than nontherapists in reducing their emotional response after applying emotion regulation strategies. We suggest that psychotherapists' comparable emotional reactivity and more effective emotion regulation make them well prepared to provide effective help to patients and safeguard their own well-being. (c) 2015 APA, all rights reserved).

  20. Basic Surgical Skill Retention: Can Patriot Motion Tracking System Provide an Objective Measurement for it?

    Science.gov (United States)

    Shaharan, Shazrinizam; Nugent, Emmeline; Ryan, Donncha M; Traynor, Oscar; Neary, Paul; Buckley, Declan

    2016-01-01

    Knot tying is a fundamental skill that surgical trainees have to learn early on in their training. The aim of this study was to establish the predictive and concurrent validity of the Patriot as an assessment tool and determine the skill retention in first-year surgical trainees after 5 months of training. First-year surgical trainees were recruited in their first month of the training program. Experts were invited to set the proficiency level. The subjects performed hand knot tying on a bench model. The skill was assessed at baseline in the first month of training and at 5 months. The assessment tools were the Patriot electromagnetic tracking system and Objective Structured Assessment of Technical Skills (OSATS). The trainees' scores were compared to the proficiency score. The data were analyzed using paired t-test and Pearson correlation analysis. A total of 14 first-year trainees participated in this study. The time taken to complete the task and the path length (PL) were significantly shorter (p = 0.007 and p = 0.0085, respectively) at 5 months. OSATS scoring showed a significant improvement (p = 0.0004). There was a significant correlation between PL and OSATS at baseline (r = -0.873) and at Month 5 (r = -0.774). In all, 50% of trainees reached the proficiency PL at baseline and at Month 5. Among them, 3 trainees improved their PL to reach proficiency and the other 3 trainees failed to reach proficiency. The parameters from the Patriot motion tracker demonstrated a significant correlation with the classical observational assessment tool and were capable of highlighting the skill retention in surgical trainees. Therefore, the automated scoring system has a significant role in the surgical training curriculum as an adjunct to the available assessment tool. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  1. Which skills boost service provider confidence when managing people presenting with psychiatric emergencies?

    Science.gov (United States)

    Poremski, Daniel; Lim, Xin Ya; Kunjithapatham, Ganesh; Koh, Doris; Alexander, Mark; Cheng, Lee

    2016-12-01

    The way service seekers interact with the staff at emergency services has been shown to influence the standard of care, especially in the case of certain psychiatric manifestations. Staff reactions to psychiatric complaints have been linked to their comfort dealing with these types of service users as well as their competencies understanding the illness. It is therefore vital to understand which skills increase confidence in treating psychiatric emergencies. Twenty-six open-ended convergent interviews were conducted with staff working in a psychiatric emergency department. Thematic analysis was used to analyze the data. Participants reported several non-technical skills which developed from exclusively serving people with psychiatric emergencies: 1) Vigilance allowed staff to be sensitive to minor changes in behavior which precede psychiatric emergencies. 2) The ability to negotiate and find tangible solutions was particularly important when dealing with psychiatric complaints which may not have tangible resolutions. 3) The ability to appraise social support networks allowed staff to plan follow-up actions and ensure continuity of care when support was available. 4) The ability to self-reflect allowed participants to learn from their experience and avoid burnout, frustration, and fatigue. Participants also reported several other clinical skills which they gained during training, including teamwork, de-escalating techniques and risk assessment. Tentatively speaking, these skills improve staff's confidence when treating psychiatric emergencies. Certain skills may be generalized to staff working in medical emergency departments who frequently encounter psychiatric complaints. © 2016 The Authors. International Journal of Mental Health Nursing published by John Wiley & Sons Australia, Ltd on behalf of Australian College of Mental Health Nurses Inc.

  2. Effectiveness of a training program in supervisors' ability to provide feedback on residents' communication skills.

    Science.gov (United States)

    Junod Perron, Noelle; Nendaz, Mathieu; Louis-Simonet, Martine; Sommer, Johanna; Gut, Anne; Baroffio, Anne; Dolmans, Diana; van der Vleuten, Cees

    2013-12-01

    Teaching communication skills (CS) to residents during clinical practice remains problematic. Direct observation followed by feedback is a powerful way to teach CS in clinical practice. However, little is known about the effect of training on feedback skills in this field. Controlled studies are scarce as well as studies that go beyond self-reported data. The aim of the study was to develop and assess the effectiveness of a training program for clinical supervisors on how to give feedback on residents' CS in clinical practice. The authors designed a pretest-posttest controlled study in which clinical supervisors working in two different medical services were invited to attend a sequenced and multifaceted program in teaching CS over a period of 6-9 months. Outcome measures were self-perceived and observed feedback skills collected during questionnaires and three videotaped objective structured teaching encounters. The videotaped feedbacks made by the supervisors were analysed using a 20-item feedback rating instrument. Forty-eight clinical supervisors participated (28 in the intervention, 20 in the control group). After training, a higher percentage of trained participants self-reported and demonstrated statistically significant improvement in making residents more active by exploring residents' needs, stimulating self-assessment, and using role playing to test strategies and checking understanding, with effect sizes ranging from 0.93 to 4.94. A training program on how to give feedback on residents' communication skills was successful in improving clinical supervisors' feedback skills and in helping them operate a shift from a teacher-centered to a more learner-centered approach.

  3. A multi-media computer program for training in basic professional counseling skills

    NARCIS (Netherlands)

    Adema, J.; Van Der Zee, K. I.

    2003-01-01

    This paper concerns the development of a self-instructional program for training in basic counseling skills. The product was a multimedia computer program, named GEVAT. The training under consideration was based on a traditional training in which students enhance these skills under supervision.

  4. Why Do Contractors Contract? The Experience of Highly Skilled Technical Professionals in a Contingent Labor Market.

    Science.gov (United States)

    Kunda, Gideon; Barley, Stephen R.; Evans, James

    2002-01-01

    A study of why 52 highly skilled technical contractors accepted contingent employment found that contracting paid better than permanent employment. However, they felt anxiety and estrangement; networks were developed to address needs such as training. Highly skilled contingent workers form a triad with employing companies and intermediaries such…

  5. Behavior analysis in consumer affairs: encouraging dental professionals to provide consumers with shielding from unnecessary X-ray exposure.

    Science.gov (United States)

    Greene, B F; Neistat, M D

    1983-01-01

    An unobtrusive observation system was developed to determine the extent to which dental professionals in two communities provided lead shielding to patients during X-ray exams. A lengthy baseline revealed low and irregular provision of shielding among half of these professionals. Subsequently, a program was undertaken by a consumer's group in which these professionals were requested to provide shielding and were given confidential feedback regarding its use during the baseline period. The provision of shielding dramatically increased at all offices and was maintained throughout a follow-up period extending to more than 9 months after the program's implementation. Little or no generalized effect was observed in the occurrence of three collateral behaviors that were also assessed throughout the study. PMID:6833165

  6. Interventions to improve the self-management support health professionals provide for people with progressive neurological conditions: protocol for a realist synthesis.

    Science.gov (United States)

    Davies, Freya; Wood, Fiona; Bullock, Alison; Wallace, Carolyn; Edwards, Adrian

    2017-03-20

    Supporting self-management among people with long-term conditions is recognised as an important component of healthcare. Progressive neurological conditions (PNCs), for example, Parkinson's disease and multiple sclerosis are associated with problems such as fatigue and cognitive impairment which may make self-management more challenging. Health professionals may need to develop specific skills in order to provide effective self-management support for these patients. The review aims to develop explanatory theories about how health professional-targeted interventions to improve self-management support provision for people with PNCs operate in different circumstances. A realist synthesis of the evidence is proposed. There are 2 priority questions for the review to address. These relate to the role of a shared concept of self-management support within the healthcare team, and the need to tailor the support provided to the requirements of people with PNCs. Key stakeholders will be involved throughout the process. The initial search strategy uses terms relating to (1) self-management, (2) health professionals and (3) PNCs. Searching, data extraction and synthesis will occur in parallel. Studies will be prioritised for inclusion based on anticipated contribution to generating explanatory theories. Key informant interviews are planned to direct supplementary searches and help further refine the theories developed. Results will be expressed in the form of context-mechanism-outcome configurations. Publication guidelines on realist synthesis will be followed. The results will be published in a peer-reviewed journal and made available to organisations involved in the provision of health professional training. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  7. Critical appraisal of the literature on economic evaluations of substitution of skills between professionals: a systematic literature review.

    Science.gov (United States)

    Dierick-van Daele, Angelique T M; Spreeuwenberg, Cor; Derckx, Emmy W C C; Metsemakers, Job F M; Vrijhoef, Bert J M

    2008-08-01

    Substitution of skills has been introduced to increase health service efficiency, but little evidence is available about its cost-effectiveness. This systematic review aims to identify economic evaluations of substitution between professionals, to assess the quality of the study methods applied and to value the results for decision making. Publications between January 1996 and November 2006 were searched in Medline, Cochrane, Cinahl, database of Health Technology Assessments, EPOC and Embase. Randomized controlled trials (RCTs), cost-benefit analysis, interrupted time series design and systematic reviews were selected. The methodological quality of the papers was reviewed, using the critical appraisal of Drummond and the EPOC list. Eleven studies were finally included of 7605 studies: three cost-effectiveness studies, three cost-minimization studies and five studies related to partial economic evaluations. Small numbers of participating professionals and several limitations in the cost valuation and the measurement of costs were identified. Several potential limitations influence the validity and generalizability. Full economic evaluations per se are of limited value for making decisions about substitution of skills. The tenuous relationship between structural, process and outcome variables is not sufficient investigated. For meaningfully placing the costs and consequences of substitution of skills in the context of health care and generating relevant data for decision making, it is strongly recommended to combine an economic evaluation (RCT) with an observational longitudinal study.

  8. [Healthcare Provider Professional Secrecy: an Issue for Public Health Democracy somewhere between Immanence and Alienation.

    Science.gov (United States)

    Pautier, Silvère

    2017-09-01

    For a long time considered as total and absolute, healthcare professional secrecy is today difficult to reconcile with care practices. Lots of paradoxes question its preservation in favour of general interest and public order against the protection of private interest within an individualistic normative society. Exploring this interrogation, the article's objective is to initiate an ethical discussion from a professional caregiver secrecy's historical and sociological evolution perspective. Thus, with the help of theoretical understandings, especially those by Michel Foucault, medical secrecy is considered a defense of rationality specific to populations' government. This conceptualization finds arguments through social collective norms attached to an alienating biopower at the expense of secrecy integrated as an individualistic and immanent social norm. However, beyond the well-known debate on the absolute necessity for change, evolution… the distance from the Socratic and Hippocratic principles engage people and society in real democratic decisions about Health. Also, health professionals, patients, usgers and society must consider the limits that would lead to medical confidentiality.

  9. Development and reliability of the explicit professional oral communication observation tool to quantify the use of non-technical skills in healthcare.

    NARCIS (Netherlands)

    Kemper, P.F.; Noord, I. van; Bruijne, M. de; Knol, D.L.; Wagner, C.; Dyck, C. van

    2013-01-01

    Background: A lack of non-technical skills is increasingly recognised as an important underlying cause of adverse events in healthcare. The nature and number of things professionals communicate to each other can be perceived as a product of their use of non-technical skills. This paper describes the

  10. Development and reliability of the explicit professional oral communication observation tool to quantify the use of non-technical skills in healthcare

    NARCIS (Netherlands)

    Kemper, P.F.; van Noord, I.; de Bruijne, M.C.; Knol, D.L.; Wagner, C.; van Dyck, C.

    2013-01-01

    Background A lack of non-technical skills is increasingly recognised as an important underlying cause of adverse events in healthcare. The nature and number of things professionals communicate to each other can be perceived as a product of their use of non-technical skills. This paper describes the

  11. Traces of Discourses and Governmentality within the Content and Implementation of the Western Australian Fundamental Movement Skills Programme (STEPS Professional Development)

    Science.gov (United States)

    Jefferson-Buchanan, Rachael

    2016-01-01

    Over the last 20 years or more, a plethora of movement programmes have been adopted within primary physical education in the UK and across Australia. One particular programme, Fundamental Movement Skills (STEPS Professional Development), became of interest to the researcher during her dual role as the UK Fundamental Movement Skills (FMS)…

  12. Hiring Costs of Skilled Workers and the Supply of Firm-Provided Training

    OpenAIRE

    Blatter, Marc; Mühlemann, Samuel; Schenker, Samuel; Wolter, Stefan

    2012-01-01

    This paper analyzes how the costs of hiring skilled workers from the external labor market affect a firm's supply of training. Using administrative survey data with detailed information on hiring and training costs for Swiss firms, we find evidence for substantial and increasing marginal hiring costs. However, firms can invest in internal training of unskilled workers and thereby avoid costs for external hiring. Controlling for a firm's training investment, we find that a one standard deviati...

  13. The effect of providing skilled birth attendance and emergency obstetric care in preventing stillbirths.

    Science.gov (United States)

    Yakoob, Mohammad Yawar; Ali, Mahrukh Ayesha; Ali, Mohammad Usman; Imdad, Aamer; Lawn, Joy E; Van Den Broek, Nynke; Bhutta, Zulfiqar A

    2011-04-13

    Of the global burden of 2.6 million stillbirths, around 1.2 million occur during labour i.e. are intrapartum deaths. In low-/middle-income countries, a significant proportion of women give birth at home, usually in the absence of a skilled birth attendant. This review discusses the impact of skilled birth attendance (SBA) and the provision of Emergency Obstetric Care (EOC) on stillbirths and perinatal mortality. A systematic literature search was performed on PubMed/MEDLINE, Cochrane Database and the WHO regional libraries. Data of all eligible studies were extracted into a standardized Excel sheet containing variables such as participants' characteristics, sample size, location, setting, blinding, allocation concealment, intervention and control details and limitations. We undertook a meta-analysis of the impact of SBA on stillbirths. Given the paucity of data from randomized trials or robust quasi-experimental designs, we undertook an expert Delphi consultation to determine impact estimates of provision of Basic and Comprehensive EOC on reducing stillbirths if there would be universal coverage (99%). The literature search yielded 871 hits. A total of 21 studies were selected for data abstraction. Our meta-analysis on community-based skilled birth attendance based on two before-after studies showed a 23% significant reduction in stillbirths (RR = 0.77; 95% CI: 0.69 - 0.85). The overall quality grade of available evidence for this intervention on stillbirths was 'moderate'. The Delphi process supported the estimated reduction in stillbirths by skilled attendance and experts further suggested that the provision of Basic EOC had the potential to avert intrapartum stillbirths by 45% and with provision of Comprehensive EOC this could be reduced by 75%. These estimates are conservative, consistent with historical trends in maternal and perinatal mortality from both developed and developing countries, and are recommended for inclusion in the Lives Saved Tool (LiST) model

  14. The effect of providing skilled birth attendance and emergency obstetric care in preventing stillbirths

    Directory of Open Access Journals (Sweden)

    Lawn Joy E

    2011-04-01

    Full Text Available Abstract Background Of the global burden of 2.6 million stillbirths, around 1.2 million occur during labour i.e. are intrapartum deaths. In low-/middle-income countries, a significant proportion of women give birth at home, usually in the absence of a skilled birth attendant. This review discusses the impact of skilled birth attendance (SBA and the provision of Emergency Obstetric Care (EOC on stillbirths and perinatal mortality. Methods A systematic literature search was performed on PubMed/MEDLINE, Cochrane Database and the WHO regional libraries. Data of all eligible studies were extracted into a standardized Excel sheet containing variables such as participants’ characteristics, sample size, location, setting, blinding, allocation concealment, intervention and control details and limitations. We undertook a meta-analysis of the impact of SBA on stillbirths. Given the paucity of data from randomized trials or robust quasi-experimental designs, we undertook an expert Delphi consultation to determine impact estimates of provision of Basic and Comprehensive EOC on reducing stillbirths if there would be universal coverage (99%. Results The literature search yielded 871 hits. A total of 21 studies were selected for data abstraction. Our meta-analysis on community-based skilled birth attendance based on two before-after studies showed a 23% significant reduction in stillbirths (RR = 0.77; 95% CI: 0.69 – 0.85. The overall quality grade of available evidence for this intervention on stillbirths was ‘moderate’. The Delphi process supported the estimated reduction in stillbirths by skilled attendance and experts further suggested that the provision of Basic EOC had the potential to avert intrapartum stillbirths by 45% and with provision of Comprehensive EOC this could be reduced by 75%. These estimates are conservative, consistent with historical trends in maternal and perinatal mortality from both developed and developing countries, and are

  15. Cultural Identity in Everyday Interactions at Work: Highly Skilled Female Russian Professionals in Finland

    Directory of Open Access Journals (Sweden)

    Malgorzata Lahti

    2013-12-01

    Full Text Available The dominant research strands into social interaction in culturally diverse workplaces have focused on issues of organizational efficiency and discrimination, and they have treated cultural identity as static, monolithic, and universally shared. This study aims to problematize this view. It is argued that our understanding of cultural workplace diversity could be extended through the integration of interpretive and critical interpersonal communication theorizing on cultural identity as dynamic and processual, constructed between and among people in everyday workplace interactions and in relation to larger social, political, and historical forces. This argument is illustrated by an analysis of in-depth interviews with 10 female Russian immigrants in Finland who performed interactionintense knowledge work. The women talked about their everyday workplace interactions and how they thought Russian identity mattered in them. These data were analyzed with the inductive method of interpretive description designed to provide a systematic description of the phenomenon delineating its characteristic themes and accounting for individual variations within it. The analysis led to the identification of four communication sites for distinct formations of Russian identity: expressing professionalism, managing initial encounters, facing stigma, and facilitating intercultural learning. The findings offer novel insights into social interaction in culturally diverse workplaces with implications for both employee well-being and organizational processes.

  16. Cardiotocography interpretation skills and the association with size of maternity unit, years of obstetric work experience and healthcare professional background

    DEFF Research Database (Denmark)

    Thellesen, Line; Sorensen, Jette Led; Hedegaard, Morten

    2017-01-01

    INTRODUCTION: We aimed to examine whether cardiotocography (CTG) knowledge, interpretation skills and decision-making measured by a written assessment were associated with size of maternity unit, years of obstetric work experience and healthcare professional background. MATERIAL AND METHODS......: A national cross-sectional study in the setting of a CTG teaching intervention involving all 24 maternity units in Denmark. Participants were midwives (n=1260) and specialists (n=269) and residents (n=142) in obstetrics and gynecology who attended a one-day CTG course and answered a 30-item multiple...... less than 15 years of obstetric work experience. This might indicate a challenge in maintaining CTG skills in small units and among experienced staff but could also reflect different levels of motivation, test familiarity and learning culture. Whether the findings are transferable to the clinical...

  17. Teaching technical and professional skills using a laboratory exercise: A comparison of two methods of plasmid preparation.

    Science.gov (United States)

    Brown, Lesley R

    2006-05-01

    This laboratory exercise encourages upper level biochemistry students to build and expand upon previously developed laboratory skills and knowledge as they conduct a comparison of two methods of plasmid preparation based upon cost, quality of product, production time, and environmental impact. Besides creating an environment that mimics a more realistic practice of science, there are several key learning objectives. First, students will learn to effectively plan and manage time so that they can meet a scientific goal. A second objective is for them to learn to use theory as a basis for understanding new and different technology since classroom exposure is necessarily limited. Third, they will learn to think critically and logically to solve problems, and they will communicate this in written format. All of these skills are particularly important in preparation for a scientist's professional life. Copyright © 2006 International Union of Biochemistry and Molecular Biology, Inc.

  18. An investigation into Danish midwives’ perception of their own professional identity and the care they provide to women

    DEFF Research Database (Denmark)

    Knudsen, Marie Louise Mastrup

    in the midwifery profession. Objective: To investigate Danish midwives’ construction and perception of their own professional identity and the care they provide to women. Method: An exploratory qualitative method was used. Five focus group/mini group interviews were performed. A purposeful sampling of 16 midwives...... through the relationship with the woman, but also through actions that would justify their role in the health care system. A strong conviction about their own expertise and abilities supported midwives in justifying their role but at the same time they needed acknowledgment from other professionals...

  19. Perceptions of the impact of an advanced training programme on the management skills of health professionals in Gauteng, South Africa

    Directory of Open Access Journals (Sweden)

    J Mutyabule

    2017-10-01

    Full Text Available Background. South Africa’s health sector spans the private and the public sectors. Within the sectors, health managers take on strategic leadership roles without formal training in management or leadership – a trend more common in the public sector than the private sector. Health managers are selected based on their clinical skills rather than their leadership or management skills. Objective. To compare self-rated competencies in management and leadership before and after training of the participants; to assess participants’ experience of the training programme; and to evaluate the management and leadership skills of the participants after training. Methods. A cross-sectional, descriptive analytical method and 360° interviewing were used in this study. Participants were evaluated ~18 months after completion of the training programme. A 360° evaluation (360° E of six of the 12 leadership/management competencies was done with the supervisors, colleagues, and subordinates of the participants. Results. All participants rated themselves as improved in 12 managerial and leadership competencies. The 360° E affirmed five of these competencies as improved, with the ability to create and implement a marketing plan rating poorly. Conclusion. Training in management leads to improvement in both leadership and managerial skills of health professionals.

  20. Improved particle swarm optimization algorithm in professional skills identification management system

    Directory of Open Access Journals (Sweden)

    Peng Yinghui

    2017-01-01

    Full Text Available This paper adopt improved particle swarm algorithm to solve multi-objective optimization problem; so this project can determine vocational skills certification examination test of the different professions, different types and different levels of difficulty; the making test paper covers a wide range of knowledge and chapter score; and the difficult level of making test paper conform to normal distribution, meet different groups requirements of vocational skills certification examination.

  1. Highly Skilled Professionals on the Move: The International Migration of South African Indians

    OpenAIRE

    Gerelene Jagganath

    2014-01-01

    This paper is about the migration behaviour of highly skilled South African Indians from the period 2006 to present. The ethnography of the highly skilled is relatively new in Anthropology and while it contributes to recent discourse on migration and diaspora, it also foregrounds the need for an array of methodological approaches to support the global mobilities of people, the nature of multi-sited research and what “highly skilled” means in different geographical contexts. The paper is arran...

  2. Refinement of an Organizational Skills Intervention for Adolescents with ADHD for Implementation by School Mental Health Providers.

    Science.gov (United States)

    Langberg, Joshua M; Vaughn, Aaron J; Williamson, Pamela; Epstein, Jeffery N; Girio-Herrera, Erin; Becker, Stephen P

    2011-09-01

    The purpose of the study was to modify, test, and refine the Homework, Organization, and Planning Skills (HOPS) intervention for adolescents with ADHD for use by school mental health (SMH) providers. Ten SMH providers from three school districts implemented the HOPS intervention with 11 middle school students with ADHD. Parent and teacher ratings of materials organization and homework management were collected pre- and post-intervention and treatment fidelity was assessed. SMH providers and teachers participated in focus groups and provided feedback on ways to improve the feasibility and usability of the HOPS intervention. Students made large improvements in organization skills (d = 1.8) and homework problems (d = 1.6) according to parent ratings however, no improvements were observed on teacher ratings. Qualitative data generated from coding the focus groups and audio-recorded HOPS sessions were combined with the quantitative results to systematically refine the HOPS intervention for further evaluation of intervention effectiveness and disseminability.

  3. Providing skilled birth attendants and emergency obstetric care to the poor through partnership with private sector obstetricians in Gujarat, India

    Science.gov (United States)

    Singh, Amarjit; Bhat, Ramesh; Desai, Ajesh; Patel, SR; Singh, Prabal V; Singh, Neelu

    2009-01-01

    Abstract Problem India has the world’s largest number of maternal deaths estimated at 117 000 per year. Past efforts to provide skilled birth attendants and emergency obstetric care in rural areas have not succeeded because obstetricians are not willing to be posted in government hospitals at subdistrict level. Approach We have documented an innovative public–private partnership scheme between the Government of Gujarat, in India, and private obstetricians practising in rural areas to provide delivery care to poor women. Local setting In April 2007, the majority of poor women delivered their babies at home without skilled care. Relevant changes More than 800 obstetricians joined the scheme and more than 176 000 poor women delivered in private facilities. We estimate that the coverage of deliveries among poor women under the scheme increased from 27% to 53% between April and October 2007. The programme is considered very successful and shows that these types of social health insurance programmes can be managed by the state health department without help from any insurance company or international donor. Lessons learned At least in some areas of India, it is possible to develop large-scale partnerships with the private sector to provide skilled birth attendants and emergency obstetric care to poor women at a relatively small cost. Poor women will take up the benefit of skilled delivery care rapidly, if they do not have to pay for it. PMID:20454488

  4. Bipolar Factor and Systems Analysis skills of Student Computing Professionals at University of Botswana, Gaborone.

    OpenAIRE

    Ezekiel U. Okike

    2014-01-01

    Temperamental suitability (personality traits) could be a factor to consider in career placement and professional development. It could also be an indicator of professional success or failure in any profession such as Systems Analysis and Design (SAD). However, there is not sufficient empirical evidence in support of the personality traits to which systems analysts and designers may be categorized. The objective of this study is to empirically investigate the main personality traits to which ...

  5. Development of skills-based competencies for forensic nurse examiners providing elder abuse care.

    Science.gov (United States)

    Du Mont, Janice; Kosa, Daisy; Macdonald, Sheila; Elliot, Shannon; Yaffe, Mark

    2016-02-10

    As a critical step in advancing a comprehensive response to elder abuse built on existing forensic nursing-led hospital-based programmes, we developed a list of skills-based competencies for use in an Elder Abuse Nurse Examiner curriculum. Programme leaders of 30 hospital-based forensic nursing-led sexual assault and domestic violence treatment centres. 149 verbatim recommendations for components of an elder abuse response were identified from a systematic scoping review. In 2 online Delphi consensus survey rounds, these components of care were evaluated by an expert panel for their overall importance to the elder abuse intervention under development and for their appropriateness to the scope of practice of an elder abuse nurse examiner. The components retained after evaluation were translated into skills-based competencies using Bloom's Taxonomy of Learning and, using the Nominal Group Technique, were subsequently reviewed and revised by a subset of members of the expert panel in a consensus meeting. Of the 148 recommendations evaluated, 119 were rated as important and achieved consensus or high level of agreement. Of these, 101 were determined to be within the scope of practice of an Elder Abuse Nurse Examiner and were translated into skills-based competencies. Following review and revision by meeting experts, 47 final competencies were organised by content into 5 metacompetencies: documentation, legal and legislative issues; interview with older adult, caregiver and other relevant contacts; assessment; medical and forensic examination; and case summary, discharge plan and follow-up care. We determined the skills-based competencies of importance to training forensic nurse examiners to respond to elder abuse in the context of a hospital-based intervention. These findings may have implications for violence and abuse treatment programmes with a forensic nursing component that are considering the provision of a dedicated response to the abuse of older women and men

  6. Training the powerful: issues that emerged during the evaluation of a communication skills training programme for senior cancer care professionals.

