Examining the design features of a communication-rich, problem-centred mathematics professional development

NASA Astrophysics Data System (ADS)

de Araujo, Zandra; Orrill, Chandra Hawley; Jacobson, Erik

2018-04-01

While there is considerable scholarship describing principles for effective professional development, there have been few attempts to examine these principles in practice. In this paper, we identify and examine the particular design features of a mathematics professional development experience provided for middle grades teachers over 14 weeks. The professional development was grounded in a set of mathematical tasks that each had one right answer, but multiple solution paths. The facilitator engaged participants in problem solving and encouraged participants to work collaboratively to explore different solution paths. Through analysis of this collaborative learning environment, we identified five design features for supporting teacher learning of important mathematics and pedagogy in a problem-solving setting. We discuss these design features in depth and illustrate them by presenting an elaborated example from the professional development. This study extends the existing guidance for the design of professional development by examining and operationalizing the relationships among research-based features of effective professional development and the enacted features of a particular design.

Using Video in Urban Elementary Professional Development to Support Digital Media Arts Integration

ERIC Educational Resources Information Center

Woodard, Rebecca; Machado, Emily

2017-01-01

Using ethnographic methods, this article looks closely at how a team of first-grade teachers and digital media artists in an urban elementary school used video in innovative ways during professional development over the course of one year. Extending a body of literature that primarily documents how video can be used as a tool in professional…

Indiana State University Professional Development School Partnership: Systemic, Symbiotic, and Solution-Oriented

ERIC Educational Resources Information Center

Libler, Rebecca

2010-01-01

The Indiana State University Professional Development Schools (ISU PDS) Partnership sprang from the convergence of two strong needs: (1) the need for real life practice in the way of extended clinical experiences for teacher education students in schools of practice; and (2) the need on the part of the schools in the community to have access to…

Improving Struggling Readers' Early Literacy Skills through a Tier 2 Professional Development Program for Rural Classroom Teachers: The Targeted Reading Intervention

ERIC Educational Resources Information Center

Vernon-Feagans, Lynne; Bratsch-Hines, Mary; Varghese, Cheryl; Cutrer, Elizabeth A.; Garwood, Justin D.

2018-01-01

This article reports the results of a randomized controlled trial that replicated and extended research on the Targeted Reading Intervention (TRI), a professional development program for kindergarten and first-grade teachers in low-wealth rural schools that helps enhance literacy skills of struggling readers. In weekly webcam coaching sessions,…

Independent extended and supplementary nurse prescribing practice in the UK: a national questionnaire survey.

PubMed

Courtenay, Molly; Carey, Nicola; Burke, Joanna

2007-09-01

Nurses are able to prescribe independently from a list of nearly 250 prescription only medicines for a range of over 100 medical conditions or, from the whole British National Formulary as a supplementary prescriber. There is some evidence available on the prescribing practices of district nurses and health visitors and early independent extended prescribers. Little or no attention has focussed on supplementary nurse prescribing. To provide an overview of the prescribing practices of independent extended/supplementary nurse prescribers and the factors that facilitate or inhibit prescribing. National questionnaire survey. United Kingdom. A convenience sample of 868 qualified independent extended/supplementary nurse prescribers self-completed a written questionnaire. A total of 756 (87%) used independent extended prescribing; 304 (35%) used supplementary prescribing to treat a range of chronic conditions (including asthma, diabetes and hypertension); 710 (82%) nurses worked in primary care. Nurses in general practice reported the largest number of reasons preventing prescribing. Reasons included the inability to computer generate prescriptions and to implement the Clinical Management Plan. Nurses in primary care reported more continuing professional development needs. These needs included update on prescribing policy and the treatment management of conditions. A total of 277 (32%) nurses were unable to access continuing professional development. Independent extended/supplementary nurse prescribers work predominantly in primary care and do prescribe medicines. These nurses are highly qualified and have many years clinical experience. Supplementary prescribing is used by a minority of nurses. Implementing the Clinical Management Plan is a barrier preventing the use of this mode of prescribing. The continuing professional development needs of independent extended/supplementary nurse prescribers are frequently unmet. It will become increasingly important that these needs are met once nurses are able to prescribe the full range of medicines included in the British National Formulary, limited only by their area of competence.

Physiotherapists' stories about professional development.

PubMed

Pettersson, Anna F; Bolander Laksov, Klara; Fjellström, Mona

2015-01-01

A professional career may extend over a period of 40 years. Although learning is a feature of professional competence, little is known about learning and development after professional entry education. Narrative inquiry was used to understand how physiotherapists learned and developed over time, and stories from a purposeful sample of 12 physiotherapists were collected. Stories were thematically analyzed with regard to key elements related to learning and development, and common themes were identified across stories. Four themes emerged from the analysis where physiotherapists learned and developed in working life: (1) facing challenges; (2) contrasting perspectives; (3) drawing on hundreds of educators; and (4) building on personal experience. Non-formal ways of learning in working life may help physiotherapists learn and develop confidence, communication strategies and different approaches to treatment. Besides reflection on personal experience and patient encounters, learning and development may be promoted and supported by taking on challenges and changing settings.

In new territory: consent and the extended duties dental nurse.

PubMed

Elsden, Jacqui

2015-02-01

With the introduction of direct access to treatment from dental care professionals (DCPs) in 2013, dental nurses are being trained to support the wider dental team in a number of additional skills. The name for this expanded team role is Extended Duties Dental Nurse (EDDN). These new duties take the EDDN into new territories, one of which includes the issue of consent. This article explains the background to direct access and the extra responsibilities for EDDNs in terms of consent and indemnity. It explores the new knowledge required to gain valid consent and presents a scenario for consideration. The article concludes that it is important for EDDNs to develop their professional approach, taking early advice from the referring dentist and/or professional indemnity adviser if faced with an unfamiliar scenario.

The Use of Rubrics in Benchmarking and Assessing Employability Skills

ERIC Educational Resources Information Center

Riebe, Linda; Jackson, Denise

2014-01-01

Calls for employability skill development in undergraduates now extend across many culturally similar developed economies. Government initiatives, industry professional accreditation criteria, and the development of academic teaching and learning standards increasingly drive the employability agenda, further cementing the need for skill…

Attributes of innovations and approaches to scalability - lessons from a national program to extend the scope of practice of health professionals.

PubMed

Masso, Malcolm; Thompson, Cristina

2016-01-01

The context for the paper was the evaluation of a national program in Australia to investigate extended scopes of practice for health professionals (paramedics, physiotherapists, and nurses). The design of the evaluation involved a mixed-methods approach with multiple data sources. Four multidisciplinary models of extended scope of practice were tested over an 18-month period, involving 26 organizations, 224 health professionals, and 36 implementation sites. The evaluation focused on what could be learned to inform scaling up the extended scopes of practice on a national scale. The evaluation findings were used to develop a conceptual framework for use by clinicians, managers, and policy makers to determine appropriate strategies for scaling up effective innovations. Development of the framework was informed by the literature on the diffusion of innovations, particularly an understanding that certain attributes of innovations influence adoption. The framework recognizes the role played by three groups of stakeholders: evidence producers, evidence influencers, and evidence adopters. The use of the framework is illustrated with four case studies from the evaluation. The findings demonstrate how the scaling up of innovations can be influenced by three quite distinct approaches - letting adoption take place in an uncontrolled, unplanned, way; actively helping the process of adoption; or taking deliberate steps to ensure that adoption takes place. Development of the conceptual framework resulted in two sets of questions to guide decisions about scalability, one for those considering whether to adopt the innovation (evidence adopters), and the other for those trying to decide on the optimal strategy for dissemination (evidence influencers).

Tangled paths: Three experienced teachers' growth in understanding during an extended science community of practice professional development effort

NASA Astrophysics Data System (ADS)

Brown, Nancy Melamed

This qualitative investigation extends the study of teacher learning within a reform-based community of practice model of professional development. This long-term, multiple case study examined three experienced teachers' transformations in thinking about science instruction. Data were collected during the three years of the Guided Inquiry supporting Multiple Literacies research project, designed to develop instructional practices informed by a socio-cultural, inquiry-based orientation. Data sources included: transcripts of semi-structured interviews collected at strategic points, the teacher's journals, initial application information, and teachers' written case studies. Using an interpretive case study approach, tenets of the teachers' orientations were identified through a recursive process. Results are organized to reflect two principles that were integral to the design of the professional development community. The first principle describes changes in teachers' orientations about the goals and characteristics of science instruction in the elementary grades. The second describes changes about teachers' knowledge about themselves as learners and the influence of this knowledge on their thinking about science instruction and student learning. Illustrative findings indicate that: (a) it is possible for teachers' language regarding conceptions of their practice to change with only superficial change in their orientations, (b) teachers can hold dualistic ways of thinking about their practice, (c) in some cases, teachers use a significant amount of autobiography about their own learning to explain their practice; over time, this was replaced with warrants using the language that developed within the professional development community, and (d) long-term case studies revealed differences in orientations that emerged and were refined over time. These findings provide strong support for communities of practice as a model of professional development and hold implications for advancing teacher learning.

Developing Self-Efficacy: Exploring Preservice Coursework, Student Teaching, and Professional Development Experiences

ERIC Educational Resources Information Center

McKim, Aaron J.; Velez, Jonathan J.

2017-01-01

To extend current understanding of school-based agriculture teacher development, this study explored the relationship between teacher development experiences and the self-efficacy of early career agriculture teachers. Three teacher development experiences were of interest: (a) preservice coursework, (b) student teaching, and (c) professional…

Attributes of innovations and approaches to scalability – lessons from a national program to extend the scope of practice of health professionals

PubMed Central

Masso, Malcolm; Thompson, Cristina

2016-01-01

The context for the paper was the evaluation of a national program in Australia to investigate extended scopes of practice for health professionals (paramedics, physiotherapists, and nurses). The design of the evaluation involved a mixed-methods approach with multiple data sources. Four multidisciplinary models of extended scope of practice were tested over an 18-month period, involving 26 organizations, 224 health professionals, and 36 implementation sites. The evaluation focused on what could be learned to inform scaling up the extended scopes of practice on a national scale. The evaluation findings were used to develop a conceptual framework for use by clinicians, managers, and policy makers to determine appropriate strategies for scaling up effective innovations. Development of the framework was informed by the literature on the diffusion of innovations, particularly an understanding that certain attributes of innovations influence adoption. The framework recognizes the role played by three groups of stakeholders: evidence producers, evidence influencers, and evidence adopters. The use of the framework is illustrated with four case studies from the evaluation. The findings demonstrate how the scaling up of innovations can be influenced by three quite distinct approaches – letting adoption take place in an uncontrolled, unplanned, way; actively helping the process of adoption; or taking deliberate steps to ensure that adoption takes place. Development of the conceptual framework resulted in two sets of questions to guide decisions about scalability, one for those considering whether to adopt the innovation (evidence adopters), and the other for those trying to decide on the optimal strategy for dissemination (evidence influencers). PMID:27616889

Don't Just Survive--Thrive! Develop Professional Capital to Help Teachers Thrive in Times of Great Change

ERIC Educational Resources Information Center

Reed, Roberta; Eyolfson, John

2015-01-01

Teachers matter. Do our actions show that we believe this to be true? When treated as professionals and given the opportunity to participate in building and extending the profession, teachers rise to the occasion. Beyond Our Own Walls, a series of cross-school instructional rounds, was born out of a conversation that focused on what would happen…

Meeting the Demands of Science Reforms: A Comprehensive Professional Development for Practicing Middle School Teachers

NASA Astrophysics Data System (ADS)

Pringle, Rose M.; Mesa, Jennifer; Hayes, Lynda

2018-03-01

Preparing teachers to teach science consistent with current reforms in science education is a daunting enterprise given a lack of high-quality science professional development (PD) adaptable across various contexts (Wilson 2013). This study examines the impact of a comprehensive professional development program on middle school teachers' disciplinary content knowledge and instructional practices. In this mixed methods investigation, data sources included classroom observations, content knowledge assessments, surveys, and a range of interviews. The teachers in the program showed significant improvements in their disciplinary content knowledge and demonstrated through their enactment of a reform-based curriculum, a range of ability levels to translate their knowledge into instructional practices consistent with the principles espoused in the PD. We conclude that programs that attend to elements of effective PD identified in the literature can positively impact middle school science teachers' enactment of reform-based science teaching. Our findings extend these elements to include the strategic engagement of school and district leadership and the provision of a safe learning space for teachers to collectively engage in reciprocal learning and critical practice. This study has worldwide implications for designing PD for science teachers and for extending our understanding of the impact of each element.

"Rap Universal": Using Multimodal Media Production to Develop ICT Literacies

ERIC Educational Resources Information Center

Turner, K. C. Nat

2011-01-01

Through a multimodal media production literacy intervention in an extended-day program, culturally and linguistically diverse youth developed valuable information and communication technology literacies, including: (1) Specific how-to skills useful in future academic, professional, social, and civic contexts; (2) Abilities to critically interpret…

Personal Agency in Leadership Learning Using an Australian Heuristic

ERIC Educational Resources Information Center

Lovett, Susan; Dempster, Neil; Flückiger, Bev

2015-01-01

The starting point for this article is the lack of a robust research base regarding details of what works and why for school leaders' professional development. The article extends work undertaken for a recent commissioned literature review of selected international reports on supporting school leaders' development strategies. The authors reveal…

Examining Psychosocial Identity Development Theories: A Guideline for Professional Practice

ERIC Educational Resources Information Center

Karkouti, Ibrahim Mohamad

2014-01-01

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

A School-Based Project in Five Kindergartens: The Case of Teacher Development and School Development

ERIC Educational Resources Information Center

Ling Li, Yuen

2004-01-01

Kindergarten teachers in Hong Kong are blamed for not putting child-initiated learning theory into practice. Their competence is challenged. An earlier study ( Li, 2003 ) suggested that the professional development of kindergarten teachers was limited by their inability to extend thinking beyond their own personal concerns so that the needs of the…

Standards of practice, professional judgment, and scientific evidence to establish and extend a beyond-use date.

PubMed

Thomson, Cassandra Marie; Savji, Taslim

2014-01-01

The establishment of both a beyond-use date and the extension of a beyond-use date need to be scientifically based. What is accepted as scientific evidence is at times misleading. The pharmacist may have the right to utilize some degree of professional judgment in both establishing and extending a beyond-use date, after a review of appropriate scientific literature. Notwithstanding this scientific review, it is the concept of professional judgment that seemingly needs to be better defined. A new-found appreciation for professional judgment will bring us to the understanding that a validated stability-indicating assay is the correct manner in which to extend a beyond-use date. This article addresses and discusses the recommendations and rigor required to establish and extend a beyond-use date. The perspectives of the pharmacist and physician are explored, as well as the impact of an extended beyond-use date, or lack thereof, are discussed. The application of a set of fundamental principles will be revealed, which will lead to finite conclusions as to the necessary methodology to establish as well as extend a beyond-use date.

Incorporating Critical Thinking into an Engineering Undergraduate Learning Environment

ERIC Educational Resources Information Center

Adair, Desmond; Jaeger, Martin

2016-01-01

Critical thinking extends to all aspects of professional engineering, especially in technical development, and, since the introduction of the ABET 2000 criteria, there has been an increased emphasis in engineering education on the development of critical thinking skills. What is hoped for is that the students obtain critical thinking skills to…

Preliminary Experiences with the Companion Program -- The Student Helper. Development of the Companion Program.

ERIC Educational Resources Information Center

Schneider, Lawrence J.; Boylin, E. Robert

The development, enactment, evaluation and implications of the Companion Program at Southern Illinois University is discussed. The limited effectiveness of the campus counseling service due to spatio-temporal boundaries and, consequently, the growing need for the use of supervised non-professionals to extend effectiveness gave rise to the…

The impact of an online learning platform about nursing education on enrolled nurse preceptor teaching capabilities: a pre-post-test evaluation.

PubMed

Ryan, Colleen; Young, Louise; McAllister, Margaret

2017-06-01

Enrolled nurses (ENs) across Australia precept nursing students in the clinical field. Yet learning about the preceptoring role is not widely available to ENs. Educational innovation: EN's in this study participated in a professional development project that utilised the material of an online learning resource, originally designed to inspire clinical registered nurses (RNs), and RN teachers, to develop teaching innovations in their role. The aim of this paper is to report the results of a pre-post-test questionnaire designed to evaluate the impact of the professional development intervention. The analysis showed high scoring means with many items in the questionnaire statistically significant (p < .05, CI 95%). Results indicated positive differences in a number of teaching capabilities between pre- and post-test scores. This suggests ENs appreciate education that extends beyond clinical skills and that professional development should include the nursing education role.

Special-"T" Training: Extended Follow-up Results from a Residency-Wide Professionalism Workshop on Transgender Health.

PubMed

Kidd, Jeremy D; Bockting, Walter; Cabaniss, Deborah L; Blumenshine, Philip

2016-10-01

Transgender people face unique challenges when accessing health care, including stigma and discrimination. Most residency programs devote little time to this marginalized population. The authors developed a 90-min workshop to enhance residents' ability to empathize with and professionally treat transgender patients. Attendees completed pre-, post, and 90-day follow-up surveys to assess perceived empathy, knowledge, comfort, interview skill, and motivation for future learning. Twenty-two residents (64.7 %) completed pre- and post-workshop surveys; 90.9 % of these completed the 90-day follow-up. Compared to baseline, there were statistically significant post-workshop increases in perceived empathy, knowledge, comfort, and motivation for future learning. However on 90-day follow-up, there were no statistically significant differences across any of the five domains, compared to baseline. This workshop produced significant short-term increases in resident professionalism toward transgender patients. However, extended follow-up results highlight the limitations of one-time interventions and call for recurrent programming to yield durable improvements.

Creating a Framework for Medical Professionalism: An Initial Consensus Statement From an Arab Nation.

PubMed

Abdel-Razig, Sawsan; Ibrahim, Halah; Alameri, Hatem; Hamdy, Hossam; Haleeqa, Khaled Abu; Qayed, Khalil I; Obaid, Laila O; Al Fahim, Maha; Ezimokhai, Mutairu; Sulaiman, Nabil D; Fares, Saleh; Al Darei, Maitha Mohammed; Shahin, Nhayan Qassim; Al Shamsi, Noora Abdulla Omran; Alnooryani, Rashed Arif; Al Falahi, Salama Zayed

2016-05-01

Background Medical professionalism has received increased worldwide attention, yet there is limited information on the applicability and utility of established Western professionalism frameworks in non-Western nations. Objective We developed a locally derived consensus definition of medical professionalism for the United Arab Emirates (UAE), which reflects the cultural and social constructs of the UAE and the Middle East. Methods We used a purposive sample of 14 physicians working in the UAE as clinical and education leaders. This expert panel used qualitative methods, including the world café, nominal group technique, the Delphi method, and an interpretive thematic analysis to develop the consensus statement. Results The expert panel defined 9 attributes of medical professionalism. There was considerable overlap with accepted Western definitions, along with important differences in 3 aspects: (1) the primacy of social justice and societal rights; (2) the role of the physician's personal faith and spirituality in guiding professional practices; and (3) societal expectations for professional attributes of physicians that extend beyond the practice of medicine. Conclusions Professionalism is a social construct influenced by cultural and religious contexts. It is imperative that definitions of professionalism used in the education of physicians in training and in the assessment of practicing physicians be formulated locally and encompass specific competencies relevant to the local, social, and cultural context for medical practice. Our goal was to develop a secular consensus statement that encompasses culture and values relevant to professionalism for the UAE and the Arab region.

Creating a Framework for Medical Professionalism: An Initial Consensus Statement From an Arab Nation

PubMed Central

Abdel-Razig, Sawsan; Ibrahim, Halah; Alameri, Hatem; Hamdy, Hossam; Haleeqa, Khaled Abu; Qayed, Khalil I.; Obaid, Laila O.; Al Fahim, Maha; Ezimokhai, Mutairu; Sulaiman, Nabil D.; Fares, Saleh; Al Darei, Maitha Mohammed; Shahin, Nhayan Qassim; Al Shamsi, Noora Abdulla Omran; Alnooryani, Rashed Arif; Al Falahi, Salama Zayed

2016-01-01

Background Medical professionalism has received increased worldwide attention, yet there is limited information on the applicability and utility of established Western professionalism frameworks in non-Western nations. Objective We developed a locally derived consensus definition of medical professionalism for the United Arab Emirates (UAE), which reflects the cultural and social constructs of the UAE and the Middle East. Methods We used a purposive sample of 14 physicians working in the UAE as clinical and education leaders. This expert panel used qualitative methods, including the world café, nominal group technique, the Delphi method, and an interpretive thematic analysis to develop the consensus statement. Results The expert panel defined 9 attributes of medical professionalism. There was considerable overlap with accepted Western definitions, along with important differences in 3 aspects: (1) the primacy of social justice and societal rights; (2) the role of the physician's personal faith and spirituality in guiding professional practices; and (3) societal expectations for professional attributes of physicians that extend beyond the practice of medicine. Conclusions Professionalism is a social construct influenced by cultural and religious contexts. It is imperative that definitions of professionalism used in the education of physicians in training and in the assessment of practicing physicians be formulated locally and encompass specific competencies relevant to the local, social, and cultural context for medical practice. Our goal was to develop a secular consensus statement that encompasses culture and values relevant to professionalism for the UAE and the Arab region. PMID:27168882

Professionals' views of fetal-monitoring support the development of devices to provide objective longer-term assessment of fetal wellbeing.

PubMed

Brown, Rebecca; Johnstone, Edward D; Heazell, Alexander E P

2016-01-01

Continuous longer-term fetal monitoring has been proposed to address limitations of current technologies in the detection of fetal compromise. We aimed to assess professionals' views regarding current fetal-monitoring techniques and proposed longer-term continuous fetal monitoring. A questionnaire was designed and validated to assess obstetricians' and midwives' use of current fetal-monitoring techniques and their views towards continuous monitoring. 125 of 173 received responses (72% obstetricians, 28% midwives) were analysed. Professionals had the strongest views about supporting evidence for the most commonly employed fetal-monitoring techniques (maternal awareness of fetal movements, ultrasound assessment of fetal growth and umbilical artery Doppler). 45.1% of professionals agreed that a continuous monitoring device would be beneficial (versus 28.7% who disagreed); this perceived benefit was not influenced by professionals' views regarding current techniques or professional background. Professionals have limited experience of continuous fetal monitoring, but most respondents believed that it would increase maternal anxiety (64.3%) and would have concerns with its use in clinical practice (81.7%). Continuous fetal monitoring would be acceptable to the majority of professionals. However, development of these technologies must be accompanied by extended examination of professionals' and women's views to determine barriers to its introduction.

Five on Five: A Dialogue on Profession Development

ERIC Educational Resources Information Center

Villano, Matt

2008-01-01

In the old days, professional development didn't extend any further than the workshops teachers would attend to learn new applications. After the workshop, the teachers were on their own once they returned to school and had to figure out how to use their new tools. Today, things are different as technologies are too complex and the need to…

Learning Conversations and Listening Pedagogy: The Relationship in Student Teachers' Developing Professional Identities

ERIC Educational Resources Information Center

Egan, Bridget A.

2009-01-01

Recent developments in early childhood education in the UK and other parts of Europe have emphasised the importance of dialogue between adults and children. In the UK, the EPPE project paid particular attention to the role of extended child-centred conversations ("sustained shared thinking"--Sylva et al. 2003) as an important element or…

Ethical Hacking in Information Security Curricula

ERIC Educational Resources Information Center

Trabelsi, Zouheir; McCoey, Margaret

2016-01-01

Teaching offensive security (ethical hacking) is becoming a necessary component of information security curricula with a goal of developing better security professionals. The offensive security components extend curricula beyond system defense strategies. This paper identifies and discusses the learning outcomes achieved as a result of hands-on…

Curriculum Development for Teacher Education in the Southern Philippines: A Simultaneous Process of Professional Learning and Syllabus Enhancement

ERIC Educational Resources Information Center

Zeegers, Yvonne

2012-01-01

This paper reflects on the process of curriculum development in 21 tertiary education institutions in the Southern Philippines. Assisting capacity-building of the teaching profession is an ongoing need in developing countries, but rarely does it extend to pre-service education. In this study of one aspect of a three year AusAid-funded education…

Enhanced skills in periodontology: evaluation of a pilot scheme for general dental practitioners and dental care professionals in London.

PubMed

Ghotane, S G; Harrison, V; Radcliffe, E; Jones, E; Gallagher, J E

2017-05-12

Background The need for periodontal management is great and increasing; thus, the oral and dental workforce should be suitably equipped to deliver contemporary care. Health Education London developed a training scheme to extend the skills of dentists and dental care professionals (DCPs).Aim To examine the feasibility of assessing a skill-mix initiative established to enhance skills in clinical periodontology involving the views of patients, clinicians and key stakeholders, together with clinical and patient outcomes in London.Methods This mixed methods feasibility and pilot study involved four parallel elements: a postal questionnaire survey of patients; analysis of clinical logbooks; self-completion questionnaire survey of clinicians; and semi-structured interviews of key stakeholders, including clinicians.Results Twelve of the 19 clinicians participated in the evaluation, returning completed questionnaires (63%) and providing access to log diaries and patients. Periodontal data from 42 log-diary cases (1,103 teeth) revealed significant improvement in clinical outcomes (P = 0.001 for all). Eighty-four percent (N = 99) of the 142 patients returning a questionnaire reported improved dental health; however, responses from hospital patients greatly exceeded those from dental practice. Interviews (N = 22) provided evidence that the programme contributed to professional healthcare across four key domains: 'service', 'quality care', 'professional' and 'educational'. Clinicians, while supportive of the concept, raised concerns regarding the mismatch of their expectations and its educational and service outcomes.Discussion The findings suggest that it is feasible to deliver and evaluate inter-professional extended skills training for dentists and dental care professionals, and this may be evaluated using mixed methods to examine outcomes including clinical log diaries, patient questionnaires and stakeholder interviews. This inter-professional course represents a positive development for patient care using the expertise of different members of the dental team; however, its formal integration to the health and educational sectors require further consideration.

Online Instruction: An Alternative Delivery System for Higher Education

ERIC Educational Resources Information Center

Wronkovich, Michael

2003-01-01

In an increasingly technological society, delivery systems for professional development and higher education have greatly expanded. Video conferencing and web-based alternatives provide opportunities to extend the college campus far beyond the boundaries traditionally considered feasible. Adult learners have found the convenience of web-based…

Supervision for School Psychologists in Training: Developing a Framework from Empirical Findings

ERIC Educational Resources Information Center

Gibbs, Simon; Atkinson, Cathy; Woods, Kevin; Bond, Caroline; Hill, Vivian; Howe, Julia; Morris, Sue

2016-01-01

Similar to other professional disciplines, the importance of supervision within school psychology has attracted considerable attention within recent years. Despite this, systematic review of current literature reveals a dearth of empirical literature proposing underlying theoretical structures. This study extends recent qualitative research by…

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

PubMed

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.

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

PubMed Central

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

The first two years of practice: a longitudinal perspective on the learning and professional development of promising novice physical therapists.

PubMed

Hayward, Lorna M; Black, Lisa L; Mostrom, Elizabeth; Jensen, Gail M; Ritzline, Pamela D; Perkins, Jan

2013-03-01

Physical therapists work in complex health care systems requiring professional competence in clinical reasoning and confidence in decision-making skills. For novice physical therapists, the initial practice years are a time for developing professional identity and practical knowledge. The study purpose was to extend previous research describing the experiences, learning, and professional development of 11 promising novice therapists during their first year of practice. The present study examined the continued development of the same therapists during their second year of clinical practice. Seven researchers from 4 physical therapist educational programs in the eastern and midwestern United States used a longitudinal, qualitative, multiple case study approach. Eleven physical therapist graduates identified as "promising novices" were recruited using purposive sampling. Participants ranged in age from 24 to 29 years and entered varied practice settings. Data were collected for 2 years using semistructured interviews, reflective journals, and participant observation. A conceptual model describing the participants' ongoing development during the second year of practice emerged. The 3 themes were formal and informal learning, increasing confidence and expansion of skills, and engagement in an environment characterized by collaborative exchange and opportunities for teaching. The second year represented consolidation and elaboration of practice-based learning and skills. The expansion of confidence, skills, and responsibilities and the externalization of learning the participants experienced promoted professional role formation. Learning previously directed inward and self-focused turned outward, fueled by growing self-confidence. Research illuminating the professional role formation experienced during early clinical practice is not widely available. The current study and further research into the learning and development of novice practitioners may assist educators in the design of pedagogical strategies and learning environments that enhance the professional development of physical therapists.

[Systematization of nursing care: viewing care as interactive, complementary and multi-professional].

PubMed

do Nascimento, Keyla Cristiane; Backes, Dirce Stein; Koerich, Magda Santos; Erdmann, Alacoque Lorenzini

2008-12-01

This study is the result of an extended project, named: The systematization of nursing care in the perspective of complex thinking. The objective of this qualitative study is to better comprehend the meaning of the systematization of nursing care among healthcare professionals. The Data-Based Theory was used as a methodological reference. Data were collected by interviewing three sample groups, in a total of fifteen healthcare professionals. Data codification and analysis led us to the central theme: Viewing the Systematization of Nursing Care (SNC) as an Interactive and Complex Phenomenon. This theme is complemented by two phenomena. In this article, we discuss the phenomenon: Verifying the necessity of on interactive, complementary, and multi-professional process. The Systematization of Nursing Care is part of a process that has been developing over time by nurses committed to improve the care given to the patient, since they view the necessity for interactive, complementary, and multi-professional care.

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

PubMed

Morgan, C Jane

2017-07-01

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

Multimodal Self-Authoring across Bi/Multilingual Educator and Student Learning Spaces

ERIC Educational Resources Information Center

Valdez, Verónica E.; Omerbašic, Delila

2015-01-01

Drawing on sociocultural perspectives, this article illustrates the potential for extending figured worlds through cultural artifacts. Using thematic and multimodal analysis, the authors first compare how spaces of authoring were produced in two professional development settings: Proyecto Bilingüe and Critical Education Studies. Following one…

Making the Invisible Visible: The Oklahoma Science Project.

ERIC Educational Resources Information Center

McCarty, Robbie; Pedersen, Jon E.

2002-01-01

Reports that teachers in preservice education programs still view the teaching of science much in the same traditional ways as our predecessors. "The Oklahoma Science Project (OSP) Model for Professional Development: Practicing Science Across Contexts" will build discourses and relationships that can be extended across contexts to establish…

Be the Technology: Redefining Technology Integration in Classrooms.

ERIC Educational Resources Information Center

Mills, Steven C.; Tincher, Robert C.

A technology professional development initiative was launched in a school district with the goal of extending technology use in the classroom. For teachers to teach expertly, the aim was for them to "be the technology" by modeling technology use in the classroom, applying technology across the curriculum, applying technology to…

The Paradox of Success at a No-Excuses School

ERIC Educational Resources Information Center

Golann, Joanne W.

2015-01-01

No recent reform has had so profound an effect as no-excuses schools in increasing the achievement of low-income black and Hispanic students. In the past decade, no-excuses schools--whose practices include extended instructional time, data-driven instruction, ongoing professional development, and a highly structured disciplinary system--have…

Encouraging Civic Engagement through Extended Community Writing Projects: Rewriting the Curriculum

ERIC Educational Resources Information Center

Simmons, Michele

2010-01-01

Developing community writing projects that effectively benefit students, the community, and the goals of the writing program is a tricky task. Drawing from recent scholarship and the author's own challenges with integrating meaningful civic engagement into the professional writing classes at her university, she examines limitations of single…

Credentialism: Partners for Business Education. Working Papers of Planning and Development Research 90-6.

ERIC Educational Resources Information Center

Protz, Maria

This study examined the current value of credentialism, extending the findings of an earlier report, "Business Training: Content, Enrollment and Delivery." The study acknowledged the distinction between various types of credentials, but focused primarily on professional business certification and investigated the potential for TVOntario…

Realising and Extending Stenhouse's Vision of Teacher Research: The Case of English History Teachers

ERIC Educational Resources Information Center

Fordham, Michael

2016-01-01

Stenhouse's original vision of teacher research incorporated a strong emphasis on curriculum construction, interpretation and evaluation. This curricular emphasis is less prevalent in the present in the dominant "professional development" and "what works" traditions of teacher research. It is shown here, however, that this…

Professional Development in a Reform Context: Understanding the Design and Enactment of Learning Experiences Created by Teacher Leaders for Science Educators

NASA Astrophysics Data System (ADS)

Shafer, Laura

Teacher in-service learning about education reforms like NGSS often begin with professional development (PD) as a foundational component (Supovitz & Turner, 2000). Teacher Leaders, who are early implementers of education reform, are positioned to play a contributing role to the design of PD. As early implementers of reforms, Teacher Leaders are responsible for interpreting the purposes of reform, enacting reforms with fidelity to meet those intended goals, and are positioned to share their expertise with others. However, Teacher Leader knowledge is rarely accessed as a resource for the design of professional development programs. This study is unique in that I analyze the knowledge Teacher Leaders, who are positioned as developers of PD, bring to the design of PD around science education reform. I use the extended interconnected model of professional growth (Clarke & Hollingsworth, 2002; Coenders & Terlouw, 2015) to analyze the knowledge pathways Teacher Leaders' access as PD developers. I found that Teacher Leaders accessed knowledge pathways that cycled through their personal domain, domain of practice and domain of consequence. Additionally the findings indicated when Teacher Leaders did not have access to these knowledge domains they were unwilling to continue with PD design. These findings point to how Teacher Leaders prioritize their classroom experience to ground PD design and use their perceptions of student learning outcomes as an indicator of the success of the reform. Because professional development (PD) is viewed as an important resource for influencing teachers' knowledge and beliefs around the implementation of education reform efforts (Garet, et al., 2001; Suppovitz & Turner, 2000), I offer that Teacher Leaders, who are early implementers of reform measures, can contribute to the professional development system. The second part of this dissertation documents the instantiation of the knowledge of Teacher Leaders, who are positioned as designers and facilitators of PD. I examine the extent to which Teacher Leader knowledge is instantiated into specific resources and tasks during PD specifically for the Next Generation Science Standards (NGSS). The findings indicate that Teacher Leaders' knowledge is instantiated in tasks that promote and facilitate alignment of Teacher Leader goals for NGSS science practices-based instruction, which are framed around student learning outcomes. I offer a number of ways in which these findings can help educators and PD developers to better structure activities that present an alternative vision for science education that also provides the needed resources to shape how classroom tasks are designed and managed in ways that attend to and build on the practical knowledge of Teacher Leaders. The third part of this dissertation addresses the role Teacher Leaders play in this reform context with respect to their contributions to the professional development system. Based on the analyses of the Teacher Leaders in this study, I claim Teacher Leaders are essential contributors to the professional development system that extends beyond their typical role of participant. I argue that Teacher Leaders bring special expertise to the role of designers and facilitators of PD programs, and to the role of ambassadors for professional learning communities in a reform context. Because Teacher Leaders have a broader influence on the professional development system as pictured here, the Teacher Leaders in this study represent an essential piece of the reform puzzle.

Google Hangouts: Leveraging Social Media to Reach the Education Community

NASA Astrophysics Data System (ADS)

Eisenhamer, Bonnie; Summers, Frank; McCallister, Dan; Ryer, Holly

2015-01-01

Research shows that educator professional development is most effective when it is sustained and/or when a follow-on component is included to support the learning process. In order to create more comprehensive learning experiences for our workshop participants, the education team at the Space Telescope Science Institute is working collaboratively with scientific staff and other experts to create a follow-on component for our professional development program. The new component utilizes video conferencing platforms, such as Google's Hangouts On Air, to provide educators with content updates and extended learning opportunities in between in-person professional development experiences. The goal is to enhance our professional development program in a cost-effective way while reaching a greater cross-section of educators. Video broadcasts go live on Google+, YouTube, and our website - thus providing access to any user with a web browser. Additionally, the broadcasts are automatically recorded and archived for future viewing on our YouTube channel. This provides educators with anywhere, anytime training that best suits their needs and schedules. This poster will highlight our new Hangouts for educators as well as our cross-departmental efforts to expand the reach of our Hubble Hangouts for the public through a targeted recruitment strategy.

Professional ideologies and the development of syringe exchange: Wales as a case study.