    Science.gov (United States)

    Bibila, S; Rabiee, F

    2014-07-01

    'Connected' is the name of the national advanced communication skills training programme developed in 2008 for cancer care professionals in the NHS. A 3-day training course combining didactic and experiential learning elements is run by two facilitators with course participants expected to engage fully in simulated consultations with trained actors. In 2011, and as a result of participant feedback on the length of the course and increasing pressures on budgets and clinical time, the Connected team developed and piloted an alternative 2-day training course. Before its roll-out in 2012, Birmingham City University was commissioned to evaluate the effectiveness and quality of the 2-day course vis-à-vis the 'traditional' 3-day one. This article is written by the two evaluators and it discusses some of the issues that emerged during the evaluation. We broadly grouped these issues into two overlapping categories: the mandatory nature of the course and the different professional background and seniority of participants. In our discussion we consider the implications these issues have for communication skills training policy and practice and put forward suggestions for further research. © 2013 John Wiley & Sons Ltd.

  7. Developing Interdisciplinary Skills and Professional Confidence in Palliative Care Social Work Students

    Science.gov (United States)

    Supiano, Katherine P.; Berry, Patricia H.

    2013-01-01

    Research suggests that better educational preparation is necessary to assure that health care social workers have the competencies essential for high quality interdisciplinary palliative care practice. This study is a qualitative evaluation of those elements contributing to competence and confidence in interdisciplinary practice skills of second…

  8. The Role of Mathematical and Verbal Skills on the Returns to Graduate and Professional Education

    Science.gov (United States)

    Song, Moohoun; Orazem, Peter F.; Wohlgemuth, Darin

    2008-01-01

    Students in majors with higher average quantitative graduate records exam (GRE) scores are less likely to attend graduate school whereas students in majors with higher average verbal GRE scores are more likely to attend graduate school. This sorting effect means that students whose cognitive skills are associated with lower earnings at the…

  9. Psychological Skills Development and Maintenance in Professional Soccer Players: An Experimental Design with Follow Up Measures

    Science.gov (United States)

    Miçoogullari, Bülent Okan

    2016-01-01

    Psychological skills training and Psychological well-being (PWB) are two essential concepts not only for general mental health but also for athletic performance in sport settings. However, the effects of problems in Sport Training Scale (PSTS) on sport performance and general psychological well-being have not been systematically examined through…

  10. Building Global Graduates and Developing Transnational Professional Skills through a Telecollaboration Project in Foreign Language Education

    Science.gov (United States)

    Guadamillas Gómez, Ma Victoria

    2017-01-01

    The development of e-literacies and e-skills is of primary importance in gaining transferable aptitudes for the job market. Students in higher education need to take part in shared intercultural experiences which allow them to understand and cope with their peers in preparation for their futures. Furthermore, virtual exchange of information,…

  11. Peer Assessment of Clinical Skills and Professional Behaviors among Undergraduate Athletic Training Students

    Science.gov (United States)

    Engelmann, Jeanine E.

    2016-01-01

    Context: Peer assessment is widely used in medical education as a formative evaluation and preparatory tool for students. Athletic training students learn similar knowledge, skills, and affective traits as medical students. Peer assessment has been widely studied with beneficial results in medical education, yet athletic training education has…

  12. A Job Announcement Analysis of Educational Technology Professional Positions: Knowledge, Skills, and Abilities

    Science.gov (United States)

    Kang, YoungJu; Ritzhaupt, Albert D.

    2015-01-01

    The purpose of this research was to identify the competencies of an educational technologist via a job announcement analysis. Four hundred job announcements were collected from a variety of online job databases over a 5-month period. Following a systematic process of collection, documentation, and analysis, we derived over 150 knowledge, skill,…

  13. Student-Teachers' Supervision as a Professional Development Activity: Building Work-Related Skills

    Science.gov (United States)

    Minott, Mark A.; Willett, Ionie Liburd

    2011-01-01

    The purpose of this research was to identify and outline the work-related skills that cooperating teachers in the Cayman Islands and Saint Kitts-Nevis developed or reinforced as they supervised student-teachers. A qualitative case-study methodology was used. The findings indicate that cooperating teachers developed and reinforced essential…

  14. The views and attitudes of health professionals providing antenatal care to women with a high BMI: a qualitative research study.

    Science.gov (United States)

    Knight-Agarwal, Catherine Ruth; Kaur, Manmeet; Williams, Lauren T; Davey, Rachel; Davis, Deborah

    2014-06-01

    The prevalence of overweight and obesity is increasing amongst women of child bearing age. The objective of this study was to investigate the views and attitudes of providers of antenatal care for women who have a body mass index (BMI) of 30 kg/m(2) and over. A qualitative study using focus groups was undertaken within the department of obstetrics and gynaecology at a large teaching hospital in south-eastern Australia. Three focus group discussions were held. One with hospital midwives (n=10), one with continuity of care midwives (n=18) and one with obstetricians (n=5). Data were analysed using Interpretative Phenomenological Analysis (IPA). Six dominant themes emerged: (1) obesity puts the health of mothers, babies and health professionals at risk; (2) overweight and obesity has become the norm; (3) weighing women and advising about weight gain is out of fashion; (4) weight is a sensitive topic to discuss; (5) there are significant barriers to weight control in pregnancy; and (6) health professionals and women need to deal with maternal obesity. These themes are drawn together to form a model representing current health care issues for these women. Health professionals, who have a high BMI, can find it difficult to discuss obesity during antenatal visits with obese women. Specialist dietary interventions and evidence based guidelines for working with child-bearing women is seen as a public health priority by health care professionals. Copyright © 2013. Published by Elsevier Ltd.

  15. Cross-Disciplinary Collaboration: Fostering Professional Communication Skills in a Graduate Accounting Certificate Program

    Science.gov (United States)

    Brizee, Allen; Langmead, Joseph

    2014-01-01

    For decades, scholars and working professionals have known that accountants struggle with communication. Experts agree that integrating communication pedagogy into accounting courses is the most effective way of addressing this problem, but an integrated approach is not always possible. In this programmatic and pedagogical article, we address this…

  16. The Role the Collegiate American Marketing Association Plays in Professional and Entrepreneurial Skill Development

    Science.gov (United States)

    Peltier, James W.; Scovotti, Carol; Pointer, Lucille

    2008-01-01

    Professional student organizations offer members a wide range of learning opportunities for applied marketing experiences. Little research exists in the marketing education literature on the role student organizations play in preparing their members for life beyond school. Understanding what students seek as members of such organizations and how…

  17. University-School Collaboration as a Tool for Promoting Pre-Service Mathematics Teachers' Professional Skills

    Science.gov (United States)

    Kilic, Hulya; Tunc Pekkan, Zelha

    2017-01-01

    In this paper, we discuss pre-service mathematics teachers' professional gains from a university-school collaboration where they were given opportunity to observe two teacher educators' instructional practices in a 6th grade classroom, interact with students in one-to-one fashion and reflect on the teacher educators' and their own practices. Three…

  18. Assessing Professionalism and Ethics Knowledge and Skills: Preferences of Psychiatry Residents

    Science.gov (United States)

    Marrero, Isis; Bell, Michael; Dunn, Laura B.; Roberts, Laura Weiss

    2013-01-01

    Background: Professionalism is one of the fundamental expectations and a core competency in residency education. Although programs use a variety of evaluative methods, little is known about residents' views of and preferences regarding various methods of assessment. Method: The authors surveyed residents at seven psychiatry residency programs…

  19. Service-Learning Linking Family Child Care Providers, Community Partners, and Preservice Professionals

    Science.gov (United States)

    Garner, Pamela W.; Parker, Tameka S.

    2016-01-01

    This article describes the implementation of a service-learning project, which was infused into a child development course. The project linked family child care providers, their licensing agency, and 39 preservice teachers in a joint effort to develop a parent handbook to be used by the providers in their child care businesses and to support…

  20. Providing rapid feedback to residents on their teaching skills: an educational strategy for contemporary trainees.

    Science.gov (United States)

    Katz-Sidlow, Rachel J; Baer, Tamar G; Gershel, Jeffrey C

    2016-03-20

    The objective of this study was to assess the attitudes of contemporary residents toward receiving rapid feedback on their teaching skills from their medical student learners. Participants consisted of 20 residents in their second post-graduate training year. These residents facilitated 44 teaching sessions with medical students within our Resident-as-Teacher program. Structured, written feedback from students was returned to the resident within 3 days following each session. Residents completed a short survey about the utility of the feedback, whether they would make a change to future teaching sessions based on the feedback, and what specifically they might change. The survey utilized a 4-point scale ("Not helpful/likely=1" to "Very helpful/likely=4"), and allowed for one free-text response. Free-text responses were hand-coded and underwent qualitative analysis to identify themes. There were 182 student feedback encounters resulting from 44 teaching sessions. The survey response rate was 73% (32/44). Ninety-four percent of residents rated the rapid feedback as "very helpful," and 91% would "very likely" make a change to subsequent sessions based on student feedback. Residents' proposed changes included modifications to session content and/or their personal teaching style. Residents found that rapid feedback received from medical student learners was highly valuable to them in their roles as teachers. A rapid feedback strategy may facilitate an optimal educational environment for contemporary trainees.

  1. Assistance dogs provide a useful behavioral model to enrich communicative skills of assistance robots.

    Science.gov (United States)

    Gácsi, Márta; Szakadát, Sára; Miklósi, Adám

    2013-01-01

    These studies are part of a project aiming to reveal relevant aspects of human-dog interactions, which could serve as a model to design successful human-robot interactions. Presently there are no successfully commercialized assistance robots, however, assistance dogs work efficiently as partners for persons with disabilities. In Study 1, we analyzed the cooperation of 32 assistance dog-owner dyads performing a carrying task. We revealed typical behavior sequences and also differences depending on the dyads' experiences and on whether the owner was a wheelchair user. In Study 2, we investigated dogs' responses to unforeseen difficulties during a retrieving task in two contexts. Dogs displayed specific communicative and displacement behaviors, and a strong commitment to execute the insoluble task. Questionnaire data from Study 3 confirmed that these behaviors could successfully attenuate owners' disappointment. Although owners anticipated the technical competence of future assistance robots to be moderate/high, they could not imagine robots as emotional companions, which negatively affected their acceptance ratings of future robotic assistants. We propose that assistance dogs' cooperative behaviors and problem solving strategies should inspire the development of the relevant functions and social behaviors of assistance robots with limited manual and verbal skills.

  2. GP Surgeons’ Experiences of Training in British Columbia and Alberta: A Case Study of Enhanced Skills for Rural Primary Care Providers

    Directory of Open Access Journals (Sweden)

    Jude Kornelsen

    2012-04-01

    Full Text Available Background: There has been a steady erosion of family physicians with enhanced surgical skills providing care for rural residents. This has been largely due to the lack of formal training avenues and continuing medical education (CME opportunities afforded to those interested and attrition of those currently practicing.. Methods: A qualitative study was undertaken using an exploratory policy framework to guide the collection of in-depth interview data on GP surgeons’ training experiences. A purposive sample of GP surgeons currently practicing in rural BC and Alberta communities yielded interviews with 62 participants in person and an additional 8 by telephone. Interviews were audio recorded and transcribed then subjected to a process analysis. Results: Participants thematically identified motivations for acquiring advanced skills training, resources required (primarily in the area of solid mentorship, the most efficacious context for a training program (structured and differences in mentorship between obstetricians and general surgeons. Conclusions: Mentors and role models were the most salient influencing factor in the trajectory of training for the participants in this study. Mentorship between specialists and generalists was constrained at times by inter-professional tensions and was accomplished more successfully within a cirriculum-based, structured environment as opposed to a learner-responsive training environment.

  3. Using Internet Primary Sources To Teach Critical Thinking Skills in History. Greenwood Professional Guides in School Librarianship.

    Science.gov (United States)

    Craver, Kathleen W.

    The purpose of this book is to discuss and demonstrate how primary sources found on the Internet can be used to teach critical thinking skills for U.S. history and world history students in grades 7-12. The volume also provides guidelines and sample suggestions and questions for using primary sources in a variety of formats to stimulate critical…

  4. Mentoring in the acquisition of professional skills through practices in companies by degree students

    Directory of Open Access Journals (Sweden)

    Teresa Maria Monllau Jaques

    2014-09-01

    Full Text Available This work has had as objective to analyze the skills acquired through internships in business companies by gender that have made the students of the Faculty of Economics and Business at the University Pompeu Fabra. The internship is a basic item in order to obtain a hard connection between the University and social-economic world where University and Enterprises develop their activity. In this study we want to know about two aspects. The first one, we want to know the profit that is obtained from the Student as a consequence of internship and mentoring. Also, we want to study about the importance of mentoring as a principal element that establish the relationship between the Student and the Company. Moreover, it has sought to analyze if certain factors such as the size of the company where the practices has been performed, the study rank level that was achieved or the fact of being a man or a woman, were among the determining factors at the time of acquiring the skills. The results presented here indicate that the size of the company that have been making the practices and the gender of the student are related to the acquisition of certain skills. There was not a statistically significant relationship related to the rank level have by the students in the practice. In the future we are going to study if the labor market Integration is easier if the Student has performed work placement.

  5. Cancer patients' and professional caregivers' needs, preferences and factors associated with receiving and providing fertility-related information: a mixed-methods systematic review.

    Science.gov (United States)

    Goossens, Joline; Delbaere, Ilse; Van Lancker, Aurélie; Beeckman, Dimitri; Verhaeghe, Sofie; Van Hecke, Ann

    2014-02-01

    Cancer treatment can impair fertility. The aim of this review was to investigate (1) fertility information needs, receipt and provision, (2) fertility information preferences, and (3) factors associated with receiving/providing fertility information. Cancer patients' and professional caregivers' perspectives were considered. Mixed-methods systematic review. Six electronic databases (PubMed, Web of Science, CINAHL, CRD, Embase) were systematically screened to retrieve articles published between January 2001 and March 2012. Reference lists and conference abstracts were checked for additional publications. The principles outlined in the Cochrane Handbook for Systematic Reviews of Intervention were applied. Publications were included if they explored fertility-related information/communication in cancer patients/survivors of reproductive age or professional caregivers. The Critical Appraisal Skills Programme for Qualitative Studies and the Quality Assessment Tool for Quantitative Studies were used to assess the methodological quality. A standardised form based on the Cochrane guidelines for systematic reviews was used to extract the data. Two independent reviewers performed all methodological steps. Of the 1872 papers found, 27 were included in this review. The majority (66-100%) of the cancer patients wanted information about the impact of cancer therapy on fertility. The need and importance were higher in younger and childless patients, and in patients having childbearing plans. The number of patients receiving this information ranged from 0% to 85%. Several factors were associated with the lack of information receipt, including female gender and age 35 years or older. Patients preferred information via an individual consultation. In the diagnostic phase patients needed information about the impact of the treatment on fertility and preservation options. At the end or after the treatment, information needs shifted towards long term effects. Professional caregivers

  6. University-School Collaborative Networks: A Strategy to Improve the Professional Skills of Future Teachers

    Directory of Open Access Journals (Sweden)

    Rosario Mérida Serrano

    2012-01-01

    Full Text Available This paper presents an experiment in teaching innovation developed at the University of Cordoba's Faculty of Education (Spain, in the second year of the Infant Education Teacher Training course, within the subject of general didactics. The innovative approach taken focused on setting up a collaborative network between infants' schools and the university. Taking Project Work as the central axis, a learning network has been built with the participation of sixteen Infant Education teachers, three hundred twenty children from this stage, seven university teachers, eighty-five trainee teachers, and two Infant Education advisers from a continuing professional development centre for teachers. The theoretical foundations that support this experiment are described along with their different stages, evaluating the benefits of each of them in facilitating the acquisition of professional competences among university students.

  7. Professional Quality of Life of Veterans Affairs Staff and Providers in a Patient-Centered Care Environment.

    Science.gov (United States)

    Locatelli, Sara M; LaVela, Sherri L

    2015-01-01

    Changes to the work environment prompted by the movement toward patient-centered care have the potential to improve occupational stress among health care workers by improving team-based work activities, collaboration, and employee-driven quality improvement. This study was conducted to examine professional quality of life among providers at patient-centered care pilot facilities. Surveys were conducted with 76 Veterans Affairs employees/providers at facilities piloting patient-centered care interventions, to assess demographics, workplace practices and views (team-based environment, employee voice, quality of communication, and turnover intention), and professional quality of life (compassion satisfaction, burnout, and secondary traumatic stress).Professional quality-of-life subscales were not related to employee position type, age, or gender. Employee voice measures were related to lower burnout and higher compassion satisfaction. In addition, employees who were considering leaving their position showed higher burnout and lower compassion satisfaction scores. None of the work practices showed relationships with secondary traumatic stress.

  8. It’s not all in your car: functional and structural correlates of exceptional driving skills in professional racers

    Directory of Open Access Journals (Sweden)

    Giulio eBernardi

    2014-11-01

    Full Text Available Driving is a complex behavior that requires the integration of multiple cognitive functions. While many studies have investigated brain activity related to driving simulation under distinct conditions, little is known about the brain morphological and functional architecture in professional competitive driving, which requires exceptional motor and navigational skills. Here, 11 professional racing-car drivers and 11 ‘naïve’ volunteers underwent both structural and functional brain magnetic resonance imaging (MRI scans. Subjects were presented with short movies depicting a Formula One car racing in four different official circuits. Brain activity was assessed in terms of regional response, using an Inter-Subject Correlation (ISC approach, and regional interactions by mean of functional connectivity. In addition, voxel-based morphometry was used to identify specific structural differences between the two groups and potential interactions with functional differences detected by the ISC analysis. Relative to non-experienced drivers, professional drivers showed a more consistent recruitment of motor control and spatial navigation devoted areas, including premotor/motor cortex, striatum, anterior and posterior cingulate cortex and retrosplenial cortex, precuneus, middle temporal cortex, and parahippocampus. Moreover, some of these brain regions, including the retrosplenial cortex, also had an increased gray matter density in professional car drivers. Furthermore, the retrosplenial cortex, which has been previously associated with the storage of observer-independent spatial maps, revealed a specific correlation with the individual driver’s success in official competitions. These findings indicate that the brain functional and structural organization in highly trained racing-car drivers differs from that of subjects with an ordinary driving experience, suggesting that specific anatomo-functional changes may subtend the attainment of exceptional

  9. Assessment of the Influence of Demographic and Professional Characteristics on Health Care Providers' Pain Management Decisions Using Virtual Humans.

    Science.gov (United States)

    Boissoneault, Jeff; Mundt, Jennifer M; Bartley, Emily J; Wandner, Laura D; Hirsh, Adam T; Robinson, Michael E

    2016-05-01

    Disparities in health care associated with patients' gender, race, and age are well documented. Previous studies using virtual human (VH) technology have demonstrated that provider characteristics may play an important role in pain management decisions. However, these studies have largely emphasized group differences. The aims of this study were to examine dentists' and physicians' use of VH characteristics when making clinical judgments (i.e., cue use) and to identify provider characteristics associated with the magnitude of the impact of these cues (β-weights). Providers (N=152; 76 physicians, 76 dentists) viewed video vignettes of VH patients varying in gender (male/female), race (white/black), and age (younger/older). Participants rated VH patients' pain intensity and unpleasantness and then rated their own likelihood of administering non-opioid and opioid analgesics. Compared to physicians, dentists had significantly lower β-weights associated with VH age cues for all ratings (p0.69). These effects varied by provider race and gender. For pain intensity, professional differences were present only among non-white providers. White providers had greater β-weights than non-white providers for pain unpleasantness but only among men. Provider differences regarding the use of VH age cues in non-opioid analgesic administration were present among all providers except non-white males. These findings highlight the interaction of patient and provider factors in driving clinical decision making. Although profession was related to use of VH age cues in pain-related clinical judgments, this relationship was modified by providers' personal characteristics. Additional research is needed to understand what aspects of professional training or practice may account for differences between physicians and dentists and what forms of continuing education may help to mitigate the disparities.

  10. [A conceptual approach to acquiring graduate/professional health science skills].

    Science.gov (United States)

    Pinilla-Roa, Análida E

    2012-10-01

    A literature review was made to construct a proposal regarding the concept of competences-based learning in higher education. The pertinent literature published in Spanish and English in databases such as Medline, Redalyc, SciELO and Academic Google, as well as material in the Universidad Nacional de Colombia, reference centers and books was searched using keywords. The data was classified and organized according to theme, subtheme and chronology. A constructivist approach was adopted to the conceptual development of competences-based learning in higher education since the mid-twentieth century, borrowing from different disciplines. European, Latin-American and Colombian authors' concepts were compiled to form a concept of higher education competences (what they are, what they are used for, where they are developed and used and how they are expressed) and graduate/professional competences. A student develops different competences having different levels of complexity and depth when being educated. Academic competences match professional competence (generic and specific) during a student's undergraduate and graduate studies and continue to develop throughout his/her professional life. A graduate become competent when he/she can act and perform autonomously in resolving real problems of varying complexity and can interact effectively with others to improve his/her quality of life and that of others.

  11. Volunteer Expert Readers: Drawing on the University Community to Provide Professional Feedback for Engineering Student Writers

    Science.gov (United States)

    Moskovitz, Cary

    2017-01-01

    This paper reports on a 3-year study utilizing a novel approach to providing students in an introductory engineering course with feedback on drafts of course writing projects. In the Volunteer Expert Reader (VER) approach, students are matched with university alumni or employees who have the background to give feedback from the perspective of the…

  12. From lecture to learning tasks: use of the 4C/ID model in a communication skills course in a continuing professional education context.

    Science.gov (United States)

    Susilo, Astrid Pratidina; van Merriënboer, Jeroen; van Dalen, Jan; Claramita, Mora; Scherpbier, Albert

    2013-06-01

    This article describes the use of four-component instructional design (4C/ID), a model to plan educational interventions for complex learning. This model was used to design a continuing education course on communication skills for health professionals in a context that is hierarchical and communal. The authors describe the 4C/ID model and provide an example of its application in designing the course. In the 4C/ID model, learning tasks serve as the backbone of the course, with lectures and other supportive information organized around them. The 4C/ID model is different from traditional models that base the course on lectures on different topics and connect part-task assignments to these topics. The use of the 4C/ID model to develop the educational intervention moves the paradigm from lectures to learning tasks to better prepare learners for real practice. Copyright 2013, SLACK Incorporated.

  13. Nutrition advice during pregnancy: do women receive it and can health professionals provide it?

    Science.gov (United States)

    Lucas, Catherine; Charlton, Karen E; Yeatman, Heather

    2014-12-01

    A healthy diet during pregnancy is essential for normal growth and development of the foetus. Pregnant women may obtain nutrition information from a number of sources but evidence regarding the adequacy and extent of this information is sparse. A systematic literature review was conducted to identify sources of nutrition information accessed by pregnant women, their perceived needs for nutrition education, the perceptions of healthcare providers about nutrition education in pregnancy, and to assess the effectiveness of public health programs that aim to improve nutritional practices. The Scopus data base was searched during January, 2013 and in February 2014 to access both qualitative and quantitative studies published between 2002 and 2014 which focused on healthy pregnant women and their healthcare providers in developed countries. Articles were excluded if they focused on the needs of women with medical conditions, including obesity, gestational diabetes or malnutrition. Of 506 articles identified by the search terms, 25 articles were deemed to be eligible for inclusion. Generally, women were not receiving adequate nutrition education during pregnancy. Although healthcare practitioners perceived nutrition education to be important, barriers to providing education to clients included lack of time, lack of resources and lack of relevant training. Further well designed studies are needed to identify the most effective nutrition education strategies to improve nutrition knowledge and dietary behaviours for women during antenatal care.

  14. Challenges and facilitators for health professionals providing primary healthcare for refugees and asylum seekers in high-income countries: a systematic review and thematic synthesis of qualitative research

    National Research Council Canada - National Science Library

    Luke Robertshaw; Surindar Dhesi; Laura L Jones

    2017-01-01

    Objectives To thematically synthesise primary qualitative studies that explore challenges and facilitators for health professionals providing primary healthcare for refugees and asylum seekers in high-income countries...

  15. Defining the requisite knowledge for providers of in-service professional development for K--12 teachers of science: Refining the construct

    Science.gov (United States)

    Tucker, Deborah L.

    Purpose. The purpose of this grounded theory study was to refine, using a Delphi study process, the four categories of the theoretical model of the comprehensive knowledge base required by providers of professional development for K-12 teachers of science generated from a review of the literature. Methodology. This grounded theory study used data collected through a modified Delphi technique and interviews to refine and validate the literature-based knowledge base required by providers of professional development for K-12 teachers of science. Twenty-three participants, experts in the fields of science education, how people learn, instructional and assessment strategies, and learning contexts, responded to the study's questions. Findings. By "densifying" the four categories of the knowledge base, this study determined the causal conditions (the science subject matter knowledge), the intervening conditions (how people learn), the strategies (the effective instructional and assessment strategies), and the context (the context and culture of formal learning environments) surrounding the science professional development process. Eight sections were added to the literature-based knowledge base; the final model comprised of forty-nine sections. The average length of the operational definitions increased nearly threefold and the number of citations per operational definition increased more than twofold. Conclusions. A four-category comprehensive model that can serve as the foundation for the knowledge base required by science professional developers now exists. Subject matter knowledge includes science concepts, inquiry, the nature of science, and scientific habits of mind; how people learn includes the principles of learning, active learning, andragogy, variations in learners, neuroscience and cognitive science, and change theory; effective instructional and assessment strategies include constructivist learning and inquiry-based teaching, differentiation of instruction

  16. STUDY OF SPORTS TEACHERS STUDENTS' SKILLS FOR SELF-ASSESSMENT OF THEIR PROFESSIONAL QUALITIES

    Directory of Open Access Journals (Sweden)

    Tsonkova Dimitrinka Georgieva

    2013-12-01

    Full Text Available Аn essential characteristic of the teacher’s profession is the constant process of self-improvement, which is impossible without existence of a specific personal position and criteria of the sport pedagogue. One of the trends for self-improvement are his personal and professional qualities. They are important because of their specific role – as a means of influence on the trained students in the educational process. Self-evaluation of the level of their growth is a regulator for the sport teacher’s conduct and activity, because it determines the genuine orientation for the level of his qualities,the satisfaction or dissatisfaction.

  17. Effectiveness of interventions to provide culturally appropriate maternity care in increasing uptake of skilled maternity care: a systematic review.