PubMed

Keene, J M; Stimson, G V

1997-12-01

This paper is derived from an evaluative study of HIV prevention programs for drug injectors across Wales. It considers how different professional territories and ideologies, concepts of drug misuse and models of HIV prevention may influence policy development. The research involved monitoring the introduction and development of agency and community based syringe exchange schemes and initiatives taken by community pharmacists. Interviews with staff, managers and administrators, and descriptions of service history, development and delivery inform the discussion. HIV prevention varied in different areas of Wales depending on the particular professional group involved, local ideologies regarding drug use treatment, and the extent to which HIV prevention was seen either as a specialist area of expertise and specific remit of drug workers or a generic health care task. Drug agencies with an abstinence policy rejected syringe exchange; instead, prevention in those areas developed in ad hoc ways as health care workers and pharmacists attempted to develop a community based service. Drug agencies with a pre-existing harm minimisation model easily integrated syringe exchange into their work and played the major part in establishing the service, but there was difficulty in extending it beyond their professional caseloads. As there were disincentives to use treatment agencies, and their catchment areas were limited, these factors influenced effective service provision.

Blending Our Practice: Using Online and Face-to-Face Methods to Sustain Community among Faculty in an Extended Length Professional Development Program

ERIC Educational Resources Information Center

Paskevicius, Michael; Bortolin, Kathleen

2016-01-01

This paper outlines the design and implementation of a nine-month faculty development programme delivered using a combination of face-to-face and online methods. Participants from a range of disciplines met at regular intervals throughout the year. Between the face-to-face meetings, participants engaged in online activities such as discussions,…

Achieving a Greater Impact: Developing the Skills of Teaching Artists to Lead Professional Development for Teachers

ERIC Educational Resources Information Center

Duma, Amy L.; Silverstein, Lynne B.

2008-01-01

Teaching artists know that there are many more students who could benefit from learning in and through the arts, but school budgets as well as teaching artists' time and energy are limited. As years pass, teaching artists face the reality that they will reach only a fraction of the students in need. To extend their impact dramatically, some…

Building Better Beginnings: A Case Study of How a Daily Physical Skills Session Is Supporting Overall Learning and Development for Young Boys

ERIC Educational Resources Information Center

Chalke, Joy

2016-01-01

This case study argues for the consideration of an adult-directed physical skills session as an approach to supporting boys learning in the Early Years Foundation Stage in England. It exemplifies a model of professional development that utilises the individual knowledge and expertise of practitioners to support and extend others' practice. It…

Modeling for Fidelity: Virtual Mentorship by Scientists Fosters Teacher Self-Efficacy and Promotes Implementation of Novel High School Biomedical Curricula

PubMed Central

Malanson, Katherine; Jacque, Berri; Faux, Russell; Meiri, Karina F.

2014-01-01

This small-scale comparison case study evaluates the impact of an innovative approach to teacher professional development designed to promote implementation of a novel cutting edge high school neurological disorders curriculum. ‘Modeling for Fidelity’ (MFF) centers on an extended mentor relationship between teachers and biomedical scientists carried out in a virtual format in conjunction with extensive online educative materials. Four teachers from different diverse high schools in Massachusetts and Ohio who experienced MFF contextualized to a 6-week Neurological Disorders curriculum with the same science mentor were compared to a teacher who had experienced an intensive in-person professional development contextualized to the same curriculum with the same mentor. Fidelity of implementation was measured directly using an established metric and indirectly via student performance. The results show that teachers valued MFF, particularly the mentor relationship and were able to use it effectively to ensure critical components of the learning objectives were preserved. Moreover their students performed equivalently to those whose teacher had experienced intensive in-person professional development. Participants in all school settings demonstrated large (Cohen's d>2.0) and significant (p<0.0001 per-post) changes in conceptual knowledge as well as self-efficacy towards learning about neurological disorders (Cohen's d>1.5, p<0.0001 pre-post). The data demonstrates that the virtual mentorship format in conjunction with extensive online educative materials is an effective method of developing extended interactions between biomedical scientists and teachers that are scalable and not geographically constrained, facilitating teacher implementation of novel cutting-edge curricula. PMID:25551645

Modeling for Fidelity: virtual mentorship by scientists fosters teacher self-efficacy and promotes implementation of novel high school biomedical curricula.

PubMed

Malanson, Katherine; Jacque, Berri; Faux, Russell; Meiri, Karina F

2014-01-01

This small-scale comparison case study evaluates the impact of an innovative approach to teacher professional development designed to promote implementation of a novel cutting edge high school neurological disorders curriculum. 'Modeling for Fidelity' (MFF) centers on an extended mentor relationship between teachers and biomedical scientists carried out in a virtual format in conjunction with extensive online educative materials. Four teachers from different diverse high schools in Massachusetts and Ohio who experienced MFF contextualized to a 6-week Neurological Disorders curriculum with the same science mentor were compared to a teacher who had experienced an intensive in-person professional development contextualized to the same curriculum with the same mentor. Fidelity of implementation was measured directly using an established metric and indirectly via student performance. The results show that teachers valued MFF, particularly the mentor relationship and were able to use it effectively to ensure critical components of the learning objectives were preserved. Moreover their students performed equivalently to those whose teacher had experienced intensive in-person professional development. Participants in all school settings demonstrated large (Cohen's d>2.0) and significant (p<0.0001 per-post) changes in conceptual knowledge as well as self-efficacy towards learning about neurological disorders (Cohen's d>1.5, p<0.0001 pre-post). The data demonstrates that the virtual mentorship format in conjunction with extensive online educative materials is an effective method of developing extended interactions between biomedical scientists and teachers that are scalable and not geographically constrained, facilitating teacher implementation of novel cutting-edge curricula.

University education and nuclear criticality safety professionals

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wilson, R.E.; Stachowiak, R.V.; Knief, R.A.

1996-12-31

The problem of developing a productive criticality safety specialist at a nuclear fuel facility has long been with us. The normal practice is to hire a recent undergraduate or graduate degree recipient and invest at least a decade in on-the-job training. In the early 1980s, the U.S. Department of Energy (DOE) developed a model intern program in an attempt to speed up the process. The program involved working at assigned projects for extended periods at a working critical mass laboratory, a methods development group, and a fuel cycle facility. This never gained support as it involved extended time away frommore » the job. At the Rocky Flats Environmental Technology Site, the training method is currently the traditional one involving extensive experience. The flaw is that the criticality safety staff turnover has been such that few individuals continue for the decade some consider necessary for maturity in the discipline. To maintain quality evaluations and controls as well as interpretation decisions, extensive group review is used. This has proved costly to the site and professionally unsatisfying to the current staff. The site contractor has proposed a training program to remedy the basic problem.« less

New Wine in New Bottles: Transforming Vocational Education into Career and Technical Education. Practice Application Brief No. 21.

ERIC Educational Resources Information Center

Brown, Bettina Lankard

Teachers responsible for transforming their vocational education programs into career and technical education (CTE) programs need to concentrate on ensuring programs' technical and academic rigor, engaging in collaboration in school and in the community, keeping current through professional development experiences, and extending learning beyond…

Learning through Conversation: Exploring and Extending Teacher and Children's Involvement in Classroom Talk

ERIC Educational Resources Information Center

Brown, Kirsty; Kennedy, Hilary

2011-01-01

This article details a professional development process with a group of teachers and educational psychologists in the UK, at a school for children identified as having social, emotional, and behavioural difficulties. The project focused on how teachers use conversation to include children within dialogue and incorporate children's ideas within the…

Elementary Educators' Perceptions of Design, Engineering, and Technology: An Analysis by Ethnicity

ERIC Educational Resources Information Center

Mendoza Diaz, Noemi V.; Cox, Monica F.; Adams, Stephanie G.

2013-01-01

This mixed-methods pilot study extends researchers' understandings about elementary teachers' (K-6) perceptions of design, engineering and technology. In the first phase of the study, a reliable and valid survey was given to thirty-five participants in a teacher professional development academy sponsored by the Institute for P-12 Engineering…

Current Developments in Federal Law Affecting Equal Employment Opportunity in Higher Education

ERIC Educational Resources Information Center

Frohnmayer, David B.

1973-01-01

Reviews issues and administrative regulations pertaining to affirmative action under Executive Orders 11246 and 11375, extension of Title VII of the Civil Rights Act of 1964 to academic and professional employment, and the Higher Education Ammendments of 1972 extending provisions of the Equal Pay Act of 1963. (JT)

Workshops: Extend Learning beyond Your Presentation with These Brain-Friendly Strategies

ERIC Educational Resources Information Center

Tate, Marcia L.

2009-01-01

Whether one is perusing the brain research, learning-style theory or proven professional development practices, there are strategies that, by their very nature, take advantage of the way brains acquire information. While these strategies facilitate instruction for K-12 students, they work equally well for adult learners. This article outlines 10…

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

NASA Astrophysics Data System (ADS)

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.

Building Collaborative Learning Opportunities between Future Veterinary and Design Professionals

ERIC Educational Resources Information Center

Magallanes, Fernando; Stoskopf, Michael K.; Royal, Kenneth D.

2015-01-01

Positive inter-professional collaborations and interactions facilitate the effectiveness of veterinarians working on professional teams addressing a wide range of societal challenges. The need for these interactions extend far beyond the different medical professions, which is the limit of many discussions of inter-professional relations for…

The Major Influences of the Boundless-Extended Family System on the Professional Experiences of Black Zimbabwean Women Leaders in Higher Education

ERIC Educational Resources Information Center

Chitiga, Miriam Miranda

2008-01-01

The article examines the major influences of the black Zimbabwean boundless-extended family system on the professional trajectories of women leaders working within the higher education system of Zimbabwe. The study is based on in-depth interviews conducted with thirty female leaders who shared information about their major family responsibilities.…

The DEVELOP National Program: Building Dual Capacity in Decision Makers and Young Professionals Through NASA Earth Observations

NASA Astrophysics Data System (ADS)

Childs, L. M.; Rogers, L.; Favors, J.; Ruiz, M.

2012-12-01

Through the years, NASA has played a distinct/important/vital role in advancing Earth System Science to meet the challenges of environmental management and policy decision making. Within NASA's Earth Science Division's Applied Sciences' Program, the DEVELOP National Program seeks to extend NASA Earth Science for societal benefit. DEVELOP is a capacity building program providing young professionals and students the opportunity to utilize NASA Earth observations and model output to demonstrate practical applications of those resources to society. Under the guidance of science advisors, DEVELOP teams work in alignment with local, regional, national and international partner organizations to identify the widest array of practical uses for NASA data to enhance related management decisions. The program's structure facilitates a two-fold approach to capacity building by fostering an environment of scientific and professional development opportunities for young professionals and students, while also providing end-user organizations enhanced management and decision making tools for issues impacting their communities. With the competitive nature and growing societal role of science and technology in today's global workplace, DEVELOP is building capacity in the next generation of scientists and leaders by fostering a learning and growing environment where young professionals possess an increased understanding of teamwork, personal development, and scientific/professional development and NASA's Earth Observation System. DEVELOP young professionals are partnered with end user organizations to conduct 10 week feasibility studies that demonstrate the use of NASA Earth science data for enhanced decision making. As a result of the partnership, end user organizations are introduced to NASA Earth Science technologies and capabilities, new methods to augment current practices, hands-on training with practical applications of remote sensing and NASA Earth science, improved remote sensing and geographic information science (GIS) capabilities, and opportunities for networking with the NASA and Earth Science community. By engaging young professionals and end user organizations, DEVELOP strives to uniquely build capacity through the extension of NASA Earth Science outcomes to the public through projects that innovatively use NASA Earth observations to address environmental concerns and impact policy and decision making.

Extended roles for allied health professionals: an updated systematic review of the evidence

PubMed Central

Saxon, Robyn L; Gray, Marion A; Oprescu, Florin I

2014-01-01

Background Internationally, health care services are under increasing pressure to provide high quality, accessible, timely interventions to an ever increasing aging population, with finite resources. Extended scope roles for allied health professionals is one strategy that could be undertaken by health care services to meet this demand. This review builds upon an earlier paper published in 2006 on the evidence relating to the impact extended scope roles have on health care services. Methods A systematic review of the literature focused on extended scope roles in three allied health professional groups, ie, physiotherapy, occupational therapy, and speech pathology, was conducted. The search strategy mirrored an earlier systematic review methodology and was designed to include articles from 2005 onwards. All peer-reviewed published papers with evidence relating to effects on patients, other professionals, or the health service were included. All papers were critically appraised prior to data extraction. Results A total of 1,000 articles were identified by the search strategy; 254 articles were screened for relevance and 21 progressed to data extraction for inclusion in the systematic review. Conclusion Literature supporting extended scope roles exists; however, despite the earlier review calling for more robust evaluations regarding the impact on patient outcomes, cost-effectiveness, training requirements, niche identification, or sustainability, there appears to be limited research reported on the topic in the last 7 years. The evidence available suggests that extended scope practice allied health practitioners could be a cost-effective and consumer-accepted investment that health services can make to improve patient outcomes. PMID:25342909

Image-Capture Devices Extend Medicine's Reach

NASA Technical Reports Server (NTRS)

2009-01-01

Johnson Space Center, Henry Ford Hospital in Detroit, and Houston-based Wyle Laboratories collaborated on NASA's Advanced Diagnostic Ultrasound in Microgravity (ADUM) experiment, which developed revolutionary medical ultrasound diagnostic techniques for long-distance use. Mediphan, a Canadian company with U.S. operations in Springfield, New Jersey drew on NASA expertise to create frame-grabber and data archiving technology that enables ultrasound users with minimal training to send diagnostic-quality ultrasound images and video to medical professionals via the Internet in near real time allowing patients as varied as professional athletes, Olympians, and mountain climbers to receive medical attention as soon as it is needed.

Feeling "overloaded" and "shortcomings": milieu therapists' experiences of vulnerability in caring for severely mentally ill patients.

PubMed

Bachmann, Liv; Michaelsen, Ragnhild A; Vatne, Solfrid

2016-01-01

Milieu therapists' relationships with patients with severe mental illnesses are viewed as challenging. Elucidating vulnerability from their perspective in daily face-to-face encounters with patients might contribute to extending our knowledge about milieu therapists' vulnerability and the dynamics of the interaction between patients in mental health services and expertise in building caring and therapeutic relationships. The aim of this project was to study educated milieu therapists' experiences of their own vulnerability in their interactions with patients in mental health services. The data collection method was focus-group interviews. Thirteen part-time master's in mental health students (eight nurses, three social workers, two social educators) participated. All participants had experience with community or specialized mental health services (2-8 years). The milieu therapists mainly related their experiences of vulnerability to negative feelings elicited by challenging work conditions, disclosed as two main themes: 1) "overloaded", by the possibility of being physically and mentally hurt and the burdens of long-lasting close relationships; milieu therapists were extremely vulnerable because of their difficulty in protecting themselves; and 2) "shortcomings", connected to feelings of despair associated with not acting in concordance with their professional standards and insecurity about their skills to handle challenging situations, which was a threat to their professional integrity. There seemed to be coherence between vulnerability and professional inauthenticity. A misunderstanding that professionalism refers to altruism seems to increase milieu therapist vulnerability. Vulnerability in health care is of interest to multiple disciplines, and is of relevance for knowledge development in higher education. Extended knowledge and understanding about milieu therapists' vulnerability might strengthen their personal and professional integrity in professional practice in mental health services. Health care managers' focus on the supervision of individual professionals in practice and practical training is important. Further research on the coherence between vulnerability and professionalism is recommended.

Assessing the IRIS Professional Development Model: Impact Beyond the Workshops

NASA Astrophysics Data System (ADS)

Hubenthal, M.; Braile, L. W.; Taber, J. J.

2003-12-01

The IRIS Education and Outreach (E&O) Program has developed a highly effective, one-day professional development experience for formal educators. Leveraging the expertise of its consortium, IRIS delivers content including: plate tectonics, propagation of seismic waves, seismographs, Earth's interior structure. At the core of the IRIS professional development model is the philosophy that changes in teacher behavior can be affected by increasing teacher comfort in the classroom. Science and research organizations such as IRIS are able to increase teachers' comfort in the classroom by providing professional development which: increases an educator's knowledge of scientific content, provides educators with a variety of high-quality, scientifically accurate activities to deliver content to students, and provides educators with experiences involving both the content and the educational activities as the primary means of knowledge transfer. As reflected in a 2002-2003 academic year assessment program, this model has proven to be effective at reaching beyond participants and extending into the educators' classrooms. 76% of respondents report increasing the amount of time they spend teaching seismology or related topics in their classroom as a result of participating in IRIS professional development experience. This increase can be directly attributed to the workshop as 90% of participants report using at least one activity modeled during the workshop upon returning to their classrooms. The reported mean activity usage by teachers upon was 4.5 activities per teacher. Since the inception of the professional development model in 1999, IRIS E&O has been committed to evaluation. Data derived from assessment is utilized as a key decision making tool, driving a continuous improvement process. As a result, both the model and the assessment methods have become increasingly refined and sophisticated. The alignment of the professional development model within the IRIS E&O Program framework has resulted in a clarified a definition of success and an increased demand for the collection of new data. Currently, the assessment program is testing tools to examine participant learning, measure the transfer of knowledge and resources from professional development into in classrooms, and measure the use of individual activities.

The Nature and Development of Middle School Mathematics Teachers' Knowledge

ERIC Educational Resources Information Center

Beswick, Kim; Callingham, Rosemary; Watson, Jane

2012-01-01

In this article, we report on the use of a teacher profiling instrument with 62 middle school teachers at the start of a 3-year professional learning programme. The instrument was designed to assess the aspects of teachers' knowledge identified by Shulman ("1987") refined by Ball et al. ("2008") and extended to include teachers' confidence to use…

Extended Business Work Placements for Teachers: Between Lived Experience and Barriers to Professionalisation

ERIC Educational Resources Information Center

Zaid, Abdelkarim; Champy-Remoussenard, Patricia

2015-01-01

This article focuses on professional work placements for teachers of business and management. These one-year work placements seek to develop the teachers' knowledge of the business world, allowing them to improve their teaching practice and produce new pedagogical resources. We examine here, from the teachers' point of view, two questions: What…

Thinking Tools for Young Readers and Writers: Strategies to Promote Higher Literacy in Grades 2-8

ERIC Educational Resources Information Center

Olson, Carol Booth; Balius, Angie; McCourtney, Emily; Widtmann, Mary

2018-01-01

In her new book, bestselling author and professional developer Carol Booth Olson and colleagues show teachers how to help young readers and writers construct meaning from and with texts. This practical resource offers a rich array of research-based teaching strategies, activities, and extended lessons focused on the "thinking tools"…

Continuing Professional Development in Higher Education: The Role of the Scholarship of Teaching and Learning

ERIC Educational Resources Information Center

Elton, Lewis

2009-01-01

It is argued that Humboldt's original definition of "scholarship" ("Wissenschaft"), as well as Humboldt's concept of the purpose of a university, continue to be relevant--with appropriate adaptations. They should be extended to include not only a unity between the practice of teaching and learning and research into teaching and…

Use of Social Networking Sites by Academic Librarians in Six Selected States of Nigeria

ERIC Educational Resources Information Center

Tella, Adeyinka; Olarongbe, Shuaib Agboola; Akanbi-Ademolake, Hauwa Bolanle; Adisa, Mulikat Y.

2013-01-01

The attractiveness of social networking sites (SNSs) has extended to almost all professionals in numerous human organizations including the library. Librarians as a result of this development are now making use of these sites to connect to other libraries and librarians both within and outside their environment. However, it is observed that the…

A Cognitive Multimedia Environment and Its Importance: A Conceptual Model for Effective E-Learning and Development

ERIC Educational Resources Information Center

Phan, Huy P.

2011-01-01

Multimedia learning is innovative and has revolutionised the way we learn online. It is important to create a multimedia learning environment that stimulates active participation and effective learning. The significance of multimedia learning extends to include the cultivation of professional and personal experiences that reflect the reality of a…

Using Literacy Coaching to Promote the Teaching and Learning of English Learners in Content Areas. CREATE Brief

ERIC Educational Resources Information Center

Reutebuch, Colleen K.

2012-01-01

This brief describes the literacy coaching that was provided as part of the CREATE research project aimed at improving the teaching and learning of English learners in seventh-grade content areas. Coaching was intended to extend professional development and increase teacher capacity through multiple layers of support that included lesson…

Examining Practices of Staff Recruitment and Retention in Four High-Functioning Afterschool Programs: Extended Study from the National Afterschool Partnership Report. CRESST Report 769

ERIC Educational Resources Information Center

Huang, Denise; Cho, Jamie; Nam, Hannah H.; La Torre, Deborah; Oh, Christine; Harven, Aletha; Huber, Lindsay Perez; Rudo, Zena; Caverly, Sarah

2010-01-01

This study describes how staff qualifications, decisions on staffing procedures, and professional development opportunities support the recruitment and retention of quality staff members. Four high-functioning programs were identified. Qualitative procedures and instruments were designed to capture staff and parents' academic perspectives about…

"Teaching Is a Lot More than Just Showing up to Class and Grading Assignments": Preparing Middle-Level Teachers for Longevity in the Profession

ERIC Educational Resources Information Center

Van Overschelde, James P.; Saunders, Jane M.; Ash, Gwynne Ellen

2017-01-01

The university's teacher preparation program has implemented and continually refined a professional development school program, with extended university-school relationships in its middle-level certification program. This program offers dialogue, targeted learning activities, and intensive field-based experiences to help ease preservice teachers…

Quality Early Childhood Education and Care--The Role of Attitudes and Dispositions in Professional Development

ERIC Educational Resources Information Center

Campbell-Barr, Verity

2017-01-01

The early childhood workforce is routinely demonstrated as being central to the quality of early childhood education and care (ECEC). Frequently, discussions of quality focus on structural features of training, such as level and duration. However, the literature demonstrates that quality extends beyond the structural and that early childhood…

The Development and Evolution of Person-Centered Expressive Art Therapy: A Conversation with Natalie Rogers

ERIC Educational Resources Information Center

Sommers-Flanagan, John

2007-01-01

Many counselors are unaware that Natalie Rogers, daughter of Carl Rogers, has extended her father's work into the creative and expressive arts. This article includes a verbatim conversation with Natalie Rogers as she reflects on her childhood and her professional work. Person-centered expressive art therapy is an alternative to traditional verbal…

A web-based intervention for health professionals and patients to decrease cardiovascular risk attributable to physical inactivity: development process.

PubMed

Sassen, Barbara; Kok, Gerjo; Mesters, Ilse; Crutzen, Rik; Cremers, Anita; Vanhees, Luc

2012-12-14

Patients with cardiovascular risk factors can reduce their risk of cardiovascular disease by increasing their physical activity and their physical fitness. According to the guidelines for cardiovascular risk management, health professionals should encourage their patients to engage in physical activity. In this paper, we provide insight regarding the systematic development of a Web-based intervention for both health professionals and patients with cardiovascular risk factors using the development method Intervention Mapping. The different steps of Intervention Mapping are described to open up the "black box" of Web-based intervention development and to support future Web-based intervention development. The development of the Professional and Patient Intention and Behavior Intervention (PIB2 intervention) was initiated with a needs assessment for both health professionals (ie, physiotherapy and nursing) and their patients. We formulated performance and change objectives and, subsequently, theory- and evidence-based intervention methods and strategies were selected that were thought to affect the intention and behavior of health professionals and patients. The rationale of the intervention was based on different behavioral change methods that allowed us to describe the scope and sequence of the intervention and produced the Web-based intervention components. The Web-based intervention consisted of 5 modules, including individualized messages and self-completion forms, and charts and tables. The systematic and planned development of the PIB2 intervention resulted in an Internet-delivered behavior change intervention. The intervention was not developed as a substitute for face-to-face contact between professionals and patients, but as an application to complement and optimize health services. The focus of the Web-based intervention was to extend professional behavior of health care professionals, as well as to improve the risk-reduction behavior of patients with cardiovascular risk factors. The Intervention Mapping protocol provided a systematic method for developing the intervention and each intervention design choice was carefully thought-out and justified. Although it was not a rapid or an easy method for developing an intervention, the protocol guided and directed the development process. The application of evidence-based behavior change methods used in our intervention offers insight regarding how an intervention may change intention and health behavior. The Web-based intervention appeared feasible and was implemented. Further research will test the effectiveness of the PIB2 intervention. Dutch Trial Register, Trial ID: ECP-92.

Beyond Interpersonal Competence: Teaching and Learning Professional Skills in Sustainability

ERIC Educational Resources Information Center

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…

Attitudes among transplant professionals regarding shifting paradigms in eligibility criteria for live kidney donation.

PubMed

Lafranca, Jeffrey A; Spoon, Emerentia Q W; van de Wetering, Jacqueline; IJzermans, Jan N M; Dor, Frank J M F

2017-01-01

The transplant community increasingly accepts extended criteria live kidney donors, however, great (geographical) differences are present in policies regarding the acceptance of these donors, and guidelines do not offer clarity. The aim of this survey was to reveal these differences and to get an insight in both centre policies as well as personal beliefs of transplant professionals. An online survey was sent to 1128 ESOT-members. Questions were included about several extended donor criteria; overweight/obesity, older age, vascular multiplicity, minors as donors and comorbidities; hypertension, impaired fasting glucose, kidney stones, malignancies and renal cysts. Comparisons were made between transplant centres of three regions in Europe and between Europe and other countries worldwide. 331 questionnaires were completed by professionals from 55 countries. Significant differences exist between regions in Europe in acceptance of donors with several extended criteria. Median refusal rate for potential live donors is 15%. Furthermore, differences are seen regarding pre-operative work-up, both in specialists who perform screening as in preoperative imaging. Remarkably, 23.4% of transplant professionals sometimes deviate from their centre policy, resulting in more or less comparable personal beliefs regarding extended criteria. Variety is seen, proving the need for a standardized approach in selection, preferably evidence based.

Attitudes among transplant professionals regarding shifting paradigms in eligibility criteria for live kidney donation

PubMed Central

Spoon, Emerentia Q. W.; van de Wetering, Jacqueline; IJzermans, Jan N. M.; Dor, Frank J. M. F.

2017-01-01

Background The transplant community increasingly accepts extended criteria live kidney donors, however, great (geographical) differences are present in policies regarding the acceptance of these donors, and guidelines do not offer clarity. The aim of this survey was to reveal these differences and to get an insight in both centre policies as well as personal beliefs of transplant professionals. Methods An online survey was sent to 1128 ESOT-members. Questions were included about several extended donor criteria; overweight/obesity, older age, vascular multiplicity, minors as donors and comorbidities; hypertension, impaired fasting glucose, kidney stones, malignancies and renal cysts. Comparisons were made between transplant centres of three regions in Europe and between Europe and other countries worldwide. Results 331 questionnaires were completed by professionals from 55 countries. Significant differences exist between regions in Europe in acceptance of donors with several extended criteria. Median refusal rate for potential live donors is 15%. Furthermore, differences are seen regarding pre-operative work-up, both in specialists who perform screening as in preoperative imaging. Conclusions Remarkably, 23.4% of transplant professionals sometimes deviate from their centre policy, resulting in more or less comparable personal beliefs regarding extended criteria. Variety is seen, proving the need for a standardized approach in selection, preferably evidence based. PMID:28732093

Strengthening the Ties That Bind: Integrating Undergraduate Liberal and Professional Study. Report of the Professional Preparation Network.

ERIC Educational Resources Information Center

Stark, Joan S.; Lowther, Malcolm A.

The integration of undergraduate liberal and professional education is discussed in the following chapters: (1) "A Call to Action"; (2) "Binding Values, Changing Times and Curricular Balance"; (3) "Seizing Opportunities for Excellence"; (4) "Defining the Educated Professional"; (5) "Extending a Constructive Debate"; and (6) "A New Spirit of…

Opportunity for change in the future roles for the health library and information professional: meeting the challenges in NHS Scotland.

PubMed

Maclean, Gerry

2006-12-01

NHS Education for Scotland (NES) is the Special Health Board responsible for supporting best practice in education, training and development for all staff groups within NHS Scotland. As part of its remit, the Knowledge Services Group within NES is responsible for the e-Library, a national electronic resource providing and supporting access to the evidence base. The Knowledge Services Group also supports the national development of library services to NHS Scotland. This article aims to provide a reflective overview of some recent challenges within the health library and information field in Scotland, and the positive role opportunities these have afforded. The information was gathered through extensive professional interaction with staff across the sector over the first year of establishing the new role of Librarian Staff Development Manager. New roles have emerged for health library and information professionals generally; for example, in response to new technology or new user groups. The development of the NHS Scotland e-Library provides examples of role development that emerges symbiotically from core skills applied to a new situation or applied in an innovative way. Role development among health library and information professionals operating at the local service level can be both reactive and proactive. Working together, the partnership between the national Knowledge Services Group and local library and knowledge services for NHS Scotland has resulted in the emergence of additional new roles, extending the role portfolio of the local professional (for example, the Librarian-Tutor role) and supported by other national infrastructures (for example, the competency framework initiative).

Learning from professionals: Exploring cognitive rehabilitation strategies for the definition of the functional requirements of a telerehabilitation platform.

PubMed

Rosso, Giovanni; Frisiello, Antonella; Trizio, Marco; Mosso, Cristina O; Bazzani, Marco

2018-04-01

In the past few years, the advances in Information and Communication Technology (ICT) led to the development of platforms and applications that aim to support cognitive rehabilitation therapy that contributes to extend patients' treatment at home. In our research we adopted the Human Centered Approach to design a cognitive rehabilitation platform that is able to provide tools and features tailored to the professional needs and strategies and also able to engage patients in their treatment process. In order to explore the clinicians' point of view on the neuropsychological intervention strategies, we applied two different techniques often used in human factors research: the Critical Decision Method to study professionals' strategies with a descriptive perspective, and the Hierarchical Task Analysis to analyze the processes with a normative view. The results of our research showed that the hybrid approach adopted allowed us to have a better focus on the cognitive rehabilitation process and on the professionals' decision making mechanism. This led to a better understanding of functional requirements for supporting clinician's strategic decision making, in terms of personalization of treatments, cognitive exercises settings and feedback customization. In conclusion, our research highlights the value of the CDM to focus deeply on which functionalities professionals require from a cognitive telerehabilitation system and allowed us to design more precisely clinician-patients interactions inside the system compared to prescriptive methods currently used. Our study offers contribution to the comprehension of the rehabilitation processes, suggesting the positive impacts of an "extended" clinic treatment by adopting a flexible and adaptable tool. Copyright © 2017. Published by Elsevier Ltd.

Member Perceptions of Informal Science Institution Graduate Certificate Program: Case Study of a Community of Practice

NASA Astrophysics Data System (ADS)

Ball, Lois A.

This research attempted to understand the experiences of a cohort of informal and formal science educators and informal science institution (ISI) community representatives during and after completion of a pilot graduate certificate program. Informal science educators (ISEs) find limited opportunities for professional development and support which influence their contributions to America's science literacy and school science education. This emergent design nested case study described how an innovative program provided professional development and enabled growth in participants' abilities to contribute to science literacy. Data were collected through interviews, participant observations, and class artifacts. The program by design and constituency was the overarching entity that accounted for members' experiences. Three principal aspects of the ISI certificate program and cohort which influenced perceptions and reported positive outcomes were (1) the cohort's composition and their collaborative activities which established a vigorous community of practice and fostered community building, mentoring, and networking, (2) long term program design and implementation which promoted experiential learning in a generative classroom, and (3) ability of some members who were able to be independent or autonomous learners to embrace science education reform strategies for greater self-efficacy and career advancement. This research extends the limited literature base for professional development of informal science educators and may benefit informal science institutions, informal and formal science educators, science education reform efforts, and public education and science-technology-society understanding. The study may raise awareness of the need to establish more professional development opportunities for ISEs and to fund professional development. Further, recognizing and appreciating informal science educators as a diverse committed community of professionals who positively influence science education for everyone is essential.

Clean water, clean hands or new vaccines?

PubMed

Luby, Stephen P

2017-06-01

Throughout human history, pathogens transmitted through feces from person to person have caused substantial mortality. Over a century ago civil engineers in high income countries developed approaches to collect and remove feces from the environment that in communities with high incomes and strong governments markedly reduced the burden of enteric disease. These approaches, however, have not been successfully extended to impoverished communities in low income countries. Water/sanitation/hygiene professionals have attempted, with only limited success, to reduce fecal exposure and human disease in the absence of definitive civil engineering approaches. Medical professionals have worked to develop vaccines against some of the most important fecal oral pathogens. Each of these approaches needs further development and adaptation to optimally address the burden of fecally transmitted diseases in impoverished communities. © 2017 The British Infection Association. Published by Elsevier Ltd. All rights reserved.

Current Uses (and Potential Misuses) of Facebook: An Online Survey in Physiotherapy.

PubMed

Laliberté, Maude; Beaulieu-Poulin, Camille; Campeau Larrivée, Alexandre; Charbonneau, Maude; Samson, Émilie; Ehrmann Feldman, Debbie

2016-01-01

In recent years, the use of social media such as Facebook has become extremely popular and widespread in our society. Among users are health care professionals, who must develop ways to extend their professionalism online. Before issuing formal guidelines, policies, or recommendations to guide online behaviours, there is a need to know to what extent Facebook influences the professional life of physiotherapy professionals. Our goal was to explore knowledge and behaviour that physiotherapists and physical rehabilitation therapists practicing in Quebec have of Facebook. We used an empirical cross-sectional online survey design (n=322, response rate 4.5%). The results showed that 84.3% of physiotherapy professionals had a Facebook account. Almost all had colleagues or former colleagues as Facebook friends, 21% had patients as friends, and 27% had employers as friends. More than a third of workplaces had clinic pages with information intended for the public. Regarding workplace Facebook policies, 37.3% said that there was no policy and another 41.6% were not aware whether there was one or not. There appears to be a need to establish guidelines regarding the use of social media for physiotherapy professionals to ensure maintenance of professionalism and ethical conduct.

The peer-professional interface in a community-based, breast feeding peer-support project.

PubMed

Curtis, Penny; Woodhill, Rose; Stapleton, Helen

2007-06-01

to explore key elements of the peer-professional interface within one breast feeding peer-support project. a descriptive, qualitative study design. Data were generated through focus-group discussions with volunteer peer supporters and health professionals. the Breastfriends scheme was a community-based, peer-support project located in Doncaster, a town in the North of England. all of the volunteer peer supporters who were involved in the scheme at the time of data collection (n=7). In addition, a convenience sample of health professionals (community midwives and health visitors [n=9]) was also generated. thematic analysis of the data was undertaken. Two key themes that have relevance to understanding the peer-professional interface were derived: benefits of working together, and constraints on enabling working relationships. benefits associated with participating in the breast feeding peer-support scheme were highlighted by volunteers and health professionals. Volunteers experienced enhanced social support and increased self-esteem and personal development. Health professionals benefited from being able to 'spread the load' of breast feeding support. Some health professionals were also able to learn from volunteers' specialist experiential and cultural knowledge. Health professionals were concerned about volunteers transgressing (poorly defined) boundaries. Both volunteers and health professionals described gate-keeping activities and surveillance behaviours practised by health professionals in an effort to control aspects of volunteers' access to, and work with, breast feeding women. as a cohort of peer supporters develops, members may derive benefits from their participation that extend beyond those predicted and planned for in the project. They may also exert a proactive influence upon the evolution of the peer-support project and upon the relationships between volunteers and health professionals. However, midwives and health professionals may also seek to exert influence over the work of peer supporters, preferring the volunteers to work for, rather than with, them as health professionals. It is at the peer-professional interface that any disjuncture between the project ideal and the reality of the group may be most evident and most problematic. in order to reduce tension at the peer-professional interface, and optimise relationships between volunteers and health professionals, an ongoing process of development involving volunteers and health professionals is essential. Such a process would need to proactively identify and diffuse professionals' concerns while addressing both volunteers' vulnerabilities and their potential for semi-autonomous development within and beyond the context of the peer-support scheme.

A Mentoring Model for Interactive Online Learning in Support of a Technology Innovation Challenge Grant

ERIC Educational Resources Information Center

Graves, Scott M.; Abbitt, Jason; Klett, Mitchell D.; Wang, Changhua

2009-01-01

The Lewis & Clark Rediscovery Project is a technology professional development program designed to help teachers restructure teaching and learning practices in the classroom, and to foster technology use in the schools. The 5-year program (extended into a 6th) was funded in 1999 with a grant from the U.S. Department of Education: Technology…

The Career Officer Attrition Dilemma: An Underlying Cause

DTIC Science & Technology

2002-04-09

BOOMER, XER, & MILLENIAL TRAITS COMPARISON ..................................... 23 vii viii THE CAREER OFFICER ATTRITION DILEMMA: AN UNDERLYING...4. Team- Oriented : Millennials are developing make them feel safe, the Millennials strong team instincts and tight peer bonds. reach out to extended...tradition, and customs that are passed along to each successive generation of service members to create a shared professional ethos.54 The problem

Documenting 15 Years (2000-2015) of SOPHE Achievements: Recent Developments and Future Directions

ERIC Educational Resources Information Center

Alber, Julia M.; Bernhardt, Jay M.; Stellefson, Michael; Paige, Samantha R.