    Science.gov (United States)

    Coast, Ernestina; Jones, Eleri; Lattof, Samantha R; Portela, Anayda

    2016-12-01

    Addressing cultural factors that affect uptake of skilled maternity care is recognized as an important step in improving maternal and newborn health. This article describes a systematic review to examine the evidence available on the effects of interventions to provide culturally appropriate maternity care on the use of skilled maternity care during pregnancy, for birth or in the postpartum period. Items published in English, French and/or Spanish between 1 January 1990 and 31 March 2014 were considered. Fifteen studies describing a range of interventions met the inclusion criteria. Data were extracted on population and intervention characteristics; study design; definitions and data for relevant outcomes; and the contexts and conditions in which interventions occurred. Because most of the included studies focus on antenatal care outcomes, evidence of impact is particularly limited for care seeking for birth and after birth. Evidence in this review is clustered within a small number of countries, and evidence from low- and middle-income countries is notably lacking. Interventions largely had positive effects on uptake of skilled maternity care. Cultural factors are often not the sole factor affecting populations' use of maternity care services. Broader social, economic, geographical and political factors interacted with cultural factors to affect targeted populations' access to services in included studies. Programmes and policies should seek to establish an enabling environment and support respectful dialogue with communities to improve use of skilled maternity care. Whilst issues of culture are being recognized by programmes and researchers as being important, interventions that explicitly incorporate issues of culture are rarely evaluated. © The Author 2016. Published by Oxford University Press in association with The London School of Hygiene and Tropical Medicine.

  18. Digitally enabled patients, professionals and providers: making the case for an electronic health record in mental health services

    Science.gov (United States)

    Richardson, Jonathan; McDonald, Joe

    2016-01-01

    The move to a digital health service may improve some components of health systems: information, communication and documentation of care. This article gives a brief definition and history of what is meant by an electronic health record (EHR). There is some evidence of benefits in a number of areas, including legibility, accuracy and the secondary use of information, but there is a need for further research, which may need to use different methodologies to analyse the impact an EHR has on patients, professionals and providers. PMID:27752348

  19. Provider perspectives on the enabling environment required for skilled birth attendance: a qualitative study in western Nepal.

    Science.gov (United States)

    Morgan, Alison; Jimenez Soto, Eliana; Bhandari, Gajananda; Kermode, Michelle

    2014-12-01

    In Nepal, where difficult geography and an under-resourced health system contribute to poor health care access, the government has increased the number of trained skilled birth attendants (SBAs) and posted them in newly constructed birthing centres attached to peripheral health facilities that are available to women 24 h a day. This study describes their views on their enabling environment. Qualitative methods included semi-structured interviews with 22 SBAs within Palpa district, a hill district in the Western Region of Nepal; a focus group discussion with ten SBA trainees, and in-depth interviews with five key informants. Participants identified the essential components of an enabling environment as: relevant training; ongoing professional support; adequate infrastructure, equipment and drugs; and timely referral pathways. All SBAs who practised alone felt unable to manage obstetric complications because quality management of life-threatening complications requires the attention of more than one SBA. Maternal health guidelines should account for the provision of an enabling environment in addition to the deployment of SBAs. In Nepal, referral systems require strengthening, and the policy of posting SBAs alone, in remote clinics, needs to be reconsidered to achieve the goal of reducing maternal deaths through timely management of obstetric complications. © 2014 John Wiley & Sons Ltd.

  20. Development of computer service for analysis of demanded skills in the professional environment

    Directory of Open Access Journals (Sweden)

    Ilin Dmitry

    2016-01-01

    Full Text Available At the present time the technology market is constantly growing, new technologies emerge every day so it makes it hard to track all of them and evaluate their potential. As the retraining process takes significant time, the acute need to change the staff training approach from reactive to proactive arises. There are services for monitoring and modeling purposes developed by Quid, Owlin, Djinni. Another approach is the expert analysis. But every of the defined information sources has its drawbacks, which leads to a decision to develop a software and mathematical solution. The article suggests methods of skills demand monitoring for the IT sector, based on comprehensive monitoring of the Web, including employers’ demands, company history and publications.

  1. Psychometric characteristics of the 360° feedback scales in professionalism and interpersonal and communication skills assessment of surgery residents in China.

    Science.gov (United States)

    Zhao, Yuhong; Zhang, Xiangsu; Chang, Qing; Sun, Baozhi

    2013-01-01

    The aim of the study was to test the psychometric characteristics of the 360° evaluation instrument for assessing residents' competency in professionalism, interpersonal and communication skills, and develop a feasible, valid, and reliable multisource feedback (MSF) program for surgery residents to address this gap. We carried out an MSF assessment of 149 surgery residents at 19 hospitals all over China. MSF assessment includes 6 surveys with 21, 21, 21, 26, 14, and 15 items and these surveys were developed to assess surgery residents by attending doctor, resident self, peer, nurse, patient, and office staff, respectively, using a 5-point agreement scale with an "unable-to-evaluate" category. Reliability was assessed by Cronbach alpha. Exploratory factor analysis was used to assess validity and determine which items grouped together into scales. A total of 2384 questionnaires were analyzed in this study. The internal consistency reliability of the instruments was a Cronbach alpha of 0.932, 0.936, 0.914, 0.916, 0.939, and 0.903 for attending doctor, resident self, nurse, patient, resident peer, and office staff surveys, respectively. On the attending, resident self, resident peer, nurse, office staff, and patient surveys, the factor analysis identified 2 factors of professionalism and interpersonal and communication skills accounting for 75.62%, 74.81%, 72.65%, 73.38%, 76.11%, and 63.89% of the variance, respectively. Some items, such as Demonstrates respect for my "Sexual Orientation," "Religion," and "Disability," in different surveys had high unable-to-evaluate rates (more than 10%). The data suggest that these instruments developed to assess surgery residents are feasible to administer and provide valid and reliable evidence. Some items in survey need to be adjusted keeping in mind the Chinese culture. Copyright © 2013 Association of Program Directors in Surgery. All rights reserved.

  2. Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania

    NARCIS (Netherlands)

    Kafyulilo, A.; Fisser, P.; Voogt, J.

    2016-01-01

    This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers

  3. The Level of Possession of the Students at the Hashemite University of Professional and Family Counseling Skills in Light of Achievement and Gender Variables

    Science.gov (United States)

    ALharbi, Bassam H. M.; Mhaidat, Fatin

    2017-01-01

    The present study aimed to identify the level of owning a field training students majoring in psychological counseling at the Hashemite University of professional and family counseling skills in light of achievement and gender variables. The subjects of the study comprised of (100) subjects of field training students in the second semester of the…

  4. Passion Trumps Pay: A Study of the Future Skills Requirements of Information Professionals in Galleries, Libraries, Archives and Museums in Australia

    Science.gov (United States)

    Howard, Katherine; Partridge, Helen; Hughes, Hilary; Oliver, Gillian

    2016-01-01

    Introduction: This paper explores the current and future skills and knowledge requirements of contemporary information professionals in a converged gallery, library, archive and museum sector (also referred to as the GLAM sector) in Australia. This research forms part of a larger study that investigated the education needs of information…

  5. A Systematic Review Protocol on the Use of Online Learning versus Blended Learning for Teaching Clinical Skills to Undergraduate Health Professional Students

    Science.gov (United States)

    McCutcheon, Karen; Lohan, Maria; Traynor, Marian

    2016-01-01

    Aim: This paper is a review protocol that will be used to identify, critically appraise and synthesise the best current evidence relating to the use of online learning and blended learning approaches in teaching clinical skills in undergraduate health professionals. Background: Although previous systematic reviews on online learning vs. face to…

  6. Information Professional Job Advertisements in the U.K. Indicate Professional Experience is the Most Required Skill. A Review of: Orme, Verity. “You will be…: A Study of Job Advertisements to Determine Employers’ Requirements for LIS Professionals in the UK in 2007.” Library Review 57.8 (2008: 619-33.

    Directory of Open Access Journals (Sweden)

    Stephanie J. Schulte

    2009-06-01

    Full Text Available Objective –To determine what skills employers in the United Kingdom (U.K. want from information professionals as revealed through their job advertisements.Design – Content analysis, combining elements of both quantitative and qualitative content analysis. Orme describes it as “a descriptive non-experimental approach of content analysis” (62.Setting – Data for this study were obtained from job advertisements in the Chartered Institute of Library and Information Professional’s (CILIP Library and Information Gazette published from June 2006 through May 2007.Subjects – A total of 180 job advertisements.Methods – Job advertisements were selected using a random number generator, purposely selecting only 15 advertisements per first issue of each month of the Library and Information Gazette (published every two weeks. The author used several sources to create an initial list of skills required by information professionals, using such sources as prior studies that examined this topic, the Library and Information Science Abstracts (LISA database thesaurus, and personal knowledge. Synonyms for the skills were then added to the framework for coding. Skills that were coded had to be noted in such a way that the employer plainly stated the employee would be a certain skill or attribute or they were seeking a skill or a particular skill was essential or desirable. Skills that were stated in synonymous ways within the same advertisement were counted as two incidences of that skill. Duties for the position were not counted unless they were listed as a specific skill. Data were all coded by hand and then tallied. The author claims to have triangulated the results of this study with the literature review, the synonym ring used to prepare the coding framework, and a few notable studies.Main Results – A wide variety of job titles was observed, including “Copyright Clearance Officer,” “Electronic Resources and Training Librarian,” and

  7. How Volunteering Helps Students to Develop Soft Skills

    Science.gov (United States)

    Khasanzyanova, Albina

    2017-01-01

    It is widely recognised that tertiary education does not provide all of the knowledge and skills required to succeed in modern societies. Personal and interpersonal skills--so-called "soft skills"--are also needed to complement professional skills and expertise, and become an essential part of an individual's personality. One way of…

  8. Knowledge and Skills of Healthcare Providers in Sub-Saharan Africa and Asia before and after Competency-Based Training in Emergency Obstetric and Early Newborn Care

    National Research Council Canada - National Science Library

    Ameh, Charles A; Kerr, Robert; Madaj, Barbara; Mdegela, Mselenge; Kana, Terry; Jones, Susan; Lambert, Jaki; Dickinson, Fiona; White, Sarah; van den Broek, Nynke

    2016-01-01

    .... It is important to evaluate the effectiveness of this. Methods We evaluated knowledge and skills among 5,939 healthcare providers before and after 3-5 days 'skills and drills' training in emergency obstetric and newborn care (EmOC&NC...

  9. A train the trainer program for healthcare professionals tasked with providing psychosocial support to breast cancer survivors.

    Science.gov (United States)

    Park, Eunyoung; Yoon, Junghee; Choi, Eun-Kyung; Kim, Im Ryung; Kang, Danbee; Lee, Se-Kyung; Lee, Jeong Eon; Nam, Seok Jin; Ahn, Jin Seok; Visser, Adriaan; Cho, Juhee

    2018-01-06

    The objective of this study is to develop, implement, and evaluate a training program for healthcare providers to improve ability to provide psychosocial support to breast cancer survivors in Korea. Based on a needs assessment survey and in-depth interviews with breast cancer survivors, a multidisciplinary team developed two-day intensive training program as well as education materials and counseling notes. Participants' overall satisfaction was evaluated after the training. The training program included a total of 16 lectures held over the course of seven sessions. Forty-one nurses and 3 social workers participated in the training program. Mean age was 37.5(± 6.4) years, and on average, they had 11.1 (± 5.6) years of experience. Participants' overall satisfaction was good as following: program contents (4.04), trainee guidebook (3.82), location and environment (4.10), and program organization (4.19). Among the participants, 31 (70.4%) received certification after submitting real consultation cases after the training. Two day intensive training can provide a comprehensive and coordinated education to healthcare professionals for implementing survivorship care with an emphasis on psychosocial support. Furthermore, the program should resume as a periodic continuing education course for healthcare providers. Similar education for graduate students in oncology nursing would be beneficial.

  10. Cultural competency of health-care providers in a Swiss University Hospital: self-assessed cross-cultural skillfulness in a cross-sectional study

    OpenAIRE

    Casillas, Alejandra; Paroz, Sophie; Green, Alexander R; Wolff, Hans; Weber, Orest; Faucherre, Florence; Ninane, Françoise; Bodenmann, Patrick

    2014-01-01

    BACKGROUND: As the diversity of the European population evolves, measuring providers' skillfulness in cross-cultural care and understanding what contextual factors may influence this is increasingly necessary. Given limited information about differences in cultural competency by provider role, we compared cross-cultural skillfulness between physicians and nurses working at a Swiss university hospital. METHODS: A survey on cross-cultural care was mailed in November 2010 to front-line provid...

  11. An Evidence-Based Alcohol Screening, Brief Intervention and Referral to Treatment (SBIRT) Curriculum for Emergency Department (ED) Providers Improves Skills and Utilization

    Science.gov (United States)

    Bernstein, Edward; Bernstein, Judith; Feldman, James; Fernandez, William; Hagan, Melissa; Mitchell, Patricia; Safi, Clara; Woolard, Robert; Mello, Mike; Baird, Janette; Lee, Cristina; Bazargan-Hejazi, Shahrzad; Broderick, Kerry; LaPerrier, Kathryn A.; Kellermann, Arthur; Wald, Marlena M.; Taylor, Robert E.; Walton, Kim; Grant-Ervin, Michelle; Rollinson, Denise; Edwards, David; Chan, Theodore; Davis, Dan; Marshall, Jean Buchanan; Aseltine, Robert; James, Amy; Abu-Hasaballah, Khamis; Schilling, Elizabeth; Baumann, Brigitte M.; Boudreaux, Edwin D.; Maio, Ronald; Cunningham, Rebecca; Murrell, Teresa; Doezema, David; Bauer, Michael J.; Anglin, Deirdre; Eliassen, Adriana; Martin, Marcus; Pines, Jesse; Buchanan, Leslie; Turner, James; D'Onofrio, Gail; Degutis, Linda C.; Owens, Patricia

    2014-01-01

    SUMMARY Objective Emergency Departments (EDs) offer an opportunity to improve the care of patients with at-risk and dependent drinking by teaching staff to screen, perform brief intervention and refer to treatment (SBIRT). We describe here the implementation at 14 Academic EDs of a structured SBIRT curriculum to determine if this learning experience improves provider beliefs and practices. Methods ED faculty, residents, nurses, physician extenders, social workers, and Emergency Medical Technicians (EMTs) were surveyed prior to participating in either a two hour interactive workshops with case simulations, or a web-based program (www.ed.bmc.org/sbirt). A pre-post repeated measures design assessed changes in provider beliefs and practices at three and 12 months post-exposure. Results Among 402 ED providers, 74% reported < 10 hours of prior professional alcohol-related education and 78% had < 2 hours exposure in the previous year. At 3-month follow-up, scores for self-reported confidence in ability, responsibility to intervene, and actual utilization of SBIRT skills all improved significantly over baseline. Gains decreased somewhat at 12 months, but remained above baseline. Length of time in practice was positively associated with SBIRT utilization, controlling for gender, race and type of profession. Persistent barriers included time limitations and lack of referral resources. Conclusions ED providers respond favorably to SBIRT. Changes in utilization were substantial at three months post-exposure to a standardized curriculum, but less apparent after 12 months. Booster sessions, trained assistants and infrastructure supports may be needed to sustain changes over the longer term. PMID:18077305

  12. Development and implementation of an objective structured clinical examination to provide formative feedback on communication and interpersonal skills in geriatric training.

    Science.gov (United States)

    O'Sullivan, Patricia; Chao, Serena; Russell, Matthew; Levine, Sharon; Fabiny, Anne

    2008-09-01

    Teaching and assessment of communication and interpersonal skills, one of the American Council for Graduate Medical Education-designated core competencies, is an important but difficult task in the training of physicians. Assessment of trainees offers an opportunity to provide explicit feedback on their skills and encourages learning. This article describes a pilot study in which clinician-educators affiliated with the geriatrics training programs at Beth Israel Deaconess Medical Center and Boston University Medical Center designed and piloted a novel Objective Structured Clinical Examination (OSCE) to assess the communication and interpersonal skills of medical, dental, and geriatric psychiatry fellows. The OSCE consisted of three stations where geriatricians and standardized patients evaluated candidates using specifically designed checklists and an abbreviated version of the Master Interview Rating Scale. Communication skills were assessed through performance of specific "real life" clinical tasks, such as obtaining a medical history, explaining a diagnosis and prognosis, giving therapeutic instructions, and counseling. Interpersonal skills were assessed through the effect of the communication between doctor and standardized patient on fostering trust, relieving anxiety, and establishing a therapeutic relationship. This pilot study demonstrated that the OSCE format of assessment provides a valid means of evaluating the communication and interpersonal skills of interdisciplinary geriatric trainees and provides a valuable forum for formative assessment and feedback. Given that geriatricians and non geriatricians involved in elder care both need communication and interpersonal skills, this novel OSCE can be used for assessment of these skills in trainees in diverse healthcare subspecialties.

  13. Use of simulated electronic mail (e-mail) to assess medical student knowledge, professionalism, and communication skills.

    Science.gov (United States)

    Christner, Jennifer G; Stansfield, R Brent; Schiller, Jocelyn H; Madenci, Arin; Keefer, Patricia M; Pituch, Ken

    2010-10-01

    Physicians communicate with patients using electronic mail (e-mail) with increasing frequency. Communication skills specific to e-mail do not appear to be taught explicitly in medical school. Therefore, the effect of an instructive session on effective e-mail communication was examined. Four simulated e-mails from a parent were developed. Students responded to an initial e-mail and then participated in a session on effective e-mail communication. Responses to a final e-mail were assessed using a rubric with subscores for medical knowledge, communication, and professionalism. Performance improved from the first to final e-mail response in the overall score and in each subscore. Improvement was sustained over the course of the academic year. Interrater reliability revealed good agreement. Communicating effectively with patients via e-mail is not intuitive but can be taught. It is feasible to introduce responses to a simulated e-mail case in a clinical clerkship as an assessment tool.

  14. Providing support to surrogate decision-makers for people living with dementia: Healthcare professional, organisational and community responsibilities.

    Science.gov (United States)

    Shanley, Christopher; Fetherstonhaugh, Deirdre; McAuliffe, Linda; Bauer, Michael; Beattie, Elizabeth

    2017-09-01

    The prevalence of dementia will continue to increase with the ageing of the population. Many people living with dementia will reach a stage where surrogate decision-makers-mostly family carers-will need to make a range of decisions on their behalf. The aim of this study was to learn from surrogate decision-makers how they can be most effectively supported in this role. The study employed a qualitative design using semi-structured face-to-face or telephone interviews with a purposive sample of 34 surrogate decision-makers of people living with dementia. Transcripts of participant interviews were reviewed using a thematic approach to analysis. Four main themes were identified from this analysis: needing greater community awareness of dementia and its impact; intervening early in cognitive decline; relying on health professionals for ongoing support; and seeking and using support from wherever is relevant for each person. Based on this analysis and a review of the literature, we propose a wholistic set of recommendations for the support of surrogate decision-makers. Healthcare professionals need to help family carers understand the likely trajectory of dementia, including the significance of surrogate decision-making. They can support the person living with dementia and their surrogates to undertake advance care planning and they can act as empathic guides during this process. Health and community care organisations need to provide a "key worker" model wherever possible so that the person living with dementia and their surrogate decision-maker do not have to seek support from multiple staff members or organisations. Carer support programmes can routinely include information and resources about surrogate decision-making. Community and government organisations can help people prepare for the possibility of becoming surrogate decision-makers by promoting a greater public awareness and understanding of both dementia and advance care planning. © 2017 John Wiley & Sons Ltd.

  15. The teeth and faces of twins: providing insights into dentofacial development and oral health for practising oral health professionals.

    Science.gov (United States)

    Hughes, T E; Townsend, G C; Pinkerton, S K; Bockmann, M R; Seow, W K; Brook, A H; Richards, L C; Mihailidis, S; Ranjitkar, S; Lekkas, D

    2014-06-01

    The continuing studies of the teeth and faces of Australian twins and their families in the Craniofacial Biology Research Group in the School of Dentistry at the University of Adelaide began 30 years ago. Three main cohorts of twins have been recruited, enabling various objectives and specific hypotheses to be addressed about the roles of genetic, epigenetic and environmental influences on human dentofacial growth and development, as well as oral health. This paper highlights some key findings arising from these studies, emphasizing those of direct relevance to practising oral health professionals. We also draw on published literature to review the significant developments in relation to the use of precision 2D and 3D imaging equipment, the application of modern molecular techniques, and the development of sophisticated computer software for analysing genetic relationships and comparing complex shapes. Such developments are valuable for current and future work. Apart from the classical or traditional twin model, there are several other twin models that can be used in research to clarify the relative contributions of genetic, epigenetic and environmental contributions to phenotypic variation. The monozygotic (MZ) co-twin model is one particularly valuable method, given that examination of only one pair of MZ twins can provide considerable insights into underlying causes of observed variation. This model can be used in a dental practice environment, with oral health professionals having the opportunity to explore differences in orofacial structures between MZ co-twins who are attending as patients. As researchers have become more aware of the complexities of the interactions between the genome, the epigenome and the environment during development, there is the need to collect more phenotypic data and define new phenotypes that will better characterize variations in growth processes and health status. When coupled with powerful new genetic approaches, including genome

  16. Mapping two new points on the tennis expertise continuum: tactical skills of adult advanced beginners and entry-level professionals during competition.

    Science.gov (United States)

    McPherson, Sue L; Kernodle, Michael

    2007-06-01

    Research examining problem representations of individuals during task performance is advancing our understanding of information processing and expertise in a variety of sports. However, few studies using similar methodology have been conducted on individuals of various competitive standards in one domain in similar contexts. This study examined problem representations of adult advanced beginners and entry-level professionals accessed during singles tennis competition (n = 12). These groups were selected to represent players with performance skills that were different from those studied previously (i.e. adult beginners and varsity players). Immediate recall and planning interviews were conducted between points during singles tennis competition. Players competed within their respective expertise groups. Verbal reports were transcribed verbatim and concepts were scored according to a model of protocol structure. Several multivariate analyses of variance were conducted on rank scores for measures of concept content and structure using the L-statistic. Entry-level professionals exhibited more advanced problem representations than advanced beginners regardless of interview type. These findings together with those of previous research suggest adaptations in long-term memory profiles with increases in performance skills. For example, beginners lacked action plan and current event profiles because they generated goals and reiterated game events during both interviews. Advanced beginners, who had better performance skills than beginners, exhibited rudimentary action plan profiles and deficient current event profiles because they generated and monitored several detailed actions related to the current context during recall interviews and generated only a few goals during planning interviews. In contrast, varsity players and professionals processed tactical information in the current context and beyond denoting the existence of both action plan and current event profiles

  17. The implementation and evaluation of a mandatory multi-professional obstetric skills training program

    DEFF Research Database (Denmark)

    Sørensen, Jette Led; Løkkegaard, Ellen; Johansen, Marianne

    2009-01-01

    OBJECTIVE. To implement and evaluate a simulation-based training program. DESIGN. Descriptive. Study period: June 2003-June 2006. SETTING. Obstetric Department, Copenhagen University Hospital, Rigshospitalet, Copenhagen, Denmark. POPULATION. Two training sessions were provided for all health......, shoulder dystocia, basic neonatal resuscitation, and severe preeclampsia. MAIN OUTCOME MEASURES. Before, just after and 9-15 months following the training, data were collected on the confidence and stress levels relating to the carrying out of certain procedures. In addition, a written objective test....... Sick leave amongst midwives diminished significantly during the study period. CONCLUSIONS. A comprehensive evaluation of a mandatory simulation-based program, implemented in a obstetric department, demonstrated a positive impact at individual and organizational levels....

  18. Knowledge and skill retention of in-service versus preservice nursing professionals following an informal training program in pediatric cardiopulmonary resuscitation: a repeated-measures quasiexperimental study.

    Science.gov (United States)

    Sankar, Jhuma; Vijayakanthi, Nandini; Sankar, M Jeeva; Dubey, Nandkishore

    2013-01-01

    Our objective was to compare the impact of a training program in pediatric cardiopulmonary resuscitation (CPR) on the knowledge and skills of in-service and preservice nurses at prespecified time points. This repeated-measures quasiexperimental study was conducted in the pediatric emergency and ICU of a tertiary care teaching hospital between January and March 2011. We assessed the baseline knowledge and skills of nursing staff (in-service nurses) and final year undergraduate nursing students (preservice nurses) using a validated questionnaire and a skill checklist, respectively. The participants were then trained on pediatric CPR using standard guidelines. The knowledge and skills were reassessed immediately after training and at 6 weeks after training. A total of 74 participants-28 in-service and 46 preservice professionals-were enrolled. At initial assessment, in-service nurses were found to have insignificant higher mean knowledge scores (6.6 versus 5.8, P = 0.08) while the preservice nurses had significantly higher skill scores (6.5 versus 3.2, P nurses performing better in knowledge test (10.5 versus 9.1, P = 0.01) and the preservice nurses performing better in skill test (9.8 versus 7.4, P nurses in pediatric CPR improved with training. In comparison to preservice nurses, the in-service nurses seemed to retain knowledge better with time than skills.

  19. The effect of instruction by a professional scientist on the acquisition of integrated process skills and the science-related attitudes of eighth-grade students

    Science.gov (United States)

    Owens, Katharine Donner

    This study investigated the effect of instruction by a professional scientist on the acquisition of science integrated process skills and the science-related attitudes of eighth-grade students. Eighty-two students from four intact classes in south Mississippi junior high schools participated in this study. Two experimental groups were taught a problem solving curriculum over a six week period by professional chemists; one experimental group had an additional six weeks of instruction by a professional engineer. Two control groups had science instruction by their classroom teachers. Homogeneity of the groups related to basic skills and science attitudes was determined and students drew their perception of a scientist before any instruction began. At the end of the intervention period students in all groups were given the Test of Science-Related Attitudes, the Test of Integrated Process Skills II, and a Draw-A-Scientist Test. The statistical procedures of the Wilks Lambda MANOVA, a univariate post hoc test, a split plot analysis of variance, and a one-way analysis of variance were used to test the hypotheses at the 0.05 significance level. Students' drawings of scientists were analyzed for the presence of stereotypic characteristics. Scores on all tests were analyzed according to gender and to group membership. There was a statistically significant difference in the science-related attitudes and the acquisition of science process skills between treatment groups. The experimental group taught by a professional chemist for six weeks scored higher on the test of process skills and had more positive attitudes toward careers in science and the normality of scientists than the control groups. There was a significant decline in stereotypic characteristics seen in the drawings of scientists by students who had longer instruction by two professional scientists. There was no statistically significant difference between male and female students and no interaction effect between

  20. Perceptions of users and providers on barriers to utilizing skilled birth care in mid- and far-western Nepal: a qualitative study

    Directory of Open Access Journals (Sweden)

    Sharad Onta

    2014-08-01

    Full Text Available Background: Although skilled birth care contributes significantly to the prevention of maternal and newborn morbidity and mortality, utilization of such care is poor in mid- and far-western Nepal. This study explored the perceptions of service users and providers regarding barriers to skilled birth care. Design: We conducted 24 focus group discussions, 12 each with service users and service providers from different health institutions in mid- and far-western Nepal. All discussions examined the perceptions and experiences of service users and providers regarding barriers to skilled birth care and explored possible solutions to overcoming such barriers. Results: Our results determined that major barriers to skilled birth care include inadequate knowledge of the importance of services offered by skilled birth attendants (SBAs, distance to health facilities, unavailability of transport services, and poor availability of SBAs. Other barriers included poor infrastructure, meager services, inadequate information about services/facilities, cultural practices and beliefs, and low prioritization of birth care. Moreover, the tradition of isolating women during and after childbirth decreased the likelihood that women would utilize delivery care services at health facilities. Conclusions: Service users and providers perceived inadequate availability and accessibility of skilled birth care in remote areas of Nepal, and overall utilization of these services was poor. Therefore, training and recruiting locally available health workers, helping community groups establish transport mechanisms, upgrading physical facilities and services at health institutions, and increasing community awareness of the importance of skilled birth care will help bridge these gaps.