2017-01-01

For over six decades, the Society for Public Health Education (SOPHE) has been a leading professional organization for the field of health education (HE). This historical research extends the work of Cissell and Bloom by investigating the recent history of SOPHE. The aims of this historical study were to (1) identify key SOPHE and HE events from…

Providing Writing and Language Support for Students Who Have English as a Second Language--A Pilot Study

ERIC Educational Resources Information Center

Heatley, Sue; Allibone, Lorraine; Ooms, Ann; Burke, Linda; Akroyd, Karen

2011-01-01

This paper reports on a pilot project which provided writing support for registered nurses undertaking Continuing Professional Development (CPD) and for pre-registration nursing students. Both groups of students have English as a second language (ESL). The aims of the project were to extend the scope of the available writing support within the…

Creating a Profession of Educators with the Living-Theories of Master and Doctor Educators

ERIC Educational Resources Information Center

Whitehead, Jack; Huxtable, Marie

2016-01-01

In our last paper in "GEI" we presented an argument for teachers to engage in Living Educational Theory research as Continuing Professional Development. In this paper we extend our analysis to show how this can empower educators to improve their practice and, by offering as a gift the knowledge they generate in the process, contribute to…

Awareness as an Enactivist Framework for the Mathematical Learning of Teachers, Mentors and Institutions

ERIC Educational Resources Information Center

Preciado-Babb, Armando Paulino; Metz, Martina; Marcotte, Chenoa

2015-01-01

This paper explores the learning of both individuals and organizations within the context of a 3-year professional development program for mathematics and science teachers in a middle school. We propose to extend the notion of awareness from individuals to autonomous systems as a means to study the learning of teachers, mentors, the school, and…

Nurses negotiating professional-familial care boundaries: striving for balance within double duty caregiving.

PubMed

Ward-Griffin, Catherine; Brown, Judith Belle; St-Amant, Oona; Sutherland, Nisha; Martin-Matthews, Anne; Keefe, Janice; Kerr, Mickey

2015-02-01

The purpose of this sequential, two-phase mixed-methods study was to examine the health of male and female nurses who provided care to older relatives (i.e., double duty caregivers). We explored the experiences of 32 double duty caregivers, which led to the development of an emergent grounded theory, Negotiating Professional-Familial Care Boundaries with two broad dialectical processes: professionalizing familial care and striving for balance. This article examines striving for balance, which is the process that responds to familial care expectations in the midst of available resources and reflects the health experiences of double duty caregivers. Two subprocesses of striving for balance, reaping the benefits and taking a toll, are presented in three composite vignettes, each representing specific double duty caregiving (DDC) prototypes (making it work, working to manage, living on the edge). This emergent theory extends current thinking of family caregiving that will inform the development and refinement of practices and policies relevant to DDC. © The Author(s) 2014.

A physiotherapy perspective of musculoskeletal imaging in sport.

PubMed

Callaghan, M J

2012-08-01

This paper presents a physiotherapy perspective on the role that imaging is now playing in the diagnosis and management of musculoskeletal and sporting injuries. Although the Royal College of Radiologists and the UK Chartered Society of Physiotherapy were founded in the latter part of the nineteenth century, it is 100 years later that developments in the UK NHS have led to increased roles for non-medical healthcare professionals and allied health professionals, such as physiotherapists, in an extended clinical role. Physiotherapists, perhaps because of their knowledge of clinical and applied anatomy, have keenly taken up the opportunities offered to request and interpret imaging in its various forms; the most commonly available are plain radiography, musculoskeletal ultrasound and MRI. This has meant taking formal courses under the auspices of universities with mentorship and tutoring within the clinical setting, which are part of a continuing professional development. The ability to request several forms of imaging has enhanced physiotherapy practice and has increased the appreciation of the responsibilities which accompany this new role.

Locating Post-16 Professionalism: Public Spaces as Dissenting Spaces

ERIC Educational Resources Information Center

Dennis, Carol Azumah

2015-01-01

Locating post-16 professionalism explores the ways in which teachers in the UK and the USA engaged in digitally mediated communication incidentally narrate their professional selves during extended exchanges about the process of post-qualification registration. Drawing on a theoretical framework derived from participatory democracy, the study is…

Is there a place for extended assessments in addressing child sexual abuse allegations? How sensitivity and specificity impact professional perspectives.

PubMed

Williams, Javonda; Nelson-Gardell, Debra; Coulborn Faller, Kathleen; Tishelman, Amy; Cordisco-Steele, Linda

2014-01-01

Using data from a survey of perceptions of 932 child welfare professionals about the utility of extended assessments, the researchers constructed a scale to measure respondents' views about sensitivity (ensuring sexually abused children are correctly identified) and specificity (ensuring nonabused children are correctly identified) in child sexual abuse evaluations. On average, respondents scored high (valuing sensitivity) on the sensitivity versus specificity scale. Next, the researchers undertook bivariate analyses to identify independent variables significantly associated with the sensitivity versus specificity scale. Then those variables were entered into a multiple regression. Four independent variables were significantly related to higher sensitivity scores: encountering cases requiring extended assessments, valuing extended assessments among scarce resources, less concern about proving cases in court, and viewing the goal of extended assessments as understanding needs of child and family (adjusted R2 = .34).

Professional fighters brain health study: rationale and methods.

PubMed

Bernick, Charles; Banks, Sarah; Phillips, Michael; Lowe, Mark; Shin, Wanyong; Obuchowski, Nancy; Jones, Stephen; Modic, Michael

2013-07-15

Repetitive head trauma is a risk factor for Alzheimer's disease and is the primary cause of chronic traumatic encephalopathy. However, little is known about the natural history of, and risk factors for, chronic traumatic encephalopathy or about means of early detection and intervention. The Professional Fighters Brain Health Study is a longitudinal study of active professional fighters (boxers and mixed martial artists), retired professional fighters, and controls matched for age and level of education. The main objective of the Professional Fighters Brain Health Study is to determine the relationships between measures of head trauma exposure and other potential modifiers and changes in brain imaging and neurological and behavioral function over time. The study is designed to extend over 5 years, and we anticipate enrollment of more than 400 boxers and mixed martial artists. Participants will undergo annual evaluations that include 3-tesla magnetic resonance imaging scanning, computerized cognitive assessments, speech analysis, surveys of mood and impulsivity, and blood sampling for genotyping and exploratory biomarker studies. Statistical models will be developed and validated to predict early and progressive changes in brain structure and function. A composite fight exposure index, developed as a summary measure of cumulative traumatic exposure, shows promise as a predictor of brain volumes and cognitive function.

The healthcare professional and the Bolam test.

PubMed

Jones, J W

2000-03-11

This article will cover the history of the tort of negligence and how the judgement in the case of Donoghue v Stevenson enabled the courts to 'develop the law' to allow the concept of a 'duty of care' to develop which was extended to include healthcare professionals. The Bolam test is then described and how it has come to play such a prominent role in assisting the courts to assess if an appropriate standard has been achieved in medical negligence litigation. Attempts by the courts to move away from Bolam are discussed and the difficulties encountered because of the reluctance of the appellate courts to approve such decisions. Finally the recent House of Lords decision in Bolitho v City and Hackney Health Authority is examined and the implications this may have on the Bolam test.

Work-Family Conflict, Perceived Organizational Support and Professional Commitment: A Mediation Mechanism for Chinese Project Professionals

PubMed Central

2018-01-01

Projects are characterized by long working hours, complex tasks and being a kind of temporary organization. As such, work-family conflict is particularly prominent for project employees. This research examined whether and how work-family conflict affects professional commitment among Chinese project professionals. Research hypotheses were developed to explore the relationship between work-family conflict, professional commitment to the project and the mediating effects of perceived organizational support. Data were collected from 327 project managers or professionals working in construction enterprises in China; data were analyzed using structural equation modeling, applying the bootstrapping method. Results showed that there were three dimensions of work-family conflict: time-based conflict, strain-based conflict and behavior-based conflict. There were two dimensions of perceived organizational support: emotional support and instrumental support. The study also tested the negative effect of work-family conflict on professional commitment and the positive effect of perceived organizational support on professional commitment. Specifically, time-based conflict and emotional support had positive effects on professional commitment. Perceived organizational support had a total mediating effect between work-family conflict and professional commitment. The strain-based conflict dimension of work-family conflict had negative impacts on professional commitment through perceived emotional support and instrumental support. Overall, our findings extend a better understanding of work-family conflict and professional commitment in the project setting and verify the importance of social support in balancing work and family and improving employee mobility. PMID:29462860

Work-Family Conflict, Perceived Organizational Support and Professional Commitment: A Mediation Mechanism for Chinese Project Professionals.

PubMed

Zheng, Junwei; Wu, Guangdong

2018-02-15

Projects are characterized by long working hours, complex tasks and being a kind of temporary organization. As such, work-family conflict is particularly prominent for project employees. This research examined whether and how work-family conflict affects professional commitment among Chinese project professionals. Research hypotheses were developed to explore the relationship between work-family conflict, professional commitment to the project and the mediating effects of perceived organizational support. Data were collected from 327 project managers or professionals working in construction enterprises in China; data were analyzed using structural equation modeling, applying the bootstrapping method. Results showed that there were three dimensions of work-family conflict: time-based conflict, strain-based conflict and behavior-based conflict. There were two dimensions of perceived organizational support: emotional support and instrumental support. The study also tested the negative effect of work-family conflict on professional commitment and the positive effect of perceived organizational support on professional commitment. Specifically, time-based conflict and emotional support had positive effects on professional commitment. Perceived organizational support had a total mediating effect between work-family conflict and professional commitment. The strain-based conflict dimension of work-family conflict had negative impacts on professional commitment through perceived emotional support and instrumental support. Overall, our findings extend a better understanding of work-family conflict and professional commitment in the project setting and verify the importance of social support in balancing work and family and improving employee mobility.

The impact of fluoride application training: survey of trained dental nurses from King's College Hospital NHS Trust.

PubMed

Carter, E; Parker, M; Gallagher, J E

2012-05-25

To explore the perceived benefits of a fluoride varnish training scheme, subsequent use of extended skills and any barriers that exist, in order to inform future training and practice. Questionnaire survey of the first four cohorts of fluoride varnish training at one London dental hospital. Thirty-six (62%) nurses responded to the survey, 89% of whom were using fluoride varnishing. 'Personal development', 'NHS initiatives' and 'having a supportive principal' were key drivers for course attendance. Over 2,500 fluoride application treatments were carried out (range = 0-630) with six nurses providing 71% of the treatments. Twenty nurses (56%) worked in the salaried primary dental care service and provided 69% of treatments, the remaining 31% of treatments were provided by the 44% (n = 16) of nurses in general dental practice. Barriers were 'systems-related' and 'professional', including lack of community programmes, consultant oversight, referrals, materials and concerns regarding insurance and consent. The majority felt that the course contributed to their professional career (97%), and expressed their confidence in conducting fluoride application (80%). The findings highlight the potential for using extended roles to deliver evidence-based prevention and variation in their use; however, there is some evidence that organisational and professional barriers exist.

Summary of: the impact of fluoride application training: survey of trained dental nurses from King's College Hospital NHS Trust.

PubMed

Levine, R S

2012-05-25

To explore the perceived benefits of a fluoride varnish training scheme, subsequent use of extended skills and any barriers that exist, in order to inform future training and practice. Questionnaire survey of the first four cohorts of fluoride varnish training at one London dental hospital. Thirty-six (62%) nurses responded to the survey, 89% of whom were using fluoride varnishing. 'Personal development', 'NHS initiatives' and 'having a supportive principal' were key drivers for course attendance. Over 2,500 fluoride application treatments were carried out (range = 0-630) with six nurses providing 71% of the treatments. Twenty nurses (56%) worked in the salaried primary dental care service and provided 69% of treatments, the remaining 31% of treatments were provided by the 44% (n = 16) of nurses in general dental practice. Barriers were 'systems-related' and 'professional', including lack of community programmes, consultant oversight, referrals, materials and concerns regarding insurance and consent. The majority felt that the course contributed to their professional career (97%), and expressed their confidence in conducting fluoride application (80%). The findings highlight the potential for using extended roles to deliver evidence-based prevention and variation in their use; however, there is some evidence that organisational and professional barriers exist.

Reducing Susceptibility to Courtesy Stigma.

PubMed

Bachleda, Catherine L; El Menzhi, Leila

2018-06-01

In light of the chronic shortage of health professionals willing to care for HIV/AIDS patients, and rising epidemics in many Muslim countries, this qualitative study examined susceptibility and resistance to courtesy stigma as experienced by nurses, doctors, and social workers in Morocco. Forty-nine in-depth interviews provided rich insights into the process of courtesy stigma and how it is managed, within the context of interactions with Islam, interactions within the workplace (patients, other health professionals), and interactions outside the workplace (the general public, friends, and family). Theoretically, the findings extend understanding of courtesy stigma and the dirty work literature. The findings also offer practical suggestions for the development of culturally appropriate strategies to reduce susceptibility to courtesy stigmatization. This study represents the first to explore courtesy stigma as a process experienced by health professionals providing HIV/AIDS care in an Islamic country.

What role can the rural pipeline play in the recruitment and retention of rural allied health professionals?

PubMed

Durey, Angela; Haigh, Margaret; Katzenellenbogen, Judith M

2015-01-01

People living in rural areas have poorer health than their urban counterparts with higher morbidity and mortality rates and lower life expectancy. Challenges attracting health professionals to work in rural locations in Australia and elsewhere have been well- documented. In response, the idea of a rural pipeline emerged in the medical literature as a career pathway for doctors, conceptualised as a career continuum starting at school and ending in a committed, appropriately trained and supported rural doctor. This article draws on the literature to consider how the concept of a rural pipeline can be used to enhance recruitment and retention of allied health professionals (AHPs) in Australia. The complexity of the issue is taken into account, acknowledging the diverse professional, organisational and social needs within and between AHPs and their different career pathways. With this in mind, the rural pipeline is adapted and extended to focus on AHPs who enter at any stage of their career to work in rural areas. Barriers to recruitment and retention require multifaceted strategies to encourage and support AHPs at various stages along the pipeline to enter, and remain in, rural practice. Findings from the literature identify discrete themes within and between AHPs about factors influencing their rural recruitment and retention choices and include career stage at entry to rural practice, age, gender, social context, professional support, organisational environment and public-private practice mix in service delivery. These findings underscored the development of an extended rural pipeline adapted to specifically target AHPs. This flexible framework of entry to rural practice can be applied at any stage of their career and includes suggestions of strategies to support retention. Evidence from studies of rural AHPs suggests a flexible approach to recruitment and retention is needed that takes into account the complexity of the issue. The extended rural pipeline adapted to AHPs avoids a one-size-fits-all approach. Instead, it offers a more nuanced approach that addresses the diversity within and between professions and reflects the different stages at which AHPs enter rural practice that can inform recruitment and retention strategies that better meet their needs.

Interprofessional collaborative patient-centred care: a critical exploration of two related discourses.

PubMed

Fox, Ann; Reeves, Scott

2015-03-01

There has been sustained international interest from health care policy makers, practitioners, and researchers in developing interprofessional approaches to delivering patient-centred care. In this paper, we offer a critical exploration of a selection of professional discourses related to these practice paradigms, including interprofessional collaboration, patient-centred care, and the combination of the two. We argue that for some groups of patients, inequalities between different health and social care professions and between professionals and patients challenge the successful realization of the positive aims associated with these discourses. Specifically, we argue that interprofessional and professional-patient hierarchies raise a number of key questions about the nature of professions, their relationships with one another as well as their relationship with patients. We explore how the focus on interprofessional collaboration and patient-centred care have the potential to reinforce a patient compliance model by shifting responsibility to patients to do the "right thing" and by extending the reach of medical power across other groups of professionals. Our goal is to stimulate debate that leads to enhanced practice opportunities for health professionals and improved care for patients.

A Web-Based Intervention for Health Professionals and Patients to Decrease Cardiovascular Risk Attributable to Physical Inactivity: Development Process

PubMed Central

2012-01-01

Background Patients with cardiovascular risk factors can reduce their risk of cardiovascular disease by increasing their physical activity and their physical fitness. According to the guidelines for cardiovascular risk management, health professionals should encourage their patients to engage in physical activity. Objective In this paper, we provide insight regarding the systematic development of a Web-based intervention for both health professionals and patients with cardiovascular risk factors using the development method Intervention Mapping. The different steps of Intervention Mapping are described to open up the “black box” of Web-based intervention development and to support future Web-based intervention development. Methods The development of the Professional and Patient Intention and Behavior Intervention (PIB2 intervention) was initiated with a needs assessment for both health professionals (ie, physiotherapy and nursing) and their patients. We formulated performance and change objectives and, subsequently, theory- and evidence-based intervention methods and strategies were selected that were thought to affect the intention and behavior of health professionals and patients. The rationale of the intervention was based on different behavioral change methods that allowed us to describe the scope and sequence of the intervention and produced the Web-based intervention components. The Web-based intervention consisted of 5 modules, including individualized messages and self-completion forms, and charts and tables. Results The systematic and planned development of the PIB2 intervention resulted in an Internet-delivered behavior change intervention. The intervention was not developed as a substitute for face-to-face contact between professionals and patients, but as an application to complement and optimize health services. The focus of the Web-based intervention was to extend professional behavior of health care professionals, as well as to improve the risk-reduction behavior of patients with cardiovascular risk factors. Conclusions The Intervention Mapping protocol provided a systematic method for developing the intervention and each intervention design choice was carefully thought-out and justified. Although it was not a rapid or an easy method for developing an intervention, the protocol guided and directed the development process. The application of evidence-based behavior change methods used in our intervention offers insight regarding how an intervention may change intention and health behavior. The Web-based intervention appeared feasible and was implemented. Further research will test the effectiveness of the PIB2 intervention. Trial Registration Dutch Trial Register, Trial ID: ECP-92 PMID:23612470

Measuring a state of mind indicative of thriving using the Student Pharmacist Inventory of Professional Engagement (S-PIPE).

PubMed

Aronson, Benjamin D; Janke, Kristin K

2018-07-01

Professional engagement has importance to the professional of pharmacy, and in particular the growth of student pharmacists. Measurement of this construct would allow investigation of factors that may increase or decrease professional engagement. To describe the development of the Student Pharmacist Inventory of Professional Engagement (S-PIPE), assess the factor structure and convergent validity, and test for differences in professional engagement based upon demographic and background factors. Potential items for the S-PIPE were developed iteratively through inductive and deductive item-writing, 2 pilot administrations, expert review of items, and assessment of the content validity index, and cognitive interviews with students. The S-PIPE was administered to a cohort of 164 first year student pharmacists at University of Minnesota, along with items querying types and level of involvement in professional experiences and activities. An exploratory factor analysis was conducted using principal axis factoring extraction and Promax rotation. The number of factors to retain was based upon eigenvalues, examination of the scree plot, and a parallel analysis. Factors of the S-PIPE were compared to self-rated level of involvement and other demographic factors. Three factors were retained accounting for 70.7% of the variance, and named Belonging (α = 0.942, 9 items), Connectedness (α = 0.864, 3 items), and Meaningful Experience (α = 0.760, 4 items). All 3 factors were significantly correlated to self-rated involvement (r = 0.291 to 0.370). Level of professional engagement differed in this study by gender, and pharmacy work experience. This study lays the foundation for quantitative research in professional engagement among student pharmacists. Future work is needed to further validate and extend these findings. Copyright © 2017 Elsevier Inc. All rights reserved.

Informal Science Educators' Pedagogical Choices and Goals for Learners: The Case of Planetarium Professionals

ERIC Educational Resources Information Center

Plummer, Julia D.; Small, Kim J.

2013-01-01

This study extends our understanding of the goals, beliefs, and pedagogical choices made by planetarium professionals. Interviews were conducted with planetarium professionals (N = 36) to assess their goals for audiences and beliefs about the design of the learning environment. Classification of participants, according to a six-facet framework on…

Law, Medicine, Veterinary Medicine: Issues in Supply and Demand.

ERIC Educational Resources Information Center

Galambos, Eva C.

Expansion in the South for providing professional education in medicine, veterinary medicine, and law was undertaken to extend access to desirable professionals to young people and to increase the supply of needed professionals in underserved areas. How these objectives have been met is analyzed from an economist's perspective by relating supply…

Job-Linked Literacy: Innovative Strategies at Work. Part III. Moving Ahead: Basic Skills for Career Advancement. A Work in America Policy Study.

ERIC Educational Resources Information Center

Rosow, Jerome M.; Zager, Robert

This volume, Interim Report No. 3 in a 3-year study, considers literacy programs designed to qualify employees for promotions or professional advancement. It adopts a multidimensional definition of moving ahead, one that extends to monetary rewards, career development, and employment security. The volume is divided into two parts: report and case…

Classroom Meetings as a Restorative Practice: A Study of Teachers' Responses to an Extended Professional Development Innovation

ERIC Educational Resources Information Center

Kaveney, Kathleen; Drewery, Wendy

2011-01-01

Midway High School is a school that would like to be able to claim itself "a restorative school", though its journey is just beginning. It is a mid-decile, urban, co-educational New Zealand secondary school of approximately 970 students. The school draws a wide range of students with approximately 40 per cent NZ European, 27 per cent…

Thoughts on Improvable Objects, Contradiction and Object/Tool Reciprocity in a Study of Zoo Educator Professional Development

ERIC Educational Resources Information Center

Ash, Doris B.; Kelly, Lisa-Anne DeGregoria

2013-01-01

In this forum we discuss three aspects designed to clarify and extend Kelly and Kassing's paper. These are the roles of improvable objects, contradiction and object/tool reciprocity. In each case we cite relevant literature and pose questions to the field. Our goal is to seed ideas for future discussions concerning the role of activity theory…

Extended Professional Development in Project-Based Learning: Impacts on 21st Century Skills Teaching and Student Achievement

ERIC Educational Resources Information Center

Hixson, Nate K.; Ravitz, Jason; Whisman, Andy

2012-01-01

From 2008 to 2010, project-based learning (PBL) was a major focus of the Teacher Leadership Institute (TLI), undertaken by the West Virginia Department of Education (WVDE), as a method for teaching 21st century skills. Beginning in January 2011, a summative evaluation was conducted to investigate the effect of PBL implementation on teachers'…

Integrating Cloud-Based Strategies and Tools in Face-to-Face Training Sessions to Increase the Impact of Professional Development

ERIC Educational Resources Information Center

Gradel, Kathleen; Edson, Alden J.

2012-01-01

This article is based on the premise that face-to-face training can be augmented with cloud-based technology tools, to potentially extend viable training supports as higher education staff and faculty implement new content/skills in their jobs and classrooms. There are significant benefits to harnessing cloud-based tools that can facilitate both…

Designing and Using Virtual Field Environments to Enhance and Extend Field Experience in Professional Development Programs in Geology for K-12 Teachers

ERIC Educational Resources Information Center

Granshaw, Frank Douglas

2011-01-01

Virtual reality (VR) is increasingly used to acquaint geoscience novices with some of the observation, data gathering, and problem solving done in actual field situations by geoscientists. VR environments in a variety of forms are used to prepare students for doing geologic fieldwork, as well as to provide proxies for such experience when…

An Examination of Teacher Understanding of Project Based Science as a Result of Participating in an Extended Professional Development Program: Implications for Implementation

ERIC Educational Resources Information Center

Mentzer, Gale A.; Czerniak, Charlene M.; Brooks, Lisa

2017-01-01

Project-based science (PBS) aligns with national standards that assert children should learn science by actively engaging in the practices of science. Understanding and implementing PBS requires a shift in teaching practices away from one that covers primarily content to one that prompts children to conduct investigations. A common challenge to…

[Strategic measures for patient safety in the National Health System: on-line training resources and access to scientific knowledge].

PubMed

Novillo-Ortíz, D; Agra, Y; Fernández-Maíllo, M M; del Peso, P; Terol, E

2008-12-01

Patient safety (PS) is a priority strategy included in the Quality Plan for the Spanish National Health System and its first objective is to promote PS culture among professionals and patients. The Internet is playing a key role in the access to clinical evidence and in the training of health professionals. A multidisciplinary working group was created, who defined the criteria to help improve clinical practice in the field of patient safety, by making available and using web-based patient safety training resources and information. Taking advantage of the possibilities offered by the Internet in terms of training, two online self-training tutorials were developed on risk management, patient safety and adverse event prevention. A Newsletter was also launched, together with two specific patient safety Supplements. Moreover, to extend the reach of the PS Strategy, a patient safety web page and weblog were created, in addition to a collaborative (internal) working group tool. Excelenciaclinica.net was also developed; a meta-search engine specialized in evidence-based information for health professionals, to make it easier to access reliable and valuable information. Health professionals were also allowed to consult, free of charge, reliable health information resources, such as the GuiaSalud platform, the Cochrane Library Plus and the resources of the Joanna Briggs Institute. The involvement of health professionals in these measures and the role that these measures may be expected to play in the development of a premium-quality health service.

Lesson study: Professional development and its impact on science teacher self-efficacy

NASA Astrophysics Data System (ADS)

Roberts, Megan Rae

This study focuses on an analysis of a professional development program known as lesson study via data obtained during an in-service professional development program for secondary school science teachers. The purpose of this study was to examine the self-efficacy beliefs of one group of science teachers related to their experiences in a lesson study. Another purpose for this research, aligned with the first, included a theoretical analysis of the lesson study construct to see if its design promoted positive self-efficacy beliefs of its participants. The research is framed within the context of social constructivism and self-efficacy and is qualitative in nature and utilized descriptive analysis as a means of research. Case studies were conducted detailing two of the six participants. Data sources included researcher field notes and transcriptions of all planning and debriefing sessions; individual interviews with each participant and the schools' principal; a participant questionnaire, and the Science Teaching Efficacy Belief Instrument. Themes that emerged included the positive perceptions of lesson study as a collaborative and teacher-centered experience; the understanding that lesson study can instill a sense of professionalism to those who participate in the process; the sense that discussing student learning using objective observations from classroom is a powerful way to assess learning and uncover personal teacher beliefs; and the insight that the time commitment that lesson study requires can inhibit teachers and schools from sustaining it as a form of on-going professional development. Although these themes are consistent with the research on lesson study in Japan and elsewhere in the United States, they also extend the research on self-efficacy and science teacher professional development. In the end, this study supported some of the conclusions of the self-efficacy research as it relates to professional development while also adding that interpersonal relationships is a relevant consideration in the development of science teacher's self-efficacy. From this study, it is apparent that teachers who are collaboratively involved in a supportive setting such as lesson study can increase their level of self-efficacy and thus improve their teaching practice.

Participation in an experiential education professional development course: An analysis of the teacher experience

NASA Astrophysics Data System (ADS)

McNamee, Dana Crosby

Experiential education opportunities are recommended in science classrooms but due to budget and time constraints (Cowart, 2010; Dallimore, et al., 2010; Johnson, 2007) schools often resort to simple science inquiry (Chinn, 2002). While many programs exist with the intention of providing teachers with experiential education opportunities, often these are short-term day trips that do not provide the same learning benefits that an extended program would (Gulamhussein, 2013). To help address these issues in their own classrooms, middle and high school teachers from New England voluntarily chose to participate in an experiential education professional development course. This study examined how the individuals' teaching had or had not changed as a result of their participation in this course. The question that guided this research was: * How do teachers benefit, and how do teachers perceive their students benefit, after their participation in an experiential education professional development course? . Research focused on teachers from middle and high schools across New England who completed a three-day program. Their participation in the course was entirely voluntary. The course goal was to provide teachers with the skills to be able to understand and apply experiential education pedagogy and principles in their classrooms. This interpretative phenomenological analysis found that all participating teachers had made changes to their curriculum and teaching methodologies as a result of their participation in the professional development course. While the experiential learning model (Kolb, 1984) played a significant role how the professional development was implemented during the professional development course for teachers, only portions of the experiential learning model were present when teachers implemented those lessons into their own classes. Regardless, teachers found that students had been impacted through the engagement they felt and the connections they made to their field-based place of study, and all teachers felt compelled to change their courses to incorporate the watershed curriculum due to its relevance for students.

Current Uses (and Potential Misuses) of Facebook: An Online Survey in Physiotherapy

PubMed Central

Beaulieu-Poulin, Camille; Campeau Larrivée, Alexandre; Charbonneau, Maude; Samson, Émilie; Ehrmann Feldman, Debbie

2016-01-01

Purpose: In recent years, the use of social media such as Facebook has become extremely popular and widespread in our society. Among users are health care professionals, who must develop ways to extend their professionalism online. Before issuing formal guidelines, policies, or recommendations to guide online behaviours, there is a need to know to what extent Facebook influences the professional life of physiotherapy professionals. Our goal was to explore knowledge and behaviour that physiotherapists and physical rehabilitation therapists practicing in Quebec have of Facebook. Method: We used an empirical cross-sectional online survey design (n=322, response rate 4.5%). Results: The results showed that 84.3% of physiotherapy professionals had a Facebook account. Almost all had colleagues or former colleagues as Facebook friends, 21% had patients as friends, and 27% had employers as friends. More than a third of workplaces had clinic pages with information intended for the public. Regarding workplace Facebook policies, 37.3% said that there was no policy and another 41.6% were not aware whether there was one or not. Conclusion: There appears to be a need to establish guidelines regarding the use of social media for physiotherapy professionals to ensure maintenance of professionalism and ethical conduct. PMID:27504042

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Military Manpower Training Report for FY 1979.

DTIC Science & Technology

1978-03-01

intermediate, and senior. Ed..cation in the military school system is fundamental to trw development of military officers who are fully qualified to perforr...of training inputs and loads, the Services are able to adapt the training system to changing conditions. However, it should be clear that extended...each Service maintains a system of professional military education which is progressive in nature. This education is related more to the increasing

The Relative Influence of Formal Learning Opportunities versus Indicators of Professional Community on Changes in Science Teaching in Urban Schools

ERIC Educational Resources Information Center

McGee, Steven

2016-01-01

Previous research has shown that professional communities have the potential to be a powerful lever for continuous improvement in school settings. This research seeks to extend previous research by investigating the indicators of professional community that influence science teaching practice. This study took place in a network of urban…

Extending the Five-Foot Bookshelf: More Essential Books for Professionals Who Serve Teens.

ERIC Educational Resources Information Center

Rosenzweig, Susan

1999-01-01

The intent of this reading list is to identify "must-read" books for professionals aiming to deliver the highest quality service to teenage clients. This second annual update alphabetically lists and describes 12 professional books for public and school librarians and books from other disciplines on teen-related issues. V.O.Y.A.'s (Voice of Youth…

Patient self-management and pharmacist-led patient self-management in Hong Kong: A focus group study from different healthcare professionals' perspectives

PubMed Central

2011-01-01

Background Patient self-management is a key approach to manage non-communicable diseases. A pharmacist-led approach in patient self-management means collaborative care between pharmacists and patients. However, the development of both patient self-management and role of pharmacists is limited in Hong Kong. The objectives of this study are to understand the perspectives of physicians, pharmacists, traditional Chinese medicine (TCM) practitioners, and dispensers on self-management of patients with chronic conditions, in addition to exploring the possibilities of developing pharmacist-led patient self-management in Hong Kong. Methods Participants were invited through the University as well as professional networks. Fifty-one participants comprised of physicians, pharmacists, TCM practitioners and dispensers participated in homogenous focus group discussions. Perspectives in patient self-management and pharmacist-led patient self-management were discussed. The discussions were audio recorded, transcribed and analysed accordingly. Results The majority of the participants were in support of patients with stable chronic diseases engaging in self-management. Medication compliance, monitoring of disease parameters and complications, lifestyle modification and identifying situations to seek help from health professionals were generally agreed to be covered in patient self-management. All pharmacists believed that they had extended roles in addition to drug management but the other three professionals believed that pharmacists were drug experts only and could only play an assisting role. Physicians, TCM practitioners, and dispensers were concerned that pharmacist-led patient self-management could be hindered, due to unfamiliarity with the pharmacy profession, the perception of insufficient training in disease management, and lack of trust of patients. Conclusions An effective chronic disease management model should involve patients in stable condition to participate in self-management in order to prevent health deterioration and to save healthcare costs. The role of pharmacists should not be limited to drugs and should be extended in the primary healthcare system. Pharmacist-led patient self-management could be developed gradually with the support of government by enhancing pharmacists' responsibilities in health services and developing public-private partnership with community pharmacists. Developing facilitating measures to enhance the implementation of the pharmacist-led approach should also be considered, such as allowing pharmacists to access electronic health records, as well as deregulation of more prescription-only medicines to pharmacy-only medicines. PMID:21609422

Patient self-management and pharmacist-led patient self-management in Hong Kong: a focus group study from different healthcare professionals' perspectives.

PubMed

Wong, Fiona Y Y; Chan, Frank W K; You, Joyce H S; Wong, Eliza L Y; Yeoh, E K

2011-05-24

Patient self-management is a key approach to manage non-communicable diseases. A pharmacist-led approach in patient self-management means collaborative care between pharmacists and patients. However, the development of both patient self-management and role of pharmacists is limited in Hong Kong. The objectives of this study are to understand the perspectives of physicians, pharmacists, traditional Chinese medicine (TCM) practitioners, and dispensers on self-management of patients with chronic conditions, in addition to exploring the possibilities of developing pharmacist-led patient self-management in Hong Kong. Participants were invited through the University as well as professional networks. Fifty-one participants comprised of physicians, pharmacists, TCM practitioners and dispensers participated in homogenous focus group discussions. Perspectives in patient self-management and pharmacist-led patient self-management were discussed. The discussions were audio recorded, transcribed and analysed accordingly. The majority of the participants were in support of patients with stable chronic diseases engaging in self-management. Medication compliance, monitoring of disease parameters and complications, lifestyle modification and identifying situations to seek help from health professionals were generally agreed to be covered in patient self-management. All pharmacists believed that they had extended roles in addition to drug management but the other three professionals believed that pharmacists were drug experts only and could only play an assisting role. Physicians, TCM practitioners, and dispensers were concerned that pharmacist-led patient self-management could be hindered, due to unfamiliarity with the pharmacy profession, the perception of insufficient training in disease management, and lack of trust of patients. An effective chronic disease management model should involve patients in stable condition to participate in self-management in order to prevent health deterioration and to save healthcare costs. The role of pharmacists should not be limited to drugs and should be extended in the primary healthcare system. Pharmacist-led patient self-management could be developed gradually with the support of government by enhancing pharmacists' responsibilities in health services and developing public-private partnership with community pharmacists. Developing facilitating measures to enhance the implementation of the pharmacist-led approach should also be considered, such as allowing pharmacists to access electronic health records, as well as deregulation of more prescription-only medicines to pharmacy-only medicines.

Providing specialist clinical skills in soft tissue and intra-articular injection through a postgraduate masters module.

PubMed

Stevenson, Kay; Waterfield, Jackie

2005-01-01

Current philosophy and policy changes in the National Health Service are encouraging healthcare practitioners to extend their clinical skills to create a more patient-centred approach thus allowing patients to be seen in a timely and more appropriate manner. This often requires further development of the practitioners' skills and knowledge. One approach to achieve this is through collaboration between employers and educational providers to ensure that educational experience is not only evidence based but also responsive to the needs of the current and future workforce. A postgraduate module was developed to raise critical and evaluative skills, as well as the technical skills of practitioners using injections in the management of joint and soft tissue pathology, while developing a professional responsibility towards injection practice. The module emphasized learning though experience by contextualizing the theoretical aspects of the module and by its student centred assessments. Further strengths of this module are that it has utilized academic and clinical expertise and knowledge to enable clinicians to gain additional skills and the multidisciplinary approach engendered good working practice Overall the module was evaluated positively by both tutors and students and not only met its aims but also addressed the current professional and policy issues around continuing professional development. Copyright (c) 2005 John Wiley & Sons, Ltd.

Allegations of Sexual Abuse of a Child: What to Do when a Single Forensic Interview Isn't Enough

ERIC Educational Resources Information Center

Faller, Kathleen Coulborn; Cordisco-Steele, Linda; Nelson-Gardell, Debra

2010-01-01

This article describes the state of knowledge about extended assessments/forensic evaluations in situations of possible sexual abuse. It provides a critical review of the modest body of relevant research, describes two models for extended assessments, and presents descriptive survey findings of 62 professionals conducting extended assessments,…

Content analysis of the professional journal of the College of Speech Therapists II: coming of age and growing maturity, 1946-65.