  1. Match-to-match variation in physical activity and technical skill measures in professional Australian Football.

    Science.gov (United States)

    Kempton, Thomas; Sullivan, Courtney; Bilsborough, Johann C; Cordy, Justin; Coutts, Aaron J

    2015-01-01

    To determine the match-to-match variability in physical activity and technical performance measures in Australian Football, and examine the influence of playing position, time of season, and different seasons on these measures of variability. Longitudinal observational study. Global positioning system, accelerometer and technical performance measures (total kicks, handballs, possessions and Champion Data rank) were collected from 33 players competing in the Australian Football League over 31 matches during 2011-2012 (N=511 observations). The global positioning system data were categorised into total distance, mean speed (mmin(-1)), high-speed running (>14.4 kmh(-1)), very high-speed running (>19.9 kmh(-1)), and sprint (>23.0 kmh(-1)) distance while player load was collected from the accelerometer. The data were log transformed to provide coefficient of variation and the between subject standard deviation (expressed as percentages). Match-to-match variability was increased for higher speed activities (high-speed running, very high-speed running, sprint distance, coefficient of variation %: 13.3-28.6%) compared to global measures (speed, total distance, player load, coefficient of variation %: 5.3-9.2%). The between-match variability was relativity stable for all measures between and within AFL seasons, with only few differences between positions. Higher speed activities (high-speed running, very high-speed running, sprint distance), but excluding mean speed, total distance and player load, were all higher in the final third phase of the season compared to the start of the season. While global measures of physical performance are relatively stable, higher-speed activities and technical measures exhibit a large degree of between-match variability in Australian Football. However, these measures remain relatively stable between positions, and within and between Australian Football League seasons. Copyright © 2013 Sports Medicine Australia. Published by Elsevier Ltd

  2. Building leadership skills and promoting workforce development: evaluation data collected from public health professionals in the field of maternal and child health.

    Science.gov (United States)

    Kroelinger, Charlan D; Kasehagen, Laurin; Barradas, Danielle T; 'Ali, Zarinah

    2012-12-01

    Professional development, including training and leadership skill building, is important for maternal and child health (MCH) epidemiologists. Current workforce development and training opportunities vary, but lack an emphasis on linking leadership competencies with MCH epidemiology. This paper describes efforts at the annual MCH Epidemiology Conference (the "Conference") to promote leadership activities and workforce development, and recommendations to enhance professional development. An evaluation of attendee opinions on Conference workforce development activities was conducted during the 2009 and 2010 Conferences (70 and 66 % response rates, respectively). Frequencies and percentages were calculated overall and by attendee profession. Qualitative responses to questions regarding workforce and professional development were classified by theme in 2009, and a categorical question was developed for the 2010 evaluation. A combined 38 % of Conference attendees in 2009 and 2010 were MCH epidemiologists and 62 % were other MCH professionals. Attendees recommended more support and access to training, mentoring, and resources including job opportunities. Continuing education (41 %), special knowledge and skills-building training (51 %), and development of online resources for training (57 %) were highly recommended by attendees. Career (47 %) and leadership (49 %) mentoring by senior-level professionals in the field were also highly recommended. Promotion of leadership can be achieved by integrating the concept of leadership into the Conference itself; by publishing and disseminating MCH epidemiologic research in scientific, program, and policy settings; and by communicating the importance of epidemiologic findings to stakeholders and other non-scientific audiences.

  3. Effects of Teacher Professional Development on Gains in Student Achievement: How Meta Analysis Provides Scientific Evidence Useful to Education Leaders

    Science.gov (United States)

    Blank, Rolf K.; de las Alas, Nina

    2010-01-01

    This meta analysis study focused on identifying and analyzing research studies that measured effects of teacher professional development with a content focus on math or science. This meta analysis was carried out to address two primary questions: (1) What are the effects of content-focused professional development for math and science teachers on…

  4. Effectiveness of a Training Program in Supervisors' Ability to Provide Feedback on Residents' Communication Skills

    Science.gov (United States)

    Junod Perron, Noelle; Nendaz, Mathieu; Louis-Simonet, Martine; Sommer, Johanna; Gut, Anne; Baroffio, Anne; Dolmans, Diana; van der Vleuten, Cees

    2013-01-01

    Teaching communication skills (CS) to residents during clinical practice remains problematic. Direct observation followed by feedback is a powerful way to teach CS in clinical practice. However, little is known about the effect of training on feedback skills in this field. Controlled studies are scarce as well as studies that go beyond…

  5. Theoretical Analysis of the Professional Competence's Formation and Development in the Light of Ukrainian and Foreign Scientists (In Terms of the Marketers' Professional Skills and Abilities)

    Science.gov (United States)

    Levkovych, Uliana

    2014-01-01

    This paper defines formation of the concept of "competence", attaches importance to the invariant of professional qualification, and explains core competencies of the marketer. The general and extensive use of the term "competence" in professional education and training has been indicated. It has been noted that recently the…

  6. Providing care for underserved patients: endodontic residents', faculty members', and endodontists' educational experiences and professional attitudes and behavior.

    Science.gov (United States)

    Inglehart, Marita R; Schneider, Brady K; Bauer, Patricia A; Dharia, Maneet M; McDonald, Neville J

    2014-05-01

    In the United States, access to dental care is often challenging for patients from socioeconomically disadvantaged and/or minority populations and for patients with special health care needs (SHCN). The objectives of this study were to a) explore endodontic residents', endodontic faculty members', and private practice endodontists' perceptions of their education about treating underserved patients, along with their related attitudes and behavior, and b) to determine how their educational experiences were related to their attitudes and behavior concerning these patients. It was hypothesized that the quality of educational experiences related to these issues would correlate with the providers' professional attitudes and behavior. Survey data were collected from seventy-eight endodontic residents, forty-eight endodontic faculty members, and seventy-five endodontists in private practice. The residents reported themselves being better prepared to treat these patients than did the endodontists in private practice. The residents and faculty members had more positive attitudes towards patients with SHCN, developmental disabilities, and pro bono cases and were more confident when treating patients with developmental disabilities than private practitioners. However, the three groups did not differ in educational experiences and attitudes concerning patients from different ethnic/racial groups. The better the respondents' graduate education about certain patient groups had been, the more positive were their attitudes and behavior. Improving endodontic residents' education about treating underserved patients is likely to improve their attitudes and behavior related to providing much-needed care for these patients. These findings are a call-to-action for dental educators to ensure quality education is being provided about these issues in order to decrease access to care problems for underserved patients.

  7. Improved clinical and laboratory skills after team-based, malaria case management training of health care professionals in Uganda

    Directory of Open Access Journals (Sweden)

    Namagembe Allen

    2012-02-01

    Full Text Available Abstract Background Deployment of highly effective artemisinin-based combination therapy for treating uncomplicated malaria calls for better targeting of malaria treatment to improve case management and minimize drug pressure for selecting resistant parasites. The Integrated Management of Malaria curriculum was developed to train multi-disciplinary teams of clinical, laboratory and health information assistants. Methods Evaluation of training was conducted in nine health facilities that were Uganda Malaria Surveillance Programme (UMSP sites. From December 2006 to June 2007, 194 health professionals attended a six-day course. One-hundred and one of 118 (86% clinicians were observed during patient encounters by expert clinicians at baseline and during three follow-up visits approximately six weeks, 12 weeks and one year after the course. Experts used a standardized tool for children less than five years of age and similar tool for patients five or more years of age. Seventeen of 30 laboratory professionals (57% were assessed for preparation of malaria blood smears and ability to interpret smear results of 30 quality control slides. Results Percentage of patients at baseline and first follow-up, respectively, with proper history-taking was 21% and 43%, thorough physical examination 18% and 56%, correct diagnosis 51% and 98%, treatment in compliance with national policy 42% and 86%, and appropriate patient education 17% and 83%. In estimates that adjusted for individual effects and a matched sample, relative risks were 1.86 (95% CI: 1.20,2.88 for history-taking, 2.66 (95%CI: 1.60,4.41 for physical examination, 1.77 (95%CI: 1.41,2.23 for diagnosis, 1.96 (95%CI: 1.46,2.63 for treatment, and 4.47 (95%CI: 2.68,7.46 for patient education. Results were similar for subsequent follow-up and in sub-samples stratified by patient age. Quality of malaria blood smear preparation improved from 21.6% at baseline to 67.3% at first follow-up (p p p p Conclusion A

  8. Best Practices in Relational Skills Training for Medical Trainees and Providers: An Essential Element of Addressing Adverse Childhood Experiences and Promoting Resilience.

    Science.gov (United States)

    Magen, Eran; DeLisser, Horace M

    Medical providers' ability to form strong therapeutic alliances with patients is an essential clinical skill that is associated with a higher quality of care and improved provider well-being. However, comparatively few medical providers exhibit adequate relational skills, which serve to convey respect, communicate caring, and build trust between the medical provider and the patient. A growing number of medical training programs and continuing medical education programs have begun to incorporate relational skills training, but the results have been highly variable in terms of training methods and effect. To support administrators who are considering the implementation (or improvement) of relational skills training in their organization, we provide a set of best practices for relational skills training, in the basis of a review of the literature and on our experience as clinical educators, and show the application of these best practices through a case study. We conclude with a discussion of challenges for implementing a high-quality relational skills training program, policy-level solutions for these challenges, and recommendations for future research. Copyright © 2017 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  9. Analyses of inter-rater reliability between professionals, medical students and trained school children as assessors of basic life support skills

    National Research Council Canada - National Science Library

    Beck, Stefanie; Ruhnke, Bjarne; Issleib, Malte; Daubmann, Anne; Harendza, Sigrid; Zöllner, Christian

    2016-01-01

    ... BLS skills of school children [3]. It is difficult to compare the effectiveness of the different training concepts because there is no uniform assessment [4]. The ILCOR-guidelines 2010 outline the need for further research on optimizing assessment of CPR skills to support individual learning by providing feedback (formative assessment). It also pro...

  10. A Blended Professional Development Program to Help a Teacher Learn to Provide One-to-One Scaffolding

    Science.gov (United States)

    Belland, Brian R.; Burdo, Ryan; Gu, Jiangyue

    2015-04-01

    Argumentation is central to instruction centered on socio-scientific issues (Sadler & Donnelly in International Journal of Science Education, 28(12), 1463-1488, 2006. doi: 10.1080/09500690600708717). Teachers can play a big role in helping students engage in argumentation and solve authentic scientific problems. To do so, they need to learn one-to-one scaffolding—dynamic support to help students accomplish tasks that they could not complete unaided. This study explores a middle school science teacher's provision of one-to-one scaffolding during a problem-based learning unit, in which students argued about how to optimize the water quality of their local river. The blended professional development program incorporated three 1.5-h seminars, one 8-h workshop, and 4 weeks of online education activities. Data sources were video of three small groups per period, and what students typed in response to prompts from computer-based argumentation scaffolds. Results indicated that the teacher provided one-to-one scaffolding on a par with inquiry-oriented teachers described in the literature.

  11. FORMING PROFESSIONAL SKILLS OF THE PROSPECTIVE HEADS OF CHILDREN'S DANCE GROUPS DURING THE CHOREOGRAPHIC ACTIVITIES IN THE COURSE "FOLK DANCE THEORY AND METHODOLOGY"

    Directory of Open Access Journals (Sweden)

    Volodymyr Kotov

    2016-11-01

    Full Text Available The article highlights the urgent problem of contemporary art pedagogy – involvement to training future professional choreographic traditions of different nations. Addressing to this problem is caused by a number of socio-political events in Ukraine, mainstreaming of national and international education, integration of Ukrainian education with the European educational space, intensive development of domestic students’ intercultural communication with young people from different countries, which is the basis for updating national art education. Prospective choreographers, who are being training at pedagogical universities to manage children's dance groups, should actively be involved into creating their own productions of folk dance various genres. It promotes the formation of choreographers’ professional competence and pedagogical skills. The development of Georgian "Lezginka" is proposed – a joint creative work of the teacher and students who get higher education degree in SHEE “Donbass State Pedagogical University” (Bachelor's Degree. Development of the dance contains schematic drawings of dance figures, it is recommended for use in forming choreographers’ professional skills while studying the course "Folk Dance Theory and Methodology". The author admits that folklore material requires a cautious, respectful attitude. Therefore, modern folk stage dances are integrally to combine traditional choreographic manner with its new interpretations. The author believes the actual capture of different nations’ choreographic culture improves intercultural youth communication; involves future professionals into the traditions of different nations; form professional skills of managers of children’s dance groups. The author concluded that a dance always reflects consciousness of different nations; future choreographers should be aware of characteristic features of dances of different world nations so that on the basis of traditional

  12. "I can do it": does confidence and perceived ability in learning new ICT skills predict pre-service health professionals' attitude towards engaging in e-healthcare?

    Science.gov (United States)

    Lam, Mary K; Nguyen, Melanie; Lowe, Robyn; Nagarajan, Srivalli V; Lincoln, Michelle

    2014-01-01

    There are many factors affecting health professionals' willingness to engage in e-health. One of these factors is whether health professionals perceive themselves to be able to learn new skills, and have the confidence in mastering these new Information and Communication Technology (ICT) skills. This study examined how health students' confidence and perceived ability for learning new ICT skills affect their attitude towards engaging in e-health. A survey was conducted to explore students' attitude towards using e-health and their perceived self-efficacy and confidence to learn new ICT skills. Multiple regression analysis was used to examine the relationship between confidence and self-efficacy, and attitude towards engaging in e-health controlling for participants' age, gender, and prior IT learning experience. The three scales measuring attitude, confidence and self-efficacy showed good internal consistency with respective Cronbach's Alpha scores of 0.835, 0.761 and 0.762. Multiple regression analysis showed a significant relationship between confidence, self-efficacy and prior IT learning experiences with attitude towards e-health after adjusting for the effect of each other (F3,350=17.20,p<0.001). Self-efficacy and confidence in learning new ICT skills together with previous ICT training either at or outside their university studies are significant factors associated with students' attitude towards using e-health. Enhancing students' level of self-efficacy in learning new ICT skills may be the key to the success of implementation of e-health initiatives.

  13. Organizational methods conditions of formation of motivation at corresponding pedagogical skills to professional-applied physical training

    Directory of Open Access Journals (Sweden)

    Victorya Tsybul’ska

    2014-12-01

    Full Text Available Purpose: to develop organizational and methodological conditions of formation and motivation of students to determine their effectiveness. Materials and Methods: the study was conducted by third year student of the correspondence department of the Faculty of Primary Education (53 people. We used the following methods: survey of theoretical knowledge, motor tests, evaluation methods of physical health (G. Apanasenko, psychological methods of training motivation (T. Ilyina, motivation to succeed (T. Elers, rapid diagnosis empathy (I. Yusupova, methods of mathematical statistics. Results: the factors that affect the state of professionally-applied physical fitness of students of the correspondence department of the Faculty of Primary Education. Conclusions: the proposed organizational and methodological conditions activation independent of external students is the basis for providing in centives for self-study educational materials, improving theoretical knowledge in the field of physical education, increased motor activity through various forms of regular exercise.

  14. Evaluation of the Homework, Organization, and Planning Skills (HOPS) Intervention for Middle School Students with Attention Deficit Hyperactivity Disorder as Implemented by School Mental Health Providers

    Science.gov (United States)

    Langberg, Joshua M.; Epstein, Jeffery N.; Becker, Stephen P.

    2012-01-01

    The purpose of the study was to evaluate the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with attention deficit hyperactivity disorder (ADHD) as implemented by school mental health (SMH) providers using a randomized trial design. Seventeen SMH providers from five school districts implemented the HOPS…

  15. Development and reliability of the explicit professional oral communication observation tool to quantify the use of non-technical skills in healthcare.

    Science.gov (United States)

    Kemper, Peter F; van Noord, Inge; de Bruijne, Martine; Knol, Dirk L; Wagner, Cordula; van Dyck, Cathy

    2013-07-01

    A lack of non-technical skills is increasingly recognised as an important underlying cause of adverse events in healthcare. The nature and number of things professionals communicate to each other can be perceived as a product of their use of non-technical skills. This paper describes the development and reliability of an instrument to measure and quantify the use of non-technical skills by direct observations of explicit professional oral communication (EPOC) in the clinical situation. In an iterative process we translated, tested and refined an existing checklist from the aviation industry, called self, human interaction, aircraft, procedures and environment, in the context of healthcare, notably emergency departments (ED) and intensive care units (ICU). The EPOC comprises six dimensions: assertiveness, working with others; task-oriented leadership; people-oriented leadership; situational awareness; planning and anticipation. Each dimension is specified into several concrete items reflecting verbal behaviours. The EPOC was evaluated in four ED and six ICU. In the ED and ICU, respectively, 378 and 1144 individual and 51 and 68 contemporaneous observations of individual staff members were conducted. All EPOC dimensions occur frequently, apart from assertiveness, which was hardly observed. Intraclass correlations for the overall EPOC score ranged between 0.85 and 0.91 and for underlying EPOC dimensions between 0.53 and 0.95. The EPOC is a new instrument for evaluating the use of non-technical skills in healthcare, which is reliable in two highly different settings. By quantifying professional behaviour the instrument facilitates measurement of behavioural change over time. The results suggest that EPOC can also be translated to other settings.

  16. A crisis of credibility: professionals' concerns about the psychiatric care provided to clients of the child welfare system.

    Science.gov (United States)

    McMillen, J Curtis; Fedoravicius, Nicole; Rowe, Jill; Zima, Bonnie T; Ware, Norma

    2007-05-01

    This study examined child welfare and mental health professionals' views of the quality of psychiatric services received by consumers of the child welfare system and explored root causes of perceived quality problems. One hundred and thirty child welfare, mental health and court professionals participated in qualitative interviews individually or in groups. Data analyses identified perceived problems in quality and perceived causes of quality problems. Participants in member checking groups were then asked to comment on and further clarify the results. The participants reported concerns related to overuse of psychotropic medication, overmedicated children, short inpatient stays, and continuity of psychiatric care. Overuse of psychotropic medications and overmedication were perceived to be driven by short evaluations, liability concerns, short inpatient stays and a lack of clinical feedback to psychiatrists from child welfare partners. Medicaid reimbursement policies were at the heart of several quality concerns. These problems contributed to a distrust of psychiatric practices among child welfare professionals. These findings underscore the adverse effects of modern marketplace medicine coupled with low Medicaid reimbursement rates on quality of care for vulnerable groups. Child welfare and mental health professionals and their associated stakeholders may together possess substantial clout to advocate for a reimbursement system and structure that promotes quality service. The findings also point to a crisis of credibility toward psychiatric practice among social service and other non-psychiatrist mental health professionals. Efforts are needed to increase the capacity for psychiatrists and child welfare professionals to communicate effectively with each other and for psychiatrists to receive the information that they need from their child welfare partners to ensure accurate diagnosis and effective treatment.

  17. Physicians' and nurses' experiences of the influence of race and ethnicity on the quality of healthcare provided to minority patients, and on their own professional careers.

    Science.gov (United States)

    Johansson, Patrik; Jones, Deborah E; Watkins, Crystal C; Haisfield-Wolfe, Mary Ellen; Gaston-Johansson, Fannie

    2011-07-01

    This qualitative content analysis examines data from African-American and Hispanic physician and nurse focus groups conducted by the Institute of Medicine (IOM). Participants discussed the influence of race and ethnicity regarding perspectives on healthcare provided to ethnic minority patients, and on the professional careers of ethnic minority physicians and nurses. A majority of responses related to Racism and Prejudice, which affected ethnic minority patients and health-care providers at three levels (health-care system to patient, provider to patient, and provider to provider). Racism and Prejudice interfered with promotions, obtaining hospital privileges, and advancement in careers. Communication and Culture was important among patients who preferred racially concordant care providers. Role Modeling was found to be important as participants entered and matured in their professional careers. Findings provide compelling evidence that racism and prejudice are shared experiences between ethnic minority physicians and nurses throughout their careers. One concerning finding was that perceived prejudice materialized at the onset of medical and nursing education and remained a predominant theme throughout the professionals' careers. Research should be directed towards providing equity in care and on the careers of ethnic minority health-care professionals.

  18. Providing Culturally Relevant Services for International Black African Collegians in the United States: A Guide for Student Affairs Professionals

    Science.gov (United States)

    Onyenekwu, Ifeyinwa Uchechi

    2017-01-01

    The experience of international Black African collegians (IBAC) in U.S. higher education has not been adequately investigated, particularly as it relates to understanding the diversity within Black and international student populations. In this manuscript, I offer seven culturally relevant suggestions for student affairs professionals, all of…

  19. Expanding Our Reach: The Potential for Youth Development Professionals in Community-Based Organizations to Provide Sexuality Information

    Science.gov (United States)

    Fisher, Christopher M.; Reece, Michael; Dodge, Brian; Wright, Eric; Sherwood-Laughlin, Catherine; Baldwin, Kathleen

    2010-01-01

    Adolescents in the United States continue to face sexual health issues. While community-based organizations (CBOs) have a long history of addressing the sexual health needs of those they serve, little attention has been given to CBOs focused on adolescent populations and the role youth development professionals (YDPs) might play in the advancement…

  20. Core skills requirement and competencies expected of quantity surveyors: perspectives from quantity surveyors, allied professionals and clients in Nigeria

    Directory of Open Access Journals (Sweden)

    Joshua Oluwasuji Dada

    2015-10-01

    Full Text Available Abstract Deployment of appropriate skills and competencies is crucial and germane to the development and continuous relevance of any profession. In the built environment, the science for selecting the required skills and competencies expected of quantity surveyors and understanding the inherent dependencies between them remains a research issue. The purpose of this study was to determine the skill requirements and competencies expected of quantity surveyors. A structured questionnaire was administered among quantity surveyors, architects, engineers, builders and clients in Nigeria. The respondents were asked to give rating, on a 5 point Likert scale, on usual skills and competencies required of quantity surveyors. A secondary objective of the study was to examine the important skills and competencies and categorized them into core skill, basic skill, core competence, optional competence and special competence. The results of the study indicate the important skills as computer literacy, building engineering, information technology, economics, measurement/quantification and knowledge of civil/heavy engineering works. The results also indicate the important competencies as cost planning and control, estimating, construction procurement system, contract documentation, contract administration and project management. It is emphasized that the findings of the research have considerable implications on the training and practice of quantity surveying in Nigeria.

  1. Core skills requirement and competencies expected of quantity surveyors: perspectives from quantity surveyors, allied professionals and clients in Nigeria

    Directory of Open Access Journals (Sweden)

    Joshua Oluwasuji Dada

    2012-12-01

    Full Text Available AbstractDeployment of appropriate skills and competencies is crucial and germane to the development and continuous relevance of any profession. In the built environment, the science for selecting the required skills and competencies expected of quantity surveyors and understanding the inherent dependencies between them remains a research issue. The purpose of this study was to determine the skill requirements and competencies expected of quantity surveyors. A structured questionnaire was administered among quantity surveyors, architects, engineers, builders and clients in Nigeria. The respondents were asked to give rating, on a 5 point Likert scale, on usual skills and competencies required of quantity surveyors. A secondary objective of the study was to examine the important skills and competencies and categorized them into core skill, basic skill, core competence, optional competence and special competence. The results of the study indicate the important skills as computer literacy, building engineering, information technology, economics, measurement/quantification and knowledge of civil/heavy engineering works. The results also indicate the important competencies as cost planning and control, estimating, construction procurement system, contract documentation, contract administration and project management. It is emphasized that the findings of the research have considerable implications on the training and practice of quantity surveying in Nigeria.

  2. Providing Opportunities for Student Self-Assessment: The Impact on the Acquisition of Psychomotor Skills in Occupational Therapy Students

    Science.gov (United States)

    Jay, Julie; Owen, Antonette

    2016-01-01

    The Occupational Therapy department at the University of the Witwatersrand in South Africa is responsible for ensuring students achieve psychomotor skill proficiency, as it is an essential component of health care practice. The aim of this study was to determine whether the introduction of opportunities to afford self-evaluation better prepared…

  3. Substance abuse patterns and psychiatric symptomatology among three healthcare provider groups evaluated in an out-patient program for impaired healthcare professionals.

    Science.gov (United States)

    Rojas, Julio I; Jeon-Slaughter, Haekyung; Brand, Michael; Koos, Erin

    2013-01-01

    Three impaired health care provider groups (N = 84) (nurses, pharmacists, and providers with prescriptive authority) referred for a substance abuse evaluation at an outpatient-based program were compared on demographic and family factors, substance abuse patterns, and psychiatric symptomology as assessed by the Personality Assessment Inventory. Nurses had the highest rates of family history of addiction, problems with benzodiazepines, and psychiatric comorbidity. Overall, health care professionals endorsed opioids twice as often as alcohol as a preferred substance. Family history of addiction, sex, and psychiatric comorbidity emerged as salient factors among these health care professionals. Clinical implications are examined in light of the current findings.

  4. Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Pre-Kindergarten Programs.

    Science.gov (United States)

    Downer, Jason; Pianta, Robert; Fan, Xitao; Hamre, Bridget; Mashburn, Andrew; Justice, Laura

    2011-10-01

    As early education grows in the United States, in-service professional development in key instructional and interaction skills is a core component of capacity-building in early childhood education. In this paper, we describe results from an evaluation of the effects of MyTeachingPartner, a web-based system of professional development, on language and literacy development during pre-kindergarten for 1338 children in 161 teachers' classrooms. High levels of support for teachers' implementation of language/literacy activities showed modest but significant effects for improving early language and literacy for children in classrooms in which English was the dominant language spoken by the students and teachers. The combination of web-based supports, including video-based consultation and web-based video teaching exemplars, was more effective at improving children's literacy and language skills than was only making available to teachers a set of instructional materials and detailed lesson guides. These results suggest the importance of targeted, practice-focused supports for teachers in designing professional development systems for effective teaching in early childhood programs.