PubMed

Stansfield, Jois; Armstrong, Linda

2016-07-01

Following a content analysis of the first 10 years of the UK professional journal Speech, this study was conducted to survey the published work of the speech (and language) therapy profession in the 20 years following the unification of two separate professional bodies into the College of Speech Therapists. To understand better the development of the speech (and language) therapy profession in the UK in order to support the development of an online history of the speech and language therapy profession in the UK. The 40 issues of the professional journal of the College of Speech Therapists published between 1946 and 1965 (Speech and later Speech Pathology and Therapy) were examined using content analysis and the content compared with that of the same journal as it appeared from 1935 to the end of the Second World War (1945). Many aspects of the journal and its authored papers were retained from the earlier years, for example, the range of authors' professions, their location mainly in the UK, their number of contributions and the length of papers. Changes and developments included the balance of original to republished papers, the description and discussion of new professional issues, and an extended range of client groups/disorders. The journal and its articles reflect the growing maturity of the newly unified profession of speech therapy and give an indication both of the expanding depth of knowledge available to speech therapists and of the rapidly increasing breadth of their work over this period. © 2016 Royal College of Speech and Language Therapists.

Finding a Space for Women: The British Medical Association and Women Doctors in Australia, 1880–1939

PubMed Central

McCarthy, Louella

2018-01-01

This paper examines the experiences of women in one professional organisation – the British Medical Association in Australia – during a significant period in the development of such bodies. In doing so it offers an opportunity to consider the relationship between professional societies and the construction of a gendered profession. For the medical profession in particular the time-frame of this study, from the 1880s to the 1930s, has been regarded by scholars as especially important. In this period various features of medical professionalism came to prominence: the status and authority of doctors, the processes of formally registering medical credentials, and the scope and cohesiveness of professional associations. Taking the third of these themes, the current paper extends previous analyses by uniting gender with history and medicine as the central point of examination, in order to evaluate the changing and contested positions of women within the profession. In this way we not only demonstrate how the history of professional societies can reveal the diverse beliefs and shifting priorities of their members, but also contribute to explaining the remarkable persistence of gendered differences in the medical profession. PMID:29199928

Teachers' Practice a Decade After an Extensive Professional Development Program in Science Education

NASA Astrophysics Data System (ADS)

Furman Shaharabani, Yael; Tal, Tali

2017-10-01

Science teachers are expected to teach in innovative ways that are different from their long experience as students. Professional development programs are planned to help teachers' development, yet, there is little knowledge of the long-term effects of professional development programs (PDPs), and especially on actual practice. The purpose of this study is to gain a long-term perspective of the ways in which the process and outcomes of a reform-oriented, extended PDP are expressed in science teachers' practice. Data sources included interviews and documents. The study presents four case studies of the practices of junior high school science teachers (grades 7-9) in Israel, with respect to a past PDP in which they took part a decade ago. The cases are presented in pairs of a leader and a follower. Each case details the teacher's work context, sustained implementation, coherence of tools and approaches, and adaptations. All four teachers shared the view that scientific skills are important to their students as learners in a changing world. All four teachers adopted one or two major approaches, which were the PDP's main focus. In addition, the two leaders adopted two more approaches. The teachers were still using many strategies associated with the major foci of the PDP. The level of enactment and modifications of the strategies varied. Usability of innovations is discussed in relation to the teachers' context. We suggest that science teachers' professional development include the ability to adapt the innovation to their teaching context in order to sustain the changes for a long period of time.

42 CFR 418.76 - Condition of participation: Hospice aide and homemaker services.

Code of Federal Regulations, 2010 CFR

2010-10-01

... following basic checklist: (A) Bed bath. (B) Sponge, tub, and shower bath. (C) Hair shampoo (sink, tub, and... professionals and volunteers). (3) Had been subjected to an extended (or partial extended) survey as a result of...

42 CFR 418.76 - Condition of participation: Hospice aide and homemaker services.

Code of Federal Regulations, 2012 CFR

2012-10-01

... following basic checklist: (A) Bed bath. (B) Sponge, tub, and shower bath. (C) Hair shampoo (sink, tub, and... professionals and volunteers). (3) Had been subjected to an extended (or partial extended) survey as a result of...

42 CFR 418.76 - Condition of participation: Hospice aide and homemaker services.

Code of Federal Regulations, 2011 CFR

2011-10-01

... following basic checklist: (A) Bed bath. (B) Sponge, tub, and shower bath. (C) Hair shampoo (sink, tub, and... professionals and volunteers). (3) Had been subjected to an extended (or partial extended) survey as a result of...

42 CFR 418.76 - Condition of participation: Hospice aide and homemaker services.

Code of Federal Regulations, 2014 CFR

2014-10-01

... following basic checklist: (A) Bed bath. (B) Sponge, tub, and shower bath. (C) Hair shampoo (sink, tub, and... professionals and volunteers). (3) Had been subjected to an extended (or partial extended) survey as a result of...

42 CFR 418.76 - Condition of participation: Hospice aide and homemaker services.

Code of Federal Regulations, 2013 CFR

2013-10-01

... following basic checklist: (A) Bed bath. (B) Sponge, tub, and shower bath. (C) Hair shampoo (sink, tub, and... professionals and volunteers). (3) Had been subjected to an extended (or partial extended) survey as a result of...

Strategies for Developing Family Nursing Communities of Practice Through Social Media.

PubMed

Isaacson, Kris; Looman, Wendy S

2017-02-01

This discussion article presents communities of practice (CoPs) and bridging social capital as conceptual frameworks to demonstrate how social media can be leveraged for family nursing knowledge, scholarship, and practice. CoPs require a shared domain of interest, exchange of resources, and dedication to expanding group knowledge. Used strategically and with a professional presence, mainstream social media channels such as Twitter, Facebook, and YouTube can support the family nurse in developing and contributing to CoPs related to family nursing. This article presents four strategies-curate, connect, collaborate, and contribute-for establishing and growing a social media presence that fits one's professional goals and time availability. Family nurses who leverage social media using these strategies can strengthen existing CoPs and at the same time bridge networks to reach new audiences, such as family advocacy groups, policy makers, educators, practitioners, and a wide array of other extended networks.

Nurse-led management of contraceptive services.

PubMed

Wilson, Emma

2014-07-01

This article discusses the role of the practice nurse (PN) in the provision of health assessment for contraceptive choices. PNs who have an extended role as an independent nurse prescriber must demonstrate the principles of safe prescribing practice, with appropriate and informed assessment of the patient's needs and risk within the limited time of a general practice appointment. With continued professional development, PNs are well placed to provide comprehensive, independent nurse-led contraceptive services.

An Astrobiology Microbes Exhibit and Education Module

NASA Technical Reports Server (NTRS)

Lindstrom, Marilyn M.; Allen, Jaclyn S.; Stocco, Karen; Tobola, Kay; Olendzenski, Lorraine

2001-01-01

Telling the story of NASA-sponsored scientific research to the public in exhibits is best done by partnerships of scientists and museum professionals. Likewise, preparing classroom activities and training teachers to use them should be done by teams of teachers and scientists. Here we describe how we used such partnerships to develop a new astrobiology augmentation to the Microbes! traveling exhibit and a companion education module. "Additional information is contained in the original extended abstract."

Extending Liberal Education to New Audiences.

ERIC Educational Resources Information Center

Brown, Peggy Ann, Ed.

1984-01-01

Liberal education offerings at 15 colleges directed to professionals, retired people, and other new audiences are described. An article by Peggy Ann Brown, "Recharging the Batteries on Totally New Fuel," describes four educational programs offered to professionals, including literature seminars at Brandeis University and the Dartmouth…

Involvement of adolescents in decision making for heart transplants.

PubMed

Sinclair, Sarah J

2009-01-01

Every year, hundreds of children and adolescents are faced with the need for heart transplantation to survive end-stage cardiac disease. This experience extends far beyond the surgical intervention, for it begins with a waiting period that may involve invasive and distressing interventions, and proceeds through a lifetime of lifestyle changes and complicated ongoing medical management. Adolescents may wish to forgo heart transplantation, even at the expense of their own lives. Such refusals leave patients, parents, and healthcare professionals grappling with complex ethical issues. It is incumbent upon professionals to allow adolescents a role in making this important decision; this requires that nurses understand ethical concepts including autonomy, competence, and assent. Because autonomy develops over time, an evaluation of the adolescent's maturity and competence is necessary. By incorporating the concepts of child development and measures of competence developed to govern pediatric involvement in research, a structured and ethically sound method for involving adolescents in this process can be put into practice.

Leader & Learner

ERIC Educational Resources Information Center

Hirsh, Stephanie; Hord, Shirley M.

2008-01-01

One of the most powerful ways for principals to extend their learning is to participate in professional learning communities (PLCs), forums that are explicitly designed to convene educators for learning so that students perform at higher levels. Principals can use PLCs to their professional advantage in two significant ways: (1) by participating…

Colombia's Libraries: Modernizing amidst a Drug War.

ERIC Educational Resources Information Center

Chepesiuk, Ron

1991-01-01

Describes the impact that the war on drugs in Colombia has had on their library services and on the lives of professional librarians. Topics discussed include political, staffing, budget, resource, and physical plant problems; the serious shortage of professional librarians; and extending library service to rural areas. (LRW)

A Critical Evaluation of Phrónêsis as a Key Tool for Professional Excellence for Modern Managers

ERIC Educational Resources Information Center

Thomas, Shinto

2017-01-01

Phrónêsis or practical wisdom is an important element of Aristotelian virtue ethics. This paper is an attempt to study what is meant by Phrónêsis, how it might be understood, reinterpreted, applied, and extended in contemporary professional management practice and its role in enhancing professional excellence in modern managers. Phrónêsis can…

Navigating the self in maternity care: how Chinese midwives work on their professional identity in hospital setting.

PubMed

Zhang, Jing; Haycock-Stuart, Elaine; Mander, Rosemary; Hamilton, Lorna

2015-03-01

to explore the strategies Chinese midwives employed to work on their professional identity in hospital setting and the consequence of such identity work. this paper draws upon findings from a Constructivist Grounded Theory study that explored the professional identity construction of 15 Chinese midwives with a mixture of midwifery experiences, practising in three different types of hospital settings in a capital city in Southeast China. The accounts from participants in the form of in-depth individual interviews were collected. Work journals voluntarily provided by three participants were also included. in everyday practice, hospital midwives in China were working on their professional identity in relation to two definitions of the midwife: the external definition ('obstetric nurse'), bound up in the idea of risk management under the medical model of their work organisations; and the internal definition ('professional midwife'), associated with the philosophy of normal birth advocacy in the professional discourse. Six strategies for identity work were identified and grouped into two principle categories: 'compromise' and 'engagement'. The adoption of each strategy involved a constant negotiation between the external and internal definitions of the midwife, being influenced by midwifery experiences, relationships with women, opportunities for professional development and the definition of the situation. A 'hybrid identity', which demonstrated the dynamic nature of midwifery professional identity, was constructed as a result. this paper explored the dynamic nature of midwifery professional identity. This exploration contributes to the body of knowledge regarding understanding the professional identity of hospital midwives in China, while also extending the current theoretical knowledge of identity work by elaborating on the various strategies individuals use to work on their professional identity in the workplace. Copyright © 2014 Elsevier Ltd. All rights reserved.

Webinar: Clean Air in the Classroom: Improve Air Quality, Extend HVAC System Life with Preventive Maintenance

EPA Pesticide Factsheets

A page to register to view the May 17, 2018, webinar in the IAQ Knowledge-to-Action Professional Training Webinar Series: Clean Air in the Classroom: Improve Air Quality, Extend HVAC System Life with Preventive Maintenance

Counseling and Values in a Time Perspective

ERIC Educational Resources Information Center

Smith, Darrell; Peterson, James A.

1977-01-01

Smith and Peterson answer the question, "What are the common values and ethics that influence our practice?" Their searching analysis extends for beyond professional beliefs and extends into the influence of issues such as the space race, sexism, race relations, Viet Nam, and Watergate. (Author)

Organizational Dimensions of Innovative Practice: A Qualitative Investigation of the Processes Supporting Innovation Adoption in Outpatient Physical Therapy Practice.

PubMed

Sabus, Carla; Spake, Ellen

2018-01-01

The ability to innovate and adapt practice is a requirement of the progressive healthcare provider. Innovative practice by rehabilitation providers has largely been approached as personal professional development; this study extends that perspective by examining innovation uptake from the organizational level. The varied professions can be expected to have distinct qualities of innovation adoption that reflect professional norms, values, and expectations. The purpose of this qualitative study was to describe the organizational processes of innovation uptake in outpatient physical therapy practice. Through nomination, two outpatient, privately owned physical therapy clinics were identified as innovation practices. Eighteen physical therapists, three owners, and a manager participated in the study. The two clinics served as case studies within a grounded theory approach. Data were collected through observation, unstructured questioning, work flow analysis, focus group sessions, and artifact analysis. Data were analyzed and coded among the investigators. A theoretical model of the innovation adoption process in outpatient physical therapy practice was developed. Elements of the model included (1) change grounded in relationship-centered care, (2) clinic readiness to accept change, and (3) clinic adaptability and resilience. A social paradigm of innovation adoption informed through this research complements the concentration on personal professional development.

Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms

PubMed Central

Mikami, Amori Yee; Gregory, Anne; Allen, Joseph P.; Pianta, Robert C.; Lun, Janetta

2012-01-01

We investigated the effects of My Teaching Partner—Secondary (MTP-S), a teacher professional development intervention, on students’ peer relationships in middle and high school classrooms. MTP-S targets increasing teachers’ positive interactions with students and sensitive instructional practices and has demonstrated improvements in students’ academic achievement and motivation. The current study tested the prediction from systems theory that effects of MTP-S on students would extend beyond the academic domain—that is, the ecology of teachers’ behaviors towards students should also influence the ecology of students’ behaviors towards one another. Participants were 88 teachers (43 randomly assigned to MTP-S and 45 assigned to a control group that received the regular professional development offerings in their school) and 1423 students in their classrooms. Observations and student self-report of classroom peer interactions were collected at the start and at the end of the course. Results indicated that in MTP-S classrooms, students were observed to show improvement in positive peer interactions, although this pattern was not found in self-report data. However, moderation analyses suggested that for students with high disruptive behavior at the start of the course, teacher participation in MTP-S mitigated a typical decline towards poorer self-reported peer relationships. The relevance of findings for the social ecology of classrooms is discussed. PMID:22736890

Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms.

PubMed

Mikami, Amori Yee; Gregory, Anne; Allen, Joseph P; Pianta, Robert C; Lun, Janetta

2011-01-01

We investigated the effects of My Teaching Partner-Secondary (MTP-S), a teacher professional development intervention, on students' peer relationships in middle and high school classrooms. MTP-S targets increasing teachers' positive interactions with students and sensitive instructional practices and has demonstrated improvements in students' academic achievement and motivation. The current study tested the prediction from systems theory that effects of MTP-S on students would extend beyond the academic domain-that is, the ecology of teachers' behaviors towards students should also influence the ecology of students' behaviors towards one another. Participants were 88 teachers (43 randomly assigned to MTP-S and 45 assigned to a control group that received the regular professional development offerings in their school) and 1423 students in their classrooms. Observations and student self-report of classroom peer interactions were collected at the start and at the end of the course. Results indicated that in MTP-S classrooms, students were observed to show improvement in positive peer interactions, although this pattern was not found in self-report data. However, moderation analyses suggested that for students with high disruptive behavior at the start of the course, teacher participation in MTP-S mitigated a typical decline towards poorer self-reported peer relationships. The relevance of findings for the social ecology of classrooms is discussed.

The core role of the nurse practitioner: practice, professionalism and clinical leadership.

PubMed

Carryer, Jenny; Gardner, Glenn; Dunn, Sandra; Gardner, Anne

2007-10-01

To draw on empirical evidence to illustrate the core role of nurse practitioners in Australia and New Zealand. Enacted legislation provides for mutual recognition of qualifications, including nursing, between New Zealand and Australia. As the nurse practitioner role is relatively new in both countries, there is no consistency in role expectation and hence mutual recognition has not yet been applied to nurse practitioners. A study jointly commissioned by both countries' Regulatory Boards developed information on the core role of the nurse practitioner, to develop shared competency and educational standards. Reporting on this study's process and outcomes provides insights that are relevant both locally and internationally. This interpretive study used multiple data sources, including published and grey literature, policy documents, nurse practitioner program curricula and interviews with 15 nurse practitioners from the two countries. Data were analysed according to the appropriate standard for each data type and included both deductive and inductive methods. The data were aggregated thematically according to patterns within and across the interview and material data. The core role of the nurse practitioner was identified as having three components: dynamic practice, professional efficacy and clinical leadership. Nurse practitioner practice is dynamic and involves the application of high level clinical knowledge and skills in a wide range of contexts. The nurse practitioner demonstrates professional efficacy, enhanced by an extended range of autonomy that includes legislated privileges. The nurse practitioner is a clinical leader with a readiness and an obligation to advocate for their client base and their profession at the systems level of health care. A clearly articulated and research informed description of the core role of the nurse practitioner provides the basis for development of educational and practice competency standards. These research findings provide new perspectives to inform the international debate about this extended level of nursing practice. The findings from this research have the potential to achieve a standardised approach and internationally consistent nomenclature for the nurse practitioner role.

Personal stories within virtual environments: embodiments of a model for cancer patient information software.

PubMed

Greene, D D; Heeter, C

1998-01-01

Two new cancer patient information CD-ROMs extend the personal stories within virtual environments model of cancer patient information developed for Breast Cancer Lighthouse. Cancer Pain Retreat and Cancer Prevention Park: Games for Life are intended to inform and inspire users in an emotionally calming and intimately informative manner. The software offers users an experience--of visiting a virtual place and meeting and talking with patients and health care professionals.

Impact of an Extension Social Media Tool Kit on Audience Engagement

ERIC Educational Resources Information Center

Garcia, Aileen S.; Dev, Dipti; McGinnis, Colin M.; Thomas, Tyler

2018-01-01

Extension professionals can improve their use of social media as channels for extending programmatic efforts by maximizing target audience reach and engagement. We describe how implementation of a tool kit highlighting best practices for using social media improved Extension professionals' efforts to engage target audience members via social…

Extending the Humanistic Vision: Toward a Humanities Foundation for the Counseling Profession

ERIC Educational Resources Information Center

Hansen, James T.

2012-01-01

Founding humanists argued that counseling should be ideologically grounded in the humanities. Currently, professional counseling culture is largely structured by scientific assumptions, which, the author maintains, have had a detrimental impact on the profession. Specific recommendations for shifting professional counseling culture to a humanities…

Effects of Organizational Role and Culture on Participation in Continuing Professional Education.

ERIC Educational Resources Information Center

Grzyb, Stanley W.; And Others

This study extends the investigation of professionals' reasons for participation in continuing education beyond personal and practice-based factors into the arena of organizational structure and culture. The Participation Reasons Scale (PRS) and the Respondent Information Form (RIF) were used to examine the motives influencing Army Engineers…

Greenbook Abstract and Catalog--1.

ERIC Educational Resources Information Center

Coole, Walter A.; Reitan, Henry M.

This catalog is intended to be issued periodically as a means of extending and updating teaching materials which have been previously published through ERIC by these authors. The materials include the Alpha and Gamma levels of the "Greenbook System," pre-professional and entry in-service professional levels of an integrated sequence of…

Emeritus Colleges: Enriching Academic Communities by Extending Academic Life

ERIC Educational Resources Information Center

Baldwin, Roger G.; Zeig, Michael J.

2013-01-01

The emeritus college, a recent higher education innovation, provides retired professors with a means to stay intellectually engaged and continue to contribute professionally in retirement. The emeritus college can also help institutions maintain a steady flow of professional talent by making retirement more attractive for senior academics. This…

The implementation of an elementary STEM learning team and the effect on teacher self-efficacy: An action research study

NASA Astrophysics Data System (ADS)

Hernandez, Jennifer F.

Science, technology, engineering, and math (STEM) education is part of a national movement to prepare students for the demands of a 21st century workforce. STEM uses an integrated, real-world problem solving approach to increase the levels of collaboration, communication, critical, and creative thinking in students. If expectations for students have increased to stay competitive in a global market, teachers must be equipped to meet the needs of the new 21st century learners in their classrooms. To that end, professional learning for educators is essential to ensure they are equipped with the tools necessary for success. While there are many approaches to teacher development, professional learning teams, based on the work of Garmston and Wellman, focus on teachers' instructional delivery, targeted student learning needs, planning, implementing new strategies, collaboration, and reflective dialogue. The purpose of the study is to improve instructional practice providing quality STEM instruction to students and increase teacher self-efficacy---a teachers' perception of his or her ability to instruct students in the STEM disciplines. Theoretical implications of a study on an elementary STEM learning team could affect the way schools deliver STEM professional learning opportunities to teachers and the way students are delivered a quality STEM education. Research has shown that Model I behavior would limit the change process of professional learning through a surface inspection of the issues; however model II behaviors would benefit the teachers, students and organization because teachers would be collaborating on specific objectives to develop a knowledge base and skill set to meet students' needs. Extending professional development by engaging stakeholders in a collaborative process to build model II behaviors will create an organizational structure that facilitates learning.

Integrated palliative care is about professional networking rather than standardisation of care: A qualitative study with healthcare professionals in 19 integrated palliative care initiatives in five European countries

PubMed Central

den Herder-van der Eerden, Marlieke; van Wijngaarden, Jeroen; Preston, Nancy; Linge-Dahl, Lisa; Radbruch, Lukas; Van Beek, Karen; Menten, Johan; Busa, Csilla; Csikos, Agnes; Vissers, Kris; van Gurp, Jelle; Hasselaar, Jeroen

2018-01-01

Background: Integrated palliative care aims at improving coordination of palliative care services around patients’ anticipated needs. However, international comparisons of how integrated palliative care is implemented across four key domains of integrated care (content of care, patient flow, information logistics and availability of (human) resources and material) are lacking. Aim: To examine how integrated palliative care takes shape in practice across abovementioned key domains within several integrated palliative care initiatives in Europe. Design: Qualitative group interview design. Setting/participants: A total of 19 group interviews were conducted (2 in Belgium, 4 in the Netherlands, 4 in the United Kingdom, 4 in Germany and 5 in Hungary) with 142 healthcare professionals from several integrated palliative care initiatives in five European countries. The majority were nurses (n = 66; 46%) and physicians (n = 50; 35%). Results: The dominant strategy for fostering integrated palliative care is building core teams of palliative care specialists and extended professional networks based on personal relationships, shared norms, values and mutual trust, rather than developing standardised information exchange and referral pathways. Providing integrated palliative care with healthcare professionals in the wider professional community appears difficult, as a shared proactive multidisciplinary palliative care approach is lacking, and healthcare professionals often do not know palliative care professionals or services. Conclusion: Achieving better palliative care integration into regular healthcare and convincing the wider professional community is a difficult task that will take time and effort. Enhancing standardisation of palliative care into education, referral pathways and guidelines and standardised information exchange may be necessary. External authority (policy makers, insurance companies and professional bodies) may be needed to support integrated palliative care practices across settings. PMID:29436279

Integrated palliative care is about professional networking rather than standardisation of care: A qualitative study with healthcare professionals in 19 integrated palliative care initiatives in five European countries.

PubMed

den Herder-van der Eerden, Marlieke; van Wijngaarden, Jeroen; Payne, Sheila; Preston, Nancy; Linge-Dahl, Lisa; Radbruch, Lukas; Van Beek, Karen; Menten, Johan; Busa, Csilla; Csikos, Agnes; Vissers, Kris; van Gurp, Jelle; Hasselaar, Jeroen

2018-06-01

Integrated palliative care aims at improving coordination of palliative care services around patients' anticipated needs. However, international comparisons of how integrated palliative care is implemented across four key domains of integrated care (content of care, patient flow, information logistics and availability of (human) resources and material) are lacking. To examine how integrated palliative care takes shape in practice across abovementioned key domains within several integrated palliative care initiatives in Europe. Qualitative group interview design. A total of 19 group interviews were conducted (2 in Belgium, 4 in the Netherlands, 4 in the United Kingdom, 4 in Germany and 5 in Hungary) with 142 healthcare professionals from several integrated palliative care initiatives in five European countries. The majority were nurses ( n = 66; 46%) and physicians ( n = 50; 35%). The dominant strategy for fostering integrated palliative care is building core teams of palliative care specialists and extended professional networks based on personal relationships, shared norms, values and mutual trust, rather than developing standardised information exchange and referral pathways. Providing integrated palliative care with healthcare professionals in the wider professional community appears difficult, as a shared proactive multidisciplinary palliative care approach is lacking, and healthcare professionals often do not know palliative care professionals or services. Achieving better palliative care integration into regular healthcare and convincing the wider professional community is a difficult task that will take time and effort. Enhancing standardisation of palliative care into education, referral pathways and guidelines and standardised information exchange may be necessary. External authority (policy makers, insurance companies and professional bodies) may be needed to support integrated palliative care practices across settings.

Working better together: joint leadership development for doctors and managers.

PubMed

Kelly, Nicola

2014-01-01

Traditionally, there have been tensions between frontline healthcare professionals and managers, with well-known stereotypes of difficult consultants and pen-pushing managers. Many junior doctors have limited management experience and have often never even met a manager prior to taking on a consultant role. Based on a successful programme pioneered by Dr Robert Klaber (Imperial, London) we have set-up an innovative scheme for Birmingham Children's Hospital, pairing junior doctors and managers to learn and work together. Our aim was to cultivate positive attitudes and understanding between the two groups, break down inter-professional barriers, and to provide practical leadership experience and education. We recruited 60 managers and doctors to participate in shadowing, conversation, and quality improvement projects. Thought-provoking online materials, blogs, socials, and popular monthly workshops consisting of patient-focused debate and discussion around key leadership themes, have helped to support learning and cement shared values. Formal evaluation has demonstrated an improvement in how participants perceive their knowledge and ability based on key NHS Leadership Framework competencies. Participant feedback has been extremely positive, and everyone plans to continue to incorporate Paired Learning into their continuing professional development. We are now embedding Paired Learning in the on-going educational programme offered at Birmingham Children's Hospital, whilst looking at extending the scheme to include different professional groups and other trusts across the region and nationally.

Sharing news of a lung cancer diagnosis with adult family members and friends: a qualitative study to inform a supportive intervention.

PubMed

Ewing, Gail; Ngwenya, Nothando; Benson, John; Gilligan, David; Bailey, Susan; Seymour, Jane; Farquhar, Morag

2016-03-01

Extensive research exists on breaking bad news by clinicians. This study examines perspectives of patients and those accompanying them at diagnosis-giving of subsequently sharing news of lung cancer with adult family/friends, and views of healthcare professionals, to inform development of a supportive intervention. Qualitative interviews with 20 patients, 17 accompanying persons; focus groups and interviews with 27 healthcare professionals from four Thoracic Oncology Units. Intervention development workshops with 24 healthcare professionals and six service users with experience of sharing a cancer diagnosis. Framework thematic analysis. Patients and accompanying persons shared news of lung cancer whilst coming to terms with the diagnosis. They recalled general support from healthcare professionals but not support with sharing bad news. Six elements were identified providing a framework for a potential intervention: 1-people to be told, 2-information to be shared, 3-timing of sharing, 4-responsibility for sharing, 5-methods of telling others and 6-reactions of those told. This study identifies the challenge of sharing bad news and a potential framework to guide delivery of a supportive intervention tailored to individual needs of patients. The identified framework could extend the portfolio of guidance on communication in cancer and potentially in other life-limiting conditions. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

The maze and the minotaur: mental health in primary health care.

PubMed

Hirdes, Alice; Scarparo, Helena Beatriz Kochenborger

2015-02-01

The article aims to discuss the issue of integration of mental health in primary care by matrix support in mental health. We point out the main barriers in the use of this work method, as well as the facilitating factors of the matrix support of mental health in primary care. The first are within the scope of epistemological specificities, professional issues and management in the political and ideological dimensions. Among the second, we highlight: the care for people with mental disorders in the territory; the reduction of stigma and discrimination; the development of new skills for professionals in primary care; reduction of costs; simultaneous treatment of physical and mental illness, which often overlap; the possibility of incorporating mental health care in a perspective of extended clinical service using an inter/transdisciplinary approach.

[Career guidance for registered nurse in the UK].

PubMed

Simón Melchor, Lucía; Simón Melchor, Alba

2014-04-01

Cuts in temporary contracts has had big consequences for newly qualified nurses with regards to finding employment. This cut in contracts has resulted in a doubling in the rate of unemployment in this profession. In the past nurses emigrated to other countries for purposes like knowledge of the language or to extend their training and experience, however today the emigration has become the only way out for many professional nurses. The reputation of nurses in Spain is recognised internationally, with the UK being one of the countries with the largest demand for Spanish nurses. Due to the great amount of job opportunities that are emerging in the UK, nurses need help and guidance in their careers, and also nurses need training in areas such as Professional Body, developing a curriculum, facing an interview etc...

A Career on Both Sides of the Atlantic: Memoirs of a Molecular Plant Pathologist.

PubMed

Panopoulos, Nickolas J

2017-08-04

This article recounts the experiences that shaped my career as a molecular plant pathologist. It focuses primarily on technical and conceptual developments in molecular phytobacteriology, shares some personal highlights and untold stories that impacted my professional development, and describes the early years of agricultural biotechnology. Writing this article required reflection on events occurring over several decades that were punctuated by a mid-career relocation across the Atlantic. I hope it will still be useful, informative, and enjoyable to read. An extended version of the abstract is provided in the Supplemental Materials , available online.

Extended Teams in Vocational Education: Collaboration on the Border

ERIC Educational Resources Information Center

Mazereeuw, Marco; Wopereis, Iwan; McKenney, Susan

2016-01-01

Extended Teams (ETs), in which teachers and workplace supervisors are jointly responsible for the quality of education, were established to solve problems concerning school-workplace connections in vocational and professional education. Six ETs were investigated during their 1st year of collaboration. In addition to recordings of ET meetings,…

Extending the Tradition of "The Counseling Psychologist" by Building on Strengths.

ERIC Educational Resources Information Center

Heppner, P. Paul

1999-01-01

Describes "The Counseling Psychologist's" (TCP) format and content, policy issues, editing experiences, and the interplay of professional and social forces during the years of 1997 to 1998. Focuses on the journal's mission to extend the tradition of the TCP by building on its many strengths. (GCP)

Video and Computer Technologies for Extended-Campus Programming.

ERIC Educational Resources Information Center

Sagan, Edgar L.; And Others

This paper discusses video and computer technologies for extended-campus programming (courses and programs at off-campus sites). The first section provides an overview of the distance education program at the University of Kentucky (UK), and highlights the improved access to graduate and professional programs, advances in technology, funding,…

Are nurses blurring their identity by extending or delegating roles?

PubMed

Harmer, Victoria

Nursing may be going through an identity crisis. The Department of Health commissioned research identifying where nurses stand within society (Maben and Griffiths, 2008), 'with the stimulus for the report being the sense that nursing had lost its way' (Maben and Griffiths, 2008). The professional identity of nursing appears to be unclear and an area where confusion and conflicting opinions are invisible. This, combined with the extension of roles that many nurses have accepted in recent years, may have allowed a blurring of boundaries between healthcare professions, which has resulted in a blurring of the professional identity of the nurse. Perhaps, while nursing was busily extending, expanding or delegating more traditional nursing duties, it lost its way. To this end, this article concentrates on identifying what professional identity means, then investigates changing roles and role extension nurses are undertaking, referring to relevant literature.

Nursing care of children in general practice settings: roles and responsibilities.

PubMed

Walsh, Anne; Barnes, Margaret; Mitchell, Amy E

2015-11-01

To examine roles and responsibilities of Practice Nurses in the area of child health and development and in advising parents about child health issues. As the focus of Australia's health care system shifts further towards the primary health care sector, governmental initiatives require that Practice Nurses are knowledgeable, confident and competent in providing care in the area of child health and development. Little is known about roles and responsibilities of Practice Nurses in this area. Cross-sectional survey design. Practice Nurses completed a national online survey examining the roles and responsibilities in child health and development, professional development needs and role satisfaction. Data were collected from June 2010-April 2011. Respondents (N = 159) reported having a significant role in well and sick child care and were interested in extending their role. Frequent activities included immunization, phone triage/advice, child health/development advice, wound care and Healthy Kids Checks. However, few had paediatric/child nursing backgrounds or postgraduate qualifications in paediatric nursing and they reported limited preparation for the role. Practice Nurses reported difficulties with keeping up-to-date with child health information and advising parents confidently. Satisfaction was relatively low regarding opportunities and encouragement to undertake professional development and expand scope of practice. Practice Nurses are largely unprepared to meet the demands of their child health role and need support to develop and maintain the skills and knowledge base necessary for high-quality, evidence-based practice. Both financial and time support is needed to enable Practice Nurses to access child health professional development. © 2015 John Wiley & Sons Ltd.

Power through Participation: A Sociolinguistic Approach to Identifying Leadership in Executive Education Classroom Discourse

ERIC Educational Resources Information Center

Price, Mackenzie

2017-01-01

Studies of power in professionals' relationships are generally situated in the workplace (e.g. Holmes & Chiles, 2010; Schnurr & Chan, 2011). Inspired by this work, I extend the study of power to interactions between professionals enrolled in a graduate business school's executive education leadership program (EELP). I employ interactional…

The Things they Carry: Ideology in an Urban Teacher Professional Community

ERIC Educational Resources Information Center

Abbate-Vaughn, Jorgelina

2004-01-01

This article provides an opportunity to extend the discussion about teacher communities as part of complex school reform models, specifically centered on those communities whose membership is drawn on a semi-voluntary basis. Through a sixteen-month long ethnography, I document the activities of an urban teacher professional community (TPC) at a…

Compulsive Working, "Hyperprofessionality" and the Unseen Pleasures of Academic Work

ERIC Educational Resources Information Center

Gornall, Lynne; Salisbury, Jane

2012-01-01

The paper applies Hoyle's notion of "extended" professionality to modern higher education working. It begins with some of the policy contexts and theoretical perspectives around the structural and professional change experienced by academic staff: changes that have been documented in systematic studies of university life from the 1970s onwards.…

Nimble Navigation: A Constant Cycle Assessment Keeps Learning on Course

ERIC Educational Resources Information Center

James, Wendy; Johanson, Terry

2016-01-01

Just like in a classroom, a professional learning facilitator needs to base planning and instruction on assessment. Adult learners need the learning experience to be as focused as possible on their questions and their teaching circumstances. Whether the professional learning is a half-day session or extends over multiple school years, leaders can…

The Healthnet project: extending online information resources to end users in rural hospitals.

PubMed

Holtum, E; Zollo, S A

1998-10-01

The importance of easily available, high quality, and current biomedical literature within the clinical enterprise is now widely documented and accepted. Access to this information has been shown to have a direct bearing on diagnosis, choices of tests, choices of drugs, and length of hospital stay. However, many health professionals do not have adequate access to current health information, particularly those practicing in rural, isolated, or underserved hospitals. Thanks to a three-year telemedicine award from the National Library of Medicine, The University of Iowa (UI) has developed a high-speed, point-to-point telecommunications network to deliver clinical and educational applications to ten community-based Iowa hospitals. One of the services offered over the network allows health professionals from the site hospitals to access online health databases and order articles via an online document delivery service. Installation, training, and troubleshooting support are provided to the remote sites by UI project staff. To date, 1,339 health professionals from the ten networked hospitals have registered to use the Healthnet program. Despite the friendly interface on the computer workstations installed at the sites, training emerged as the key issue in maximizing health professional utilization of these programs.

The Healthnet project: extending online information resources to end users in rural hospitals.

PubMed Central

Holtum, E; Zollo, S A

1998-01-01

The importance of easily available, high quality, and current biomedical literature within the clinical enterprise is now widely documented and accepted. Access to this information has been shown to have a direct bearing on diagnosis, choices of tests, choices of drugs, and length of hospital stay. However, many health professionals do not have adequate access to current health information, particularly those practicing in rural, isolated, or underserved hospitals. Thanks to a three-year telemedicine award from the National Library of Medicine, The University of Iowa (UI) has developed a high-speed, point-to-point telecommunications network to deliver clinical and educational applications to ten community-based Iowa hospitals. One of the services offered over the network allows health professionals from the site hospitals to access online health databases and order articles via an online document delivery service. Installation, training, and troubleshooting support are provided to the remote sites by UI project staff. To date, 1,339 health professionals from the ten networked hospitals have registered to use the Healthnet program. Despite the friendly interface on the computer workstations installed at the sites, training emerged as the key issue in maximizing health professional utilization of these programs. PMID:9803302

Classroom processes and positive youth development: conceptualizing, measuring, and improving the capacity of interactions between teachers and students.