  5. Exploring the Efficacy of Behavioral Skills Training to Teach Basic Behavior Analytic Techniques to Oral Care Providers

    Science.gov (United States)

    Graudins, Maija M.; Rehfeldt, Ruth Anne; DeMattei, Ronda; Baker, Jonathan C.; Scaglia, Fiorella

    2012-01-01

    Performing oral care procedures with children with autism who exhibit noncompliance can be challenging for oral care professionals. Previous research has elucidated a number of effective behavior analytic procedures for increasing compliance, but some procedures are likely to be too time consuming and expensive for community-based oral care…

  6. Innovative Training Experience for Advancing Entry Level, Mid-Skilled and Professional Level URM Participation in the Geosciences Workforce

    Science.gov (United States)

    Okoro, M. H.; Johnson, A.

    2015-12-01

    The representation of URMs in the U.S. Geosciences workforce remains proportionally low compared to their representation in the general population (Bureau of Labor Sta.s.cs, 2014). Employment in this and related industries is projected to grow 32% by 2030 for minority workers (Gillula and Fullenbaum, 2014), corresponding to an additional 48,000 jobs expected to be filled by minorities (National Research Council, 2014). However, there is a shortage of employees with proper training in the hard sciences (Holeywell, 2014; Ganzglass, 2011), as well as craft skills (Hoover and Duncan, 2013), both important for middle skill employment. Industry recognizes the need for developing and retaining a diverse workforce, therefore we hightlight a program to serve as a potential vanguard initative for developing an innovative training experience for URM and underserved middle skilled workers with essential knowledge, experience and skills necessary to meet the demands of the Geosciences industry's growing need for a safe, productive and diverse workforce. Objectives are for participants to achieve the following: understanding of geosciences workforce trends and associated available opportunities; mastery of key environmental, health and safety topics; improvements in decision making skills and preparedness for responding to potential environmental, health and safety related situations; and engagement in one-on-one coaching sessions focused on resume writing, job interviewing and key "soft skills" (including conflict resolution, problem solving and critical observation, representing 3 major skills that entry- level workers typically lack.

  7. Interpersonal Skills

    Directory of Open Access Journals (Sweden)

    Barakat NG

    2007-01-01

    Full Text Available INTRODUCTIONInterpersonal skills are becoming more and more a necessity in the medical profession. The expectation from health care professionals is beyond just knowledge of the medical facts. To practice medicine effectively, doctors need to develop interpersonal skills in communication, leadership, management, teaching and time management. All of these are vital tools and are becoming increasingly essential subjects in teaching both undergraduate students and postgraduate doctors. However, a degree of self-motivation and personal initiative is needed to develop these skills. In this article, I will give an overview on interpersonal skills and will be follow this by a series of articles, in future issues, dealing with these skills.

  8. Expanding The Rubric of "Patient-Centered Care" (PCC) to "Patient and Professional Centered Care" (PPCC) to Enhance Provider Well-Being.

    Science.gov (United States)

    Post, Stephen G; Roess, Michael

    2017-12-01

    Burnout among physicians, nurses, and students is a serious problem in U.S. healthcare that reflects inattentive management practices, outmoded images of the "good" provider as selflessly ignoring the care of the self, and an overarching rubric of Patient Centered Care (PCC) that leaves professional self-care out of the equation. We ask herein if expanding PCC to Patient and Professional Centered Care (PPCC) would be a useful idea to make provider self-care an explicit part of mission statements, a major part of management strategies and institutional goal setting, and of educational programs. We offer several practical suggestions for PPCC implementation, including structuring healthcare systems so as to nurture professional meaning, integrity, and inter-personal reflective emotional processing as a buffer against burnout and as a key to better patient care. It should not bring into question the primacy of practitioner commitment to the good of patients, nor should it be taken to suggest in any way a shift in focus away from patients' values and respect for patient autonomy. PPCC asserts that the respect for patient's values and autonomous choices properly remains the ethical benchmark of modern healthcare systems, along with altruistic professional commitment to the optimal care of patients. However, it enunciates an explicit commitment to structuring systems that allow for and actively encourage the professional well-being and wellness upon which good patient care depends.

  9. Medical students' perceptions of their development of 'soft skills' Part ...

    African Journals Online (AJOL)

    It is the result of a study on soft skills among two groups of students before and after curriculum reform at the School of Medicine of the University of Pretoria. One of the aims of the reform was to provide more teaching and learning opportunities for the development of soft skills. Soft skills include professional interpersonal ...

  10. What is the veterinary professional identity? Preliminary findings from web-based continuing professional development in veterinary professionalism.

    Science.gov (United States)

    Armitage-Chan, E; Maddison, J; May, S A

    2016-03-26

    Professionalism and professional skills are increasingly being incorporated into veterinary curricula; however, lack of clarity in defining veterinary professionalism presents a potential challenge for directing course outcomes that are of benefit to the veterinary professional. An online continuing education course in veterinary professionalism was designed to address a deficit in postgraduate support in this area; as part of this course, delegates of varying practice backgrounds participated in online discussions reflecting on the implications of professional skills for their clinical practice. The discussions surrounding the role of the veterinary professional and reflecting on strengths and weaknesses in professional skills were analysed using narrative methodology, which provided an understanding of the defining skills and attributes of the veterinary professional, from the perspectives of those involved (i.e. how vets understood their own career identity). The veterinary surgeon was understood to be an interprofessional team member, who makes clinical decisions in the face of competing stakeholder needs and works in a complex environment comprising multiple and diverse challenges (stress, high emotions, financial issues, work-life balance). It was identified that strategies for accepting fallibility, and those necessary for establishing reasonable expectations of professional behaviour and clinical ability, are poorly developed. British Veterinary Association.

  11. Perceptions of the impact of an advanced training programme on the management skills of health professionals in Gauteng, South Africa

    OpenAIRE

    J Mutyabule; Senkubuge, F.; Cameron, D.; Pillay, V; P. Petrucka

    2017-01-01

    Background. South Africa’s health sector spans the private and the public sectors. Within the sectors, health managers take on strategic leadership roles without formal training in management or leadership – a trend more common in the public sector than the private sector. Health managers are selected based on their clinical skills rather than their leadership or management skills. Objective. To compare self-rated competencies in management and leadership before and after training of the p...

  12. An Analysis of Social Skills Instruction Provided in Teacher Education and In-Service Training Programs for General and Special Educators

    Science.gov (United States)

    Dobbins, Nicole; Higgins, Kyle; Pierce, Tom; Tandy, Richard D.; Tincani, Matt

    2010-01-01

    An adapted version of the "Teacher/Staff Skillstreaming Checklist" was used to determine the level, type, and area of social skills instruction provided to general and special education teachers. Nine universities participated in the study in which facilitators advertised the adapted questionnaire to licensed general and special education teachers…

  13. Using Interactive Videodisc To Teach Psychomotor Skills to Nursing Students

    Science.gov (United States)

    Renshaw, Sharon M.; Beadenkopf, F. Scott; Murray, Rodney

    1989-01-01

    An interactive videodisc program on the process of administering medications to clients will be demonstrated. Discussion will center on the strengths and limitations of interactive video for teaching psychomotor skills to healthcare professionals as well as design modifications that will facilitate this process. Interactive videodisc technology provides an exciting new medium for teaching psychomotor clinical skills to health care professionals. It is a particularly valuable approach for complex skills which involve visualization of motor activities and extensive client assessments.

  14. 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.…

  15. Professional socialisation: an influence on professional ...

    African Journals Online (AJOL)

    Professional socialisation refers to the acquisition of values, attitudes, skills and knowledge pertaining to a profession. This article reviews the definition and conceptualisation of professional socialisation through anticipatory and formal professional socialisation processes. It describes the core elements of professional ...

  16. A nationwide postal survey on the perception of Malaysian public healthcare providers on family medicine specialists? (PERMFAMS) clinical performance, professional attitudes and research visibility

    OpenAIRE

    Chew, Boon-How; Yasin, Mazapuspavina Md; Cheong, Ai-Theng; Rashid, Mohd-Radzniwan A; Hamzah, Zuhra; Ismail, Mastura; Ali, Norsiah; Bashah, Baizury; Mohd-Salleh, Noridah

    2015-01-01

    Perception of healthcare providers who worked with family medicine specialists (FMSs) could translate into the effectiveness of primary healthcare delivery in daily practices. This study examined perceptions of public healthcare providers/professionals (PHCPs) on FMSs at public health clinics throughout Malaysia. This was a cross-sectional study in 2012-2013 using postal method targeting PHCPs from three categories of health facilities, namely health clinics, health offices and hospitals. A s...

  17. Effect of continuous professional development course of Family Medicine Essentials on Physician′s knowledge, skills, and attitude among primary healthcare physicians in Saudi Arabia

    Directory of Open Access Journals (Sweden)

    Nadira A Al-Baghli

    2015-01-01

    Full Text Available Objective: This study was designed to measure the outcome of the continuous professional development (CPD course (Family Medicine Essentials conducted and organised by the Ministry of Health (MOH on the knowledge, skills, and attitude of primary healthcare (PHC physicians in patient care. Materials and Methods: This study was based on pre- and post-implementation of training evaluation, which included the seven CPD modules in family medicine customised for non-certified family physicians working at MOH and PHCs in Saudi Arabia. The study was conducted from March 2009 to 2010 and it included 259 family physicians working in PHCs and MOH. The pre- and post-test scores for mean knowledge, skills and attitude were compared using paired t-test. P < 0.05 was considered significant. Results: The results showed that the percentage of male participants (80.3% was higher than females (19.7%. The mean age of the participants was 39.6 ± 8.0 years. A significant difference was found in pre- and post-test scores of PHC physicians′ attitude, knowledge and skills. Attitude increased from 77.5 ± 6.1 to 83.0 ± 7.8 (P < 0.0001, knowledge increased from 51.3 ± 14.8 to 66.7 ± 14.3 (P < 0.0001 while skills increased from 41.2 ± 20.1 to 66.9 ± 19.1 (P < 0.0001. Conclusion: Participants in the CPD course showed significant improvement in their level of knowledge, clinical skills and attitude in patient care. However, further case-control studies and practice evaluations are required to obtain more in-depth information on the impact of this course on PHC physicians.

  18. Peer-driven quality improvement among health workers and traditional birth attendants in Sierra Leone: linkages between providers' organizational skills and relationships.

    Science.gov (United States)

    Higgins-Steele, Ariel; Waller, Kathryn; Fotso, Jean Christophe; Vesel, Linda

    2015-01-01

    Sierra Leone has among the poorest maternal and child health indicators in the world and investments in public health have been predominately to increase demand for services, with fewer initiatives targeting supply side factors that influence health workers' work environment. This paper uses data from the Quality Circles project in a rural district of Sierra Leone to achieve three objectives. First, we examine the effect of the intervention on organizational skills and relationships among coworkers as well as between health workers and traditional birth attendants. Second, we examine whether changes in organizational skills are associated with changes in relationships among and between formal and informal health providers and between health providers and clients. Third, we aim to further understand these changes through the perspectives of health workers and traditional birth attendants. The Quality Circles project was implemented in Kailahun District in the Eastern province of Sierra Leone from August 2011 to June 2013, with adjacent Tonkolili District serving as the control site. Using a mixed-methods approach, the evaluation included a quantitative survey, in-depth interviews and focus group discussions with health workers and traditional birth attendants. Mean values of the variables of interest were compared across sub-populations, and correlation analyses were performed between changes in organizational skills and changes in relationships. The results demonstrate that the Quality Circles intervention had positive effects on organizational skills and relationships. Furthermore, improvements in all organizational skill variables - problem-solving, strategizing and negotiation skills - were strongly associated with a change in the overall relationship variable. The Quality Circles approach has the potential to support health workers to improve their organizational skills and relationships, which in turn can contribute to improving the interpersonal dimensions of

  19. Development and validation of a self-efficacy questionnaire (SE-12) measuring the clinical communication skills of health care professionals

    DEFF Research Database (Denmark)

    Axboe, Mette K; Christensen, Kaj S; Kofoed, Poul-Erik

    2016-01-01

    . We consider the questionnaire useful for self-evaluation of clinical communication skills; the SE-12 is user-friendly and can be administered as an electronic questionnaire. However, future research should explore potential needs for adjustments to reduce the identified ceiling effect. Keyword...... Communication skills training Self-efficacy Self-assessment Calgary-Cambridge Guide Questionnaire Validity Reliability......Background The outcome of communication training is widely measured by self-efficacy ratings, and different questionnaires have been used. Nevertheless, none of these questionnaires have been formally validated through systematic measurement of assessment properties. Consequently, we decided...

  20. Identification of the Learning Styles and "On-the-Job" Learning Methods Implemented by Nurses for Promoting Their Professional Knowledge and Skills.

    Science.gov (United States)

    Rassin, Michal; Kurzweil, Yaffa; Maoz, Yael

    2015-05-09

    The aim of this study was to identify the learning styles and methods used by nurses to promote their professional knowledge and skills. 928 nurses from 11 hospitals across Israel completed 2 questionnaires, (1) Kolb's Learning Style Inventory, Version 3.1. and (2) the On-The-Job Learning Styles Questionnaire for the Nursing Profession. The most common learning style was the convergent style. The other learning styles were rated in the following descending order: accommodation, assimilation, and divergence. The on-the-job learning style consistently ranked highest was experience of relevant situations. On the other hand, seeking knowledge from books, journals, television, or the Internet was ranked lowest on all the indicators examined. With respect to general and on-the-job learning styles, statistically significant differences were found between groups of nurses by: country of birth, gender, department, age, education, and role. Nurses required to take more personal responsibility for their own professional development by deepening their self-learning skills.

  1. A Systematic Review of End-of-Life Care Communication Skills Training for Generalist Palliative Care Providers: Research Quality and Reporting Guidance.

    Science.gov (United States)

    Brighton, Lisa Jane; Koffman, Jonathan; Hawkins, Amy; McDonald, Christine; O'Brien, Suzanne; Robinson, Vicky; Khan, Shaheen A; George, Rob; Higginson, Irene J; Selman, Lucy Ellen

    2017-09-01

    End-of-life care (EoLC) communication skills training for generalist palliative care providers is recommended in policy guidance globally. Although many training programs now exist, there has been no comprehensive evidence synthesis to inform future training delivery and evaluation. To identify and appraise how EoLC communication skills training interventions for generalist palliative care providers are developed, delivered, evaluated, and reported. Systematic review. Ten electronic databases (inception to December 2015) and five relevant journals (January 2004 to December 2015) were searched. Studies testing the effectiveness of EoLC communication skills training for generalists were included. Two independent authors assessed study quality. Descriptive statistics and narrative synthesis are used to summarize the findings. From 11,441 unique records, 170 reports were identified (157 published, 13 unpublished), representing 160 evaluation studies of 153 training interventions. Of published papers, eight were of low quality, 108 medium, and 41 high. Few interventions were developed with service user involvement (n = 7), and most were taught using a mixture of didactics (n = 123), reflection and discussion (n = 105), and role play (n = 86). Evaluation designs were weak: skills training interventions in the literature, evidence is limited by poor reporting and weak methodology. Based on our findings, we present a CONSORT statement supplement to improve future reporting and encourage more rigorous testing. Copyright © 2017 The Author(s). Published by Elsevier Inc. All rights reserved.

  2. Identifying Multimedia Production Competencies and Skills of Instructional Design and Technology Professionals: An Analysis of Recent Job Postings

    Science.gov (United States)

    Sugar, William; Hoard, Brent; Brown, Abbie; Daniels, Lee

    2012-01-01

    In an effort to document necessary multimedia production competencies of Instructional Design and Technology graduates, a recent analysis of over 7 months' worth of Instructional Design and Technology job advertisements (n = 615) were conducted. Specific job skills from these postings were categorized and analyzed. The data set includes three job…

  3. The impact of the SAGE & THYME foundation level workshop on factors influencing communication skills in health care professionals.

    Science.gov (United States)

    Connolly, Michael; Thomas, Joanne M; Orford, Julie A; Schofield, Nicola; Whiteside, Sigrid; Morris, Julie; Heaven, Cathy

    2014-01-01

    The "SAGE & THYME Foundation Level Workshop" delivers evidence-based communication skills training to 30 health care workers in 3 hours. It teaches a structured approach (the SAGE & THYME model) to discuss patient/carer concerns. The aim of this study was to determine whether the workshop had a positive outcome on factors that influence communication skills. The study had a pragmatic, mixed methods design. Workshops were run in an acute hospital. One hundred seventy health care workers completed questionnaires pre- and post-workshop; 141 were sent follow-up questionnaires at 2 weeks and 2 months; and 9 were filmed talking to a simulated patient pre- and post-workshop. From pre- to post-workshop, there was a significant increase in knowledge (p communication skills knowledge, self-efficacy, and outcome expectancy of hospital health care workers who are predominantly white, female, nursing, or nonclinical staff. This suggests that the workshop may have a positive impact on some factors influencing communication skills in this group. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  4. Reviewing to Learn: Graduate Student Participation in the Professional Peer-Review Process to Improve Academic Writing Skills

    Science.gov (United States)

    Chittum, Jessica R.; Bryant, Lauren H.

    2014-01-01

    Although expectations for graduate students' writing abilities are high, their actual writing skills are often subpar (Cuthbert & Spark, 2008; Singleton-Jackson, Lumsden, & Newson, 2009), even though academic writing is considered integral to graduate education and necessary for career preparedness (e.g., Mullen, 2006; Stevens, 2005).…

  5. A Randomised Controlled Trial Comparing the Effect of E-learning, with a Taught Workshop, on the Knowledge and Search Skills of Health Professionals

    Directory of Open Access Journals (Sweden)

    Nicola Pearce‐Smith

    2006-09-01

    Full Text Available Objective The aim of the trial was to establish whether there is a significant difference in terms of knowledge and skills, between self-directed learning using a web-based resource, compared with a classroom based interactive workshop, for teaching health professionals how to search. The outcomes measured were knowledge of databases and study designs, and search skills. Methods The study design was a randomised controlled trial (RCT. 17 health professionals were randomised into one of two groups – one group (EG received access to a search-skills web resource, and the other group received a search workshop (WG taught by a librarian. Participants completed pre- and post-intervention tests involving multiple choice questions and practical searching using clinical scenarios. Results 9 WG and 6 EG participants completed both pre- and post-intervention tests. The test results were blindly marked using a score chart developed with two other librarians. For question formulation and devising a search strategy, all participants obtained a score that was the same or better after receiving the intervention (both WG and EG, but statistical analysis showed that the only significant outcomes were for the WG devising a search strategy (p=0.01 and preferring to search using MeSH after receiving the taught workshop (p=0.02. The Mann‐Whitney test showed there were no significant differences in any of the outcomes (p>0.05, between the WG and the EG. The statistical analyses must be viewed with caution due to the small sample size. Conclusion There were no significant differences in knowledge of databases and study design, or search skills, when the WG and the EG were compared. Although many participants obtained a score that was higher post‐intervention, only devising a search strategy and preferring to search using MeSH were statistically significant for the WG. The question of whether a taught workshop and an e-learning module are of equal effectiveness in

  6. A Qualitative Comparison of South Africa's Geomatics Professional Body's Academic Model against Industry's Understanding of SDI Knowledge and Skills Requirements

    Science.gov (United States)

    Coetzee, Serena; Rautenbach, Victoria; du Plessis, Heindrich

    2015-01-01

    The South African Spatial Data Infrastructure (SASDI) was established in 2003.Registration of geographical information science (GISc) practitioners by the South African geomatics professional body followed in 2004 and accreditation of university GISc programmes in 2012. In 2010, the Committee for Spatial Information identified inadequate knowledge…

  7. Using Personality Data in Higher Education: A Preliminary Examination of Personality Differences Based on Professional Orientation and Skill Level

    Science.gov (United States)

    Carr, Joel L.

    2010-01-01

    The purpose of this study is to examine the differences between groups of psychology students and groups of psychology professionals based on the personality trait of Extraversion, and its facets, as measured by the NEO Personality Inventory-Revised (NEO PI-R; Costa & McCrae, 1992). Previous applications of the NEO PI-R have focused on…

  8. Opportunities of mHealth in Preconception Care: Preferences and Experiences of Patients and Health Care Providers and Other Involved Professionals.

    Science.gov (United States)

    Van Dijk, Matthijs R; Koster, Maria Ph; Rosman, Ageeth N; Steegers-Theunissen, Regine Pm

    2017-08-17

    The importance of the preconception period and preconception care (PCC) are broadly acknowledged and the potential benefits regarding health promotion have been studied extensively. PCC provides the opportunity to identify, prevent, and treat modifiable and nonmodifiable risk factors to optimize the health of couples trying to become pregnant. The prevalence of modifiable and nonmodifiable risk factors in these couples is high, but the uptake of PCC remains low. The aim of this study is to identify the preferences and experiences of women and men (patients) trying to become pregnant and of health care providers and other involved professionals regarding mobile health (mHealth), in particular the coaching platform Smarter Pregnancy, and its potential role in PCC. Patients who participated in the Smarter Pregnancy randomized controlled trial (RCT) and health care providers and professionals also involved in PCC were invited to participate in a qualitative study. The barriers, benefits, and opportunities of big data collection by mHealth were discussed in focus group sessions, prompted with statements regarding PCC. We composed five focus groups, consisting of 27 patients in total (23 women and 4 men), who participated in the RCT, and nine health care providers and other professionals. Of the patients, 67% (18/27) were familiar with the concept of PCC, but only 15% (4/27) received any form of PCC. A majority of 56% (combined percentages of statements 1 [n=18], 2 [n=11], and 3 [n=16]) of the patients believed in the benefit of receiving PCC, and all agreed that men should be involved in PCC as well. Patients did not have a problem using anonymized data obtained from mHealth tools for scientific purposes. Patients and health care providers and other professionals both acknowledged the lack of awareness regarding the importance of PCC and stated that mHealth provides several opportunities to support clinical PCC. Our findings substantiate previous studies addressing the

  9. A pilot training programme for health and social care professionals providing oncological and palliative care to lesbian, gay and bisexual patients in Ireland.

    LENUS (Irish Health Repository)

    Reygan, Finn C G

    2012-05-09

    OBJECTIVE: The international literature points to the specific cancer risks and palliative care needs of lesbian, gay and bisexual (LGB) populations. However, with the exception of a programme in the USA, there is a lack of training internationally for health and social care professionals providing oncological and palliative care to LGB patients. In Ireland, a training project funded by the Irish Cancer Society, the Irish Hospice Foundation and the Health Service Executive developed a training pilot programme for health and social care professionals providing oncological and palliative care to LGB patients. METHODS: Over 200 (N = 201) oncology and palliative care staff participated in 17 brief, 50-min trainings in pilot sites. Evaluation of the training included self-report questionnaires at the end of each training and an evaluation interview with one participant from each of the four sites. RESULTS: The majority of participants reported that they would recommend the training to their colleagues, were interested in further training in the area and found the training useful for their practice. They also reported becoming more familiar with LGB-related language and terminology, became more knowledgeable of LGB health issues and reported becoming more confident in providing care to LGB patients. CONCLUSIONS: Recommendations are that the training be made available across the health services in Ireland and included in postgraduate courses for trainee health and social care professionals. Copyright © 2012 John Wiley & Sons, Ltd.

  10. Utilization of evidence-based practice knowledge, attitude, and skill of clinical nurses in the planning of professional development programming.

    Science.gov (United States)

    Williamson, Kathleen M; Almaskari, Mohammed; Lester, Zanet; Maguire, Deborah

    2015-01-01

    This collaborative study explored nurses' knowledge, attitudes, and skills related to the evidence-based practice (EBP) process. It also explored the nurses' perceptions of the barriers and facilitators that they face related to fully using EBP in the workplace. Findings will afford the healthcare system the information to develop, plan, and restructure the educational services to meet the demand of enhancing EBP strategies and utilization.

  11. Skill mix, roles and remuneration in the primary care workforce: who are the healthcare professionals in the primary care teams across the world?

    NARCIS (Netherlands)

    Freund, T.; Everett, C.; Griffiths, P.; Hudon, C.; Naccarella, L.; Laurant, M.G.H.

    2015-01-01

    World-wide, shortages of primary care physicians and an increased demand for services have provided the impetus for delivering team-based primary care. The diversity of the primary care workforce is increasing to include a wider range of health professionals such as nurse practitioners, registered

  12. Feasibility, relevance and effectiveness of teaching and assessment of ethical status and communication skills as attributes of professionalism.

    Science.gov (United States)

    Jameel, Abid; Noor, Sahibzada Mahmood; Ayub, Shahid; Ali, Sobia Sabir; Park, Yoon Soo; Tekian, Ara

    2015-07-01

    To examine the feasibility and effectiveness of teaching and assessing professionalism in a developing country. The pre-intervention and post-intervention study was conducted from January to August 2012 and comprised 7 workshops of three days each that were held at four teaching hospitals of Khyber Pakhtunkhwa province in Pakistan. Overall, there were 10 Objective Structured Clinical Examination stations and 10 written scenarios. After the pre-test, workshop was held on various aspects of professionalism which was considered 'intervention', and it was followed by a post-test similar to the pre-test at the end of day 3. Stata 12 was used for all statistical analyses. There were 136 postgraduate residents in the study. The correlation between Objective Structured Clinical Examination stations and written exam for pre-test was 0.42 (p0.05).The standardised effect size for the adjusted regression was 0.37 for both comparisons (pprofessionalism was found relevant, effective and feasible in resource-constrained countries. Teaching and assessment of professionalism has become globally relevant and is recommended to be included in the curricula of medical institutions.

  13. Communicating with Professionals

    Medline Plus

    Full Text Available ... rushed than you (or your professionals) want. Simple communication skills can help you get what you need – ... at the hospital or during office visits. Good communication skills help you get better results from the ...

  14. Communicating with Professionals

    Medline Plus

    Full Text Available ... than you (or your professionals) want. Simple communication skills can help you get what you need – over ... the hospital or during office visits. Good communication skills help you get better results from the time ...

  15. Communicating with Professionals

    Medline Plus

    Full Text Available ... rushed than you (or your professionals) want. Simple communication skills can help you get what you need – over ... at the hospital or during office visits. Good communication skills help you get better results from the time ...

  16. Information Professional Job Advertisements in the U.K. Indicate Professional Experience is the Most Required Skill. A Review of: Orme, Verity. “You will be…: A Study of Job Advertisements to Determine Employers’ Requirements for LIS Professionals in the UK in 2007.” Library Review 57.8 (2008): 619-33.

    OpenAIRE

    Stephanie J. Schulte

    2009-01-01

    Objective –To determine what skills employers in the United Kingdom (U.K.) want from information professionals as revealed through their job advertisements.Design – Content analysis, combining elements of both quantitative and qualitative content analysis. Orme describes it as “a descriptive non-experimental approach of content analysis” (62).Setting – Data for this study were obtained from job advertisements in the Chartered Institute of Library and Information Professional’s (CILIP) Library...

  17. Shared networks of interpreter services, at relatively low cost, can help providers serve patients with limited english skills.

    Science.gov (United States)

    Jacobs, Elizabeth A; Leos, Ginelle Sanchez; Rathouz, Paul J; Fu, Paul

    2011-10-01

    Language barriers in health care-a large and growing problem in the United States-contribute to disparities in health care quality and outcomes in populations with limited English proficiency. Providing access to adequate interpreter services has been shown to reduce health disparities in these populations. However, many health care organizations do not provide such services because of the perceived high cost. In this observational study we calculated the costs incurred by a group of California public hospitals that formed a network to make trained interpreters available via videoconference and telephone. We found that encounters in this network where interpreters helped patients and providers communicate lasted an average of 10.6 minutes and cost an average of $24.86 per encounter. Such costs should be weighed against the likely alternatives, such as the opportunity costs of having other hospital staff act as ad hoc interpreters; medical errors that could result from inadequate interpretation; and the fact that not providing such services may leave providers out of compliance with federal law. We also discuss ways in which providers could be compensated for providing interpreter services.

  18. Table of contents, structure and methodical providing of preparation of future trainers-teachers to development of professional presentations of educational material

    Directory of Open Access Journals (Sweden)

    Svatyev А.V.

    2012-03-01

    Full Text Available In the article maintenance, structure and methodical providing of preparation of future trainers-teachers to development of professional presentations of educational material is analysed. The authors approach near lining up the stages of work with students in relation to the input of information technologies in an educational process is offered. The variants of combination of the program of studies and methodical providing of scientific process of future specialists are thoroughly considered. 100 respondents-students of 4 and 5 courses of physical education department were polled. A term "presentation" is exposed, it kinds are certain and classification of presentations is offered. Modern technologies of development of presentation are analysed.

  19. [MODERN EDUCATIONAL TECHNOLOGY MASTERING PRACTICAL SKILLS OF GENERAL PRACTITIONERS].

    Science.gov (United States)

    Kovalchuk, L I; Prokopchuk, Y V; Naydyonova, O V

    2015-01-01

    The article presents the experience of postgraduate training of general practitioners--family medicine. Identified current trends, forms and methods of pedagogical innovations that enhance the quality of learning and mastering the practical skills of primary professionals providing care.

  20. Building skills, knowledge and confidence in eating and exercise behavior change: brief motivational interviewing training for healthcare providers.

    Science.gov (United States)

    Edwards, Elizabeth J; Stapleton, Peta; Williams, Kelly; Ball, Lauren

    2015-05-01

    Obesity related health problems affect individuals, families, communities and the broader health care system, however few healthcare providers (e.g., doctors, nurses, social workers, psychologists, counselors) receive formal training in obesity prevention interventions. We examined the effectiveness of training healthcare providers in brief motivational interviewing (brief MI) targeting eating and exercise behavior change. 163 healthcare providers participated. 128 participants completed a one-day experiential brief MI training workshop followed by electronic peer-support and a further 35 matched controls did not receive the training. Participant's knowledge of brief MI and confidence in their ability to counsel patients using brief MI significantly improved following training (pskills assessed during the simulated patient interactions indicated a significant improvement across two practical training blocks (pskills and knowledge quickly and confidence in their counseling abilities improves and is sustained. Healthcare providers may consider brief MI as an obesity prevention intervention. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  1. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... Medical Professionals Skills Programs Find a Treatment Center Patient Safety Resources About the Patient Education Program The Recovery ... Trauma CME Nora Institute Nora Institute for Surgical Patient Safety Nora Institute for Surgical Patient Safety Advanced Skills ...

  2. At the intersection of lay and professional social networks: how community ties shape perceptions of mental health treatment providers.

    Science.gov (United States)

    Perry, B L; Pullen, E; Pescosolido, B A

    2016-01-01

    The therapeutic alliance is a critical determinant of individuals' persistence and outcomes in mental health treatment. Simultaneously, individuals' community networks shape decisions about whether, when, and what kind of treatment are used. Despite the similar focus on social relationship influence for individuals with serious mental illness, each line of research has maintained an almost exclusive focus on either 'inside' (i.e. treatment) networks or 'outside' (i.e. community) networks, respectively. For this study, we integrate these important insights by employing a network-embedded approach to understand the therapeutic alliance. Using data from the Indianapolis Network Mental Health Study (INMHS, n = 169, obs = 2206), we target patients experiencing their first major contact with the mental health treatment system. We compare patients' perceptions of support resources available through treatment providers and lay people, and ask whether evaluations of interpersonal dimensions of the therapeutic alliance are contingent on characteristics of community networks. Analyses reveal that providers make up only 9% of the whole social network, but are generally perceived positively. However, when community networks are characterized by close relationships and frequent contact, patients are significantly more likely to report that treatment providers offer useful advice and information. Conversely, when community networks are in conflict, perceptions of treatment providers are more negative. Community-based social networks are critical for understanding facilitators of and barriers to effective networks inside treatment, including the therapeutic alliance. Implications for community-based systems of care are discussed in the context of the USA and global patterns of deinstitutionalization and community reintegration.

  3. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... Online Guide to Choosing a Surgical Residency Practice Management Workshops Patients and Family Patient Education Patient Education Patients Medical Professionals Skills Programs Find ...

  4. Online Training in Specific Meditation Practices Improves Gratitude, Well-Being, Self-Compassion, and Confidence in Providing Compassionate Care Among Health Professionals.

    Science.gov (United States)

    Rao, Nisha; Kemper, Kathi J

    2016-04-06

    Mind-body practices that intentionally generate positive emotion could improve health professionals' well-being and compassion. However, the feasibility and impact of clinician training in these practices is unknown. Data were analyzed from 3 online modules offered to health professionals: (a) Gratitude, (b) Positive Word, and (c) Loving-kindness/Compassion meditation. Pairedttests were used to assess pre- to posttraining changes in gratitude (Gratitude Questionnaire), well-being (World Health Organization Well-Being Index), self-compassion (Neff's Self-Compassion Scale), and confidence in providing compassionate care (Confidence in Providing Calm, Compassionate Care Scale). The 177 enrollees included diverse practitioners (nurses, physicians, social workers, and others). Training was associated with statistically significant improvements in gratitude (38.3 ± 4.6 to 39.5 ± 3.3), well-being (16.4 ± 4.0 to 17.9 ± 4.2), self-compassion (39.5 ± 8.1 to 43.1 ± 7.6), and confidence in providing compassionate care (73.3 ± 16.4 to 80.9 ± 13.8;Pgratitude, well-being, self-compassion, and confidence in providing compassionate care. © The Author(s) 2016.

  5. Evaluation of the Homework, Organization, and Planning Skills (HOPS) Intervention for Middle School Students with ADHD as Implemented by School Mental Health Providers.

    Science.gov (United States)

    Langberg, Joshua M; Epstein, Jeffery N; Becker, Stephen P; Girio-Herrera, Erin; Vaughn, Aaron J

    2012-09-01

    The purpose of the study was to evaluate the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with Attention-Deficit/Hyperactivity Disorder (ADHD) as implemented by school mental health (SMH) providers using a randomized trial design. Seventeen SMH providers from five school districts implemented the HOPS intervention. Forty-seven middle school students with ADHD (grades 6-8) were randomly assigned to receive the HOPS intervention or to a waitlist comparison group. Parent and teacher ratings of organizational skills and homework problems were collected pre- and post-intervention and at a 3-monoth follow-up, and school grades were also collected. Intervention participants demonstrated significant improvements relative to the waitlist comparison across parent-rated organized action (d = .88), materials management (d = .63), planning (d = 1.05), and homework completion behaviors (d = .85). Intervention participants did not make significant improvements relative to the comparison group according to teacher ratings. SMH providers were able to implement the HOPS intervention with fidelity despite the fact that no formal ongoing consultation was provided.

  6. Human Emotion and Response in Surgery (HEARS): a simulation-based curriculum for communication skills, systems-based practice, and professionalism in surgical residency training.

    Science.gov (United States)

    Larkin, Anne C; Cahan, Mitchell A; Whalen, Giles; Hatem, David; Starr, Susan; Haley, Heather-Lyn; Litwin, Demetrius; Sullivan, Kate; Quirk, Mark

    2010-08-01

    This study examines the development and implementation of a pilot human factors curriculum during a 2-year period. It is one component of a comprehensive 5-year human factors curriculum spanning core competencies of interpersonal and communication skills, systems-based practice, and professionalism and using low-and high-fidelity simulation techniques. Members of the Department of Surgery and the Center for Clinical Communication and Performance Outcomes jointly constructed a curriculum for PGY1 and PGY2 residents on topics ranging from challenging communication to time and stress management. Video demonstrations, triggers, and simulated scenarios involving acting patients were created by surgeons and medical educators. Pre- and postintervention measures were obtained for communication skills, perceived stress level, and teamwork. Communication skills were evaluated using a series of video vignettes. The validated Perceived Stress Scale and Teamwork and Patient Safety Attitudes survey were used. Residents' perceptions of the program were also measured. Twenty-seven PGY1 residents and 15 PGY2 residents participated during 2 years. Analyses of video vignette tests indicated significant improvement in empathic communication for PGY1 (t = 3.62, p = 0.001) and PGY2 (t = 5.00, p = 0.004). There were no significant changes to teamwork attitudes. Perceived levels of stress became considerably higher. PGY1 residents reported trying 1 to 3 strategies taught in the time management session, with 60% to 75% reporting improvement post-training. This unique and comprehensive human factors curriculum is shown to be effective in building communication competency for junior-level residents in the human and emotional aspects of surgical training and practice. Continued refinement and ongoing data acquisition and analyses are underway. Copyright 2010 American College of Surgeons. Published by Elsevier Inc. All rights reserved.

  7. Interventions by Health Care Professionals Who Provide Routine Child Health Care to Reduce Tobacco Smoke Exposure in Children: A Review and Meta-analysis.

    Science.gov (United States)

    Daly, Justine B; Mackenzie, Lisa J; Freund, Megan; Wolfenden, Luke; Roseby, Robert; Wiggers, John H

    2016-02-01

    Reducing child exposure to tobacco smoke is a public health priority. Guidelines recommend that health care professionals in child health settings should address tobacco smoke exposure (TSE) in children. To determine the effectiveness of interventions delivered by health care professionals who provide routine child health care in reducing TSE in children. A secondary analysis of 57 trials included in a 2014 Cochrane review and a subsequent extended search was performed. Controlled trials (published through June 2015) of interventions that focused on reducing child TSE, with no restrictions placed on who delivered the interventions, were identified. Secondary data extraction was performed in August 2015. Controlled trials of routine child health care delivered by health care professionals (physicians, nurses, medical assistants, health educators, and dieticians) that addressed the outcomes of interest (TSE reduction in children and parental smoking behaviors) were eligible for inclusion in this review and meta-analysis. Study details and quality characteristics were independently extracted by 2 authors. If outcome measures were sufficiently similar, meta-analysis was performed using the random-effects model by DerSimonian and Laird. Otherwise, the results were described narratively. The primary outcome measure was reduction in child TSE. Secondary outcomes of interest were parental smoking cessation, parental smoking reduction, and maternal postpartum smoking relapse prevention. Sixteen studies met the selection criteria. Narrative analysis of the 6 trials that measured child TSE indicated no intervention effects relative to comparison groups. Similarly, meta-analysis of 9 trials that measured parental smoking cessation demonstrated no overall intervention effect (n = 6399) (risk ratio 1.05; 95% CI, 0.74-1.50; P = .78). Meta-analysis of the 3 trials that measured maternal postpartum smoking relapse prevention demonstrated a significant overall intervention effect (n

  8. Tablet and Face-to-Face Hybrid Professional Development: Providing Earth Systems Science Educators Authentic Research Opportunities through The GLOBE Program at Purdue University

    Science.gov (United States)

    Wegner, K.; Branch, B. D.; Smith, S. C.

    2013-12-01

    The Global Learning and Observations to Benefit the Environment (GLOBE) program is a worldwide hands-on, primary and secondary school-based science and education program (www.globe.gov). GLOBE's vision promotes and supports students, teachers and scientists to collaborate on inquiry-based authentic science investigations of the environment and the Earth system working in close partnership with NASA, NOAA and NSF Earth System Science Projects (ESSP's) in study and research about the dynamics of Earth's environment. GLOBE Partners conduct face-to-face Professional Development in more than 110 countries, providing authentic scientific research experience in five investigation areas: atmosphere, earth as a system, hydrology, land cover, and soil. This presentation will provide a sample for a new framework of Professional Development that was implemented in July 2013 at Purdue University lead by Mr. Steven Smith who has tested GLOBE training materials for future training. The presentation will demonstrate how institutions can provide educators authentic scientific research opportunities through various components, including: - Carrying out authentic research investigations - Learning how to enter their authentic research data into the GLOBE database and visualize it on the GLOBE website - Learn how to access to NASA's Earth System Science resources via GLOBE's new online 'e-Training Program' - Exploring the connections of their soil protocol measurements and the history of the soil in their area through iPad soils app - LIDAR data exposure, Hydrology data exposure

  9. Language and Culture in Health Literacy for People Living with HIV: Perspectives of Health Care Providers and Professional Care Team Members

    Directory of Open Access Journals (Sweden)

    Keitshokile Dintle Mogobe

    2016-01-01

    Full Text Available Low health literacy has been linked to inadequate engagement in care and may serve as a contributor to poor health outcomes among people living with HIV and AIDS. The purpose of this paper was to examine the perspectives of health care providers and professional care team members regarding health literacy in HIV disease. A secondary data analysis was conducted from a qualitative study aimed at understanding factors that help an HIV positive person to manage their HIV disease. Data were collected from sites in Botswana, the US, and Puerto Rico. In the parent study, data were collected through focus group discussions with 135 people living with HIV, 32 HIV health care providers (HCPs, and 39 HIV professional care team members (PCTMs. SPSS was used to analyze quantitative data while ATLAS.ti was used to analyze qualitative data. The findings from analyses of the perspectives of HCPs/PCTMs suggested that linguistic and cultural factors were important themes in the exchange of HIV information between health care providers and PLHIV. These themes included ineffective communication, health seeking behavior, cultural facilitators, and complementary and alternative/traditional healing methods. Thus, this study suggests that language and culture have a major role in health literacy for PLHIV.

  10. Language and Culture in Health Literacy for People Living with HIV: Perspectives of Health Care Providers and Professional Care Team Members.

    Science.gov (United States)

    Mogobe, Keitshokile Dintle; Shaibu, Sheila; Matshediso, Ellah; Sabone, Motshedisi; Ntsayagae, Esther; Nicholas, Patrice K; Portillo, Carmen J; Corless, Inge B; Rose, Carol Dawson; Johnson, Mallory O; Webel, Allison; Cuca, Yvette; Rivero-Méndez, Marta; Solís Báez, Solymar S; Nokes, Kathleen; Reyes, Darcel; Kemppainen, Jeanne; Reid, Paula; Sanzero Eller, Lucille; Lindgren, Teri; Holzemer, William L; Wantland, Dean

    2016-01-01

    Low health literacy has been linked to inadequate engagement in care and may serve as a contributor to poor health outcomes among people living with HIV and AIDS. The purpose of this paper was to examine the perspectives of health care providers and professional care team members regarding health literacy in HIV disease. A secondary data analysis was conducted from a qualitative study aimed at understanding factors that help an HIV positive person to manage their HIV disease. Data were collected from sites in Botswana, the US, and Puerto Rico. In the parent study, data were collected through focus group discussions with 135 people living with HIV, 32 HIV health care providers (HCPs), and 39 HIV professional care team members (PCTMs). SPSS was used to analyze quantitative data while ATLAS.ti was used to analyze qualitative data. The findings from analyses of the perspectives of HCPs/PCTMs suggested that linguistic and cultural factors were important themes in the exchange of HIV information between health care providers and PLHIV. These themes included ineffective communication, health seeking behavior, cultural facilitators, and complementary and alternative/traditional healing methods. Thus, this study suggests that language and culture have a major role in health literacy for PLHIV.

  11. A nationwide postal survey on the perception of Malaysian public healthcare providers on family medicine specialists' (PERMFAMS) clinical performance, professional attitudes and research visibility.

    Science.gov (United States)

    Chew, Boon-How; Yasin, Mazapuspavina Md; Cheong, Ai-Theng; Rashid, Mohd-Radzniwan A; Hamzah, Zuhra; Ismail, Mastura; Ali, Norsiah; Bashah, Baizury; Mohd-Salleh, Noridah

    2015-01-01

    Perception of healthcare providers who worked with family medicine specialists (FMSs) could translate into the effectiveness of primary healthcare delivery in daily practices. This study examined perceptions of public healthcare providers/professionals (PHCPs) on FMSs at public health clinics throughout Malaysia. This was a cross-sectional study in 2012-2013 using postal method targeting PHCPs from three categories of health facilities, namely health clinics, health offices and hospitals. A structured questionnaire was developed to assess PHCP's perception of FMS's clinical competency, safety practice, ethical and professional values, and research involvement. It consists of 37 items with Likert scale of strongly disagree (a score of 1) to strongly agree (a score of 5). Interaction and independent effect of the independent variables were tested and adjusted means score were reported. The participants' response rate was 58.0% (780/1345) with almost equal proportion from each of the three public healthcare facilities. There were more positive perceptions than negative among the PHCPs. FMSs were perceived to provide effective and safe treatment to their patients equally disregards of patient's social background. However, there were some concerns of FMSs not doing home visits, not seeing walk-in patients, had long appointment time, not active in scientific research, writing and publication. There were significant differences in perception based on a respondent's health care facility (p publication.

  12. Widening the circle of security: a quasi-experimental evaluation of attachment-based professional development for family child care providers.

    Science.gov (United States)

    Gray, Sarah A O

    2015-01-01

    This pilot program evaluation was undertaken to examine the effectiveness of an attachment-based, group professional-development experience, Circle of Security-Parenting, on family childcare (FCC) providers' psychological resources and self-efficacy in managing children's challenging behaviors and supporting children's socioemotional development. Licensed FCC providers with children actively in their care (n = 34) self-selected into the program, offered in English and Spanish through a regional support network for FCC providers; a comparison group of providers was recruited from the state database of licensed providers (n = 17). A significant Time × Group interaction was observed for self-efficacy in managing challenging behaviors, F(1, 46) = 30.59, p = .000, partial η(2) = .40, with participating providers' mean self-efficacy scores increasing, p = .000, d = .78, while comparison providers' decreased, p = .003, d = 1.40. Mean depressive symptoms decreased over time for both groups whereas job stress-related resources were stable over time in both groups. Patterns of association were found between providers' self-report of difficulties considering children's mental states and depressive symptoms, job stress resources, and self-efficacy. Limitations and implications for future research are reviewed, including the impact of conducting this work within an organized support network for FCC providers. © 2015 Michigan Association for Infant Mental Health.

  13. Becoming successful entrepreneurs. Bangladesh. ADB supports pioneering family-based approach to provide micro-credit and skills training.

    Science.gov (United States)

    Molitor, C

    1996-01-01

    The Thana Resource Development and Employment Project (TRDEP), built upon the successful experience of the Grameen Bank and other nongovernmental organizations, is a comprehensive poverty alleviation scheme implemented by the government of Bangladesh and targeted to the poorest segment of Bangladeshi society. The project provides soft loans to landless poor for income-generating activities involving non-crop livelihoods and trades. The loans are granted at an 18% interest rate including a 2% charge which goes into a risk fund. The poorest of poor are eligible to receive loans as long as each borrowing unit is a self-help group comprised of five members of one family and each member of the group assumes the responsibility of paying each other member's loan. Each member of a borrowing group may receive loans in the amount of Taka 3000-5000 (US$75-125). The loans are then repayable in 50 equal installments over the course of 1 year. One member's default disqualifies all other group members from receiving future credit until the default is cleared. TRDEP borrowers have started small, successful entrepreneurial activities with their loans as capital.

  14. Use of the QR Reader to Provide Real-Time Evaluation of Residents' Skills Following Surgical Procedures.

    Science.gov (United States)

    Reynolds, Kellin; Barnhill, Danny; Sias, Jamie; Young, Amy; Polite, Florencia Greer

    2014-12-01

    A portable electronic method of providing instructional feedback and recording an evaluation of resident competency immediately following surgical procedures has not previously been documented in obstetrics and gynecology. This report presents a unique electronic format that documents resident competency and encourages verbal communication between faculty and residents immediately following operative procedures. The Microsoft Tag system and SurveyMonkey platform were linked by a 2-D QR code using Microsoft QR code generator. Each resident was given a unique code (TAG) embedded onto an ID card. An evaluation form was attached to each resident's file in SurveyMonkey. Postoperatively, supervising faculty scanned the resident's TAG with a smartphone and completed the brief evaluation using the phone's screen. The evaluation was reviewed with the resident and automatically submitted to the resident's educational file. The evaluation system was quickly accepted by residents and faculty. Of 43 residents and faculty in the study, 38 (88%) responded to a survey 8 weeks after institution of the electronic evaluation system. Thirty (79%) of the 38 indicated it was superior to the previously used handwritten format. The electronic system demonstrated improved utilization compared with paper evaluations, with a mean of 23 electronic evaluations submitted per resident during a 6-month period versus 14 paper assessments per resident during an earlier period of 6 months. This streamlined portable electronic evaluation is an effective tool for direct, formative feedback for residents, and it creates a longitudinal record of resident progress. Satisfaction with, and use of, this evaluation system was high.

  15. The Impact of Combat Deployment on Health Care Provider Burnout in a Military Emergency Department: A Cross-Sectional Professional Quality of Life Scale V Survey Study.

    Science.gov (United States)

    Cragun, Joshua N; April, Michael D; Thaxton, Robert E

    2016-08-01

    Compassion fatigue is a problem for many health care providers manifesting as physical, mental, and spiritual exhaustion. Our objective was to evaluate the association between prior combat deployment and compassion fatigue among military emergency medicine providers. We conducted a nonexperimental cross-sectional survey of health care providers assigned to the San Antonio Military Medical Center, Department of Emergency Medicine. We used the Professional Quality of Life Scale V survey instrument that evaluates provider burnout, secondary traumatic stress, and compassion satisfaction. Outcomes included burnout, secondary traumatic stress, and compassion satisfaction raw scores. Scores were compared between providers based on previous combat deployments using two-tailed independent sample t tests and multiple regression models. Surveys were completed by 105 respondents: 42 nurses (20 previously deployed), 30 technicians (11 previously deployed), and 33 physicians (16 previously deployed). No statistically significant differences in burnout, secondary traumatic stress, or compassion satisfaction scores were detected between previously deployed providers versus providers not previously deployed. There was no association between previous combat deployment and emergency department provider burnout, secondary traumatic stress, or compassion satisfaction scores. Reprint & Copyright © 2016 Association of Military Surgeons of the U.S.

  16. [Consensus document on ultrasound training in Intensive Care Medicine. Care process, use of the technique and acquisition of professional skills].

    Science.gov (United States)

    Ayuela Azcárate, J M; Clau-Terré, F; Vicho Pereira, R; Guerrero de Mier, M; Carrillo López, A; Ochagavia, A; López Pérez, J M; Trenado Alvarez, J; Pérez, L; Llompart-Pou, J A; González de Molina, F J; Fojón, S; Rodríguez Salgado, A; Martínez Díaz, M C; Royo Villa, C; Romero Bermejo, F J; Ruíz Bailén, M; Arroyo Díez, M; Argueso García, M; Fernández Fernández, J L

    2014-01-01

    Ultrasound has become an essential tool in assisting critically ill patients. His knowledge, use and instruction requires a statement by scientific societies involved in its development and implementation. Our aim are to determine the use of the technique in intensive care medicine, clinical situations where its application is recommended, levels of knowledge, associated responsibility and learning process also implement the ultrasound technique as a common tool in all intensive care units, similar to the rest of european countries. The SEMICYUC's Working Group Cardiac Intensive Care and CPR establishes after literature review and scientific evidence, a consensus document which sets out the requirements for accreditation in ultrasound applied to the critically ill patient and how to acquire the necessary skills. Training and learning requires a structured process within the specialty. The SEMICYUC must agree to disclose this document, build relationships with other scientific societies and give legal cover through accreditation of the training units, training courses and different levels of training. Copyright © 2013 Elsevier España, S.L. y SEMICYUC. All rights reserved.

  17. The Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale (LGBT-DOCSS): Establishing a New Interdisciplinary Self-Assessment for Health Providers.

    Science.gov (United States)

    Bidell, Markus P

    2017-01-01

    These three studies provide initial evidence for the development, factor structure, reliability, and validity of the Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale (LGBT-DOCSS), a new interdisciplinary LGBT clinical self-assessment for health and mental health providers. Research participants were voluntarily recruited in the United States and United Kingdom and included trainees, clinicians, and educators from applied psychology, counseling, psychotherapy, and primary care medicine. Study 1 (N = 602) used exploratory and confirmatory factor analytic techniques, revealing an 18-item three-factor structure (Clinical Preparedness, Attitudinal Awareness, and Basic Knowledge). Study 2 established internal consistency for the overall LGBT-DOCSS (α = .86) and for each of the three subscales (Clinical Preparedness = .88, Attitudinal Awareness = .80, and Basic Knowledge = .83) and 2-week test-retest reliability (.87). In study 3 (N = 564), participant criteria (sexual orientation and education level) and four established scales that measured LGBT prejudice, assessment skills, and social desirability were used to support initial content and discriminant validity. Psychometric properties, limitations, and recommendations are discussed.

  18. South Africa and the Global Recruitment of Health Professionals ...

    African Journals Online (AJOL)

    Brain drain is one of the most critical issues affecting the developing world. One aspect of globalisation is the international migration of skilled health professionals. The aim of this article is to provide insight into patterns of organised recruiting of skilled health personnel from South Africa. Africa Insight Vol. 37 (4) 2008 pp.