PubMed

Pianta, Robert C; Hamre, Bridget K

2009-01-01

The National Research Council's (NRC) statement and description of features of settings that have value for positive youth development have been of great importance in shifting discourse toward creating programs that capitalize on youth motivations toward competence and connections with others. This assets-based approach to promote development is consistent with the Classroom Assessment Scoring System (CLASS) framework for measuring and improving the quality of teacher-student interactions in classroom settings. This chapter highlights the similarities between the CLASS and NRC systems and describes the CLASS as a tool for standardized measurement and improvement of classrooms and their effects on children. It argues that the next important steps to be taken in extending the CLASS and NRC frameworks involve reengineering assessments of teacher and classroom quality and professional development around observations of teachers' performance. This might include using observations in policies regarding teacher quality or a "highly effective teacher" that may emanate from the reauthorization of No Child Left Behind and moving away from a course or workshop mode of professional development to one that ties supports directly to teachers' practices in classroom settings.

'Learn the signs. Act early': a campaign to help every child reach his or her full potential.

PubMed

Daniel, K L; Prue, C; Taylor, M K; Thomas, J; Scales, M

2009-09-01

To examine the application of a social marketing approach to increase the early identification and treatment of autism and other developmental disorders. The intervention used formative research, behaviour change theory and traditional social marketing techniques to develop a campaign targeting parents, healthcare professionals and early educators to increase awareness of autism and other developmental delays, and to prompt action if a developmental delay was suspected. Using social marketing principles, the Centers for Disease Control and Prevention applied baseline research with the target audiences to understand the barriers and motivators to behaviour change, which included a lack of knowledge and resources (barriers), along with a willingness to learn and do more (motivators). Focus group testing of potential campaign concepts led to one particular approach and accompanying images, which together increased perceived severity of the problem and encouraged taking action. The audience research also helped to shape the marketing mix (product, price, place and promotion). Three-year follow-up research in this case study indicates a significant change in parent target behaviours, particularly among parents aware of the campaign, and substantially more healthcare professionals believe that they have the resources to educate parents about monitoring their child's cognitive, social and physical development. Qualitative results from early educators and childcare professional associations have been positive about products developed for daycare settings. The application of social marketing principles, behavior change theory and audience research was an effective approach to changing behaviours in this case. Understanding what the target audiences want and need, looking beyond parents to engage healthcare professionals and early educators, and engaging many strategic partners to extend the reach of the message helped campaign planners to develop a campaign that resonated with the target audiences and, importantly, moved them towards action.

Using Reflective Practice to Facilitate Conversations and Transform Instructional Practice for Middle School Science Teachers

NASA Astrophysics Data System (ADS)

Higdon, Robbie L.

The process of teaching, especially inquiry, is complex and requires extended time for developing one's instructional practice (Loucks-Horsley, Stiles, Mundry, Love, & Hewson, 2010). The implementation of a continued cycle of self-reflection can engage teachers in analyzing their prior experiences and understandings about their instructional practice to promote the accommodation of new concepts and transform their practice. However, many teachers have difficulty engaging in the cognitive dissonance needed to identify those problems and promote their own growth without support. As one's professional practice becomes more repetitive and routine, it is difficult for the practitioner to recognize opportunities in which to contemplate one's habitual actions (Schon, 1983). In this multi-case study, two middle school science teachers who were engaged within a sustained professional development initiative participated in a series of one-on-one reflective dialogues regarding the decisions they made about the utilization of inquiry-based instruction. In addition, these teachers were asked to reflect upon the criteria used to determine how and when to implement these inquiry-based practices. These reflective dialogue sessions provided the opportunity to observe teacher conceptions and stimulate teacher cognitive dissonance about instructional practice. Qualitative analysis of data collected from these reflective dialogues along with informal and formal classroom observations of instructional practice uncovered diverse perceptions regarding the implementation of inquiry-based methods into present teaching practice. The use of reflective dialogue within the existing structure of the professional development initiative allowed for the facilitators of the professional development initiative to tailor ongoing support and their effective implementation of inquiry-based instruction. Additional research is needed to investigate the impact of reflective dialogue in achieving accommodation of new concepts leading to lasting conceptual change about inquiry-based instruction.

Strengthening practical wisdom: mental health workers' learning and development.

PubMed

Eriksen, Kristin Ådnøy; Dahl, Hellen; Karlsson, Bengt; Arman, Maria

2014-09-01

Practical wisdom, understood as knowing how to be or act in any present situation with clients, is believed to be an essential part of the knowledge needed to be a professional mental health worker. Exploring processes of adapting, extending knowledge and refining tacit knowledge grounded in mental health workers' experiences with being in practice may bring awareness of how mental health workers reflect, learn and practice professional 'artistry'. The aim of the article was to explore mental health workers' processes of development and learning as they appeared in focus groups intended to develop practical wisdom. The main research question was 'How might the processes of development and learning contribute to developing practical wisdom in the individual as well as in the practice culture?' The design was multi-stage focus groups, and the same participants met four times. A phenomenological hermeneutical method for researching lived experience guided the analysis. Eight experienced mental health workers representing four Norwegian municipalities participated. The research context was community-based mental health services. The study was reported to Norwegian Social Data Services, and procedures for informed consent were followed. Two examples of processes of re-evaluation of experience (Association, Integration, Validation, Appropriation and Outcomes and action) were explored. The health workers had developed knowledge in previous encounters with clients. In sharing practice experiences, this knowledge was expressed and developed, and also tested and validated against the aims of practice. Discussions led to adapted and extended knowledge, and as tacit knowledge was expressed it could be used actively. Learning to reflect, being ready to be provoked and learning to endure indecisiveness may be foundational in developing practical wisdom. Openness is demanding, and changing habits of mind is difficult. Reflection on, and confrontation with, set practices are essential to building practice cultures in line with the aims of mental health services. © The Author(s) 2014.

Understanding the association between pressure ulcers and sitting in adults what does it mean for me and my carers? Seating guidelines for people, carers and health & social care professionals.

PubMed

Stephens, M; Bartley, C A

2018-02-01

The aim of the publication was to develop a practical guide for people, carers and health and social care professionals on how the research and evidence base on pressure ulcer prevention and management can be applied to those who remain seated for extended periods of time. This publication was developed at the request of the Tissue Viability Society in order to revise the original seating guidelines from 2008 as evidence and subsequent care has moved forward in relation to this area. Since 2008, the costs for the prevention and management of pressure ulcers have increased significantly and there is limited published advice from health and social care organisations on seating and preventing pressure ulcers. These guidelines have been written for: Who live or work in primary, secondary, and tertiary settings. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Extending Learning Communities: New Technologies, Multiple Literacies, and Culture Blind Pedagogies

ERIC Educational Resources Information Center

Knight, Michelle G.; Dixon, Iris R.; Norton, Nadjwa E. L.; Bentley, Courtney

2004-01-01

Technologies such as videoconferencing used for distance education are creating ways for high schools to extend their learning communities to connect youth with professional communities of practice in ways that approximate the face-to-face interactions in traditional classrooms. These technologies are often touted as a way to augment course…

Using Digital Learning Platforms to Extend the Flipped Classroom

ERIC Educational Resources Information Center

Balzotti, Jonathan M.; McCool, Lynn B.

2016-01-01

Although digital environments already play a vital role in the flipped classroom model, this research project shows that in university writing classrooms, innovative content design and delivery systems can extend the walls of the classroom to areas beyond, in which students transfer and connect course content with the professional world. In this…

[Extending the palliative approach across the French health system].

PubMed

Mino, Jean-Christophe

2015-11-01

The care provision for people at the end of life requires a palliative care approach to be extended across the whole healthcare system. Access to palliative care for everyone requires training for professionals, support for specialised structures and teams as well as clear political will. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

Healthy Communities and civil discourse: a leadership opportunity for public health professionals.

PubMed

Kesler, J T

2000-01-01

The author argues that the Healthy Communities movement provides public health professionals with an opportunity to become not just community leaders but also agents of change in a broad political sense. Extending the work of Kohlberg and other developmental psychologists, the author describes five levels of civil discourse. Professionals who practice the inclusive, consensus-oriented level of discourse, which is consistent with the philosophy of Healthy Communities, can help reinvigorate civil society and democracy as a part of making their communities healthier.

Learner Engagement under the "Regulatory Gaze": Possibilities for Re-Positioning Early Childhood Pre-Service Teachers as Autonomous Professionals

ERIC Educational Resources Information Center

Jovanovic, Jessie; Fane, Jennifer

2016-01-01

In a climate of increasing regulation within early childhood education and care services, and the greater re-positioning of professionals within public sectors, this article seeks to extend the literature surrounding risk and regulation in early childhood. In efforts to "push back" against the "regulatory gaze" in the early…

Professional Accounting Body Affiliation: Shifting Priorities in the Transition from Student to Practitioner

ERIC Educational Resources Information Center

Sidaway, Shannon; de Lange, Paul; Bouilheres, Frederique; Sangster, Alan

2013-01-01

Extending the scope of prior research, this study examines perceptions of the costs and benefits of professional accounting body affiliation in the transition from student to practitioner. The study employs data obtained from 275 students and 508 practitioners and reports differences in respect of the importance placed on various costs and…

Extending the Apprenticeship through Informal Learning on Facebook: An Interpretative Phenomenological Analysis of the Lived Experiences of Music Faculty

ERIC Educational Resources Information Center

Meredith, Tamara R.

2017-01-01

Facebook studio groups/pages are commonly used by applied music faculty to communicate with current students, recruit new students, share students' activities, and promote faculty members' professional performances and academic endeavors. However, the blurred lines between academic, professional performance, and social activities in the field have…

Extending the Five-Foot Bookshelf: More Essential Books for Professionals Who Serve Teens.

ERIC Educational Resources Information Center

Rosenzweig, Susan

2000-01-01

Provides annotated bibliographies for five books that are recommended professional reading for librarians serving teens. Topics include American Indian stereotypes in the media; a leadership guide for school library media specialists; views of teens; how teens who are different are often outcasts; and tips for public library young adult services.…

Balancing health care education and patient care in the UK workplace: a realist synthesis.

PubMed

Sholl, Sarah; Ajjawi, Rola; Allbutt, Helen; Butler, Jane; Jindal-Snape, Divya; Morrison, Jill; Rees, Charlotte

2017-08-01

Patient care activity has recently increased without a proportionate rise in workforce numbers, impacting negatively on health care workplace learning. Health care professionals are prepared in part by spending time in clinical practice, and for medical staff this constitutes a contribution to service. Although stakeholders have identified the balance between health care professional education and patient care as a key priority for medical education research, there have been very few reviews to date on this important topic. We conducted a realist synthesis of the UK literature from 1998 to answer two research questions. (1) What are the key workplace interventions designed to help achieve a balance between health care professional education and patient care delivery? (2) In what ways do interventions enable or inhibit this balance within the health care workplace, for whom and in what contexts? We followed Pawson's five stages of realist review: clarifying scope, searching for evidence, assessment of quality, data extraction and data synthesis. The most common interventions identified for balancing health care professional education and patient care delivery were ward round teaching, protected learning time and continuous professional development. The most common positive outcomes were simultaneous improvements in learning and patient care or improved learning or improved patient care. The most common contexts in which interventions were effective were primary care, postgraduate trainee, nurse and allied health professional contexts. By far the most common mechanisms through which interventions worked were organisational funding, workload management and support. Our novel findings extend existing literature in this emerging area of health care education research. We provide recommendations for the development of educational policy and practice at the individual, interpersonal and organisational levels and call for more research using realist approaches to evaluate the increasing range of complex interventions to help balance health care professional education and patient care delivery. © 2017 The Authors. Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd.

Confronting Oral Health Disparities Among American Indian/Alaska Native Children: The Pediatric Oral Health Therapist

PubMed Central

Nash, David A.; Nagel, Ron J.

2005-01-01

American Indian and Alaska Native (AIAN) children are disproportionately affected by oral disease compared with the general population of American children. Additionally, AIAN children have limited access to professional oral health care. The Indian Health Service (IHS) and AIAN tribal leaders face a significant problem in ensuring care for the oral health of these children. We discuss the development and deployment of a new allied oral health professional, a pediatric oral health therapist. This kind of practitioner can effectively extend the ability of dentists to provide for children not receiving care and help to confront the significant oral health disparities existing in AIAN children. Resolving oral health disparities and ensuring access to oral health care for American Indians and Alaska Natives is a moral issue—one of social justice. PMID:16006412

Planning ahead with children with life-limiting conditions and their families: development, implementation and evaluation of ‘My Choices’

PubMed Central

2013-01-01

Background The United Kingdom has led the world in the development of children’s palliative care. Over the past two decades, the illness trajectories of children with life-limiting conditions have extended with new treatments and better home-based care. Future planning is a critically under-researched aspect of children’s palliative care globally. This paper describes the development, implementation and evaluation of innovative child and parent-held palliative care planning resources. The resources were designed to facilitate parent and child thinking and engagement in future planning, and to determine care preferences and preferred locations of care for children with life-limiting conditions from diagnosis onwards. These resources fill a significant gap in palliative care planning before the end-of-life phase. Methods Drawing on contemporaneous research on producing evidence-based children’s health information, we collaborated with leading children’s not-for-profit organisations, parents, children, and professionals. A set of resources (My Choices booklets) were developed for parents and children and evaluated using interviews (parents, children, professionals) and questionnaires (professionals) and an open web-based consultation. Results Parents and children responded in three ways: Some used the booklets to produce detailed written plans with clear outcomes and ideas about how best to achieve desired outcomes. Others preferred to use the booklet to help them think about potential options. Remaining parents found it difficult to think about the future and felt there was no point because they perceived there to be no suitable local services. Professionals varied in confidence in their ability to engage with families to plan ahead and identified many challenges that prevented them from doing so. Few families shared their plans with professionals. Parents and children have far stronger preferences for home-care than professionals. Conclusion The My Choices booklets were revised in light of findings, have been endorsed by Together for Short Lives, and are free to download in English and Welsh for use by parents and young people globally. More work needs to be done to support families who are not yet receptive to planning ahead. Professionals would benefit from more training in person-centred approaches to future planning and additional communications skills to increase confidence and ability to engage with families to deliver sensitive palliative care planning. PMID:23384400

"Refreshed…reinforced…reflective": A qualitative exploration of interprofessional education facilitators' own interprofessional learning and collaborative practice.

PubMed

Evans, Sherryn; Shaw, Nicole; Ward, Catherine; Hayley, Alexa

2016-11-01

While there is extensive research examining the outcomes of interprofessional education (IPE) for students, minimal research has investigated how facilitating student learning influences the facilitators themselves. This exploratory case study aimed to explore whether and how facilitating IPE influences facilitators' own collaborative practice attitudes, knowledge, and workplace behaviours. Sixteen facilitators of an online pre-licensure IPE unit for an Australian university participated in semi-structured telephone interviews. Inductive thematic analysis revealed three emergent themes and associated subthemes characterising participants' reflexivity as IPE facilitators: interprofessional learning; professional behaviour change; and collaborative practice expertise. Participants experienced interprofessional learning in their role as facilitators, improving their understanding of other professionals' roles, theoretical and empirical knowledge underlying collaborative practice, and the use and value of online communication. Participants also reported having changed several professional behaviours, including improved interprofessional collaboration with colleagues, a change in care plan focus, a less didactic approach to supervising students and staff, and greater enthusiasm impressing the value of collaborative practice on placement students. Participants reported having acquired their prior interprofessional collaboration expertise via professional experience rather than formal learning opportunities and believed access to formal IPE as learners would aid their continuing professional development. Overall, the outcomes of the IPE experience extended past the intended audience of the student learners and positively impacted on the facilitators as well.

Review: the legal duty of care for nurses and other health professionals.

PubMed

Young, Andy

2009-11-01

To explore the nature and extent of the legal duty of care in relation to contemporary healthcare practice. The paper seeks to re-frame and update the legal duty of care for clinical nursing practice in the 21st century, taking into account collaborative and partnership working in healthcare practice. Doctrinal legal 'approach'. 'Black letter' legal research methodology used for data collection and analysis. Literature search using Westlaw and LexisNexis database(s) to identify recent common law decisions. There has been a perceptible doctrinal shift away from paternalism and toward patient empowerment and autonomy in the last decade. This has implications for nurses and other healthcare professionals in terms of consenting patients and acting reasonably to ensure quality patient care. A number of experienced nurses are currently assuming extended roles and some are completing medical tasks, traditionally allocated to doctors. These specialist practitioners must remember that additional responsibility invariably means increased professional risk and accountability. Therefore, it is essential that those engaging in advanced nursing practice, fully understand the nature and reach of their professional duty of care and the significance of statutory and common law developments. Nurses and other healthcare professionals must update their clinical skills and practice within a legal framework and to certain standards. The cases cited and discussed are relevant to all branches of nursing and indeed to all health professions.

E-Learning and North-South collaboration: the experience of two public health schools in France and Benin.

PubMed

Edouard, Guévart; Dominique, Billot; Moussiliou, Paraïso Noël; Francis, Guillemin; Khaled, Bessaoud; Serge, Briançon

2009-10-14

Distance learning (e-learning) can facilitate access to training. Yet few public health E-learning experiments have been reported; institutes in developing countries experience difficulties in establishing on-line curricula, while developed countries struggle with adapting existing curricula to realities on the ground. In 2005, two schools of public health, one in France and one in Benin, began collaborating through contact sessions organised for Nancy University distance-learning students. This experience gave rise to a partnership aimed at developing training materials for e-Learning for African students. The distance-learning public health course at Nancy teaches public health professionals through a module entitled "Health and Development." The module is specifically tailored for professionals from developing countries. To promote student-teacher exchanges, clarify content and supervise dissertations, contact sessions are organized in centres proximate and accessible to African students. The Benin Institute's main feature is residential team learning; distance-learning courses are currently being prepared. The two collaborating institutions have developed a joint distance-learning module geared toward developing countries. The collaboration provides for the development, diffusion, and joint delivery of teaching modules featuring issues that are familiar to African staff, gives the French Institute credibility in assessing research work produced, and enables modules on specific African issues and approaches to be put online. While E-learning is a viable educational option for public health professionals, periodic contact can be advantageous. Our analysis showed that the benefit of the collaboration between the two institutions is mutual; the French Institute extends its geographical, cultural and contextual reach and expands its pool of teaching staff. The Benin Institute benefits from the technical partnership and expertise, which allow it to offer distance learning for Africa-specific contexts and applications.

SMEs, IT, and the Third Space: Colonization and Creativity in the Theatre Industry

NASA Astrophysics Data System (ADS)

Kendall, Julie E.; Kendall, Kenneth E.

We examine how small and medium-sized, professional, nonprofit performing arts theatres in the US can improve the strategic use of information technology (IT), as well as other aspects of theatre management for large, commercial theatre productions in the West End of London and on Broadway in New York City. In this article we use the epistemology of the third space developed by Bhabha (1994) and extended by Frenkel (2008). Although both authors were discussing knowledge transfer, we use their conceptualizations to characterize and explore more deeply the transfer process of culture (and thereby useful practices and worthwhile lessons) from small and medium-sized professional, nonprofit theaters to large-scale commercial theatres. We include a discussion of Nonaka’s (1991) concept of ba, and how it relates to the third space. We specifically employ the metaphor of the third space developed by Bhabha (1994) to critique and understand the verbal and nonverbal cultural transmissions between small and large theatres. One of our contributions is to use the conceptualization and metaphor of the third space to understand the complex exchanges and relationships between small to medium-sized nonprofit professional theatres and large commercial theatres, and to identify what large commercial productions can learn from nonprofit theatres from these exchanges.

Extending the Librarian's Domain: A Survey of Emerging Occupation Opportunities for Librarians and Information Professionals. SLA Occasional Papers Series, Number Four.

ERIC Educational Resources Information Center

Horton, Forest Woody, Jr.

This paper is a review of emerging occupational opportunities for librarians and information professionals. It is structured around three concepts: working assumptions; changing environments; and emerging job opportunities. In the first section, the six assumptions upon which this review is based are outlined. The second section begins with a…

Professional Seminar: Valuing a One-Credit Course through the Lens of Doctoral Students

ERIC Educational Resources Information Center

Bhandari, Naina A.; MacDonald, Beth L.; Martin, Jenny M.; Modena, Amanda; Simmons, Jamie M.; Turner, Windi D.; Asselin, Susan

2013-01-01

Professional seminar for doctoral students at a Research I University is a 1-credit course, 2 below the conventional courses. However, the course content covers at least 3 years' worth of experiences, knowledge, and processes compressed into a single school year. The course typically extends over 16 weeks and 24 actual contact hours with 1…

The Space in Between: A Book Club with Inner-City Girls and Professional Teacher Learning

ERIC Educational Resources Information Center

Kooy, Mary; Colarusso, Dana M.

2014-01-01

The effects of teacher learning that transitions into pedagogical knowledge and practice remains an under-investigated area in the literature. This longitudinal study extended one teacher's professional learning into her inner-city secondary school, where she created a mother-daughter after-school book club that began when 12 Black girls,…

When "Teaching a Class of Daemons, Dragons and Trainee Teachers"--Learning the Pedagogy of the Virtual Classroom

ERIC Educational Resources Information Center

Woollard, John

2012-01-01

Virtual worlds can offer opportunities to further extend the experience, skills and understanding of professionals, in this case pre-service teachers. Based on the empirical evidence provided by professional, pre-service teachers, this paper describes the social and emotional aspects of being and learning in a virtual world and the implications…

Relationships in Early Childhood Education--Beyond the Professional into the Personal within the Teacher-Child Dyad: Relationships "That Ripple in the Pond"

ERIC Educational Resources Information Center

Albin-Clark, Jo; Shirley, Ian; Webster, Maggie; Woolhouse, Clare

2018-01-01

The dyadic nature of the teacher-child relationship is recognized as a significant factor in young children's learning experiences. However understandings about how teachers' own personal and professional identities and experiences influence their construction of teacher-child relationships are under researched. This article extends upon earlier…

The Future of Climate Change Education and Communication: Preparing Our Posterity for Risks and Opportunity? (Invited)

NASA Astrophysics Data System (ADS)

Ledley, T. S.; Niepold, F.

2013-12-01

Climate change will have impacts on all aspects of life. As such it is a topic that is interdisciplinary and transdisciplinary and thus requires input from a professionally diverse group of experts to be addressed effectively. This represents the next step in an evolution of how geoscientists see their work and their responsibility communicate and collaborate with other professionals to enable their findings and understanding of the Earth system to benefit society. In the late 1970's geoscience research extended beyond the traditional disciplinary perspectives to investigate the interactions of the components of the Earth system and the impacts of those interactions. Geoscience research became interdisciplinary. In the last 10 years as the reality of climate change has become more apparent,it is clear that the conversation needs to extend well beyond the geosciences to include for example agriculture, economics, psychology, architecture, urban planning, engineering and the social sciences. Climate change education and communication needs to become both interdisciplinary and transdisciplinary. This presentation will discuss the obstacles that need to be overcome to achieve interdisciplinary and transdiciplinary ways of addressing the problems and opportunities resulting from climate change, the efforts that are underway to help develop a common language and shared understanding to enable transdisciplinary solutions to societal issues in the future.

The behaviour of extended duties dental nurses and the acceptance of fluoride varnish application in preschool children.

PubMed

Zhou, Y; Forbes, G M; Macpherson, L M D; Ball, G E; Humphris, G M

2012-12-01

Extended duties dental nurses (EDDNs) have been trained to deliver fluoride varnish applications to preschool children as part of the Childsmile initiative in Scotland. To determine a detailed behavioural profile of the EDDNs during the administration of the fluoride varnish to confirm professional manner and identify differences in nurse behaviours between successful and unsuccessful application sessions. Nurse-child interactions were video recorded and nurse behaviours coded and analysed using a specially developed coding scheme (SABICS). Behaviour frequency and duration were measured and correlations were calculated. Differences in behaviour were examined between successful and unsuccessful application sessions. Three hundred and three interactions were coded out of 456 recorded application sessions. No incident occurred where nurses threatened or placed undue stress on a child. In unsuccessful, compared with successful, application sessions, nurses demonstrated higher frequency and duration of the following behaviours: 'permission seeking', 'offer of task alternative', 'information seeking' and 'reassurance', controlling for length of procedure. Whereas with successful applications, 'praise', 'instruction' and 'information-giving' were used more frequently and for a longer duration, compared with unsuccessful applications. The EDDNs demonstrated a professional manner working with preschool children. They behaved differently between successful and unsuccessful application sessions. Sequential analysis is needed to examine causal effects of behaviours and its effects on delivery outcomes.

Life impact of ankle fractures: qualitative analysis of patient and clinician experiences.

PubMed

McPhail, Steven M; Dunstan, Joel; Canning, Julie; Haines, Terry P

2012-11-21

Ankle fractures are one of the more commonly occurring forms of trauma managed by orthopaedic teams worldwide. The impacts of these injuries are not restricted to pain and disability caused at the time of the incident, but may also result in long term physical, psychological, and social consequences. There are currently no ankle fracture specific patient-reported outcome measures with a robust content foundation. This investigation aimed to develop a thematic conceptual framework of life impacts following ankle fracture from the experiences of people who have suffered ankle fractures as well as the health professionals who treat them. A qualitative investigation was undertaken using in-depth semi-structured interviews with people (n=12) who had previously sustained an ankle fracture (patients) and health professionals (n=6) that treat people with ankle fractures. Interviews were audio-recorded and transcribed. Each phrase was individually coded and grouped in categories and aligned under emerging themes by two independent researchers. Saturation occurred after 10 in-depth patient interviews. Time since injury for patients ranged from 6 weeks to more than 2 years. Experience of health professionals ranged from 1 year to 16 years working with people with ankle fractures. Health professionals included an Orthopaedic surgeon (1), physiotherapists (3), a podiatrist (1) and an occupational therapist (1). The emerging framework derived from patient data included eight themes (Physical, Psychological, Daily Living, Social, Occupational and Domestic, Financial, Aesthetic and Medication Taking). Health professional responses did not reveal any additional themes, but tended to focus on physical and occupational themes. The nature of life impact following ankle fractures can extend beyond short term pain and discomfort into many areas of life. The findings from this research have provided an empirically derived framework from which a condition-specific patient-reported outcome measure can be developed.

Healthy Communities and civil discourse: a leadership opportunity for public health professionals.

PubMed Central

Kesler, J T

2000-01-01

The author argues that the Healthy Communities movement provides public health professionals with an opportunity to become not just community leaders but also agents of change in a broad political sense. Extending the work of Kohlberg and other developmental psychologists, the author describes five levels of civil discourse. Professionals who practice the inclusive, consensus-oriented level of discourse, which is consistent with the philosophy of Healthy Communities, can help reinvigorate civil society and democracy as a part of making their communities healthier. Images p239-a PMID:10968761

Bridging the Divide: Examining Professional Unity and the Extended Teacher Union Role in Sweden

ERIC Educational Resources Information Center

Milner, Alison

2018-01-01

Sweden has experienced increasing educational inequity levels within its highly decentralized school system. With a reduced capacity to bargain collectively, the two Swedish teacher trade unions, the Swedish Teachers' Union (Lärarförbundet) and the National Union of Teachers in Sweden (Lärarnas Riksförbund), have sought to extend their role in…

Reconciling the Knowledge of Scholars & Practitioners: An Extended Case Analysis of the Role of Theory in Student Affairs

ERIC Educational Resources Information Center

Kimball, Ezekiel

2016-01-01

This paper utilizes a critical post-pragmatist epistemological lens in tandem with an extended case analysis to explore how student affairs professionals process truth claims related to student experience. Findings from the study, which include the limited usage of formal theory and the iterative reconstruction of informal theory, are used to…

Old Age, Life Extension, and the Character of Medical Choice

PubMed Central

Kaufman, Sharon R.; Shim, Janet K.; Russ, Ann J.

2008-01-01

Objectives This qualitative, ethnographic study explores the character and extent of medical choice for life-extending procedures on older adults. It examines the sociomedical features of treatment that shape health care provider understandings of the nature of choice, and it illustrates the effects of treatment patterns on patients’ perspectives of their options for life extension. Methods By using participant observation in outpatient clinics and face-to-face interviews, we spoke with a convenience sample of 38 health professionals and 132 patients aged 70 or older who had undergone life-extending medical procedures. We asked providers and patients open-ended questions about their understandings of medical choice for cardiac procedures, dialysis, and kidney transplant. Results Neither patients nor health professionals made choices about the start or continuation of life-extending interventions that were uninformed by the routine pathways of treatment; the pressures of the technological imperative; or the growing normalization, ease, and safety of treating ever older patients. We found a difference among cardiac, dialysis, and transplant procedures regarding the locus of responsibility for maintaining and extending life. Discussion Provider and patient practices together reveal how the standard use of medical procedures at ever older ages trumps patient-initiated decision making. PMID:16855038

Promoting Occupational Health Nursing Training

PubMed Central

Ward, Julie A.; Beaton, Randal D.; Bruck, Annie M.; de Castro, A. B.

2012-01-01

In 2009, occupational health nursing faculty and professionals at the University of Washington developed an innovative continuing nursing education offering, the OHN Institute. The OHN Institute was designed to meet the following objectives: (1) extend basic occupational health nursing training to non-occupational health nurses in Federal Region X, (2) target new occupational health nurses or those who possessed little or no advanced education in occupational health nursing, and (3) offer a hybrid continuing nursing education program consisting of on-site and distance learning modalities. Evaluation findings suggested that the various continuing nursing education modalities and formats (e.g., asynchronous vs. synchronous, online modules vs. live modules) were essentially comparable in terms of effectiveness. Perhaps most importantly, the OHN Institute evaluation demonstrated that quality continuing nursing education outcomes for occupational health nurses depended largely on knowledgeable and engaging faculty and a compelling vision of desired outcomes, including the application of learned content to professional practice. PMID:21877672

Expecting motherhood? Stratifying reproduction in twenty-first century Scottish abortion practice

PubMed Central

Beynon-Jones, Siân M.

2015-01-01

This article illustrates how Scottish health professionals involved in contemporary abortion provision construct stratified expectations about women’s reproductive decision-making. Drawing on 42 semi-structured interviews I reveal the contingent discourses through which health professionals constitute the ‘rationality’ of the female subject who requests abortion. Specifically, I illustrate how youth, age, parity and class are mobilised as criteria through which to distinguish ‘types’ of patient whose requests for abortion are deemed particularly understandable or particularly problematic. I conceptualise this process of differentiation as a form of ‘stratified reproduction’ (Colen, 1995; Ginsburg and Rapp, 1995) and argue that it is significant for two reasons. Firstly, it illustrates the operation of dominant discourses concerning abortion and motherhood in twenty-first century Britain. Secondly, it extends the forms of critique which feminist scholarship has, to date, developed of the regulation of abortion provision in the UK. PMID:25774067

Setting scientific standards: publishing in medical societies in nineteenth-century Belgium.

PubMed

Vandendriessche, Joris

2014-01-01

This article examines the publishing procedures of nineteenth-century medical societies, using the Medical Society of Ghent (Belgium) as a case study. It argues, more precisely, that the introduction of formalized review procedures in medical societies can be considered part of the emergence of a professional scientific culture in the first half of the nineteenth century. First, by participating in these procedures physicians took on different stylized roles, for example of the contributing author, the righteous judge, or the punctual secretary, and articulated new professional values such as contributing to science. Second, the publishing procedures of medical societies also provide insight into the mechanisms of reaching consensus in nineteenth-century medicine. By developing new scientific genres, such as the published meeting report, medical societies aimed to extend the community of peers beyond the group of society members and establish trust and agreement throughout the medical community.

A Model for In-service Teacher Learning in the Context of an Innovation

NASA Astrophysics Data System (ADS)

Coenders, Fer; Terlouw, Cees

2015-08-01

When curricula change, teachers have to bring their knowledge and beliefs up to date. Two aspects can be distinguished: what do teachers learn and how is it learned. Two groups of teachers were involved during the preparation of a new chemistry curriculum. One group developed student learning material and subsequently enacted this in class. Another group only class-enacted this. Based on teacher learning, a model to understand teacher growth is presented. As the combination of a development phase with a class enactment phase proved instrumental, an existing model, the interconnected model of teacher professional growth, was extended. The consequence is that for teacher learning for a renewal a (re)development phase followed by a class enactment phase is essential.

Perspectives on global nursing leadership: international experiences from the field.

PubMed

Buckner, E B; Anderson, D J; Garzon, N; Hafsteinsdóttir, T B; Lai, C K Y; Roshan, R

2014-12-01

Nursing leaders from six countries engaged in a year-long discussion on global leadership development. The purpose of these dialogues was to strengthen individual and collective capacity as nursing leaders in a global society. Field experiences in practice and education were shared. Perspectives on global leadership can strengthen nurses' contributions to practice, workplace and policy issues worldwide. Transformational leadership empowers nurses' increasing confidence. Mentoring is needed to stimulate leadership development but this is lacking in many settings where nurses practice, teach and influence policy. Organizations with global mission provide opportunity for nurses' professional growth in leadership through international dialogues. Dialogues among participants were held monthly by conference calls or videoconferences. Example stories from each participant illustrated nursing leadership in action. From these exemplars, concepts were chosen to create a framework. Emerging perspectives and leadership themes represented all contexts of practice, education, research and policy. The cultural context of each country was reflected in the examples. Themes emerged that crossed global regions and countries. Themes were creativity, change, collaboration, community, context and courage. Relationships initially formed in professional organizations can be extended to intentionally facilitate global nursing leadership development. Exemplars from the dialogues demonstrated nursing leadership in health policy development within each cultural context. Recommendations are given for infrastructure development in organizations to enhance future collaborations. © 2014 International Council of Nurses.

Implementation of secondary fracture prevention services after hip fracture: a qualitative study using extended Normalization Process Theory.

PubMed

Drew, Sarah; Judge, Andrew; May, Carl; Farmer, Andrew; Cooper, Cyrus; Javaid, M Kassim; Gooberman-Hill, Rachael

2015-04-23

National and international guidance emphasizes the need for hospitals to have effective secondary fracture prevention services, to reduce the risk of future fractures in hip fracture patients. Variation exists in how hospitals organize these services, and there remain significant gaps in care. No research has systematically explored reasons for this to understand how to successfully implement these services. The objective of this study was to use extended Normalization Process Theory to understand how secondary fracture prevention services can be successfully implemented. Forty-three semi-structured interviews were conducted with healthcare professionals involved in delivering secondary fracture prevention within 11 hospitals that receive patients with acute hip fracture in one region in England. These included orthogeriatricians, fracture prevention nurses and service managers. Extended Normalization Process Theory was used to inform study design and analysis. Extended Normalization Process Theory specifies four constructs relating to collective action in service implementation: capacity, potential, capability and contribution. The capacity of healthcare professionals to co-operate and co-ordinate their actions was achieved using dedicated fracture prevention co-ordinators to organize important processes of care. However, participants described effective communication with GPs as challenging. Individual potential and commitment to operationalize services was generally high. Shared commitments were promoted through multi-disciplinary team working, facilitated by fracture prevention co-ordinators. Healthcare professionals had capacity to deliver multiple components of services when co-ordinators 'freed up' time. As key agents in its intervention, fracture prevention coordinators were therefore indispensable to effective implementation. Aside from difficulty of co-ordination with primary care, the intervention was highly workable and easily integrated into practice. Nevertheless, implementation was threatened by under-staffed and under-resourced services, lack of capacity to administer scans and poor patient access. To ensure ongoing service delivery, the contributions of healthcare professionals were shaped by planning, in multi-disciplinary team meetings, the use of clinical databases to identify patients and define the composition of clinical work and monitoring to improve clinical practice. Findings identify and describe elements needed to implement secondary fracture prevention services successfully. The study highlights the value of Normalization Process Theory to achieve comprehensive understanding of healthcare professionals' experiences in enacting a complex intervention.

Voxel-based morphometry in opera singers: Increased gray-matter volume in right somatosensory and auditory cortices.

PubMed

Kleber, Boris; Veit, Ralf; Moll, Christina Valérie; Gaser, Christian; Birbaumer, Niels; Lotze, Martin

2016-06-01

In contrast to instrumental musicians, professional singers do not train on a specific instrument but perfect a motor system that has already been extensively trained during speech motor development. Previous functional imaging studies suggest that experience with singing is associated with enhanced somatosensory-based vocal motor control. However, experience-dependent structural plasticity in vocal musicians has rarely been studied. We investigated voxel-based morphometry (VBM) in 27 professional classical singers and compared gray matter volume in regions of the "singing-network" to an age-matched group of 28 healthy volunteers with no special singing experience. We found right hemispheric volume increases in professional singers in ventral primary somatosensory cortex (larynx S1) and adjacent rostral supramarginal gyrus (BA40), as well as in secondary somatosensory (S2) and primary auditory cortices (A1). Moreover, we found that earlier commencement with vocal training correlated with increased gray-matter volume in S1. However, in contrast to studies with instrumental musicians, this correlation only emerged in singers who began their formal training after the age of 14years, when speech motor development has reached its first plateau. Structural data thus confirm and extend previous functional reports suggesting a pivotal role of somatosensation in vocal motor control with increased experience in singing. Results furthermore indicate a sensitive period for developing additional vocal skills after speech motor coordination has matured. Copyright © 2016 Elsevier Inc. All rights reserved.

The Impact of the Next Generation Science Standards on Future Professional Development and Astronomy Education Research

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn

2013-06-01

The Next Generation Science Standards will have a profound impact on the future science education of students and professional development for teachers. The science and engineering practices, crosscutting concepts, and disciplinary core ideas laid out in the Framework for K-12 Science Education (NRC, 2011) will change the focus and methods of how we prepare teachers to meet these new standards. Extending beyond just the use of inquiry in the classroom, teachers will need support designing and implementing integrated experiences for students that require them to apply knowledge of content and practices. Integrating the three dimensions central to the new standards will pose curricular challenges and create opportunities for innovative space science projects and instruction. The science research and technology community will have an important role in supporting authentic classroom practices as well as training and support of teachers in these new ways of presenting science and technology. These changes will require a new focus for teacher professional development and new ways to research impacts of teacher training and changes in classroom practice. In addition, new and innovative tools will be needed to assess mastery of students’ knowledge of practices and the ways teachers effectively help students achieve these new goals. The astronomy education community has much to offer as K-12 and undergraduate level science educators rethink and redefine what it means to be scientifically literate and figure out how to truly measure the success of these new ways of teaching science.

Colonizing the new world of NHS management: the shifting power of professionals.

PubMed

Thorne, Marie L

2002-02-01

This paper explores the changing patterns of professional power and the struggle for control between doctors and managers in the UK NHS, by examining the role of clinical directors. Located at the nexus of managerial and professional power, clinical directors represent and embody the challenges to medicine through increased managerialism and the profession's response to it. An analysis of the role of clinical directors reveals the changes in power and jurisdiction that have been created through clinical management. A medical model of professional power illustrates how structural and ideological changes threaten medical dominance. However, clinical directors respond to the changes by creating new forms of expertise through managerial assimilation, to extend their jurisdiction and domain within the organization and in the market. This re-professionalization, rather than de-professionalization, by doctors raises questions about the shifting power balance between doctors and managers in the NHS and between doctors within the medical profession.

MS PHD'S: A successful model for reaching underrepresented minorities (URM) students through virtual platforms

NASA Astrophysics Data System (ADS)

Scott, O.; Johnson, A.; Williamson, V.; Ricciardi, L.; Jearld, A., Jr.; Guzman, W. I.

2014-12-01

To successfully recruit and retain underrepresented minority (URM) students and early career scientists, many programs supplement traditional curricular activities with multiple online platforms, establishing "virtual communities" that are free and easily accessible. These virtual communities offer readily sustainable opportunities to facilitate communication across a wide range of cultural lines and socioeconomic levels thereby broadening participation and inclusivity in STEM. Established in 2003, the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) in Earth System Science Professional Development Program has successfully used virtual community tools such as a listserv, community forum, social media, and VoIP technologies, to extend the face-to-face activities of the program and support the advancement of URM students and early career scientists in STEM. The use of multiple facets of virtual community by MS PHD'S participants supports and encourages "real life" interactions and mentorship, facilitates networking and professional development, and maintains continuity of shared networks. The program is now in its ninth cohort and supports 213 participants. To date, 54 participants have completed their PhD and another 61 are currently enrolled in doctoral programs.

Keeping experience at the bedside: the emergency consultant nurse role.

PubMed

Currie, Jane

The consultant nurse concept has not yet been transferred to the military setting. The motivation for developing the role in the NHS was to improve the quality of patient care by strengthening professional leadership and extending the clinical career ladder. The consultant nurse may be defined as an expert in their clinical field, possessing expert leadership and visionary skills. The role is based on four domains: expert practice, professional leadership, education and research. Typically, the emergency consultant nurse spends 50% of their time working clinically, thereby providing senior clinical expertise and adding value to the clinical role. In a military context the consultant nurse role could be perceived as the coming together of the senior command and administrative role and the clinical role. The military has the opportunity to develop a senior clinical emergency nurse role encompassing elements of the civilian consultant nurse model, which may strengthen leadership, provide a central resource of expertise and raise the profile of military nursing. This has the added potential to provide inspiration for junior nurses and retain experienced emergency nurses in the clinical arena.

Extending the Scope of Speaking Assessment Criteria in a Specific-Purpose Language Test: Operationalizing a Health Professional Perspective

ERIC Educational Resources Information Center

O'Hagan, Sally; Pill, John; Zhang, Ying

2016-01-01

Criticism of specific-purpose language (LSP) tests is often directed at their limited ability to represent fully the demands of the target language use situation. Such criticisms extend to the criteria used to assess test performance, which may fail to capture what matters to participants in the domain of interest. This paper reports on the…

The virtual hallway consult as an effective means of continuing professional development in physiatry.

PubMed

Ethans, Karen; Deutscher, Tim; Nankar, Mayur

2017-12-01

A personal learning project (PLP) is an accredited form of Continuing Professional Development (CPD) in Canada, and is a self-initiated learning activity that is stimulated by a question, issue or dilemma in one's professional practice. Many complex cases or issues have no answers that are readily available. Many physicians rely day to day on other physician colleagues that they may consult in their institution. Given the paucity of same specialty Physical Medicine and Rehabilitation colleagues in Canadian centres, the idea of Virtual Spinal Cord Injury (SCI) Hallway germinated, to provide a simple tool to extend our hallways to reach colleagues with similar interests across the country. The Virtual SCI Hallway is a service set up on Yahoo Groups, with no cost to the users. On this invite-only site, members may post a question, and then all members receive the post by email. Any member may respond. The SCI Hallway has been running successfully for over 13 years. As of January 2017, there were 38 members, with 2124 messages within approximately 324 conversations. Activity has been consistent since 2003. Questions and posts are not always medical expert related; there are also advocacy, professional, and scholar-role related posts. Communication amongst specialists about practice and management of complicated problems is important for CPD, yet is difficult in subspecialized areas of medicine. Although there are many chat-pages in different areas of medicine on the internet, to our knowledge, there is not another secure, invite-only site that is low-maintenance and no cost.

Implementing the Next Generation Science Standards: How Instructional Coaches Mediate Standards-Based Educational Reform to Teacher Practice

NASA Astrophysics Data System (ADS)

Laxton, Katherine E.

This dissertation takes a close look at how district-level instructional coaches support teachers in learning to shifting their instructional practice, related to the Next Generation Science Standards. This dissertation aims to address how re-structuring professional development to a job-embedded coaching model supports individual teacher learning of new reform-related instructional practice. Implementing the NGSS is a problem of supporting professional learning in a way that will enable educators to make fundamental changes to their teaching practice. However, there are few examples in the literature that explain how coaches interact with teachers to improve teacher learning of reform-related instructional practice. There are also few examples in the literature that specifically address how supporting teachers with extended professional learning opportunities, aligned with high-leverage practices, tools and curriculum, impacts how teachers make sense of new standards-based educational reforms and what manifests in classroom instruction. This dissertation proposes four conceptual categories of sense-making that influence how instructional coaches interpret the nature of reform, their roles and in instructional improvement and how to work with teachers. It is important to understand how coaches interpret reform because their interpretations may have unintended consequences related to privileging certain views about instruction, or establishing priorities for how to work with teachers. In this dissertation, we found that re-structuring professional development to a job-embedded coaching model supported teachers in learning new reform-related instructional practice. However, individual teacher interpretations of reform emerged and seemed to be linked to how instructional coaches supported teacher learning.

Initial development and psychometric testing of an instrument to measure the quality of children's end-of-life care.

PubMed

Widger, Kimberley; Tourangeau, Ann E; Steele, Rose; Streiner, David L

2015-01-01

The field of pediatric palliative care is hindered by the lack of a well-defined, reliable, and valid method for measuring the quality of end-of-life care. The study purpose was to develop and test an instrument to measure mothers' perspectives on the quality of care received before, at the time of, and following a child's death. In Phase 1, key components of quality end-of-life care for children were synthesized through a comprehensive review of research literature. These key components were validated in Phase 2 and then extended through focus groups with bereaved parents. In Phase 3, items were developed to assess structures, processes, and outcomes of quality end-of-life care then tested for content and face validity with health professionals. Cognitive testing was conducted through interviews with bereaved parents. In Phase 4, bereaved mothers were recruited through 10 children's hospitals/hospices in Canada to complete the instrument, and psychometric testing was conducted. Following review of 67 manuscripts and 3 focus groups with 10 parents, 141 items were initially developed. The overall content validity index for these items was 0.84 as rated by 7 health professionals. Based on feedback from health professionals and cognitive testing with 6 parents, a 144-item instrument was finalized for further testing. In Phase 4, 128 mothers completed the instrument, 31 of whom completed it twice. Test-retest reliability, internal consistency, and construct validity were demonstrated for six subscales: Connect With Families, Involve Parents, Share Information With Parents, Share Information Among Health Professionals, Support Parents, and Provide Care at Death. Additional items with content validity were grouped in four domains: Support the Child, Support Siblings, Provide Bereavement Follow-up, and Structures of Care. Forty-eight items were deleted through psychometric testing, leaving a 95-item instrument. There is good initial evidence for the reliability and validity of this new quality of end-of-life care instrument as a mechanism for evaluative feedback to health professionals, health systems, and policy makers to improve children's end-of-life care.

Teaching community oriented primary care in a traditional medical school: a two year progress report.

PubMed

Klevens, J; Valderrama, C; Restrepo, O; Vargas, P; Casasbuenas, M; Avella, M M

1992-08-01

Efforts are being made to extend the practice of Community Oriented Primary Care by reorienting existing health services or restructuring medical education curricula. Nevertheless, changes in education must be simultaneous to changes in health services so that health professionals trained in COPC will find areas to practice COPC. The experience described in this article presents an effort in these two directions. A teaching program was introduced in a traditional medical school curriculum and was extended to six health services by training the directors of the health service as teaching instructors of COPC or closely coordinating actions with the director of the health service. The results of the program show fulfillment of learning objectives and student satisfaction with the program. Evaluations of the development of COPC in the health services involved show modifications in health programs to meet community needs and stronger community leadership and organization.

A brief history of medical education and training in Australia.

PubMed

Geffen, Laurence

2014-07-07

Medical education and training in Australia comprises four phases: basic education, prevocational training, vocational training and continuing professional development. Between the 1860s and 1960s, eight medical schools were established in Australia, admitting school leavers to courses comprised of preclinical, paraclinical and clinical phases. Between the 1970s and the 1990s, two innovative new schools were established and all schools made major reforms to student selection, curricula and teaching, learning and assessment methods. Since 2000, student numbers expanded rapidly, both in existing medical schools and in eight new schools established to meet workforce demands, particularly in the rural sector. Prevocational training, first introduced as a compulsory internship year in the 1930s, has undergone reform and extension to subsequent years of junior doctor training through the agency of health departments and postgraduate medical education councils. Vocational training and continuing professional development, delivered by 15 specialist medical colleges, has evolved since the 1930s from a focus on specialist care of individual patients to include broader professional attributes required to manage complex health care systems. The Australian Medical Council began accreditation of basic medical education in 1985 and its remit now extends to all phases of medical education and training. With national governance of the entire system of medical education and training now achieved, mechanisms exist for flexible integration of all phases of medical education to meet the local and global challenges facing Australia's medical workforce.

Relevance of the rationalist-intuitionist debate for ethics and professionalism in medical education.

PubMed

Leffel, G Michael; Oakes Mueller, Ross A; Curlin, Farr A; Yoon, John D

2015-12-01

Despite widespread pedagogical efforts to modify discrete behaviors in developing physicians, the professionalism movement has generally shied away from essential questions such as what virtues characterize the good physician, and how are those virtues formed? Although there is widespread adoption of medical ethics curricula, there is still no consensus about the primary goals of ethics education. Two prevailing perspectives dominate the literature, constituting what is sometimes referred to as the "virtue/skill dichotomy". The first perspective argues that teaching ethics is a means of providing physicians with a skill set for analyzing and resolving ethical dilemmas. The second perspective suggests that teaching ethics is a means of creating virtuous physicians. The authors argue that this debate about medical ethics education mirrors the Rationalist-Intuitionist debate in contemporary moral psychology. In the following essay, the authors sketch the relevance of the Rationalist-Intuitionist debate to medical ethics and professionalism. They then outline a moral intuitionist model of virtuous caring that derives from but also extends the "social intuitionist model" of moral action and virtue. This moral intuitionist model suggests several practical implications specifically for medical character education but also for health science education in general. This approach proposes that character development is best accomplished by tuning-up (activating) moral intuitions, amplifying (intensifying) moral emotions related to intuitions, and strengthening (expanding) intuition-expressive, emotion-related moral virtues, more than by "learning" explicit ethical rules or principles.

Towards a framework for the elicitation of dilemmas.

PubMed

Burger, Marc J C

2008-08-01

This paper covers the main findings of the doctoral research that was concerned with seeking to extend aspects of dilemma theory. In professional practice, the Trompenaars Hampden-Turner Dilemma Reconciliation Process(TM) is a vehicle delivering dilemma theory in application. It informs a manager or leader on how to explore the dilemmas they face, how to reconcile the tensions that result, and how to structure the action steps for implementing the reconciled solutions. This vehicle forms the professional practice of the author who seeks to bring more rigor to consulting practice and thereby also contribute to theory development in the domain. The critical review of dilemma theory reveals that previous authors are inconsistent and variously invalid in their use of the terms 'dilemma theory,' 'dilemma methodology,' 'dilemma process,' 'dilemma reconciliation,' etc., and therefore an attempt is made to resolve these inconsistencies by considering whether 'dilemmaism' at the meta-level might be positioned as a new paradigm of inquiry for (management) research that embodies ontological, epistemological, and methodical premises that frame an approach to the resolution of real world business problems in (multi) disciplinary; (multi) functional and (multi) cultural business environments. This research offers contributions to knowledge, professional practice and theory development from the exploration of the SPID model as a way to make the elicitation of dilemmas more rigorous and structured and in the broader context of exploring 'dilemmaism' as a new paradigm of inquiry.

Diagnosis by Documentary: Professional Responsibilities in Informal Encounters.

PubMed

Wardrope, Alistair; Reuber, Markus

2016-11-01

Most work addressing clinical workers' professional responsibilities concerns the norms of conduct within established professional-patient relationships, but such responsibilities may extend beyond the clinical context. We explore health workers' professional responsibilities in such "informal" encounters through the example of a doctor witnessing the misdiagnosis and mistreatment of a serious long-term condition in a television documentary, arguing that neither internalist approaches to professional responsibility (such as virtue ethics or care ethics) nor externalist ones (such as the "social contract" model) provide sufficiently clear guidance in such situations. We propose that a mix of both approaches, emphasizing the noncomplacency and practical wisdom of virtue ethics, but grounding the normative authority of virtue in an external source, is able to engage with the health worker's responsibilities in such situations to the individual, the health care system, and the population at large.

The impact of Masters education in manual and manipulative therapy and the 'knowledge acquisition model'.

PubMed

Perry, Jo; Green, Ann; Harrison, Karen

2011-06-01

This study aimed to explore the professional and personal impact that a clinical Masters program of manipulative therapy education had on the lives of individuals who had undertaken the course and was a follow-on study of participants' career pathways following Masters education (Green et al., 2008). Seven graduates from the program took part in a focus group. The narrative data obtained was independently verified prior to two researchers conducting a systematic, thematic content analysis. Three key themes were identified and the 'knowledge acquisition model' developed. Findings revealed that studying at Master's level is a 'life changing' and rewarding experience that develops individuals in three key domains; professionally, personally and intellectually. During Masters education students described a journey of multi-compartmental development whereby their knowledge-base was challenged and their existing cognitive framework deconstructed. Progression through the program resulted in the development of a new, clearer framework for thinking and understanding that extended, universally, into all aspects of their lives; clinically, managerially, emotionally, politically and intellectually. Participants also described two cultures for career progression in the UK National Health Service (NHS). Findings could help students considering undertaking Masters level education, employers and clinical mentors of these practitioners and academic educators. Copyright © 2010 Elsevier Ltd. All rights reserved.

Pilot Program for the Development of Classification and Accuracy Assessment Methods and Improved Accessibility for Landsat and Related GIS Data and Technology Transfer of These Methods to State and Local Governments

NASA Technical Reports Server (NTRS)

Limp, W. Fredrick

1996-01-01

This project has a single, comprehensive objective that is manifested in many tangible products and impacts throughout the state and the mid-south region. The primary objective or mission of this project is to expose the broadest possible cross-section of public sector decision makers responsible for developing and maintaining policy at the state, local and national levels, private sector professionals and students to the power, flexibility and utility of sensor based imagery and the mapping and interpretive products that are derived from these digital geodata. In accomplishing this mission this project has worked to provide hands-on exposure and training to primary and secondary teachers; developed and distributed instructional materials to students across the state; created an on-line archive of satellite images and related geographic data; implemented a service that enables users throughout the region and around the world to develop customized mapping products suitable for visualization and/or decision support from the comfort of their classroom or office via an internet connection to our facility; extended the use of sensor based imagery in natural resource management and commercial applications through a range of pilot research initiatives, demonstrations, presentations and professional papers.

Knowledge-based nursing diagnosis

NASA Astrophysics Data System (ADS)

Roy, Claudette; Hay, D. Robert

1991-03-01

Nursing diagnosis is an integral part of the nursing process and determines the interventions leading to outcomes for which the nurse is accountable. Diagnoses under the time constraints of modern nursing can benefit from a computer assist. A knowledge-based engineering approach was developed to address these problems. A number of problems were addressed during system design to make the system practical extended beyond capture of knowledge. The issues involved in implementing a professional knowledge base in a clinical setting are discussed. System functions, structure, interfaces, health care environment, and terminology and taxonomy are discussed. An integrated system concept from assessment through intervention and evaluation is outlined.

Partnership With Parents of Technology-Dependent Children: Clarification of the Concept.

PubMed

Mendes, Michele A

2016-01-01

A strategy based on the Hybrid Model of Concept Development was used to integrate previous concept analyses and research with data from interviews with parents and nurses caring for children dependent on technology to clarify the concept. Partnership was generally described positively in the literature, but some cautions were noted. Six characteristics of partnering were identified from the fieldwork data: respect, flexibility, caring professionalism, communication, acknowledgment of parental control, and support for parents. The concept of participation is clarified and extended to a unique area of nursing practice, the care of children dependent on technology in the home.

Developing a critical media research agenda for health psychology.

PubMed

Hodgetts, Darrin; Chamberlain, Kerry

2006-03-01

This article outlines reasons why psychologists should concern themselves with media processes, noting how media are central to contemporary life and heavily implicated in the construction of shared understandings of health. We contend that the present research focus is substantially medicalized, privileging the investigation and framing of certain topics, such as the portrayal of health professionals, medical practices, specific diseases and lifestyle-orientated interventions, and restricting attention to social determinants of health as appropriate topics for investigation. We propose an extended agenda for media health research to include structural health concerns, such as crime, poverty, homelessness and housing and social capital.

Health check for Latvia: opportunities for information professionals in a new democracy.

PubMed

Smith, Inese A; Pozņaka, Velta

2006-12-01

This paper outlines developments in medical information in Latvia since independence from the former USSR in 1991, and analyses the health information gap faced by professionals. To explore international initiatives and co-operation in health information provision in Latvia; to describe the activities of Latvian medical librarians at national, regional and international level; to look at health information provision by specialist information centres; and to discuss the role of librarians in health information provision in public libraries. An extensive search was made of databases and medical library and health information centre staff were interviewed; a questionnaire survey of librarians was carried out. International initiatives and co-operation by medical librarians have extended their services at national, regional and international level. Health information portals exist, with online contacts and links to smaller health centres and organizations, but rarely employ qualified librarians or information professionals. Ninety-three per cent of public librarians had provided health information, with 79% using the Internet. The most popular sources of health information were magazines, books, local pharmacies and the Internet, but mostly for healthy lifestyle, not medical problems. E-health and medical informatics are high government priorities. Medical librarians are actively involved in these initiatives.

[The 20th century legal framework regarding risk at work and occupational health in Colombia].

PubMed

Arango-Soler, Juan M; Luna-García, Jairo E; Correa-Moreno, Yerson A; Campos, Adriana C

2013-01-01

Analyzing the 20th century Colombian legal framework from the point of view of labor law, social security and public health for identifying concepts regarding occupational health and professional risk and trying to establish convergence and differences between such foci and whether they fulfilled a complementary view. This work involved documentary research by means of thematic categorical analysis of the laws and statutes promulgated in 20th century Colombia, considering the main element or entity which should have regulated that related to professional risk or occupational health. The development of the 20th century Colombian legal framework regarding health at work was periodized, revealing the predominance of a view of social law focused on protecting dependent workers' work-related risks, as part of a tendency extending to the Colombian Sistema General de Riesgos Laborales. The proposed stages used for organizing the legal framework concerning social security regarding professional risk and occupational health facilitated some important elements being recognized concerning the social, legal and institutional context from which workers' health laws emerged. Tension was noted concerning statutes orientated towards redress and compensation regarding accidents at work and legislation emphasizing prevention.

Negotiating competency, professionalism and risk: the integration of complementary and alternative medicine by nurses and midwives in NHS hospitals.

PubMed

Cant, Sarah; Watts, Peter; Ruston, Annmarie

2011-02-01

This qualitative interview study examined the use of complementary and alternative medicine (CAM) by nurses and midwives in NHS hospital settings in 2008 in the UK. It showed that the groundswell of interest in CAM in the 1990s had diminished by this time due to changes to policy and funding, and increasingly stringent clinical governance. Nevertheless, CAM provided an opportunity for committed and self-motivated practitioners to extend their therapeutic repertoire and develop affective dimensions of practice. However, the integration of CAM did not afford the autonomy, status and material gains traditionally associated with a collective professional project. In practice, occupational strategies were individualistic, and grounded in the assertion of competency through expressions of professionalism rather than the credentialism which underpins classic professionalisation. Central to these strategies was CAM related risk, which became a means by which to claim occupational space. However, the extent to which the adoption of CAM enhanced the nurses' and midwives' roles was limited by traditional medical authority; the uncertain status of CAM knowledge; and the absence of collective strategies - which together often left practitioners in a position of vulnerability. Copyright © 2011 Elsevier Ltd. All rights reserved.

Practitioner perspectives on extended clinical placement programs in optometry.

PubMed

Bentley, Sharon A; Cartledge, Amy; Guest, Daryl J; Cappuccio, Skye; Woods, Craig A

2016-05-01

Some universities are looking to provide a more diverse range of clinical learning experiences through extended clinical placement programs. This approach will potentially have a significant impact on practitioners. The aim of this study was to conduct a national survey of optometrists to ascertain their perspectives on participating in extended clinical placement programs. Members of Optometry Australia were invited to participate in a survey conducted during June and July 2014. A total of 268 practitioners participated (six per cent of registered Australian optometrists): 159 were predominantly employees or locums and 109 were owners or managers who identified as the key representative of a practice or organisation for the purpose of this survey. Almost two-thirds (65 per cent) of participants, who were employees or locums were supportive of extended clinical placement programs. Among this group, females were more likely to be supportive than males (p = 0.033). In comparison, just over one-third (34 per cent) of participants who were key decision-makers were supportive, with 30 per cent possibly supportive and 36 per cent not supportive. Among key decision-makers, males were more likely to be supportive (p = 0.009). The top three perceived advantages of supervising a student were: opportunity to mentor early career development, opportunity to give back to the profession and future recruitment. The top three perceived disadvantages were: burden on time, decrease in number of patients examined and burden on support staff. Suggested incentives for supervising students were credit for continuing professional development and financial remuneration. There appears to be moderate support for extended clinical placement programs; however, there are incentives that might engage a larger proportion of the profession in the future. These findings can inform the development of effective and sustainable clinical training programs for optometry students. Additionally, the findings might be used as evidence to seek Government support for clinical placement training in optometry. © 2016 Optometry Australia.

The Many Faces of a Software Engineer in a Research Community

DOE Office of Scientific and Technical Information (OSTI.GOV)

Marinovici, Maria C.; Kirkham, Harold

2013-10-14

The ability to gather, analyze and make decisions based on real world data is changing nearly every field of human endeavor. These changes are particularly challenging for software engineers working in a scientific community, designing and developing large, complex systems. To avoid the creation of a communications gap (almost a language barrier), the software engineers should possess an ‘adaptive’ skill. In the science and engineering research community, the software engineers must be responsible for more than creating mechanisms for storing and analyzing data. They must also develop a fundamental scientific and engineering understanding of the data. This paper looks atmore » the many faces that a software engineer should have: developer, domain expert, business analyst, security expert, project manager, tester, user experience professional, etc. Observations made during work on a power-systems scientific software development are analyzed and extended to describe more generic software development projects.« less

Using emotional intelligence to facilitate strengthened appraiser development.

PubMed

Tavabie, Abdol; Koczwara, Anna; Patterson, Fiona

2010-01-01

This paper describes a new approach to developing strengthened medical appraiser skills prior to the introduction of medical revalidation. We describe how we extended previous skills-based models and competency checklists to produce a behavioural model of effective appraiser performance. Development centre (DC) methods were used to produce a one-day workshop to encourage appraisers to reflect on their current level of ability and to identify and address additional required skills through observation, practice and feedback. In describing the DC, we discuss the impact of using the concept of emotional intelligence (EI) to develop appraiser skills and improve self-awareness. This aimed to support appraisers to effectively influence appraisees' continual professional development (CPD) and review appraisee practice through audit, significant events and patient and colleague feedback, with the ultimate aim of improving patient care. Finally, we provide initial evaluation data for our DC approach.

Section 504 and student health problems: the pivotal position of the school nurse.

PubMed

Zirkel, Perry A; Granthom, Margarita Fernan; Lovato, Leanna

2012-12-01

News reports illustrate controversies between parents and schools in response to student health problems. Today's school nurse is in a pivotal position for the avoidance and resolution of disputes not only by increasing awareness of student health conditions but also by having a working knowledge of legal developments under Section 504 and its sister statute-the Americans with Disabilities Act (ADA). The ADA amendments of 2008 have extended the standards for eligibility and expanded questions about school districts' obligations under Section 504 and the ADA. This article provides a comprehensive synthesis of recent case law and related legal developments under this pair of federal statutes, culminating in practical implications and professional recommendations for school nurses.

Care plans and care planning in long-term conditions: a conceptual model.

PubMed

Burt, Jenni; Rick, Jo; Blakeman, Thomas; Protheroe, Joanne; Roland, Martin; Bower, Pete

2014-10-01

The prevalence and impact of long-term conditions continues to rise. Care planning for people with long-term conditions has been a policy priority for chronic disease management in a number of health-care systems. However, patients and providers appear unclear about the formulation and implementation of care planning. Further work in this area is therefore required to inform the development, implementation and evaluation of future care planning initiatives. We distinguish between 'care planning' (the process by which health-care professionals and patients discuss, agree and review an action plan to achieve the goals or behaviour change of most relevance and concern to the patient) and a 'care plan' (a written document recording the outcome of a care planning process). We propose a typology of care planning and care plans with three core dimensions: perspective (patient or professional), scope (a focus on goals or on behaviours) and networks (confined to the professional-patient dyad or extending to the entire care network). In addition, we draw on psychological models of mediation and moderation to outline potential mechanisms through which care planning and care plans may lead to improved outcomes for both patients and the wider health-care system. The proposed typology of care planning and care plans offered here, along with the model of the process by which care planning may influence outcomes, provide a useful framework for future policy developments and evaluations. Empirical work is required to explore the degree to which current care planning approaches and care plans can be described according to these dimensions, and the factors that determine which types of patients and professionals use which type of care plans.

Care plans and care planning in long term conditions: a conceptual model

PubMed Central

Burt, J; Rick, J; Blakeman, T; Protheroe, J; Roland, M; Bower, P

2013-01-01

The prevalence and impact of long term conditions continues to rise. Care planning for people with long term conditions has been a policy priority for chronic disease management in a number of health care systems. However, patients and providers appear unclear about the formulation and implementation of care planning. Further work in this area is therefore required to inform the development, implementation and evaluation of future care planning initiatives. We distinguish between ‘care planning’ (the process by which health care professionals and patients discuss, agree and review an action plan to achieve the goals or behaviour change of most relevance and concern to the patient) and a ‘care plan’ (a written document recording the outcome of a care planning process). We propose a typology of care planning and care plans with three core dimensions: perspective (patient or professional), scope (a focus on goals or on behaviours) and networks (confined to the professional-patient dyad or extending to the entire care network). In addition, we draw on psychological models of mediation and moderation to outline potential mechanisms through which care planning and care plans may lead to improved outcomes for both patients and the wider health care system. The proposed typology of care planning and care plans offered here, along with the model of the process by which care planning may influence outcomes, provide a useful framework for future policy developments and evaluations. Empirical work is required to explore the degree to which current care planning approaches and care plans can be described according to these dimensions, and the factors that determine which types of patients and professionals use which type of care plans. PMID:23883621

Through the eyes of professional developers: Understanding the design of learning experiences for science teachers

NASA Astrophysics Data System (ADS)

Higgins, Tara Eileen

Professional development is important for improving teacher practice and student learning, particularly in inquiry-oriented and technology-enhanced science instruction. This study examines professional developers' practices and their impact on teachers' classroom instruction and student achievement. It analyzes professional developers designing and implementing a five-year professional development program designed to support middle school science teachers. The professional developers are four university-based researchers who worked with sixteen science teachers over three years, setting program goals, facilitating workshops, providing in-classroom support for teachers, and continually refining the program. The analysis is guided by the knowledge integration perspective, a sociocognitive framework for understanding how teachers and professional developers integrate their ideas about teaching and learning. The study investigates the professional developers' goals and teachers' interpretations of those goals. It documents how professional developers plan teacher learning experiences and explores the connection between professional development activities and teachers' classroom practice. Results are based on two rounds of interviews with professional developers, audio recordings of professional developers' planning meetings and videotaped professional development activities. Data include classroom observations, teacher interviews, teacher reflections during professional development activities, and results from student assessments. The study shows the benefit of a professional development approach that relies on an integrated cycle of setting goals, understanding teachers' interpretations, and refining implementation. The professional developers based their design on making inquiry and technology accessible, situating professional development in teachers' work, supporting collaboration, and sustaining learning. The findings reflect alignment of the design goals with the perspective guiding the curriculum design, and consider multiple goals for student and teacher learning. The study has implications for professional development design, particularly in supporting inquiry-oriented science and technology-enhanced instruction. Effective professional developers formulate coherent conceptions of program goals, use evidence of teacher outcomes to refine their goals and practices, and connect student and teacher learning. This study illustrates the value of research on the individuals who design and lead professional development programs.

Developing an analytic lens for investigating identity as an embedder-of-numeracy

NASA Astrophysics Data System (ADS)

Bennison, Anne

2015-03-01

One of the capabilities needed for effective participation in modern society is numeracy, which is the ability to cope effectively with the mathematical demands of life. While the development of numeracy continues beyond the school years, schools nevertheless have a responsibility to provide opportunities for students to expand their numeracy expertise. In Australian schools, there is a renewed emphasis on numeracy brought about by the introduction of a new curriculum, teacher professional standards and measures of accountability. The first two of these developments provide an opportunity for teachers of all disciplines to increase their capacity to promote growth in the numeracy capabilities of their students. However, they will be unable to do this unless they see themselves as teachers of numeracy and have the capacity to embed numeracy into the subjects they teach. This theoretical paper extends existing knowledge on teacher identity by developing a conceptual framework for identity as an embedder-of-numeracy that recognises the complexity of teacher identity while at the same time is amenable to empirical studies. The framework is organised around five domains of influence (knowledge, affective, social, life history and context) and includes characteristics that evidence from the literature suggests greatly impact on this particular situated identity. Studies using this framework could inform the design of professional development to support teachers to develop an identity as an embedder-of-numeracy. The mechanism for developing the framework described in this paper could also be used to create frameworks to investigate teachers' other situated identities.

Promoting occupational health nursing training: an educational outreach with a blended model of distance and traditional learning approaches.

PubMed

Ward, Julie A; Beaton, Randal D; Bruck, Annie M; de Castro, A B

2011-09-01

In 2009, occupational health nursing faculty and professionals at the University of Washington developed an innovative continuing nursing education offering, the OHN Institute. The OHN Institute was designed to meet the following objectives: (1) extend basic occupational health nursing training to non-occupational health nurses in Federal Region X, (2) target new occupational health nurses or those who possessed little or no advanced education in occupational health nursing, and (3) offer a hybrid continuing nursing education program consisting of on-site and distance learning modalities. Evaluation findings suggested that the various continuing nursing education modalities and formats (e.g., asynchronous vs. synchronous, online modules vs. live modules) were essentially comparable in terms of effectiveness. Perhaps most importantly, the OHN Institute evaluation demonstrated that quality continuing nursing education outcomes for occupational health nurses depended largely on knowledgeable and engaging faculty and a compelling vision of desired outcomes, including the application of learned content to professional practice. Copyright 2011, SLACK Incorporated.

Cognitive impairment and driving safety.

PubMed

Eby, David W; Molnar, Lisa J

2012-11-01

As the populations of many countries continue to age, cognitive impairment will likely become more common. Individuals with cognitive impairment pose special challenges for families, health professionals, driving safety professionals, and the larger community, particularly if these older adults depend on driving as their primary means of community mobility. It is vital that we continue to extend our knowledge about the driving behavior of individuals' with cognitive impairment, as well as try to develop effective means of screening and assessing these individuals for fitness to drive and help facilitate their transition to non-driving when appropriate. This special issue is intended to provide researchers and practitioners an opportunity to present the most recent research findings on driving-related issues among older adults with cognitive impairment. The issue contains 11 original contributions from seven countries. The topics covered by these papers are: crash risks; screening, assessment, and fitness to drive; driving performance using a driving simulator; and driving behaviors and driving-related decisions of people with cognitive impairments. Copyright © 2012. Published by Elsevier Ltd.

Developing professional attributes in critical care nurses using Team-Based Learning.

PubMed

Currey, Judy; Eustace, Paula; Oldland, Elizabeth; Glanville, David; Story, Ian

2015-05-01

Australian nurses prepare for specialty practice by undertaking postgraduate theoretical and clinical education in partnership models between universities and hospitals. In our global healthcare system, nurses require advanced critical thinking and strong communication skills to provide safe, high quality patient care. Yet, few education programs focus on developing these skills. Team-Based Learning (TBL) is a specific educational strategy that encourages and rewards students to think critically and solve clinical problems individually and in teams. The aim of this study was to investigate critical care nursing students' perceptions and experiences of TBL after it was introduced into the second half of their postgraduate specialty course. Following Ethics Committee approval, thirty-two students were invited to participate in an extended response questionnaire on their perceptions of TBL as part of a larger study. Data were analyzed thematically. Postgraduate students perceived their professional growth was accelerated due to the skills and knowledge acquired through TBL. Four themes underpinned the development and accelerated acquisition of specialty nurse attributes due to TBL: Engagement, Learning Effectiveness, Critical Thinking, and Motivation to Participate. Team-Based Learning offered deep and satisfying learning experiences for students. The early acquisition of advanced critical thinking, teamwork and communication skills, and specialty practice knowledge empowered nurses to provide safe patient care with confidence. Copyright © 2015 Elsevier Ltd. All rights reserved.

Participatory design in the development of an early therapy intervention for perinatal stroke.

PubMed

Basu, Anna Purna; Pearse, Janice Elizabeth; Baggaley, Jessica; Watson, Rose Mary; Rapley, Tim

2017-01-23

Perinatal stroke is the leading cause of unilateral (hemiparetic) cerebral palsy, with life-long personal, social and financial consequences. Translational research findings indicate that early therapy intervention has the potential for significant improvements in long-term outcome in terms of motor function. By involving families and health professionals in the development and design stage, we aimed to produce a therapy intervention which they would engage with. Nine parents of children with hemiparesis and fourteen health professionals involved in the care of infants with perinatal stroke took part in peer review and focus groups to discuss evolving therapy materials, with revisions made iteratively. The materials and approach were also discussed at a meeting of the London Child Stroke Research Reference Group. Focus group data were coded using Normalisation Process Theory constructs to explore potential barriers and facilitators to routine uptake of the intervention. We developed the Early Therapy in Perinatal Stroke (eTIPS) program - a parent-delivered, home-based complex intervention addressing a current gap in practice for infants in the first 6 months of life after unilateral perinatal stroke and with the aim of improving motor outcome. Parents and health professionals saw the intervention as different from usual practice, and valuable (high coherence). They were keen to engage (high cognitive participation). They considered the tasks for parents to be achievable (high collective action). They demonstrated trust in the approach and felt that parents would undertake the recommended activities (high collective action). They saw the approach as flexible and adaptable (high reflexive monitoring). Following suggestions made, we added a section on involving the extended family, and obtained funding for a website and videos to supplement written materials. Focus groups with parents and health professionals provided meaningful feedback to iteratively improve the intervention materials prior to embarking on a pilot study. The intervention has a high potential to normalize and become a routine part of parents' interactions with their child following unilateral perinatal stroke.