  19. Improving Early Detection of Refugee-Related Stress Symptoms: Evaluation of an Inter-Professional and Inter-Cultural Skills Training Course in Sweden

    Directory of Open Access Journals (Sweden)

    Maria Carlén

    2013-05-01

    Full Text Available Twenty-three of 26 participants, mainly women from six local agencies involved in the reception of refugees, completed a university course titled “Refugee-related stress and mental health—local cooperation”, which was spread over seven days in 2011. The course was based on evidence and clinical experience and was commissioned to serve as competency training by Stockholm County Council and Södertälje Municipality. It received funding from the Swedish National Board of Health and Welfare. It was a continuation of an earlier one-week full-time university course from 2010 with the same title. As a result of a new law relating to refugee reception, which led to organizational change, the participants requested a continuation of the original course. The learning objectives were met (5.4 on a 6-point scale; 1 = strongly disagree, 6 = strongly agree. The general assessment of the course as a whole by the participants was 5.7 (on a 6-point scale, 1 = very unsatisfied, 6 = very satisfied. The participants thought that their skills had increased, and their perception was that they had significantly better control of their work situation following completion of the course. The most important findings were that participants from different agencies at the local level: (1 perceived that they had developed the sense that there was a local inter-cultural and inter-professional inter-agency collaboration in the reception of newly arrived refugees and (2 will continue efforts to stabilize and develop this together. This method of teaching, in terms of skills training, is not a “quick fix.” It is a process, and it needs support from those in power in order to continue.

  20. A qualitative study of patient and provider perspectives on using web-based pain coping skills training to treat persistent cancer pain.

    Science.gov (United States)

    Rini, Christine; Vu, Maihan B; Lerner, Hannah; Bloom, Catherine; Carda-Auten, Jessica; Wood, William A; Basch, Ethan M; Voorhees, Peter M; Reeder-Hayes, Katherine E; Keefe, Francis J

    2017-03-07

    Persistent pain is common and inadequately treated in cancer patients. Behavioral pain interventions are a recommended part of multimodal pain treatments, but they are underused in clinical care due to barriers such as a lack of the resources needed to deliver them in person and difficulties coordinating their use with clinical care. Pain coping skills training (PCST) is an evidence-based behavioral pain intervention traditionally delivered in person. Delivering this training via the web would increase access to it by addressing barriers that currently limit its use. We conducted a patient pilot study of an 8-week web-based PCST program to determine the acceptability of this approach to patients and the program features needed to meet their needs. Focus groups with healthcare providers identified strategies for coordinating the use of web-based PCST in clinical care. Participants included 7 adults with bone pain due to multiple myeloma or metastasized breast or prostate cancer and 12 healthcare providers (4 physicians and 8 advanced practice providers) who treat cancer-related bone pain. Patients completed web-based PCST at home and then took part in an in-depth qualitative interview. Providers attended focus groups led by a trained moderator. Qualitative analyses identified themes in the patient and provider data. Patients reported strongly favorable responses to web-based PCST and described emotional and physical benefits. They offered suggestions for adapting the approach to better fit their needs and to overcome barriers to completion. Focus groups indicated a need to familiarize healthcare providers with PCST and to address concerns about overburdening patients. Providers would recommend the program to patients they felt could benefit. They suggested applying a broad definition of cancer pain and having various types of providers help coordinate program its use with clinical care. Web-based PCST was acceptable to patients and providers. Our findings suggest

  1. The Effect of Communication Skills Training for Generalist Palliative Care Providers on Patient-Reported Outcomes and Clinician Behaviors: A Systematic Review and Meta-analysis.

    Science.gov (United States)

    Selman, Lucy Ellen; Brighton, Lisa J; Hawkins, Amy; McDonald, Christine; O'Brien, Suzanne; Robinson, Vicky; Khan, Shaheen A; George, Rob; Ramsenthaler, Christine; Higginson, Irene J; Koffman, Jonathan

    2017-09-01

    As most end-of-life care is provided by health care providers who are generalists rather than specialists in palliative care, effective communication skills training for generalists is essential. To determine the effect of communication training interventions for generalist palliative care providers on patient-reported outcomes and trainee behaviors. Systematic review from searches of 10 databases to December 2015 (MEDLINE, EMBASE, PsycINFO, ERIC, CINAHL, CENTRAL, Web of Science, ICTRP, CORDIS, and OpenGrey) plus hand searching. Randomized controlled trials of training interventions intended to enhance generalists' communication skills in end-of-life care were included. Two authors independently assessed eligibility after screening, extracted data, and graded quality. Data were pooled for meta-analysis using a random-effects model. PRISMA guidelines were followed. Nineteen of 11,441 articles were eligible, representing 14 trials. Eleven were included in meta-analyses (patients n = 3144, trainees n = 791). Meta-analysis showed no effect on patient outcomes (standardized mean difference [SMD] = 0.10, 95% CI -0.05 to 0.24) and high levels of heterogeneity (chi-square = 21.32, degrees of freedom [df] = 7, P = 0.003; I(2) = 67%). The effect on trainee behaviors in simulated interactions (SMD = 0.50, 95% CI 0.19-0.81) was greater than in real patient interactions (SMD = 0.21, 95% CI -0.01 to 0.43) with moderate heterogeneity (chi-square = 8.90, df = 5, P = 0.11; I(2) = 44%; chi-square = 5.96, df = 3, P = 0.11; I(2) = 50%, respectively). Two interventions with medium effects on showing empathy in real patient interactions included personalized feedback on recorded interactions. The effect of communication skills training for generalists on patient-reported outcomes remains unclear. Training can improve clinicians' ability to show empathy and discuss emotions, at least in simulated consultations. Personalized feedback on recorded patient

  2. Employer Perceptions of Student Informational Interviewing Skills and Behaviors

    Science.gov (United States)

    Orr, Claudia; Sherony, Bruce; Steinhaus, Carol

    2011-01-01

    Employers continue to report that soft skills are critically important in obtaining employment and achieving long-term career success. Given the challenging job market for college graduates, business school faculty need to provide practical opportunities for students to develop their soft skills in professional settings. A longitudinal study was…

  3. Increasing the Retention of Females of Color in Engineering and Technology Degree Programs through Professional Development Activities

    OpenAIRE

    Sherri S. Frizell; Felecia M. Nave

    2009-01-01

    This paper provides an overview of professional development activities designed to provide minority female engineering students with the knowledge and essential skills to enhance their preparedness to transition into the engineering workforce and their ability to sustain a successful career. Three professional development workshops are discussed that focused on such topics as breaking the glass ceiling, leadership, soft skills development, balancing technical and non-technical skill developme...

  4. Use of a national continuing medical education meeting to provide simulation-based training in temporary hemodialysis catheter insertion skills: a pre-test post-test study.

    Science.gov (United States)

    Clark, Edward G; Paparello, James J; Wayne, Diane B; Edwards, Cedric; Hoar, Stephanie; McQuillan, Rory; Schachter, Michael E; Barsuk, Jeffrey H

    2014-01-01

    Simulation-based-mastery-learning (SBML) is an effective method to train nephrology fellows to competently insert temporary, non-tunneled hemodialysis catheters (NTHCs). Previous studies of SBML for NTHC-insertion have been conducted at a local level. Determine if SBML for NTHC-insertion can be effective when provided at a national continuing medical education (CME) meeting. Describe the correlation of demographic factors, prior experience with NTHC-insertion and procedural self-confidence with simulated performance of the procedure. Pre-test - post-test study. 2014 Canadian Society of Nephrology annual meeting. Nephrology fellows, internal medicine residents and medical students. Participants were surveyed regarding demographics, prior NTHC-insertion experience, procedural self-confidence and attitudes regarding the training they received. NTHC-insertion skills were assessed using a 28-item checklist. Participants underwent a pre-test of their NTHC-insertion skills at the internal jugular site using a realistic patient simulator and ultrasound machine. Participants then had a training session that included a didactic presentation and 2 hours of deliberate practice using the simulator. On the following day, trainees completed a post-test of their NTHC-insertion skills. All participants were required to meet or exceed a minimum passing score (MPS) previously set at 79%. Trainees who did not reach the MPS were required to perform more deliberate practice until the MPS was achieved. Twenty-two individuals participated in SBML training. None met or exceeded the MPS at baseline with a median checklist score of 20 (IQR, 7.25 to 21). Seventeen of 22 participants (77%) completed post-testing and improved their scores to a median of 27 (IQR, 26 to 28; p < 0.001). All met or exceeded the MPS on their first attempt. There were no significant correlations between demographics, prior experience or procedural self-confidence with pre-test performance. Small sample-size and

  5. Assessing clinical support and inter-professional interactions among front-line primary care providers in remote communities in northern Canada: a pilot study

    Directory of Open Access Journals (Sweden)

    Stephanie K. Young

    2016-09-01

    Full Text Available Background: Primary care in remote communities in northern Canada is delivered primarily by nurses who receive clinical support from physicians in regional centres and the patient transportation system. To improve continuity, quality and access to care in remote northern communities, it is important to understand the perspectives of front-line providers and the complex challenges they face. Objective: To design and implement a survey of primary care providers to identify issues relating to inter-professional communication, clinical support and patient evacuation. Methods: In collaboration with the territorial government and regional health authority partners, we developed a 21-item self-administered questionnaire survey, which could be completed online. The survey was sent to 218 physicians and nurses who were employed in the Northwest Territories (NWT at the time of the survey and were involved in sending patients out of the community and/or receiving patients. The survey also contained an open-ended question at the end seeking comments regarding primary health care. Results: The overall low response rate of 39% among nurses and 19% among physicians threatens the validity of the quantitative results. The majority of providers were satisfied with their ability to communicate with other providers in a timely manner, their freedom to make clinical decisions and their overall experience practicing in the NWT. The patient transfer system appears to work from both the sender and receiver perspectives. However, a common theme reported by nurses was that physicians providing clinical advice, especially short-term locums, were not familiar with the local situation, whilst physicians at the receiving end remarked that the clinical information provided to them often lacked clarity. Conclusions: Important lessons were learnt from the pilot study, especially in better engagement of providers in planning and dissemination. The questionnaire design and the

  6. Developing Leadership Skills

    Science.gov (United States)

    Kinney, Patti

    2008-01-01

    Principals often think of professional development in terms of activities--attending a workshop, networking with colleagues at a conference, reading a professional article or book, and so on. Although these are all good things in and of themselves, genuine professional growth does not occur until knowledge and skills are put into practice at the…

  7. Developing nurses' transformational leadership skills.

    Science.gov (United States)

    Fischer, Shelly Ann

    2017-08-16

    Healthcare is a complex area with significant potential for service improvement despite the effects of increasing economic and social pressures on the quality and safety of patient care. As the largest group of healthcare professionals in direct contact with patients, nurses are well positioned to contribute to improvements in healthcare services and to the development of new policies. To influence healthcare improvements and policies effectively, nurses require leadership skills. Historically, it was thought that only nurses in management roles required leadership skills; however, the ability to influence change is a requirement at all levels of clinical practice. Transformational leadership competencies provide nurses with the skills to contribute to improvements in the quality and safety of patient care, while enhancing their career satisfaction. This article examines how nurses can apply transformational leadership to their practice. It also informs nurses how to conduct an initial self-assessment of their leadership skills and to formulate a transformational leadership development plan.

  8. Professional Excellence Beyond Technical Competence

    CERN Document Server

    Rossiter, Alan P

    2008-01-01

    The training path for engineers focuses intensely on scientific and technical knowledge. Yet, our professional and personal satisfaction and success also depend on other traits that make us more effective and productive. In this thought-provoking book, Alan Rossiter provides practical guidance in developing the skills to become more effective in your work, while also balancing your life. It is invaluable reading for graduating college students and young professionals as well as seasoned practitioners who find that work is becoming all-consuming.

  9. Offering a Geoscience Professional Development Program to Promote Science Education and Provide Hands-on Experiences for K-12 Science Educators

    Science.gov (United States)

    Fakayode, Sayo O.; Pollard, David A.; Snipes, Vincent T.; Atkinson, Alvin

    2014-01-01

    Development of an effective strategy for promoting science education and professional development of K-12 science educators is a national priority to strengthen the quality of science, technology, engineering, and mathematics (STEM) education. This article reports the outcomes of a Geoscience Professional Development Program (GPDP) workshop…

  10. Transforming Professional Development to Professional Learning

    Science.gov (United States)

    Stewart, Chelsea

    2014-01-01

    This article reviews teacher professional development norms as they are shifting toward collaborative practice. It is posed that passive and individual practices are inadequate to prepare teachers to integrate the academic skills that learners need for both workforce and college readiness. Promising practices in professional development are…

  11. A Mixed-Methods Study Examining the Role of the Instructional Coach within a Professional Learning Community

    Science.gov (United States)

    Jorgensen, Christie L.

    2016-01-01

    Although instructional coaching and professional learning communities provide ongoing, job-embedded support and professional learning, little is known about what role the instructional coach serves within the setting of the professional learning community or what coaching skills teachers find most helpful within this setting. Research examining…

  12. Health care professionals’ skills regarding patient safety

    Directory of Open Access Journals (Sweden)

    Indrė Brasaitė

    2016-01-01

    Conclusions: This study has served to investigate the general skills of health care professionals in regard to patient safety. It provides new knowledge about the topic in the context of the Baltic countries and can thus be used in the future development of health care services.

  13. State Skill Standards: Housing and Interior Design

    Science.gov (United States)

    Nevada Department of Education, 2008

    2008-01-01

    Meeting the Housing and Interior Design Standards will provide students with skills for personal family life and towards becoming a professional in the interior design field. The mission of Housing and Interior Design education is to prepare students for family life, work life, and careers in the fashion industry by creating opportunities to…

  14. [Team mourning: revelations of nursing professionals on the care provided to children/adolescents in the process of death/dying].

    Science.gov (United States)

    Costa, Juliana Cardeal da; Lima, Regina Aparecida Garcia de

    2005-01-01

    For nursing professionals, death is the greatest villain of their work since, in general, they are educated to take care of life only. The purpose of this study is to investigate how nursing professionals experience mourning when facing the death of hospitalized children/adolescents. Therefore, authors used a qualitative descriptive-exploratory research. Data were collected through interviews with nursing professionals who work in clinics with pediatric beds at a university hospital. Empirical data showed that professionals need emotional support in order to experience mourning and prevent the Burnout Syndrome. Authors recommend the inclusion of the theme death in the curricula, and also that hospitals must turn to permanent education as a strategy to promote changes in attitudes and behaviors regarding patients who are dying.

  15. The choice of healthcare providers for febrile children after introducing non-professional health workers in a malaria endemic area in Papua New Guinea

    Directory of Open Access Journals (Sweden)

    Takahiro eTsukahara

    2015-12-01

    Full Text Available Background: Disease burden of malaria in Papua New Guinea (PNG is the highest in Asia and the Pacific, and prompt access to effective drugs is the key strategy for controlling malaria. Despite the rapid economic growth, primary healthcare services have deteriorated in rural areas; the introduction of non-professional health workers [village health volunteers (VHVs] is expected to improve antimalarial drug deliveries. Previous studies on PNG suggested that distance from households negatively affected the utilization of health services; however, price effect on healthcare demand decisions has not been explored. Empirical studies on household’s affordability as well as accessibility of healthcare services contribute to policy implications such as efficient introduction of out-of-pocket costs and effective allocation of health facilities. Therefore, we investigate price responsiveness and other determinants of healthcare provider choice for febrile children in a malaria endemic rural area wherein VHVs were introduced.Methods: Cross-sectional surveys were conducted using a structured questionnaire distributed in a health center’s catchment area of East Sepik Province in the 2011/2012 rainy seasons. Caretakers were interviewed and data on fever episodes of their children in the preceding two weeks were collected. Mixed logit model was employed to estimate the determinants of healthcare provider choice.Results: Among 257 fever episodes reported, the main choices of healthcare providers were limited to self-care, VHV, and a health center. Direct cost and walking distance negatively affected the choice of a VHV and the health center. An increase of VHV’s direct cost or walking distance did not much affect predicted probability of the health center, but rather that of self-care. While, drug availability and illness severity increased the choice probability of a VHV and the health center. Conclusion: The results suggest that the net healthcare demand

  16. How volunteering helps students to develop soft skills

    Science.gov (United States)

    Khasanzyanova, Albina

    2017-06-01

    It is widely recognised that tertiary education does not provide all of the knowledge and skills required to succeed in modern societies. Personal and interpersonal skills - so-called "soft skills" - are also needed to complement professional skills and expertise, and become an essential part of an individual's personality. One way of acquiring soft skills is volunteering with associations and non-governmental organisations (NGOs). This paper discusses the involvement of French third-level students in voluntary activities and the skills they acquire as a result. The author presents the findings of a study involving a questionnaire and semi-structured interviews. Results show that many students develop skills linked to their future professional career, that they reflect on this consciously and feel enriched by the experience. The author argues that "non-professional" activities like volunteering can be actively incorporated into students' learning process, making their overall experience of higher education more active, enjoyable and relevant. Learning through action was found to be the most important factor in the acquisition of soft skills. This article aims to contribute to research on the educational dimension of volunteering, demonstrating that it benefits both personal and professional development.

  17. Illinois Occupational Skill Standards: Machining Skills Cluster.

    Science.gov (United States)

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document of skill standards for the machining skills cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 67 occupational skill standards describe what people should know and be able to do in an…

  18. Getting Skills Right: Skills for Jobs Indicators

    Science.gov (United States)

    OECD Publishing, 2017

    2017-01-01

    This report describes the construction of the database of skill needs indicators, i.e. the OECD Skills for Jobs Database, and presents initial results and analysis. It identifies the existing knowledge gaps concerning skills imbalances, providing the rationale for the development of the new skill needs and mismatch indicators. Moreover, it…

  19. Migrating skills, skilled migrants and migration skills: The influence of contexts on the validation of migrants' skills

    National Research Council Canada - National Science Library

    Magdalena Nowicka

    2014-01-01

      Notions of skill are geographically and historically specific; migration regimes, professional regulations and national policies influence possibilities of effective validation of migrant knowledge abroad...

  20. Communication & Negotiation Skills Workshop for Women I

    Science.gov (United States)

    2016-03-01

    This workshop is designed to provide women physics students and postdocs with the professional skills they need to effectively perform research, including: negotiating a position in academia, industry or at a national lab, interacting positively on teams and with a mentor or advisor, thinking tactically, articulating goals, enhancing their personal presence, and developing alliances. We will discuss negotiation strategies and tactics that are useful for achieving professional goals. This is a highly interactive workshop where participants are invited to bring examples of difficult professional situations to discuss.

  1. Communication & Negotiation Skills Workshop for Women II

    Science.gov (United States)

    2016-03-01

    This workshop is designed to provide women physics students and postdocs with the professional skills they need to effectively perform research, including: negotiating a position in academia, industry or at a national lab, interacting positively on teams and with a mentor or advisor, thinking tactically, articulating goals, enhancing their personal presence, and developing alliances. We will discuss negotiation strategies and tactics that are useful for achieving professional goals. This is a highly interactive workshop where participants are invited to bring examples of difficult professional situations to discuss.

  2. Communicating with Professionals

    Medline Plus

    Full Text Available ... to follow-up with your medical team. You can help improve the care you receive at follow- ... you (or your professionals) want. Simple communication skills can help you get what you need – over the ...

  3. Personal professional development

    CSIR Research Space (South Africa)

    Rao, S

    2008-10-01

    Full Text Available Three workshop sessions on personal professional development were held during the Third IUPAP Women in Physics Conference. These were designed to teach participants about planning for career success, "survival skills," negotiation, and ways...

  4. Communicating with Professionals

    Medline Plus

    Full Text Available ... phone, at the hospital or during office visits. Good communication skills help you get better results from ... your next appointment . Healthcare professionals talk about why good communication is important A patient describes how he ...

  5. Communicating with Professionals

    Medline Plus

    Full Text Available ... a Heart Attack Treatment of a Heart Attack Life After a Heart Attack Heart Failure About Heart ... than you (or your professionals) want. Simple communication skills can help you get what you need – over ...

  6. Interpersonal skills for effective library management

    OpenAIRE

    Koganuramath, M. M.; Angadi, Mallikarjun

    2000-01-01

    This paper intends to reveal various facets of interpersonal skills and also the importance of public relations skills, including librarian's own skills, that helps the users to cultivate interpersonal skills as a positive reference service. Surveys of professional librarians show a high need for the skills for professional competencies, management, networking and teamwork. The perceived need for skills in these areas may reflect the increasing interdependence of library workers and relianc...

  7. Brief Report: Un Abrazo Para la Familia: Providing Low-Income Hispanics with Education and Skills in Coping with Breast Cancer and Caregiving

    Science.gov (United States)

    Badger, Terry A.; Curran, Melissa A.; Koerner, Susan Silverberg; Larkey, Linda K.; Weihs, Karen L.; Verdugo, Lorena; García, Francisco A. R.

    2012-01-01

    Objective Un Abrazo Para La Familia [A Hug for the Family] is an intervention designed to increase the accessibility of cancer information to low-income and medically underserved co-survivors of cancer. Co-survivors are family members or friends of an individual diagnosed with cancer. Our goal was to increase socio-emotional support for co-survivors, and improve skills in coping with cancer. The purpose of our pilot study was to explore the effectiveness of the intervention in increasing cancer knowledge and self-efficacy among co-survivors. Methods Un Abrazo consisted of three one-hour sessions, in either Spanish or English. Sessions were delivered by a trained promotora [community health worker], in partnership with a counselor. Sixty participants completed measures of cancer knowledge and self-efficacy preceding (pre-test) and following the intervention (post-test). Results From pre- to post-test, the percentage of questions answered correctly about cancer knowledge increased (p < .001), as did ratings of self-efficacy (p < .001). Decreases were seen in “Do not know” responses for cancer knowledge (p < .01), with a negative correlation between number of “Do not knows” on cancer knowledge at pre-test and ratings of self-efficacy at pre-test (r = −.47, p < .01). Conclusions When provided an accessible format, co-survivors of cancer from underserved populations increase their cancer knowledge and self-efficacy. This is notable because research indicates that family members and friends with increased cancer knowledge assume more active involvement in the cancer care of their loved ones. PMID:22140003

  8. Un Abrazo Para La Familia: providing low-income Hispanics with education and skills in coping with breast cancer and caregiving.

    Science.gov (United States)

    Marshall, Catherine A; Badger, Terry A; Curran, Melissa A; Koerner, Susan Silverberg; Larkey, Linda K; Weihs, Karen L; Verdugo, Lorena; García, Francisco A R

    2013-02-01

    Un Abrazo Para La Familia (A Hug for the Family) is an intervention designed to increase the accessibility of cancer information to low-income and medically underserved co-survivors of cancer. Co-survivors are family members or friends of an individual diagnosed with cancer. Our goal was to increase socio-emotional support for these co-survivors and improve skills in coping with cancer. The purpose of our pilot study was to explore the effectiveness of the intervention in increasing cancer knowledge and self-efficacy among co-survivors. Un Abrazo consisted of three one-hour sessions, in either Spanish or English. Sessions were delivered by a trained promotora (community health worker), in partnership with a counselor. Sixty participants completed measures of cancer knowledge and self-efficacy preceding (pre-test) and following the intervention (post-test). From pre-test to post-test, the percentage of questions answered correctly about cancer knowledge increased (p < 0.001), as did ratings of self-efficacy (p < 0.001). Decreases were seen in 'Do not know' responses for cancer knowledge (p < 0.01), with a negative correlation between number of 'Do not knows' on cancer knowledge at pre-test and ratings of self-efficacy at pre-test (r = -0.47, p < 0.01). When provided an accessible format, co-survivors of cancer from underserved populations increase their cancer knowledge and self-efficacy. This is notable because research indicates that family members and friends with increased cancer knowledge assume more active involvement in the cancer care of their loved ones. Copyright © 2011 John Wiley & Sons, Ltd.

  9. Skill (or lack thereof of data-model fusion techniques to provide an early warning signal for an approaching tipping point.

    Directory of Open Access Journals (Sweden)

    Riddhi Singh

    Full Text Available Many coupled human-natural systems have the potential to exhibit a highly nonlinear threshold response to external forcings resulting in fast transitions to undesirable states (such as eutrophication in a lake. Often, there are considerable uncertainties that make identifying the threshold challenging. Thus, rapid learning is critical for guiding management actions to avoid abrupt transitions. Here, we adopt the shallow lake problem as a test case to compare the performance of four common data assimilation schemes to predict an approaching transition. In order to demonstrate the complex interactions between management strategies and the ability of the data assimilation schemes to predict eutrophication, we also analyze our results across two different management strategies governing phosphorus emissions into the shallow lake. The compared data assimilation schemes are: ensemble Kalman filtering (EnKF, particle filtering (PF, pre-calibration (PC, and Markov Chain Monte Carlo (MCMC estimation. While differing in their core assumptions, each data assimilation scheme is based on Bayes' theorem and updates prior beliefs about a system based on new information. For large computational investments, EnKF, PF and MCMC show similar skill in capturing the observed phosphorus in the lake (measured as expected root mean squared prediction error. EnKF, followed by PF, displays the highest learning rates at low computational cost, thus providing a more reliable signal of an impending transition. MCMC approaches the true probability of eutrophication only after a strong signal of an impending transition emerges from the observations. Overall, we find that learning rates are greatest near regions of abrupt transitions, posing a challenge to early learning and preemptive management of systems with such abrupt transitions.

  10. Professionals and Public Good Capabilities

    Directory of Open Access Journals (Sweden)

    Melanie Walker

    2015-12-01

    Full Text Available Martha Nussbaum (2011 reminds us that, all over the world people are struggling for a life that is fully human - a life worthy of human dignity. Purely income-based and preference-based evaluations, as Sen (1999 argues, do not adequately capture what it means for each person to have quality of life. There are other things that make life good for a person, including access to publicly provided professional services. The question then is what version of education inflects more towards the intrinsic and transformational possibilities of professional work and contributions to decent societies? This paper suggests that we need a normative approach to professional education and professionalism; it is not the case that any old version will do. We also need normative criteria to move beyond social critique and to overcome a merely defensive attitude and to give a positive definition to the potential achievements of the professions. Moreover universities are connected to society, most especially through the professionals they educate; it is reasonable in our contemporary world to educate professional graduates to be in a position to alleviate inequalities, and to have the knowledge, skills and values to be able to do so. To make this case, we draw on the human capabilities approach of Sen (1999, 2009 and Nussbaum (2000, 2011 to conceptualise professional education for the public good as an ally of the struggles of people living in poverty and experiencing inequalities, expanding the well-being of people to be and to do in ways they have reason to value – to be mobile, cared for, respected, and so on. In particular we are interested in which human capabilities and functionings are most needed for a professional practice and professionalism that can contribute to transformative social change and how professional development is enabled via pedagogical arrangements.

  11. Retention of technical professionals

    OpenAIRE

    2012-01-01

    M.Ing. The loss of skills and knowledge of technical professionals experienced by many organizations in South Africa has serious implications on the competitiveness of these organizations in the local and international markets. Organizations should come to realize that they should find creative ways to retain critical skills and knowledge and ensure continuity in terms of succession management. Technical professionals play a crucial role in society. They are responsible for maintaining the...

  12. Sketching for Developing Critical Thinking Skills

    Science.gov (United States)

    Eriksson, S. C.; Wang, P.; Sim, T. B.; Goh, E.; Ng, H. K.

    2013-12-01

    Sketching is a valuable field technique to support a person's observation, recording, interpretation and communication of important features in both natural and human-made landscapes. The Singapore geography syllabus employs an inquiry approach and encourages sketching as a fundamental geographical skill. Sketching allows the learner to connect with the world through a personal and kinesthetic experience. The Earth Observatory of Singapore collaborates with the Singapore Geography Teachers' Association, Urban Sketchers, and National Institute of Education professional development to give teachers both basic sketching skills and the opportunity to develop those skills in a scaffolded environment. In Singapore, geography and geology skills overlap in content area of coastal processes, climate change, and plate tectonics with its associated natural hazards such as volcanoes, earthquakes, and tsunami. Both disciplines are interested in how people live on the Earth. Likewise, basic skills such as observing, classifying, measuring, and communicating cut across disciplines of social and natural sciences in order to analyze, synthesize, and evaluate information about the world. Hence, sketching, commonly considered an art skill, is used to further scientific thinking. This somewhat unique collaboration to develop sketching in teachers is based on the long tradition of sketches in geological field work, the newly popular urban sketching community, and professional development by a professional organization and the Singapore National Institute of Education. Workshops provide technique as well as opportunities for sketching with experts in different areas relevant to the geography curriculum.

  13. The Use of Video Self - Monitoring Embedded with Mentorship as a Medium to Enhance Experiential Learning Opportunities and Promote Critical Thinking Skills for Educators and Health Science Professionals Working with Children with Autism

    Directory of Open Access Journals (Sweden)

    Lina Slim - Topdjian

    2016-11-01

    Full Text Available Increased prevalence of Autism has generated higher enrollment in educational settings. Teachers must incorporate specialized teaching strategies to address the unique educational and behavioral challenges facing children diagnosed with autism. This is accomplished by providing teachers with educational opportunities that promote such learning. In the academic world, experiential learning opportunities are used to provide a bridge between didactic coursework and on-the-job practice that fosters skill acquisition and critical thinking. Video self-monitoring (VSM is one type of learning strategy used in experiential learning environments to develop learner’s critical thinking by building on direct experiences, performance feedback (PF, and reflection (R. This study investigates the impact an experiential teacher training framework, consisting of VSM, PF, and R with and without mentoring has on sustained and generalized teacher performance on two dependent variables – Learn Unit (LU; Rate of Effective Instruction (ROI. In this exploratory study 6 female teachers instructing 3-5 year-old autistic children participated in the study. Teacher performance on LU and ROI was evaluated after: Phase 1 – 2-hour workshop; Phase 2 – training: using the VSM. PF, R with and without mentoring; Phase 3 – follow-up: VSM. PF, R and mentoring are removed. Findings revealed that while VSM, PF, R appeared to enhance teacher performance and sustainability of procedural integrity, the greatest and most consistent improvement was observed among teachers who received mentoring as opposed those who did not. Practical applications of this experiential learning teacher/educator training framework for the advanced education of teachers and health science professionals working with this population are highlighted.

  14. Conjugal violence in the perspective of "Family Health Strategy" professionals: a public health problem and the need to provide care for the women.

    Science.gov (United States)

    Gomes, Nadirlene Pereira; Erdmann, Alacoque Lorenzini

    2014-01-01

    to construct a theoretical matrix based on the meanings of the interactions and actions experienced by the professionals regarding the nursing care practices and the health of women in situations of conjugal violence in the ambit of the Family Health Strategy. research based in Grounded Theory. Following approval by the Research Ethics Committee, 52 professionals were interviewed in Santa Catarina, Brazil. The analysis was based on open, axial and selective codifications. the theoretical model was delimited based on the phenomenon "Recognizing conjugal violence as a public health problem, and the need for management of the care for the woman", which reflects the experience of the professionals in relation to care for the woman, as well as the meanings attributed to this care. the phenomenon allows one to understand the movement of action and interaction regarding the care for the woman in a situation of conjugal violence.

  15. Conjugal violence in the perspective of "Family Health Strategy" professionals: a public health problem and the need to provide care for the women

    Directory of Open Access Journals (Sweden)

    Nadirlene Pereira Gomes

    2014-01-01

    Full Text Available OBJECTIVE: to construct a theoretical matrix based on the meanings of the interactions and actions experienced by the professionals regarding the nursing care practices and the health of women in situations of conjugal violence in the ambit of the Family Health Strategy. METHODS: research based in Grounded Theory. Following approval by the Research Ethics Committee, 52 professionals were interviewed in Santa Catarina, Brazil. The analysis was based on open, axial and selective codifications. RESULTS: the theoretical model was delimited based on the phenomenon "Recognizing conjugal violence as a public health problem, and the need for management of the care for the woman", which reflects the experience of the professionals in relation to care for the woman, as well as the meanings attributed to this care. CONCLUSIONS: the phenomenon allows one to understand the movement of action and interaction regarding the care for the woman in a situation of conjugal violence.

  16. Developing Scientists' "Soft" Skills

    National Research Council Canada - National Science Library

    Wendy Gordon

    2014-01-01

      A great deal of professional advice directed at undergraduates, graduate students, postdoctoral fellows, and even early-career scientists focuses on technical skills necessary to succeed in a complex...

  17. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... Data Bank Trauma Quality Improvement Program Mentoring for Excellence in Trauma Surgery Advanced Trauma Life Support Verification, ... Patients Medical Professionals Skills Programs Find a Treatment Center Patient Safety Resources About the Patient Education Program ...

  18. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... Education Patients Medical Professionals Skills Programs Find a Treatment Center Patient Safety Resources About the Patient Education ... Surgeons (ASCRS), American Urological Association (AUA), Certified Enterostomal Therapy Nurses (CETN), and the United Ostomy Associations of ...

  19. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... to Be a Surgeon Resident Resources Teaching Resources Online Guide to Choosing a Surgical Residency Practice Management Workshops Patients and Family Patient Education Patient Education Patients Medical Professionals Skills Programs Find ...

  20. Health professionals' perceptions of the barriers and facilitators to providing smoking cessation advice to women in pregnancy and during the post-partum period: a systematic review of qualitative research.

    Science.gov (United States)

    Flemming, Kate; Graham, Hilary; McCaughan, Dorothy; Angus, Kathryn; Sinclair, Lesley; Bauld, Linda

    2016-03-31

    Reducing smoking in pregnancy is a policy priority in many countries and as a result there has been a rise in the development of services to help pregnant women to quit. A wide range of professionals are involved in providing these services, with midwives playing a particularly pivotal role. Understanding professionals' experiences of providing smoking cessation support in pregnancy can help to inform the design of interventions as well as to improve routine care. A synthesis of qualitative research of health professionals' perceptions of the barriers and facilitators to providing smoking cessation advice to women in pregnancy and the post-partum period was conducted using meta-ethnography. Searches were undertaken from 1990 to January 2015 using terms for maternity health professionals and smoking cessation advisors, pregnancy, post-partum, smoking, and qualitative in seven electronic databases. The review was reported in accordance with the 'Enhancing transparency in reporting the synthesis of qualitative research' (ENTREQ) statement. Eight studies reported in nine papers were included, reporting on the views of 190 health professionals/key informants, including 85 midwives and health visitors. The synthesis identified that both the professional role of participants and the organisational context in which they worked could act as either barriers or facilitators to an individual's ability to provide smoking cessation support to pregnant or post-partum women. Underpinning these factors was an acknowledgment that the association between maternal smoking and social disadvantage was a considerable barrier to addressing and supporting smoking cessation The review identifies a role for professional education, both pre-qualification and in continuing professional development that will enable individuals to provide smoking cessation support to pregnant women. Key to the success of this education is recognising the centrality of the professional-client/patient relationship

  1. El desarrollo de habilidades investigativas en la educación superior: la solución de problemas profesionales. (3 Research skills development in higher education: professional problem solving. (3

    Directory of Open Access Journals (Sweden)

    Evelio F Machado Ramírez

    2009-08-01

    Full Text Available El presente artículo tiene como propósito realizar un análisis de diversas definiciones que se han otorgado al concepto investigación para llegar a reformularlo desde una perspectiva aplicable a los propósitos del estudio. Especial énfasis además se presta a la fundamentación de la habilidad solucionar problemas (profesionales como habilidad investigativa compleja de mayor nivel de integración en el ámbito de formación del profesional de la educación superior; y en su primera y externa representación, el modelo y los eslabones que la componen, los cuales se constituyen en el escenario propicio para la dirección del proceso enseñanza-aprendizaje en función de su desarrollo.This article analyzes various definitions of research so as to re-express it from a viewpoint related to this study. The foundations of the professional problem solving skill are specially emphasized as a complex research skill of a higher integration level within professional formation in higher education. Herein, we present the model and links of professional problem solving, which promote the development of the teaching-learning process direction.

  2. Increasing the Retention of Females of Color in Engineering and Technology Degree Programs through Professional Development Activities

    Directory of Open Access Journals (Sweden)

    Sherri S. Frizell

    2009-02-01

    Full Text Available This paper provides an overview of professional development activities designed to provide minority female engineering students with the knowledge and essential skills to enhance their preparedness to transition into the engineering workforce and their ability to sustain a successful career. Three professional development workshops are discussed that focused on such topics as breaking the glass ceiling, leadership, soft skills development, balancing technical and non-technical skill development, professional etiquette, mentoring, and creating a growth plan. Industry partnerships have been a critical component to the success of these activities.

  3. The death of patients with terminal cancer: the distress experienced by their children and medical professionals who provide the children with support care.

    Science.gov (United States)

    Otani, Hiroyuki; Ozawa, Miwa; Morita, Tatsuya; Kawami, Ayako; Sharma, Sahana; Shiraishi, Keiko; Oshima, Akira

    2016-02-04

    Few studies have been conducted on the experiences of children of terminally ill patients or hospital-based medical professionals supporting such children. This study explored distress among individuals whose parents died of cancer in childhood and among hospital-based medical professionals supporting such children. A qualitative study. The sample was 12 adults whose parents had died of cancer in childhood and 20 hospital-based medical professionals supporting children of patients' with terminal cancer. In-depth interviews were conducted, focusing on the distress experienced by the participants. The data were analysed thematically. Among adults whose parents died of cancer in childhood, we identified themes related to the period before death (eg, concealing the parent's illness), the time of death (eg, alienation due to isolation from the parent), soon after death (eg, fear and shock evoked by the bizarre circumstances, regrets regarding the relationship with the deceased parent before death), several years thereafter (ie, distinctive reflection during adolescence, prompted by the parent's absence) and the present time (ie, unresolved feelings regarding losing the parent). We identified seven themes among the medical professionals (eg, lack of knowledge/experience with children, the family's attempts to shield the child from the reality of death, estrangement from the family once they leave the hospital). An important finding of the study is that the participants' grief reaction to their parents' deaths during childhood was prolonged. Moreover, hospital medical professionals may find it difficult to directly support affected children. Comprehensive support involving organisations (eg, local communities) may be necessary for children who have lost a parent. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

  4. An Analysis of Reading Skills Instruction Provided to Special and General Educators in Their Pre-Service and In-Service Teacher Education

    Science.gov (United States)

    Castillo, Wendie Lappin

    2013-01-01

    More than half of all school-age children in the United States read below grade level (NCES, 2012a). Seventy-five percent of all special education referrals are due to poor reading skills (NCES, 2012b). The Office of Special Education and Rehabilitation Services reports that 50% or more of students with disabilities score at or below the 20th…

  5. Evaluating professional development

    CERN Document Server

    Guskey, Thomas R

    2000-01-01

    This is a practical guide to evaluating professional development programs at five increasing levels of sophistication: participants' reaction to professional development; how much participants learned; evaluating organizational support and change; how participants use their new knowledge and skills; and improvements in student learning.

  6. Promoting Professional Socialization Within the Experiential Curriculum: Implementation of a High-stakes Professionalism Rubric.

    Science.gov (United States)

    Tanzer, Kim; Dintzner, Matthew

    2017-02-25

    Objectives. To describe the implementation of a high-stakes rubric to assess student professionalism in introductory and advanced pharmacy practice experiences (IPPEs and APPEs) to promote the professional socialization of students in the doctor of pharmacy (PharmD) program at Western New England University (WNE). Findings. A professionalism rubric was adapted from the literature to assess the professional behavior of students enrolled in experiential courses based on evaluation of the following criteria: appropriate communication skills with patients and providers, appearance and dress code, timeliness, and initiative. The rubric was implemented in the fall semester of 2013 as a high-stakes component of the assessment within all experiential courses. Students were required to meet expectations for each of the four criteria in order to pass the practice experience, independent of their performance in other course components. Students were assessed by their preceptors at the midpoint and end of each practice experience using the appropriate evaluation tool. Each of the IPPE and APPE evaluation tools included the professionalism rubric as a requirement for assessment. Use of the Professionalism Rubric as a high-stakes assessment tool highlighted professionalism as an important component of the program, making expectations explicit to students and providing leverage to preceptors for holding students accountable. Summary. The Office of Experiential Affairs at WNE has raised awareness of the importance of professionalism and promoted the professional socialization of PharmD students with the use of a high-stakes professionalism rubric.

  7. [Essential professional core competencies for nurses].

    Science.gov (United States)

    Chen, Yu-Chih

    2010-10-01

    Core competency is vital to the nursing profession. Such helps guarantee the high quality and effectiveness of delivered care and maintains the social value and status of the nursing profession. This article introduces the definition of nursing core competency and its connotations. The core competency profile for the nursing profession embraces basic behavioral attributes as well as mastery of advanced practice skills. The former include such attributes as gentleness, willingness to serve, keen observation and judgment, efficiency, skillfulness, responsibility and accountability. The latter embraces skills in general care, communication and collaboration, management, self-development, innovation and research, and stress-adjustment. To cultivate competent nurses, academic education should emphasize critical thinking skills, integrate problem-based and evidence-based learning approaches into curricula, and use objective structured clinical examination to evaluate learning outcomes. In the healthcare sector, systematic professional training models such as the clinical ladder with multidiscipline rotation hold the potential to train novice nurses as expert professionals. Meanwhile, to advance the professional capabilities of nurses, nursing administrators should provide a positive work environment to fuel and maintain learning motivation. Education and healthcare systems should work closely together to promote the professional competence of nurses and to strengthen the value of the nursing profession.

  8. Evaluation of a professional social skills program for unemployed people with physical disability Avaliação de um programa de habilidades sociais profissionais para pessoas com deficiência física desempregadas

    Directory of Open Access Journals (Sweden)

    Camila de Sousa Pereira-Guizzo

    2012-01-01

    Full Text Available The literature on labor points out the importance of social skills for employability. This study analyses, on a multiple probe design with two separate groups, the efficiency and effectiveness of a Professional Social Skills Training Program designed for unemployed people with physical disabilities. The sample consisted of 16 people with physical disabilities, aged from 18 to 36, forming two intervention groups. They were assessed by quantitative and qualitative instruments. Results indicated gains in social skills after the intervention, maintenance of acquisitions in the follow-up and generalization of learned skills to the natural environment for both groups. Such results suggest benefits of the Program on the interpersonal and professional development of unemployed people with physical disability.A literatura sobre trabalho aponta a importância das habilidades sociais para a empregabilidade. Este estudo avalia, sob delineamento de grupo com sondagens múltiplas, a eficácia e efetividade de um Programa de Desenvolvimento de Habilidades Sociais para o Trabalho junto a pessoas com deficiência física desempregadas. Participaram 16 pessoas, com idade entre 18 e 36 anos, que formaram dois grupos de intervenção e foram avaliados por meio de instrumentos quantitativos e qualitativos. Os resultados indicaram ganhos de habilidades sociais após a intervenção, manutenção das aquisições nas avaliações de seguimento e generalização das habilidades aprendidas para o ambiente natural em ambos os grupos. Tais resultados sugerem os benefícios do Programa para o desenvolvimento interpessoal e profissional de pessoas com deficiência física desempregadas.

  9. A scoping review of skills and tools oral health professionals need to engage children and parents in dietary changes to prevent childhood obesity and consumption of sugar-sweetened beverages.

    Science.gov (United States)

    Mallonee, Lisa F; Boyd, Linda D; Stegeman, Cynthia

    2017-06-01

    Increased consumption of sugar-sweetened beverages (SSBs) has been linked to obesity. Obesity now affects one in six children in the United States. The purpose of this scoping review is to identify and review published studies that discuss skills and tools oral health professionals can use with children (under age 12) and their parents to encourage dietary changes to aid in preventing childhood obesity and reducing consumption of SSBs. Key search terms were identified and used to examine selected databases via PubMed, EMBASE, CINAHL, and Cochrane Database of Systematic Reviews. A total of 637 records were identified. After duplicates were removed and records were screened for eligibility, 33 remained. Six met established inclusion/exclusion criteria and were included in the review. Only two full-text articles included dental-office-based weight interventions. Patient response to education on healthy habits and weight maintenance in the dental setting was favorable. Literature supports oral health professionals expanding their role in health care delivery by offering nutrition and physical activity recommendations to prevent and/or reduce chronic disease. Active listening and motivational interviewing were techniques identified to promote beneficial lifestyle changes. There is limited research on behavior modification tools and skills that have been effectively implemented in the dental setting to decrease risk of obesity. Oral health professionals are uniquely positioned to address consumption of SSBs and promote positive dietary habits for improved weight management. Future studies are needed to identify effective techniques that techniques that oral health professionals can integrate into preventive patient care. © 2017 American Association of Public Health Dentistry.

  10. Teaching professionalism in science courses: anatomy to zoology.

    Science.gov (United States)

    Macpherson, Cheryl C

    2012-02-01

    Medical professionalism is reflected in attitudes, behaviors, character, and standards of practice. It is embodied by physicians who fulfill their duties to patients and uphold societies' trust in medicine. Professionalism requires familiarity with the ethical codes and standards established by international, governmental, institutional, or professional organizations. It also requires becoming aware of and responsive to societal controversies. Scientific uncertainty may be used to teach aspects of professionalism in science courses. Uncertainty about the science behind, and the health impacts of, climate change is one example explored herein that may be used to teach both professionalism and science. Many medical curricula provide students with information about professionalism and create opportunities for students to reflect upon and strengthen their individually evolving levels of professionalism. Faculties in basic sciences are rarely called upon to teach professionalism or deepen medical students understanding of professional standards, competencies, and ethical codes. However they have the knowledge and experience to develop goals, learning objectives, and topics relevant to professionalism within their own disciplines and medical curricula. Their dedication to, and passion for, science will support basic science faculties in designing innovative and effective approaches to teaching professionalism. This paper explores topics and formats that scientists may find useful in teaching professional attitudes, skills, and competencies in their medical curriculum. It highlights goals and learning objectives associated with teaching medical professionalism in the basic sciences. Copyright © 2011. Published by Elsevier B.V.

  11. Teaching professionalism in science courses: Anatomy to zoology

    Directory of Open Access Journals (Sweden)

    Cheryl C. Macpherson

    2012-02-01

    Full Text Available Medical professionalism is reflected in attitudes, behaviors, character, and standards of practice. It is embodied by physicians who fulfill their duties to patients and uphold societies’ trust in medicine. Professionalism requires familiarity with the ethical codes and standards established by international, governmental, institutional, or professional organizations. It also requires becoming aware of and responsive to societal controversies. Scientific uncertainty may be used to teach aspects of professionalism in science courses. Uncertainty about the science behind, and the health impacts of, climate change is one example explored herein that may be used to teach both professionalism and science. Many medical curricula provide students with information about professionalism and create opportunities for students to reflect upon and strengthen their individually evolving levels of professionalism. Faculties in basic sciences are rarely called upon to teach professionalism or deepen medical students understanding of professional standards, competencies, and ethical codes. However they have the knowledge and experience to develop goals, learning objectives, and topics relevant to professionalism within their own disciplines and medical curricula. Their dedication to, and passion for, science will support basic science faculties in designing innovative and effective approaches to teaching professionalism. This paper explores topics and formats that scientists may find useful in teaching professional attitudes, skills, and competencies in their medical curriculum. It highlights goals and learning objectives associated with teaching medical professionalism in the basic sciences.

  12. Supporting Students with Psychiatric Disabilities in Postsecondary Education: Important Knowledge, Skills, and Attitudes

    Science.gov (United States)

    Kupferman, Scott I.; Schultz, Jared C.

    2015-01-01

    We began the exploratory process of identifying knowledge, skills, and attitudes that are important for disability service professionals to possess in order to provide beneficial services to students with psychiatric disabilities in postsecondary education. Using a three-round Delphi survey, two groups of experts identified 54 knowledge, skill,…

  13. The Effects of Peer Coaching on the Evaluation Knowledge, Skills, and Concerns of Gifted Program Administrators

    Science.gov (United States)

    Cotabish, Alicia; Robinson, Ann

    2012-01-01

    To increase knowledge and skills in program evaluation, a peer-coaching intervention provided one-on-one professional development to gifted program administrators. This randomized field study examined the effects of peer coaching on evaluation knowledge and skills and on administrators' concerns about implementing more rigorous program…

  14. Learner Acceptance of Using Virtual Patient Encounters to Train Foreign Healthcare Professionals in Swedish

    Science.gov (United States)

    Fors, Uno G. H.; Courteille, Olivier

    2014-01-01

    Healthcare professionals need good communication skills to be able to communicate with patients. In such provider-patient communication, the professional needs to be well understood by the patient, but also be able to understand subtle parts of a medical history taking dialogue with worried, sick or mentally affected patients. Virtual Patients…

  15. An Evaluation of Professional Development to Improve Teachers' Perspectives and Behaviors: An Action Research Study

    Science.gov (United States)

    Beckford-Young, Paulette Vivienne

    2016-01-01

    The purpose of this action research study was to conduct a professional development activity to provide content-area teachers with academic vocabulary strategies to be implemented during instruction on a daily basis. Professional development is essential for teachers to gain new knowledge and skills in order to hone their craft to improve student…

  16. 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....

  17. Teaching Energy Science as Inquiry: Reflections on Professional Development as a Tool to Build Inquiry Teaching Skills for Middle and High School Teachers

    Science.gov (United States)

    Seraphin, Kanesa Duncan; Philippoff, Joanna; Parisky, Alex; Degnan, Katherine; Warren, Diana Papini

    2013-06-01

    A hybrid (face-to-face and online) professional development (PD) course focused on energy science for middle and high school teachers (N = 47) was conducted using the teaching science as inquiry (TSI) framework. Data from the PD indicates that online opportunities enhanced participation and that the TSI structure improved teachers' inquiry implementation. Teachers found the TSI modes of inquiry easily accessible and effectively implemented them (modes correspond to the inquiry mechanisms of investigation, such as product evaluation, authoritative, inductive, deductive, and descriptive). On the other hand, the TSI phase structure (i.e. learning cycle) was most helpful for teachers novice to inquiry teaching, suggesting that modification of the PD is needed to promote more in-depth use of the phases in the TSI framework. In terms of content, teacher interest in energy science was high, which resulted in implementation of energy science activities across a range of disciplines. However, teachers' confidence in teaching energy science through inquiry was low compared to similar TSI PD courses on other subjects (mean perceived pedagogical content knowledge = 8.96 ± 2.07 SD for energy compared to 15.45 ± 1.83, 16.44 ± 1.81 and 15.63 ± 1.69, for elementary astronomy, high school aquatic science, and college aquatic science, respectively). These data support current findings on the complexities of teaching and understanding energy science content and suggest the need for additional teacher PD opportunities in energy science in order to provide opportunities for teachers to increase both their content knowledge and their confidence in teaching energy science.

  18. Die Checkliste PK "Professionelles ärztliches Kommunikationsverhalten" in Unterricht und Evaluation kommunikativer Fertigkeiten im Medizinstudium [Checklist "Professional Communication in Medicine" in teaching and assessing of anamnesis and communication skills in medical education

    Directory of Open Access Journals (Sweden)

    Pucher-Matzner, Ingeborg

    2006-11-01

    Full Text Available [english] Objectives: The checklist „Professional Communication in Medicine“ serves as a tool for teaching and training medical students in communication skills, it has also been developed in order to evaluate the students’ performance at the end of their second year at the Medical University of Vienna. The checklist consists of three parts: 26 items referring to the contents of the interview according to George Engel’s ten step model of anamnesis, 10 items referring to the style of communication and 12 items deal with the relationship established. Methods: Teachers of communication skills in medicine were asked to check the list for objectivity (interrater- reliability. In a first step (learning, after they got to know how to handle the list, they were trained in applying this checklist with the help of videos – each presenting a complete anamnesis. The testing that followed looked at the items in terms of their level of consensus. Results: On the whole it can be said that a good level of consensus – in around 75 percent of all items - was reached in assessing all three parts, i.e. style of communication, contents and relationship. The highest levels of consensus were observed in part B: style of communication, the lowest in section C: relationship. Conclusion: Results have turned out satisfactorily as far as they provide consistent forms of assessment for the major part of items. However, improvements need to be made in areas dealing with question-building, psychosocial aspects but also personal development. All in all, the checklist can be seen as an essential contribution to quality assurance in medical communication, involving both, students and teachers. [german] Zielsetzungen: Die Checkliste PK „Professionelles ärztliches Kommunikationsverhalten“ ist als Unterrichtsmittel, für gezieltes Training und die Evaluation kommunikativer Fertigkeiten, im medizinischen Unterricht an der Medizinischen Universität Wien (MUW

  19. Identifying Challenges Associated With the Care Transition Workflow From Hospital to Skilled Home Health Care: Perspectives of Home Health Care Agency Providers.

    Science.gov (United States)

    Nasarwanji, Mahiyar; Werner, Nicole E; Carl, Kimberly; Hohl, Dawn; Leff, Bruce; Gurses, Ayse P; Arbaje, Alicia I

    2015-01-01

    Older adults discharged from the hospital to skilled home health care (SHHC) are at high risk for experiencing suboptimal transitions. Using the human factors approach of shadowing and contextual inquiry, we studied the workflow for transitioning older adults from the hospital to SHHC. We created a representative diagram of the hospital to SHHC transition workflow, we examined potential workflow variations, we categorized workflow challenges, and we identified artifacts developed to manage variations and challenges. We identified three overarching challenges to optimal care transitions-information access, coordination, and communication/teamwork. Future investigations could test whether redesigning the transition from hospital to SHHC, based on our findings, improves workflow and care quality.

  20. Embedding professional experiences and employability into Engineering Sandwich Degrees

    OpenAIRE

    Nortcliffe, Anne

    2013-01-01

    Employers of graduate and placement engineers require the students to demonstrate a level of competency in key technical and employability skills in their placement/graduate applications. Therefore any employability development learning in any engineering courses needs to be supported by engineering professionals with commercial/professional knowledge and appreciation of organizations/recruitment processes. Also, provide a learning experience and opportunities that enable students to self ide...