Nourishing networks: an interprofessional learning model and its application to the Australian rural health workforce.

PubMed

Little, F; Brown, L; Grotowski, M; Harris, D

2012-01-01

Access to continuing professional development for rural health clinicians requires strategies to overcome barriers associated with finances, travel and a lack of resources. Approaches to providing professional development need to transcend conventional educational methods and consider interprofessional educational opportunities to meet the diverse needs of the rural health workforce. Rural clinicians often work in professional isolation and frequently work collaboratively with clinicians from a range of other health disciplines. Interprofessional learning and practice is therefore important in a rural areas as clinicians working in these settings are often more reliant on each other and require an understanding of other's roles to provide effective health care. In addition, specialist services are limited in rural areas, with health professionals increasingly required to perform extended roles at an advanced-practice level. A model for interprofessional learning has been developed to attempt to address the barriers related to the delivery of interprofessional education in the rural health setting in Australia. This model demonstrates a flexible approach to interprofessional learning which meets different educational needs across a number of health disciplines, and is tailored to varying levels of expertise. It incorporates three learning approaches: traditional learning, flexible learning and advanced practice. Each of these components of the model are described and the Nourishing Networks program is provided as an example of the application of the model in a rural setting, utilising 'eating disorders' as the educational topic. Interprofessional learning can be delivered effectively in a rural setting by utilising technology to help bridge the isolation experienced in rural practice. Challenges in delivering the interprofessional learning program included: engaging rural general practitioners, utilising technology and maintaining participant engagement. The use of technology is essential to access a broad group of rural clinicians however, there are limitations in its use that must be acknowledged. The pilot of the Stepped Interprofessional Rural Learning Model and its application to eating disorders has scope for use in delivering education for other health topics.

Mental health leadership and patient access to care: a public-private initiative in South Africa.

PubMed

Szabo, Christopher Paul; Fine, Jennifer; Mayers, Pat; Naidoo, Shan; Zabow, Tuviah

2017-01-01

Mental health leadership is a critical component of patient access to care. More specifically, the ability of mental health professionals to articulate the needs of patients, formulate strategies and engage meaningfully at the appropriate level in pursuit of resources. This is not a skill set routinely taught to mental health professionals. A public-private mental health leadership initiative, emanating from a patient access to care programme, was developed with the aim of building leadership capacity within the South African public mental health sector. The express aim was to equip health care professionals with the requisite skills to more effectively advocate for their patients. The initiative involved participants from various sites within South Africa. Inclusion was based on the proposal of an ongoing "project", i.e. a clinician-initiated service development with a multidisciplinary focus. The projects were varied in nature but all involved identification of and a plan for addressing an aspect of the participants' daily professional work which negatively impacted on patient care due to unmet needs. Six such projects were included and involved 15 participants, comprising personnel from psychiatry, psychology, occupational therapy and nursing. Each project group was formally mentored as part of the initiative, with mentors being senior professionals with expertise in psychiatry, public health and nursing. The programme design thus provided a unique practical dimension in which skills and learnings were applied to the projects with numerous and diverse outcomes. Benefits were noted by participants but extended beyond the individuals to the health institutions in which they worked and the patients that they served. Participants acquired both the skills and the confidence which enabled them to sustain the changes that they themselves had initiated in their institutions. The initiative gave impetus to the inclusion of public mental health as part of the curriculum for specialist training. Despite the significant adverse social and economic costs of mental illness, psychiatric and related services receive a low level of priority within the health care system. Ensuring that mental health receives the recognition and the resources it deserves requires that mental health care professionals become effective advocates through mental health leadership.

31 CFR 515.576 - Activities of private foundations or research or educational institutes.

Code of Federal Regulations, 2010 CFR

2010-07-01

... related to Cuba for noncommercial purposes, not otherwise covered by the general license for professional... Cuba for the same project over an extended period of time. [64 FR 25820, May 13, 1999] ...

Career Mapping for Professional Development and Succession Planning.

PubMed

Webb, Tammy; Diamond-Wells, Tammy; Jeffs, Debra

Career mapping facilitates professional development of nurses by education specialists and nurse managers. On the basis of national Nursing Professional Development Scope and Standards, our education and professional development framework supports the organization's professional practice model and provides a foundation for the professional career map. This article describes development, implementation, and evaluation of the professional career map for nurses at a large children's hospital to support achievement of the nursing strategic goals for succession planning and professional development.

Toward Inclusive STEM Classrooms: What Personal Role Do Faculty Play?

PubMed Central

Killpack, Tess L.; Melón, Laverne C.

2016-01-01

Private and public policies are increasingly aimed at supporting efforts to broaden participation of a diverse body of students in higher education. Unfortunately, this increase in student diversity does not always occur alongside changes in institutional culture. Unexamined biases in institutional culture can prevent diverse students from thriving and persisting in science, technology, engineering, and mathematics (STEM) fields. Given the daily personal interactions that faculty have with students, we suggest that individual educators have the opportunity, and responsibility, to improve the retention and persistence of diverse students. However, in our experience, faculty professional development programs often limit discussions of diversity to “comfortable” topics (such as learning styles) and miss opportunities to explore deeper issues related to faculty privilege, implicit bias, and cues for stereotype threat that we all bring to the classroom. In this essay, we present a set of social science concepts that we can extend to our STEM courses to inform our efforts at inclusive excellence. We have recommended strategies for meaningful reflection and professional development with respect to diversity and inclusion, and aim to empower faculty to be change agents in their classrooms as a means to broadening participation in STEM fields. PMID:27496362

ICT and OTs: a model of information and communication technology acceptance and utilisation by occupational therapists.

PubMed

Schaper, Louise K; Pervan, Graham P

2007-06-01

There is evidence to suggest that health professionals are reluctant to accept and utilise information and communication technologies (ICT) and concern is growing within health informatics research that this is contributing to the lag in adoption and utilisation of ICT across the health sector. Technology acceptance research within the field of information systems has been limited in its application to health and there is a concurrent need to develop and gain empirical support for models of technology acceptance within health and to examine acceptance and utilisation issues amongst health professionals to improve the success of information system implementation in this arena. This paper outlines a project that examines ICT acceptance and utilisation by Australian occupational therapists. It describes the theoretical basis behind the development of a research model and the methodology being employed to empirically validate the model using substantial quantitative, qualitative and longitudinal data. Preliminary results from Phase II of the study are presented. The theoretical significance of this work is that it uses a thoroughly constructed research model, with potentially the largest sample size ever tested, to extend technology acceptance research into the health sector.

Testing a Model of Functional Impairment in Telephone Crisis Support Workers.

PubMed

Kitchingman, Taneile A; Wilson, Coralie J; Caputi, Peter; Wilson, Ian; Woodward, Alan

2017-11-01

It is well known that helping professionals experience functional impairment related to elevated symptoms of psychological distress as a result of frequent empathic engagement with distressed others. Whether telephone crisis support workers are impacted in a similar way is not currently reported in the literature. The purpose of this study was to test a hypothesized model of factors contributing to functional impairment in telephone crisis support workers. A national sample of 210 telephone crisis support workers completed an online survey including measures of emotion regulation, symptoms of general psychological distress and suicidal ideation, intentions to seek help for symptoms, and functional impairment. Structural equation modeling was used to test the fit of the data to the hypothesized model. Goodness-of-fit indices were adequate and supported the interactive effects of emotion regulation, general psychological distress, suicidal ideation, and intentions to seek help for ideation on functional impairment. These results warrant the deliberate management of telephone crisis support workers' impairment through service selection, training, supervision, and professional development strategies. Future research replicating and extending this model will further inform the modification and/or development of strategies to optimize telephone crisis support workers' well-being and delivery of support to callers.

Decline in medical students' attitudes to interprofessional learning and patient-centredness.

PubMed

Hudson, Judith N; Lethbridge, Alistair; Vella, Susan; Caputi, Peter

2016-05-01

Interprofessional learning (IPL) is valuable in preparing health care students to work collaboratively in teams, with patients' needs at the core. Patient-centredness is the impetus for communication and collaboration in health care. Debate continues on when it is best to develop positive student attitudes towards these aspects of care. Should IPL commence early before attitudes to patients, professional stereotypes and identity are formed, or later for advanced learners with greater experience of their roles and responsibility in health care? This study explores graduate-entry medical students' attitudes to IPL and patient-centred care, on programme entry and after an early interdisciplinary clinical experience (ICE). An extended version of the Readiness for Interprofessional Learning Scale (RIPLS) was administered to four cohorts of medical students (n = 279) on entry and after the 3-week placement. This 26-item RIPLS comprised four subscales: team work and collaboration; professional identity; roles and responsibilities; and patient-centredness. The impact of the placement on students' attitudes was assessed by using repeated measures analysis of variance to compare pre- and post-ICE subscale scores. There were significant main effects of time (pre- versus post-ICE) for the subscales of teamwork and collaboration, professional identity and patient-centredness, but not for roles and responsibilities. Scores for teamwork and collaboration, professional identity and patient-centredness were all lower post-ICE. The students' less positive attitudes to teamwork and collaboration and professional identity may be due to the experience itself, or because it reinforced negative beliefs about the value of learning from non-medical health professionals. Perhaps the students' idealised view of their future role as a doctor was challenged by the experience, or they had an underdeveloped professional identity. Limited student experience of patients having an active role in their own health care may explain the decrease in attitudes to patient-centredness. A longitudinal qualitative study will explore these results. © 2016 John Wiley & Sons Ltd.

Development and Evaluation of a Continuing Education Program for Nursing Technicians at a Pediatric Cardiac Intensive Care Unit in a Developing Country.

PubMed

Borim, Bruna Cury; Croti, Ulisses A; Silveira, Patricia C; De Marchi, Carlos H; Moscardini, Airton C; Hickey, Patricia; Jenkins, Kathy

2017-11-01

The nursing profession faces continuous transformations demonstrating the importance of professional continuing education to extend knowledge following technological development without impairing quality of care. Nursing assistants and technicians account for nearly 80% of nursing professionals in Brazil and are responsible for uninterrupted patient care. Extensive knowledge improvement is needed to achieve excellence in nursing care. The objective was to develop and evaluate a continuing education program for nursing technicians at a pediatric cardiac intensive care unit (PCICU) using a virtual learning environment entitled EDUCATE. From July to September 2015, a total of 24 nursing technicians working at the PCICU at a children's hospital located in the northwestern region of São Paulo state (Brazil) fully participated in the continuing education program developed in a virtual learning environment using Wix platform, allowing access to video classes and pre- and post-training theoretical evaluation questionnaires outside the work environment. The evaluation tools recorded participants' knowledge evolution, technological difficulties, educational, and overall rating. Knowledge development was descriptively presented as positive in more than 66.7%. Content and training were considered "excellent" by most participants and 90% showed an interest in the use of technological resources. Technical difficulties were found and quickly resolved by 40% of participants including Internet access, login, and lack of technical expertise. The continuing education program using a virtual learning environment positively contributed to the improvement in theoretical knowledge of nursing technicians in PCICU.

Understanding the information needs of public health practitioners: a literature review to inform design of an interactive digital knowledge management system.

PubMed

Revere, Debra; Turner, Anne M; Madhavan, Ann; Rambo, Neil; Bugni, Paul F; Kimball, AnnMarie; Fuller, Sherrilynne S

2007-08-01

The need for rapid access to information to support critical decisions in public health cannot be disputed; however, development of such systems requires an understanding of the actual information needs of public health professionals. This paper reports the results of a literature review focused on the information needs of public health professionals. The authors reviewed the public health literature to answer the following questions: (1) What are the information needs of public health professionals? (2) In what ways are those needs being met? (3) What are the barriers to meeting those needs? (4) What is the role of the Internet in meeting information needs? The review was undertaken in order to develop system requirements to inform the design and development of an interactive digital knowledge management system. The goal of the system is to support the collection, management, and retrieval of public health documents, data, learning objects, and tools. The search method extended beyond traditional information resources, such as bibliographic databases, tables of contents (TOC), and bibliographies, to include information resources public health practitioners routinely use or have need to use--for example, grey literature, government reports, Internet-based publications, and meeting abstracts. Although few formal studies of information needs and information-seeking behaviors of public health professionals have been reported, the literature consistently indicated a critical need for comprehensive, coordinated, and accessible information to meet the needs of the public health workforce. Major barriers to information access include time, resource reliability, trustworthiness/credibility of information, and "information overload". Utilizing a novel search method that included the diversity of information resources public health practitioners use, has produced a richer and more useful picture of the information needs of the public health workforce than other literature reviews. There is a critical need for public health digital knowledge management systems designed to reflect the diversity of public health activities, to enable human communications, and to provide multiple access points to critical information resources. Public health librarians and other information specialists can serve a significant role in helping public health professionals meet their information needs through the development of evidence-based decision support systems, human-mediated expert searching and training in the use information retrieval systems.

Extending the authority for sickness certification beyond the medical profession: the importance of 'boundary work'.

PubMed

Welsh, Victoria K; Sanders, Tom; Richardson, Jane C; Wynne-Jones, Gwenllian; Jinks, Clare; Mallen, Christian D

2014-05-17

The study aimed to explore the views of general practitioners (GPs), nurses and physiotherapists towards extending the role of sickness certification beyond the medical profession in primary care. Fifteen GPs, seven nurses and six physiotherapists were selected to achieve varied respondent characteristics including sex, geographical location, service duration and post-graduate specialist training. Constant-comparative qualitative analysis of data from 28 semi-structured telephone interviews was undertaken. The majority of respondents supported the extended role concept; however members of each professional group also rejected the notion. Respondents employed four different legitimacy claims to justify their views and define their occupational boundaries in relation to sickness certification practice. Condition-specific legitimacy, the ability to adopt a holistic approach to sickness certification, system efficiency and control-related arguments were used to different degrees by each occupation. Practical suggestions for the extension of the sickness certification role beyond the medical profession are underpinned by the sociological theory of professional identity. Extending the authority to certify sickness absence beyond the medical profession is not simply a matter of addressing practical and organisational obstacles. There is also a need to consider the impact on, and preferences of, the specific occupations and their respective boundary claims. This paper explores the implications of extending the sick certification role beyond general practice. We conclude that the main policy challenge of such a move is to a) persuade GPs to relinquish this role (or to share it with other professions), and b) to understand the 'boundary work' involved.

Extending the authority for sickness certification beyond the medical profession: the importance of ‘boundary work’

PubMed Central

2014-01-01

Background The study aimed to explore the views of general practitioners (GPs), nurses and physiotherapists towards extending the role of sickness certification beyond the medical profession in primary care. Methods Fifteen GPs, seven nurses and six physiotherapists were selected to achieve varied respondent characteristics including sex, geographical location, service duration and post-graduate specialist training. Constant-comparative qualitative analysis of data from 28 semi-structured telephone interviews was undertaken. Results The majority of respondents supported the extended role concept; however members of each professional group also rejected the notion. Respondents employed four different legitimacy claims to justify their views and define their occupational boundaries in relation to sickness certification practice. Condition-specific legitimacy, the ability to adopt a holistic approach to sickness certification, system efficiency and control-related arguments were used to different degrees by each occupation. Practical suggestions for the extension of the sickness certification role beyond the medical profession are underpinned by the sociological theory of professional identity. Conclusions Extending the authority to certify sickness absence beyond the medical profession is not simply a matter of addressing practical and organisational obstacles. There is also a need to consider the impact on, and preferences of, the specific occupations and their respective boundary claims. This paper explores the implications of extending the sick certification role beyond general practice. We conclude that the main policy challenge of such a move is to a) persuade GPs to relinquish this role (or to share it with other professions), and b) to understand the ‘boundary work’ involved. PMID:24884678

Academic Aspirations

ERIC Educational Resources Information Center

Durant, Linda

2013-01-01

As colleges and universities become even more complex organizations, advancement professionals need to have the skills, experience, and academic credentials to succeed in this ever-changing environment. Advancement leaders need competencies that extend beyond fundraising, alumni relations, and communications and marketing. The author encourages…

Educational Effectiveness Review

DTIC Science & Technology

2010-08-01

Capstone Initiative ...................................................24 Student Engagement Initiative...Program ɢ Extending Direct Assessments – The Capstone Initiative ɢ Student Engagement Initiative ɢ Leveraging Professional Accreditation Practices...time graduation Student Outcomes • Quality Point Ratings (QPRs) • Capstone assessments • Employer, Sponsor assessments Student Engagement • Challenge

The Physician Assistant in Geriatric Long-Term Care

ERIC Educational Resources Information Center

Becker, Robert G.

1976-01-01

The Physician Assistant (PA) is a new health-care professional who is trained to function as a "physician extender." The author's experience with 71 PA students and graduate PA's at the Jewish Institute for Geriatric Care is described. (Author)

An EHR Prototype Using Structured ISO/EN 13606 Documents to Respond to Identified Clinical Information Needs of Diabetes Specialists: A Controlled Study on Feasibility and Impact

PubMed Central

Huebner-Bloder, Gudrun; Duftschmid, Georg; Kohler, Michael; Rinner, Christoph; Saboor, Samrend; Ammenwerth, Elske

2012-01-01

Cross-institutional longitudinal Electronic Health Records (EHR), as introduced in Austria at the moment, increase the challenge of information overload of healthcare professionals. We developed an innovative cross-institutional EHR query prototype that offers extended query options, including searching for specific information items or sets of information items. The available query options were derived from a systematic analysis of information needs of diabetes specialists during patient encounters. The prototype operates in an IHE-XDS-based environment where ISO/EN 13606-structured documents are available. We conducted a controlled study with seven diabetes specialists to assess the feasibility and impact of this EHR query prototype on efficient retrieving of patient information to answer typical clinical questions. The controlled study showed that the specialists were quicker and more successful (measured in percentage of expected information items found) in finding patient information compared to the standard full-document search options. The participants also appreciated the extended query options. PMID:23304308

A structured policy review of the principles of professional self-regulation.

PubMed

Benton, D C; González-Jurado, M A; Beneit-Montesinos, J V

2013-03-01

The International Council of Nurses (ICN) has, for many years, based its work on professional self-regulation on a set of 12 principles. These principles are research based and were identified nearly three decades ago. ICN has conducted a number of reviews of the principles; however, changes have been minimal. In the past 5-10 years, a number of authors and governments, often as part of the review of regulatory systems, have started to propose principles to guide the way regulatory frameworks are designed and implemented. These principles vary in number and content. This study examines the current policy literature on principle-based regulation and compares this with the set of principles advocated by the ICN. A systematic search of the literature on principle-based regulation is used as the basis for a qualitative thematic analysis to compare and contrast the 12 principles of self-regulation with more recently published work. A mapping of terms based on a detailed description of the principles used in the various research and policy documents was generated. This mapping forms the basis of a critique of the current ICN principles. A professional self-regulation advocated by the ICN were identified. A revised and extended set of 13 principles is needed if contemporary developments in the field of regulatory frameworks are to be accommodated. These revised principles should be considered for adoption by the ICN to underpin their advocacy work on professional self-regulation. © 2013 The Authors. International Nursing Review © 2013 International Council of Nurses.

Novel survey disseminated through Twitter supports its utility for networking, disseminating research, advocacy, clinical practice and other professional goals.

PubMed

Borgmann, Hendrik; DeWitt, Sasha; Tsaur, Igor; Haferkamp, Axel; Loeb, Stacy

2015-01-01

Twitter use has grown exponentially within the urological community. We aimed to determine the perceptions of the impact of Twitter on users' clinical practice, research, and other professional activities. We performed an 11-item online survey of Twitter contributors during two major urological meetings: the European Association of Urology (EAU) and the American Urological Association (AUA) annual meetings. During the EAU 2014 meeting, we distributed the survey via the meeting official Twitter feed. During the AUA 2014 meeting, we applied a new method by directly sending the survey to Twitter contributors. We performed a subset analysis for assessing the perceived impact of Twitter on the clinical practice of physicians. Among 312 total respondents, the greatest perceived benefits of Twitter among users were for networking (97%) and disseminating information (96%), followed by research (75%), advocacy (74%) and career development (62%). In total, 65% of Twitter users have dealt with guidelines on online medical professionalism and 71% of physician users found that Twitter had an impact on their clinical practice, and 33% had made a clinical decision based on an online case discussion. Our results suggest that Twitter users in the urological community perceive important benefits. These benefits extend to multiple professional domains, particularly networking, disseminating information, remote conference participation, research, and advocacy. This is the first study that has been disseminated to targeted individuals from the urological community directly through tweets, providing a proof of principle for this research method.

Disclosing victimisation to healthcare professionals in Sweden: a constructivist grounded theory study of experiences among men exposed to interpersonal violence

PubMed Central

Brüggemann, Adrianus Jelmer; Swahnberg, Katarina

2016-01-01

Objective To develop a theoretical model concerning male victims' processes of disclosing experiences of victimisation to healthcare professionals in Sweden. Design Qualitative interview study. Setting Informants were recruited from the general population and a primary healthcare centre in Sweden. Participants Informants were recruited by means of theoretical sampling among respondents in a previous quantitative study. Eligible for this study were men reporting sexual, physical and/or emotional violence victimisation by any perpetrator and reporting that they either had talked to a healthcare provider about their victimisation or had wanted to do so. Method Constructivist grounded theory. 12 interviews were performed and saturation was reached after 9. Results Several factors influencing the process of disclosing victimisation can be recognised from previous studies concerning female victims, including shame, fear of negative consequences of disclosing, specifics of the patient–provider relationship and time constraints within the healthcare system. However, this study extends previous knowledge by identifying strong negative effects of adherence to masculinity norms for victimised men and healthcare professionals on the process of disclosing. It is also emphasised that the process of disclosing cannot be separated from other, even seemingly unrelated, circumstances in the men's lives. Conclusions The process of disclosing victimisation to healthcare professionals was a complex process involving the men's experiences of victimisation, adherence to gender norms, their life circumstances and the dynamics of the actual healthcare encounter. PMID:27324711

Comparison of Joint Loading in Badminton Lunging between Professional and Amateur Badminton Players

PubMed Central

Fu, Lin

2017-01-01

The knee and ankle are the two most injured joints associated with the sport of badminton. This study evaluates biomechanical factors between professional and amateur badminton players using an injury mechanism model. The aim of this study was to investigate the kinematic motion and kinetic loading differences of the right knee and ankle while performing a maximal right lunge. Amateur players exhibited greater ankle range of motion (p < 0.05, r = 0.89) and inversion joint moment (p < 0.05, r = 0.54) in the frontal plane as well as greater internal joint rotation moment (p < 0.05, r = 0.28) in the horizontal plane. In contrast, professional badminton players presented a greater knee joint moment in the sagittal (p < 0.05, r = 0.59) and frontal (p < 0.05, r = 0.37) planes, which may be associated with increased knee ligamentous injury risk. To avoid injury, the players need to forcefully extend the knee with internal rotation, strengthen the muscles around the ankle ligament, and maximise joint coordination during training. The injuries recorded and the forces responsible for the injuries seem to have developed during training activity. Training programmes and injury prevention strategies for badminton players should account for these findings to reduce potential injury to the ankle and knee. PMID:28694684

Social Media and Web Presence for Patients and Professionals: Evolving Trends and Implications for Practice.

PubMed

Barreto, Jose E; Whitehair, Curtis L

2017-05-01

The use of social media has become very instinctive to many. It has become part of a daily routine. Enhanced communication, liberated expressions of self, becoming updated with all the trends and news, and marketing promotion are only some of the reasons why most people use social media. Health care providers including physicians should take advantage of these platforms for professional purposes. Social media extends far beyond the famous platforms such as Facebook, Twitter, Pinterest, and Instagram, used mostly for social connections. There are sites dedicated to serve professionals, for example, LinkedIn, or even physician-specific forums such as Sermo. The physical medicine and rehabilitation community has a forum (Phyzforum) created by the American Academy of Physical Medicine and Rehabilitation to share questions, comments, and ideas. Moreover, there are broadcast media (Podcast) and blogging sites (WordPress) used by many physiatrists. Surveys show that physicians actively use an average of 2-4 hours of professional-leaning networking sites per week; for example, 44% of physicians use Sermo and 42% use LinkedIn. The participation also extends to more popular sites, with 40%, 25%, and 20% physician participation in YouTube, Blogging, and Twitter, respectively. There are numerous guidelines available for medical practitioners pertaining to professional use of social media. Strategies such as timing of postings and posting content as well as methods to maintain your online reputation are discussed. Various benefits and potential pitfalls with regards to social media use are also analyzed, including how to engage followers and addressing negative comments and reviews. Copyright © 2017 American Academy of Physical Medicine and Rehabilitation. Published by Elsevier Inc. All rights reserved.

The impact of workforce redesign policies on role boundaries in 'generalist' podiatry practice: expert views within the professional body.

PubMed

Stressing, Samantha J; Borthwick, Alan M

2014-01-01

Demographic changes and a predicted rise in the prevalence of chronic illness have led to a range of health policies in the UK (and elsewhere) focused on workforce flexibility and extended roles for the allied health professions. Whilst much academic attention has been paid to extended specialised roles for allied health professionals such as podiatrists, little work has addressed the likely impact of these policy changes on non-specialist, 'generalist' podiatry practice. This study aimed to explore expert professional views on the impact of role flexibility on generalist podiatry practice. Expert podiatry practitioners drawn from within the professional body, the Society of Chiropodists and Podiatrists/College of Podiatry were recruited to 3 focus groups and 4 individual semi structured interviews and the data subject to a thematic analysis. Three key themes emerged, reflecting concerns about the future of generalist podiatry practice in the NHS, a perceived likelihood that generalist care will move inexorably towards private sector provision, and a growth in support worker grades undermining the position of generalist practice in the mainstream health division of labour. Up skilling generalist practitioners was viewed as the strongest defence against marginalisation. An emphasis on enhanced and specialised roles in podiatry by NHS commissioners and profession alike may threaten the sustainability of generalist podiatry provision in the state funded NHS. Non-specialist general podiatry may increasingly become the province of the private sector.

Duty Hour Reporting: Conflicting Values in Professionalism.

PubMed

Byrne, John M; Loo, Lawrence K; Giang, Dan W

2015-09-01

Duty hour limits challenge professional values, sometimes forcing residents to choose between patient care and regulatory compliance. This may affect truthfulness in duty hour reporting. We assessed residents' reasons for falsifying duty hour reports. We surveyed residents in 1 sponsoring institution to explore the reasons for noncompliance, frequency of violations, falsification of reports, and the residents' awareness of the option to extend hours to care for a single patient. The analysis used descriptive statistics. Linear regression was used to explore falsification of duty hour reports by year of training. The response rate was 88% (572 of 650). Primary reasons for duty hour violations were number of patients (19%) and individual patient acuity/complexity (19%). Junior residents were significantly more likely to falsify duty hours (R = -0.966). Of 124 residents who acknowledged falsification, 51 (41%) identified the primary reason as concern that the program will be in jeopardy of violating the Accreditation Council for Graduate Medical Education (ACGME) duty hour limits followed by fear of punishment (34, 27%). This accounted for more than two-thirds of the primary reasons for falsification. Residents' falsification of duty hour data appears to be motivated by concerns about adverse actions from the ACGME, and fear they might be punished. To foster professionalism, we recommend that sponsoring institutions educate residents about professionalism in duty hour reporting. The ACGME should also convey the message that duty hour limits be applied in a no-blame systems-based approach, and allow junior residents to extend duty hours for the care of individual patients.

Interference Analysis Status and Plans for Aeronautical Mobile Airport Communications System (AeroMACS)

NASA Technical Reports Server (NTRS)

Kerczewski, Robert J.; Wilson, Jeffrey D.

2010-01-01

Interference issues related to the operation of an aeronautical mobile airport communications system (AeroMACS) in the C-Band (specifically 5091-5150 MHz) is being investigated. The issue of primary interest is co-channel interference from AeroMACS into mobile-satellite system (MSS) feeder uplinks. The effort is focusing on establishing practical limits on AeroMACS transmissions from airports so that the threshold of interference into MSS is not exceeded. The analyses are being performed with the software package Visualyse Professional, developed by Transfinite Systems Limited. Results with omni-directional antennas and plans to extend the models to represent AeroMACS more accurately will be presented. These models should enable realistic analyses of emerging AeroMACS designs to be developed from NASA Test Bed, RTCA 223, and European results.

Leading Professional Learning to Develop Professional Capital: The Saskatchewan Professional Development Unit's Facilitator Community

ERIC Educational Resources Information Center

Osmond-Johnson, Pamela

2017-01-01

Drawing on data from a mixed methods study of the Saskatchewan Professional Development Unit's (SPDU) Facilitator Community, this paper highlights the potential of teacher-led professional learning in developing professional capital through engagement in teacher leadership. Analysis of survey, interview, and observational data revealed the…

Professional Development for Graduate Students through Internships at Federal Labs: an NSF/USGS Collaboration

NASA Astrophysics Data System (ADS)

Snow, E.; Jones, E.; Patino, L. C.; Wasserman, E.; Isern, A. R.; Davies, T.

2016-12-01

In 2013 the White House initiated an effort to coordinate STEM education initiatives across federal agencies. This idea spawned several important collaborations, one of which is a set of National Science Foundation programs designed to place graduate students in federal labs for 2-12 months of their Ph.D. training. The Graduate Research Internship Program (GRIP) and the Graduate Student Preparedness program (GSP) each have the goal of exposing PhD students to the federal work environment while expanding their research tools and mentoring networks. Students apply for supplementary support to their Graduate Research Fellowship (GRIP) or their advisor's NSF award (GSP). These programs are available at several federal agencies; the USGS is one partner. At the U.S. Geological Survey, scientists propose projects, which students can find online by searching USGS GRIP, or students and USGS scientists can work together to develop a research project. At NSF, projects are evaluated on both the scientific merit and the professional development opportunities they afford the student. The career development extends beyond the science (new techniques, data, mentors) into the professional activity of writing the proposal, managing the budget, and working in a new and different environment. The USGS currently has 18 GRIP scholars, including Madeline Foster-Martinez, a UC Berkeley student who spent her summer as a GRIP fellow at the USGS Pacific Coastal and Marine Science Center working with USGS scientist Jessica Lacy. Madeline's Ph.D. work is on salt marshes and she has studied geomorphology, accretion, and gas transport using a variety of research methods. Her GRIP fellowship allowed her to apply new data-gathering tools to the question of sediment delivery to the marsh, and build and test a model for sediment delivery along marsh edges. In addition, she gained professional skills by collaborating with a new team of scientists, running a large-scale field deployment, and experiencing a new work environment. The program is succeeding in mentoring the next generation of geoscientists. At the USGS, we hope that some of these scientists will look for their first full-time job here.

34 CFR 263.1 - What is the Professional Development program?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 1 2011-07-01 2011-07-01 false What is the Professional Development program? 263.1... Development Program § 263.1 What is the Professional Development program? (a) The Professional Development... Professional Development program requires individuals who receive training to— (1) Perform work related to the...

Validating a conceptual model for an inter-professional approach to shared decision making: a mixed methods study

PubMed Central

Légaré, France; Stacey, Dawn; Gagnon, Susie; Dunn, Sandy; Pluye, Pierre; Frosch, Dominick; Kryworuchko, Jennifer; Elwyn, Glyn; Gagnon, Marie-Pierre; Graham, Ian D

2011-01-01

Rationale, aims and objectives Following increased interest in having inter-professional (IP) health care teams engage patients in decision making, we developed a conceptual model for an IP approach to shared decision making (SDM) in primary care. We assessed the validity of the model with stakeholders in Canada. Methods In 15 individual interviews and 7 group interviews with 79 stakeholders, we asked them to: (1) propose changes to the IP-SDM model; (2) identify barriers and facilitators to the model's implementation in clinical practice; and (3) assess the model using a theory appraisal questionnaire. We performed a thematic analysis of the transcripts and a descriptive analysis of the questionnaires. Results Stakeholders suggested placing the patient at its centre; extending the concept of family to include significant others; clarifying outcomes; highlighting the concept of time; merging the micro, meso and macro levels in one figure; and recognizing the influence of the environment and emotions. The most common barriers identified were time constraints, insufficient resources and an imbalance of power among health professionals. The most common facilitators were education and training in inter-professionalism and SDM, motivation to achieve an IP approach to SDM, and mutual knowledge and understanding of disciplinary roles. Most stakeholders considered that the concepts and relationships between the concepts were clear and rated the model as logical, testable, having clear schematic representation, and being relevant to inter-professional collaboration, SDM and primary care. Conclusions Stakeholders validated the new IP-SDM model for primary care settings and proposed few modifications. Future research should assess if the model helps implement SDM in IP clinical practice. PMID:20695950

Validating a conceptual model for an inter-professional approach to shared decision making: a mixed methods study.

PubMed

Légaré, France; Stacey, Dawn; Gagnon, Susie; Dunn, Sandy; Pluye, Pierre; Frosch, Dominick; Kryworuchko, Jennifer; Elwyn, Glyn; Gagnon, Marie-Pierre; Graham, Ian D

2011-08-01

Following increased interest in having inter-professional (IP) health care teams engage patients in decision making, we developed a conceptual model for an IP approach to shared decision making (SDM) in primary care. We assessed the validity of the model with stakeholders in Canada. In 15 individual interviews and 7 group interviews with 79 stakeholders, we asked them to: (1) propose changes to the IP-SDM model; (2) identify barriers and facilitators to the model's implementation in clinical practice; and (3) assess the model using a theory appraisal questionnaire. We performed a thematic analysis of the transcripts and a descriptive analysis of the questionnaires. Stakeholders suggested placing the patient at its centre; extending the concept of family to include significant others; clarifying outcomes; highlighting the concept of time; merging the micro, meso and macro levels in one figure; and recognizing the influence of the environment and emotions. The most common barriers identified were time constraints, insufficient resources and an imbalance of power among health professionals. The most common facilitators were education and training in inter-professionalism and SDM, motivation to achieve an IP approach to SDM, and mutual knowledge and understanding of disciplinary roles. Most stakeholders considered that the concepts and relationships between the concepts were clear and rated the model as logical, testable, having clear schematic representation, and being relevant to inter-professional collaboration, SDM and primary care. Stakeholders validated the new IP-SDM model for primary care settings and proposed few modifications. Future research should assess if the model helps implement SDM in IP clinical practice. © 2010 Blackwell Publishing Ltd.

STEM professional development: What's going on from the presenters' and participants' perspectives?

NASA Astrophysics Data System (ADS)

Williams, Randi

This study was designed to explore elementary STEM professional development viewed from the presenters' and participants' perspectives. Numerous committees and educational organizations recommend investing in STEM professional development at the local, state, and national level. This investment must begin with research that inquires how STEM professional development is structured and what is needed for teacher and student success. Since there is a recent STEM education push in schools, elementary teachers need effective professional development in order to gain the necessary content, skills, confidence, and pedagogy required for those changing demands. This qualitative study embraced. Yin's case study methodology by observing short-duration STEM professional development for elementary teachers within a large metropolitan school system and an educational professional development agency. The study discussed the analysis and findings in the context of Bandura's sources of efficacy and Desimone's critical features of professional development. Data were gathered form professional development observations, presenter interviews, and participant interviews. The research questions for this study included: (a) based on Desimone's (2009) framework for professional development, what does content focused, active learning, coherence, duration, and collective participation look like in initial STEM professional development for elementary teachers? (b) are Bandura's (1997) four sources of self- efficacy: mastery experiences, vicarious experiences, social persuasion, and affective states evidenced within the short duration professional development? and (c) how do these two frameworks align between presenter and participant thoughts and actions? This study uncovered additional sources of efficacy are present in short-duration STEM professional development. These found sources include coherence, content, and active learning delivered in a definitive order. The findings of this study have implications for educators, policy makers, and developers of professional development. Future research is needed to add to the small body of literature about STEM professional development, specifically research to fully understand the structure of STEM professional development and how this differs for other areas of learning.

Developing a modern standard to define and assess professionalism in trainees.

PubMed

Schwartz, Ann C; Kotwicki, Raymond J; McDonald, William M

2009-01-01

Assessing professionalism in medical education poses many challenges. The authors discuss common themes and principles in managing professionalism in medical education. The authors review the development of standards of professionalism in medical education. They define educational goals for professionalism and also discuss the practical problems with assessing professionalism and addressing it with the trainees. Strategies for remediation of unprofessional conduct are outlined. Given the importance of role models in the development of professional behavior, maintaining an environment that fosters professionalism is an implicit feature of teaching professionalism. Professionalism should be a part of the objectives for each course and clinical rotation, using clearly defined goals and objectives. Assessment of professionalism should begin early and be conducted frequently, giving trainees the opportunity to change. A formal mentoring system can be an effective mechanism to develop role models and teach professionalism. Teaching professionalism through formal curricula is paramount in helping develop new generations of compassionate and responsible physicians. Additional strategies such as consistent role modeling of professional behaviors are also needed to encourage the development of professional physicians.

Literacy-Related Professional Development Preferences of Secondary Teachers

ERIC Educational Resources Information Center

Jones, Shara L.; Lee, Elizabeth A.

2014-01-01

A survey of 100 teachers in one Ontario school board examined their literacy-related professional development preferences. The majority preferred short durations of literacy-related professional development. A small number did not want any literacy-related professional development. The most preferred forms of professional development were shared…

Developing the Developers: Supporting and Researching the Learning of Professional Development Facilitators

ERIC Educational Resources Information Center

Perry, Emily; Boylan, Mark

2018-01-01

Research on teacher professional development is extensive but there are fewer studies about the practitioners who facilitate professional development. Here we report on a pilot programme for professional development facilitators rooted in a cycle of action research. Informed by a categorisation of professional knowledge and skills of facilitators,…

An Examination of the Relationship between Professional Development Providers' Epistemological and Nature of Science Beliefs and Their Professional Development Programs

NASA Astrophysics Data System (ADS)

Garcia Arriola, Alfonso

In the last twenty years in US science education, professional development has emphasized the need to change science instruction from a direct instruction model to a more participatory and constructivist learning model. The result of these reform efforts has seen an increase in science education professional development that is focused on providing teaching strategies that promote inquiry learning to learn science content. Given these reform efforts and teacher responses to professional development, research seems to indicate that whether teachers actually change their practice may depend on the teachers' basic epistemological beliefs about the nature of science. The person who builds the bridge between teacher beliefs and teacher practice is the designer and facilitator of science teacher professional development. Even though these designers and facilitators of professional development are critical to science teacher change, few have studied how these professionals approach their work and what influence their beliefs have on their professional development activities. Eight developers and designers of science education professional development participated in this study through interviews and the completion of an online questionnaire. To examine the relationship between professional development providers' science beliefs and their design, development, and implementation of professional development experiences for science teachers, this study used the Views on Science Education Questionnaire (VOSE), and interview transcripts as well as analysis of the documents from teacher professional development experiences. Through a basic interpretive qualitative analysis, the predominant themes that emerged from this study suggest that the nature of science is often equated with the practice of science, personal beliefs about the nature of science have a minimal impact on the design of professional development experiences, current reform efforts in science education have a strong influence on the design of professional development, and those providing science education professional development have diverse views about epistemology and the nature of science. The results and conclusions from this study lead to a discussion of implications and recommendations for the planning and design of professional development for science teachers, including the need to making equity and social justice issues an integral part of inquiry and scientific practice.

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

NASA Astrophysics Data System (ADS)

Musikul, Kusalin

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

Nurses' extended work hours: Patient, nurse and organizational outcomes.

PubMed

Kunaviktikul, W; Wichaikhum, O; Nantsupawat, A; Nantsupawat, R; Chontawan, R; Klunklin, A; Roongruangsri, S; Nantachaipan, P; Supamanee, T; Chitpakdee, B; Akkadechanunt, T; Sirakamon, S

2015-09-01

Nursing shortages have been associated with increased nurse workloads that may result in work errors, thus impacting patient, nurse and organizational outcomes. To examine for the first time in Thailand nurses' extended work hours (working more than 40 h per week) and its relationship to patient, nurse and organizational outcomes. Using multistage sampling, 1524 registered nurses working in 90 hospitals across Thailand completed demographic forms: the Nurses' Extended Work Hours Form; the Patient, Nurse, Organizational Outcomes Form; the Organizational Productivity Questionnaire and the Maslach Burnout Inventory. The data were analysed using descriptive statistics, Spearman's rank correlation and logistic regression. The average extended work hour of respondents was 18.82 h per week. About 80% worked two consecutive shifts. The extended work hours had a positive correlation with patient outcomes, such as patient identification errors, pressure ulcers, communication errors and patient complaints and with nurse outcomes of emotional exhaustion and depersonalization. Furthermore, we found a negative correlation between extended work hours and job satisfaction as a whole, intent to stay and organizational productivity. Nurses who had extended work hours of >16 h per week were significantly more likely to perceive all four adverse patient outcomes than participants working an extended ≤8 h per week. Patient outcomes were measured by respondents' self-reports. This may not always reflect the real occurrence of adverse events. Associations between extended work hours and outcomes for patients, nurses and the organization were found. The findings demonstrate that working two shifts (16 h) more than the regular work hours lead to negative outcomes for patients, nurses and the organization. Our findings add to increasing international evidence that nurses' poor working conditions result in negative outcomes for professionals, patients and health systems. Policymakers need to be aware of the issues regarding nurses' extended work hours, which has been found to contribute to burnout. Urgently, nurse and health administrators need to develop and implement appropriate nursing overtime policies and strategies to help reduce this phenomenon, including measures to overcome the nursing shortage. © 2015 International Council of Nurses.

Conceptualizing and Evaluating Professional Development for School Leaders

ERIC Educational Resources Information Center

Goldring, Ellen B.; Preston, Courtney; Huff, Jason

2012-01-01

In this paper, we present a review of the field of professional development for school leaders. The paper sets out a framework for defining what professional development is, articulates criteria to define "high quality" professional development, and describes goals for professional development. It then critiques the research on…

34 CFR 263.3 - What definitions apply to the Professional Development program?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 1 2011-07-01 2011-07-01 false What definitions apply to the Professional Development... Professional Development Program § 263.3 What definitions apply to the Professional Development program? The following definitions apply to the Professional Development program: Bureau-funded school means a Bureau...

34 CFR 263.4 - What training costs may a Professional Development program include?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false What training costs may a Professional Development... GRANT PROGRAMS Professional Development Program § 263.4 What training costs may a Professional Development program include? (a) A Professional Development program may include, as training costs, assistance...

34 CFR 263.4 - What training costs may a Professional Development program include?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 1 2011-07-01 2011-07-01 false What training costs may a Professional Development... GRANT PROGRAMS Professional Development Program § 263.4 What training costs may a Professional Development program include? (a) A Professional Development program may include, as training costs, assistance...

Business Educators' Perceptions of the Impact of Their Professional Development on Classroom Instruction

ERIC Educational Resources Information Center

Shumack, Kellie A.; Forde, Connie M.

2011-01-01

Objective: This research investigated teachers' perceptions of the impact of professional development on the classroom instruction of secondary business teachers and the relationship between the impact of professional development and the number of hours spent in professional development. Background: Quality professional development for teachers…

A conceptual framework of game-informed principles for health professions education.

PubMed

Ellaway, Rachel H

2016-01-01

Games have been used for training purposes for many years, but their use remains somewhat underdeveloped and under-theorized in health professional education. This paper considers the basis for using serious games (games that have an explicit educational purpose) in health professional education in terms of their underlying concepts and design principles. These principles can be understood as a series of game facets: competition and conflict, chance and luck, experience and performance, simulation and make-believe, tactics and strategies, media, symbols and actions, and complexity and difficulty. Games are distinct and bound in ways that other health professional education activities are not. The differences between games and simulation can be understood in terms of the interconnected concepts of isomorphism (convergence with real-world practice) and anisomorphism (divergence from real-world practice). Gaming facets can extend the instructional design repertoire in health professional education.

Application of the matching law to pitch selection in professional baseball.

PubMed

Cox, David J; Sosine, Jacob; Dallery, Jesse

2017-04-01

This study applied the generalized matching equation (GME) to pitch selection in professional baseball. The GME was fitted to the relation between pitch selection and hitter outcomes for five professional baseball pitchers during the 2014 Major League Baseball season. The GME described pitch selection well. Pitch allocation varied across different game contexts such as inning, count, and number of outs in a manner consistent with the GME. Finally, within games, bias decreased for four of the five pitchers and the sensitivity parameter increased for three of the five pitchers. The results extend the generality of the GME to multialternative natural sporting contexts, and demonstrate the influence of context on behavior in natural environments. © 2017 Society for the Experimental Analysis of Behavior.

Thoughtful nursing practice: reflections on nurse delegation decision-making.

PubMed

McInnis, Leigh Ann; Parsons, Lynn C

2009-12-01

This article discusses delegation challenges and legal and regulatory oversight associated with delegation in the clinical practice setting. The authors address moral and legal attributes of the roles and responsibilities of health care providers regarding delegating health care interventions. The article also explores guiding principles and rules of delegation within professional standards, national practice guidelines, and state nurse practice acts. Nurse experts provide thoughtful reflection on nursing models and the role of delegation, emphasizing the critical role of delegation in extending the role of the health care professional in patient care services.

Greenbook Abstract & Catalog--4.

ERIC Educational Resources Information Center

Coole, Walter A.; And Others

This catalog is the fourth in a series extending and updating teaching materials previously disseminated through the ERIC system, including the "Greenbook System" of training materials for higher education professionals (ED 103 083-084 and 148 438), Open Classroom Documentation, a procedural manual for an autoinstructional learning…

In the market for ethics. Marketing begins with values.

PubMed

Schick, I C; Schick, T A

1989-10-01

High-quality care and concern for the poor are among the core values that all Catholic healthcare facilities share. And marketing is a proven tool for extending those values. In times past, healthcare providers, including Catholic facilities, were concerned about whether healthcare marketing was ethical. Much of the concern focused on advertising and promotion. A number of ethical violations do appear in hospital advertising. But government and professional organizations have established guidelines for ethics in advertising. Hospitals should encourage their marketing professionals to personally adhere to these codes. To ensure marketing activities are conducted ethically, a hospital must clearly articulate its commitment to ethical marketing; ensure that marketing professionals adhere to this commitment; and monitor activity. These steps should extend to a hospital's strategic plan, particularly its mission statement. Although strategic planning has many critical elements, the heart of the plan and the process is the mission statement, the expression of an organization's distinctiveness. For a Catholic hospital, this distinctiveness is found in two tiers of value: the core Catholic values, as articulated by its religious sponsors, and the institution's specific values flowing from its history, location, and services. If a religious healthcare provider is really committed to its values, it will actively affirm them in its marketing.

From Novice to Seasoned Practitioner: a Qualitative Investigation of Genetic Counselor Professional Development.

PubMed

Zahm, Kimberly Wehner; Veach, Patricia McCarthy; Martyr, Meredith A; LeRoy, Bonnie S

2016-08-01

Research on genetic counselor professional development would characterize typical developmental processes, inform training and supervision, and promote life-long development opportunities. To date, however no studies have comprehensively examined this phenomenon. The aims of this study were to investigate the nature of professional development for genetic counselors (processes, influences, and outcomes) and whether professional development varies across experience levels. Thirty-four genetic counselors participated in semi-structured telephone interviews exploring their perspectives on their professional development. Participants were sampled from three levels of post-degree genetic counseling experience: novice (0-5 years), experienced (6-14 years), and seasoned (>15 years). Using modified Consensual Qualitative Research and grounded theory methods, themes, domains, and categories were extracted from the data. The themes reflect genetic counselors' evolving perceptions of their professional development and its relationship to: (a) being a clinician, (b) their professional identity, and (c) the field itself. Across experience levels, prevalent influences on professional development were interpersonal (e.g., experiences with patients, genetic counseling colleagues) and involved professional and personal life events. Common developmental experiences included greater confidence and less anxiety over time, being less information-driven and more emotion-focused with patients, delivering "bad news" to patients remains challenging, and individuals' professional development experiences parallel genetic counseling's development as a field. With a few noteworthy exceptions, professional development was similar across experience levels. A preliminary model of genetic counselor professional development is proposed suggesting development occurs in a non-linear fashion throughout the professional lifespan. Each component of the model mutually influences the others, and there are positive and negative avenues of development.

Report to the Legislature: Professional Development Expenditures. Line-Item 7061-0008

ERIC Educational Resources Information Center

Massachusetts Department of Elementary and Secondary Education, 2008

2008-01-01

This paper presents the "Report to the Legislature: Professional Development Expenditures". All public school districts report professional development expenditures as part of the required End of Year Financial Report in four areas: professional development leadership, teacher/instructional staff professional days, substitute salaries…

How motivated are patients with type 2 diabetes to change their lifestyle? A survey among patients and healthcare professionals.

PubMed

Linmans, Joris J; Knottnerus, J André; Spigt, Mark

2015-12-01

It is unknown to what extend patients with type 2 diabetes mellitus (T2DM) in primary care are motivated to change their lifestyle. We assessed the level of motivation to change lifestyle and the agreement for that level between patients and healthcare professionals. Patients with T2DM (150) filled in a questionnaire to assess the level of motivation to change their lifestyle, using a single question with three answer options. We investigated the agreement for this level between these patients and their healthcare professionals (12 professionals). In addition, we investigated and compared the level of physical activity as indicated by the patients and the healthcare professionals. A large part of the patients reported to have a deficient physical activity level (35% according to patients, 47% according to healthcare professionals, kappa 0.32) and were not motivated to change their lifestyle level (29% according to patients, 43% according to healthcare professionals, kappa 0.13). Patients tended to overestimate their physical activity and their motivation to change in comparison with their healthcare professionals. Patients with T2DM in primary care should increase their physical activity level. Healthcare professionals often do not know whether patients are motivated to change their lifestyle, and should therefore assess motivation regularly to optimize lifestyle management. Copyright © 2015 Primary Care Diabetes Europe. Published by Elsevier Ltd. All rights reserved.

An Integrated Model for Improving Undergraduate Geoscience Workforce Readiness

NASA Astrophysics Data System (ADS)

Keane, C. M.; Houlton, H. R.

2017-12-01

Within STEM fields, employers are reporting a widening gap in the workforce readiness of new graduates. As departments continue to be squeezed with new requirements, chasing the latest technologies and scientific developments and constrained budgets, formal undergraduate programs struggle to fully prepare students for the workforce. One major mechanisms to address gaps within formal education is in life-long learning. Most technical and professional fields have life-long learning requirements, but it is not common in the geosciences, as licensing requirements remain limited. By introducing the concept of career self-management and life-long learning into the formal education experience of students, we can build voluntary engagement and shift some of the preparation burden from existing degree programs. The Geoscience Online Learning Initiative (GOLI) seeks to extend professional life-long learning into the formal education realm. By utilizing proven, effective means to capture expert knowledge, the GOLI program constructs courses in the OpenEdX platform, where the content authors and society staff continuously refine the material into effective one- to two-hour long asynchronous modules. The topical focus of these courses are outside of the usual scope of the academic curriculum, but are aligned with applied technical or professional issues. These courses are provided as open education resources, but also qualify for CEUs as the ongoing professional microcredential in the profession. This way, interested faculty can utilize these resources as focused modules in their own course offerings or students can engage in the courses independently and upon passing the assessments and paying of a nominal fee, be awarded CEUs which count towards their professional qualifications. Establishing a continuum of learning over one's career is a critical cultural change needed for students to succeed and be resilient through the duration of a career. We will examine how this approach mimics successful efforts in other STEM fields and where it aligns with both ongoing evolution in professional geoscience employment and broader trends in STEM career management.

Considering Professional Identity to Enhance Agriculture Teacher Development

ERIC Educational Resources Information Center

Shoulders, Catherine W.; Myers, Brian E.

2011-01-01

The professional identity secondary agriculture teachers display can affect their receptiveness and interest in different professional development events, yet is often overlooked when designing professional development because it is not included in the consensus of proven methods of professional development design and delivery (Desimone, 2009).…

A cooperative inquiry into action learning and praxis development in a community nursing module.

PubMed

Jenkins, Emrys R; Mabbett, Gaynor M; Surridge, Andrea G; Warring, Joanna; Gwynn, Elizabeth D

2009-09-01

As nurse lecturers we investigated practice development and action learning approaches aimed at enabling postregistration bachelor's- and master's-level nursing students (Community Health Studies, Nursing in the Home) to advance practice in the context of policy and professional developments. A patchwork text was used to assess summatively what students achieved (practice change/development) and how this was informed critically, via an extended epistemology. First-person inquiry supplemented by cooperative inquiry postcourse completion (including reflective discussions with 16 students and 16 practice mentors) were used to assist coresearcher constructions of meaning. A relational, tripartite approach to learning and assessment (students', teachers', and practice mentors' collective contributions) depends on continuing reflective attention. Action learning enhances interrelation of experience with dialectic thinking. The patchwork text functions to promote creative writing, evaluative thinking, and praxis development. Role modeling by all, being genuine and not just "talking" genuine, is challenging yet crucial if people are to function as mutual resources for learning.

Development of Models for Regional Cardiac Surgery Centers

PubMed Central

Park, Choon Seon; Park, Nam Hee; Sim, Sung Bo; Yun, Sang Cheol; Ahn, Hye Mi; Kim, Myunghwa; Choi, Ji Suk; Kim, Myo Jeong; Kim, Hyunsu; Chee, Hyun Keun; Oh, Sanggi; Kang, Shinkwang; Lee, Sok-Goo; Shin, Jun Ho; Kim, Keonyeop; Lee, Kun Sei

2016-01-01

Background This study aimed to develop the models for regional cardiac surgery centers, which take regional characteristics into consideration, as a policy measure that could alleviate the concentration of cardiac surgery in the metropolitan area and enhance the accessibility for patients who reside in the regions. Methods To develop the models and set standards for the necessary personnel and facilities for the initial management plan, we held workshops, debates, and conference meetings with various experts. Results After partitioning the plan into two parts (the operational autonomy and the functional comprehensiveness), three models were developed: the ‘independent regional cardiac surgery center’ model, the ‘satellite cardiac surgery center within hospitals’ model, and the ‘extended cardiac surgery department within hospitals’ model. Proposals on personnel and facility management for each of the models were also presented. A regional cardiac surgery center model that could be applied to each treatment area was proposed, which was developed based on the anticipated demand for cardiac surgery. The independent model or the satellite model was proposed for Chungcheong, Jeolla, North Gyeongsang, and South Gyeongsang area, where more than 500 cardiac surgeries are performed annually. The extended model was proposed as most effective for the Gangwon and Jeju area, where more than 200 cardiac surgeries are performed annually. Conclusion The operation of regional cardiac surgery centers with high caliber professionals and quality resources such as optimal equipment and facility size, should enhance regional healthcare accessibility and the quality of cardiac surgery in South Korea. PMID:28035295

Brief encounters: what do primary care professionals contribute to peoples' self-care support network for long-term conditions? A mixed methods study.

PubMed

Rogers, Anne; Vassilev, Ivaylo; Brooks, Helen; Kennedy, Anne; Blickem, Christian

2016-02-17

Primary care professionals are presumed to play a central role in delivering long-term condition management. However the value of their contribution relative to other sources of support in the life worlds of patients has been less acknowledged. Here we explore the value of primary care professionals in people's personal communities of support for long-term condition management. A mixed methods survey with nested qualitative study designed to identify relationships and social network member's (SNM) contributions to the support work of managing a long-term condition conducted in 2010 in the North West of England. Through engagement with a concentric circles diagram three hundred participants identified 2544 network members who contributed to illness management. The results demonstrated how primary care professionals are involved relative to others in ongoing self-care management. Primary care professionals constituted 15.5 % of overall network members involved in chronic illness work. Their contribution was identified as being related to illness specific work providing less in terms of emotional work than close family members or pets and little to everyday work. The qualitative accounts suggested that primary care professionals are valued mainly for access to medication and nurses for informational and monitoring activities. Overall primary care is perceived as providing less input in terms of extended self-management support than the current literature on policy and practice suggests. Thus primary care professionals can be described as providing 'minimally provided support'. This sense of a 'minimally' provided input reinforces limited expectations and value about what primary care professionals can provide in terms of support for long-term condition management. Primary care was perceived as having an essential but limited role in making a contribution to support work for long-term conditions. This coalesces with evidence of a restricted capacity of primary care to take on the work load of self-management support work. There is a need to prioritise exploring the means by which extended self-care support could be enhanced out-with primary care. Central to this is building a system capable of engaging network capacity to mobilise resources for self-management support from open settings and the broader community.

An Investigation of Traditional Professional Development versus Reform Professional Development and the Implementation of Strategies, Curriculum and Classroom Environment by Prekindergarten Teachers

ERIC Educational Resources Information Center

Oliver-Brooks, Helen

2013-01-01

The purpose of this study is to investigate differences between traditional conventional professional development and high quality reflective professional development and curriculum implementation of classroom practices. This study examined the extent to which professional development activities were associated with increased levels of curriculum…

Leading Learning: The Role of School Leaders in Supporting Continuous Professional Development

ERIC Educational Resources Information Center

Stevenson, Michael; Hedberg, John G.; O'Sullivan, Kerry-Ann; Howe, Cathie

2016-01-01

In contemporary school settings, leaders seeking to support professional development are faced with many challenges. These challenges call for educators who can undertake professional learning that is continuous and adaptive to change. As a term, continuous professional development (CPD) reflects many different forms of professional development in…

Continuous Professional Development of English Language Teachers: Perception and Practices

ERIC Educational Resources Information Center

Al Asmari, AbdulRahman

2016-01-01

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

Surviving the Lunacy Act of 1890: English Psychiatrists and Professional Development during the Early Twentieth Century.

PubMed

Takabayashi, Akinobu

2017-04-01

In recent decades, historians of English psychiatry have shifted their major concerns away from asylums and psychiatrists in the nineteenth century. This is also seen in the studies of twentieth-century psychiatry where historians have debated the rise of psychology, eugenics and community care. This shift in interest, however, does not indicate that English psychiatrists became passive and unimportant actors in the last century. In fact, they promoted Lunacy Law reform for a less asylum-dependent mode of psychiatry, with a strong emphasis on professional development. This paper illustrates the historical dynamics around the professional development of English psychiatry by employing Andrew Abbott's concept of professional development. Abbott redefines professional development as arising from both abstraction of professional knowledge and competition regarding professional jurisdiction. A profession, he suggests, develops through continuous re-formation of its occupational structure, mode of practice and political language in competing with other professional and non-professional forces. In early twentieth-century England, psychiatrists promoted professional development by framing political discourse, conducting a daily trade and promoting new legislation to defend their professional jurisdiction. This professional development story began with the Lunacy Act of 1890, which caused a professional crisis in psychiatry and led to inter-professional competition with non-psychiatric medical service providers. To this end, psychiatrists devised a new political rhetoric, 'early treatment of mental disorder', in their professional interests and succeeded in enacting the Mental Treatment Act of 1930, which re-instated psychiatrists as masters of English psychiatry.

Reasonability and conscientious objection in medicine: a reply to Marsh and an elaboration of the reason-giving requirement.

PubMed

Card, Robert F

2014-07-01

In this paper I defend the Reasonability View: the position that medical professionals seeking a conscientious exemption must state reasons in support of their objection and allow those reasons to be subject to evaluation. Recently, this view has been criticized by Jason Marsh as proposing a standard that is either too difficult to meet or too easy to satisfy. First, I defend the Reasonability View from this proposed dilemma. Then, I develop this view by presenting and explaining some of the central criteria it uses to assess whether a conscientious objection is proper grounds for extending an exemption to a medical practitioner. © 2013 John Wiley & Sons Ltd.

Charting a path for health sciences librarians in an integrated information environment.

PubMed

Jones, C J

1993-10-01

Changes in the health information environment present a major challenge to health sciences librarians. To successfully meet this challenge, librarians must apply the concepts of informal, self-directed, lifelong learning to their own carers. The Joint Commission on Accreditation of Healthcare Organizations is creating an integrated information environment in health care organizations. The health sciences librarian brings unique knowledge and skills to this environment. The reference technique, a methodology that closely parallels other problem-solving approaches such as the physician's diagnostic technique, equips librarians with the conceptual skills to develop creative solutions to information management problems. Each health sciences librarian must assume responsibility for extending professional skills and abilities and demonstrating them in the workplace.

Greenbook Abstract and Catalog--2.

ERIC Educational Resources Information Center

Coole, Walter A.

This catalog is the second in a series extending and updating teaching materials previously disseminated through the ERIC system, including the "Greenbook System" of training materials for higher education professionals (ED 103 083 and 084). Open Classroom Documentation, a procedural manual for an autoinstructional learning laboratory at…

Greenbook Abstract and Catalog--3.

ERIC Educational Resources Information Center

Coole, Walter A.

This catalog is the third in a series extending and updating teaching materials previously disseminated through the ERIC system, including the "Greenbook System" of training materials for higher education professionals (ED 103 083 and 084), Open Classroom Documentation, a procedural manual for an autoinstructional learning laboratory at…

Use of Social Media for Professional Development by Health Care Professionals: A Cross-Sectional Web-Based Survey

PubMed Central

2016-01-01

Background Social media can be used in health care settings to enhance professional networking and education; patient communication, care, and education; public health programs; organizational promotion; and research. Objective The aim of this study was to explore the use of social media networks for the purpose of professional development among health care professionals in Saudi Arabia using a purpose-designed Web-based survey. Methods A cross-sectional web-based survey was undertaken. A link to the survey was posted on the investigator’s personal social media accounts including Twitter, LinkedIn, and WhatsApp. Results A total of 231 health care professionals, who are generally social media users, participated in the study. Of these professionals, 70.6% (163/231) use social media for their professional development. The social media applications most frequently used, in the descending order, for professional development were Twitter, YouTube, Instagram, Facebook, Snapchat, and LinkedIn. The majority of respondents used social media for professional development irrespective of their age group, with the highest proportion seen in those aged 20-30 years. Social media were perceived as being most beneficial for professional development in terms of their impact on the domains of knowledge and problem solving and least helpful for enhancing clinical skills. Twitter was perceived as the most helpful type of social media for all domains listed. Respondents most frequently reported that social media were useful for professional development for the reasons of knowledge exchange and networking. Conclusions Social media are frequently used by health care professionals in Saudi Arabia for the purposes of professional development, with Twitter most frequently used for this purpose. These findings suggest that social media networks can be powerful tools for engaging health care professionals in their professional development. PMID:27731855

Use of Social Media for Professional Development by Health Care Professionals: A Cross-Sectional Web-Based Survey.

PubMed

Alsobayel, Hana

2016-09-12

Social media can be used in health care settings to enhance professional networking and education; patient communication, care, and education; public health programs; organizational promotion; and research. The aim of this study was to explore the use of social media networks for the purpose of professional development among health care professionals in Saudi Arabia using a purpose-designed Web-based survey. A cross-sectional web-based survey was undertaken. A link to the survey was posted on the investigator's personal social media accounts including Twitter, LinkedIn, and WhatsApp. A total of 231 health care professionals, who are generally social media users, participated in the study. Of these professionals, 70.6% (163/231) use social media for their professional development. The social media applications most frequently used, in the descending order, for professional development were Twitter, YouTube, Instagram, Facebook, Snapchat, and LinkedIn. The majority of respondents used social media for professional development irrespective of their age group, with the highest proportion seen in those aged 20-30 years. Social media were perceived as being most beneficial for professional development in terms of their impact on the domains of knowledge and problem solving and least helpful for enhancing clinical skills. Twitter was perceived as the most helpful type of social media for all domains listed. Respondents most frequently reported that social media were useful for professional development for the reasons of knowledge exchange and networking. Social media are frequently used by health care professionals in Saudi Arabia for the purposes of professional development, with Twitter most frequently used for this purpose. These findings suggest that social media networks can be powerful tools for engaging health care professionals in their professional development.

Professional Development of Academic Library Professionals in Kerala

ERIC Educational Resources Information Center

Mathew, K. Susan; Baby, M. D.; Pillai, S. Sreerekha

2011-01-01

The paper aims to bring out the problems and prospects of the professional development opportunities of academic library professionals in the Universities in Kerala. The study is a part of research undertaken to survey the professional development activities and educational needs of library professionals in the major Universities of Kerala in the…

Developing guidelines in low-income and middle-income countries: lessons from Kenya

PubMed Central

English, Mike; Irimu, Grace; Nyamai, Rachel; Were, Fred; Garner, Paul; Opiyo, Newton

2017-01-01

There are few examples of sustained nationally organised, evidence-informed clinical guidelines development processes in Sub-Saharan Africa. We describe the evolution of efforts from 2005 to 2015 to support evidence-informed decision making to guide admission hospital care practices in Kenya. The approach to conduct reviews, present evidence, and structure and promote transparency of consensus-based procedures for making recommendations improved over four distinct rounds of policy making. Efforts to engage important voices extended from government and academia initially to include multiple professional associations, regulators and practitioners. More than 100 people have been engaged in the decision-making process; an increasing number outside the research team has contributed to the conduct of systematic reviews, and 31 clinical policy recommendations has been developed. Recommendations were incorporated into clinical guideline booklets that have been widely disseminated with a popular knowledge and skills training course. Both helped translate evidence into practice. We contend that these efforts have helped improve the use of evidence to inform policy. The systematic reviews, Grading of Recommendations, Assessment, Development and Evaluation (GRADE) approaches and evidence to decision-making process are well understood by clinicians, and the process has helped create a broad community engaged in evidence translation together with a social or professional norm to use evidence in paediatric care in Kenya. Specific sustained efforts should be made to support capacity and evidence-based decision making in other African settings and clinical disciplines. PMID:28584069

Missouri Professional Development Guidelines for Student Success.

ERIC Educational Resources Information Center

Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

These guidelines help professional development chairs, administrators, and teachers collaboratively plan for the ongoing skill development and content acquisition of staff members. Section 1, "Missions, Mandates, and Regulations for Professional Development," describes the mission of professional development as supporting teachers in…

Duty Hour Reporting: Conflicting Values in Professionalism

PubMed Central

Byrne, John M.; Loo, Lawrence K.; Giang, Dan W.

2015-01-01

Background Duty hour limits challenge professional values, sometimes forcing residents to choose between patient care and regulatory compliance. This may affect truthfulness in duty hour reporting. Objective We assessed residents' reasons for falsifying duty hour reports. Methods We surveyed residents in 1 sponsoring institution to explore the reasons for noncompliance, frequency of violations, falsification of reports, and the residents' awareness of the option to extend hours to care for a single patient. The analysis used descriptive statistics. Linear regression was used to explore falsification of duty hour reports by year of training. Results The response rate was 88% (572 of 650). Primary reasons for duty hour violations were number of patients (19%) and individual patient acuity/complexity (19%). Junior residents were significantly more likely to falsify duty hours (R = −0.966). Of 124 residents who acknowledged falsification, 51 (41%) identified the primary reason as concern that the program will be in jeopardy of violating the Accreditation Council for Graduate Medical Education (ACGME) duty hour limits followed by fear of punishment (34, 27%). This accounted for more than two-thirds of the primary reasons for falsification. Conclusions Residents' falsification of duty hour data appears to be motivated by concerns about adverse actions from the ACGME, and fear they might be punished. To foster professionalism, we recommend that sponsoring institutions educate residents about professionalism in duty hour reporting. The ACGME should also convey the message that duty hour limits be applied in a no-blame systems-based approach, and allow junior residents to extend duty hours for the care of individual patients. PMID:26457145

Mediating Artifact in Teacher Professional Development

NASA Astrophysics Data System (ADS)

Svendsen, Bodil

2015-07-01

This article focuses on teacher professional development (TPD) in natural science through the 5E model as mediating artifact. The study was conducted in an upper secondary school, grounded in a school-based intervention research project. My contribution to the field of research on TPD is founded on the hypothesis that teachers would be best facilitated to make their practice more inquiry based if they are provided with a mediating artifact. In this study the artifact is a model 5E, which is a conceptual way of thinking, to help teachers reflect on their practice. The aim is to encourage teachers to make changes themselves, by applying extended use of inquiry into their practice. This mediated artifact could thus be used across different national contexts. The main research question is; how can the 5E model as a mediating artifact enhance TPD? The article addresses the processes of the use of the 5E model and its influence on teachers' perception of the model. This is in order for teachers to conceptualize their goals related to inquiry and scientific thinking, and to solve the problems involved in achieving those goals in their own contexts. The study concludes that, after the intervention, the teachers' approaches and strategies demonstrate greater emphasis on learning.

Qualified Fitness and Exercise as Professionals and Exercise Prescription: Evolution of the PAR-Q and Canadian Aerobic Fitness Test.

PubMed

Shephard, Roy J

2015-04-01

Traditional approaches to exercise prescription have included a preliminary medical screening followed by exercise tests of varying sophistication. To maximize population involvement, qualified fitness and exercise professionals (QFEPs) have used a self-administered screening questionnaire (the Physical Activity Readiness Questionnaire, PAR-Q) and a simple measure of aerobic performance (the Canadian Aerobic Fitness Test, CAFT). However, problems have arisen in applying the original protocol to those with chronic disease. Recent developments have addressed these issues. Evolution of the PAR-Q and CAFT protocol is reviewed from their origins in 1974 to the current electronic decision tree model of exercise screening and prescription. About a fifth of apparently healthy adults responded positively to the original PAR-Q instrument, thus requiring an often unwarranted referral to a physician. Minor changes of wording did not overcome this problem. However, a consensus process has now developed an electronic decision tree for stratification of exercise risk not only for healthy individuals, but also for those with various types of chronic disease. The new approach to clearance greatly reduces physician referrals and extends the role of QFEPs. The availability of effective screening and simple fitness testing should contribute to the goal of maximizing physical activity in the entire population.

Place of International Congresses in the Diffusion of Knowledge in Infectious Diseases.

PubMed

Lassmann, Britta; Cornaglia, Giuseppe

2017-08-15

Through digital resources, physicians, microbiologists, and researchers around the world can stay up-to-date with the newest developments in their field and are therefore less dependent on medical congresses as a provider of knowledge and education. The role of the medical congress in spreading knowledge in the face of this changing environment needs to be reexamined. The result is a new paradigm that thinks about the dissemination of medical knowledge and discovery as ongoing conversations between professionals and their extended networks, rather than activities that happen only during the congress. Even though the tools we use to deliver information and knowledge are rapidly evolving, there is confidence in the lasting value of meetings for medical professionals. Medical congresses are environments uniquely conducive to generating new ideas and solutions to problems. As organizers explore new ways of sharing knowledge globally, it is crucial that the high quality of medical congresses be maintained. © The Author 2017. Published by Oxford University Press for the Infectious Diseases Society of America. All rights reserved. For permissions, e-mail: journals.permissions@oup.com.

A Comparison of Three Professional Development Mechanisms for Improving the Quality of Standards-Based IEP Objectives

ERIC Educational Resources Information Center

Lowman, J. Joneen

2016-01-01

Professional development is a necessary component of maintaining competency in professional practice. Technology has opened the door to new formats for delivering professional development, in addition to more traditional modes of training. This study compared three professional development formats for improving the quality of standards-based…

The role of high-involvement work practices and professional self-image in nursing recruits' turnover: A three-year prospective study.

PubMed

Chênevert, Denis; Jourdain, Geneviève; Vandenberghe, Christian

2016-01-01

The retention of young graduate nurses has become a major management challenge among hospitals in Western countries, which is amplified in a context of aging of populations and an increasing demand for services from patients. Moreover, as it has been reported that 50% of experienced nurses do not recommend a career in nursing, it is likely that retention problems occur not only at the level of the organization, but also at the level of the nursing profession. Although research has identified some predictors of nurse turnover, it is unclear which factors influence nurses' turnover from the organization and from the profession and how these factors interrelate with one another over time. The present study extends previous research on nurse turnover by looking at the combined effects of nurses' pre-entry expectations, perceived high-involvement work practices, and professional self-image, on intended and actual turnover from the organization and the profession. A prospective, longitudinal study of a sample of 160 graduated nurses affiliated with the Quebec Nurses' Association, Canada, was conducted. Participants were surveyed at three points in time, spread over a 3-year period. Graduated nurses' pre-entry expectations and professional self-image were surveyed at graduation (Time 1), while perceived high-involvement work practices, professional self-image, and intention to leave the organization and the profession were captured six months following nurses' entry into the labor market (Time 2). Finally, participants were surveyed with respect to organizational and professional turnover three years after the Time 2 survey (Time 3). Structural equations modeling was used to examine the structure of the measures and the relationships among the constructs. Although pre-entry expectations had no effect, perceived high-involvement work practices were positively related to Time 2, professional self-image (controlling for pre-entry professional self-image). Moreover, high-involvement work practices exerted an indirect, negative effect on organizational and professional turnover through intention to leave the organization, and an indirect negative effect on intention to leave the profession through professional self-image. Nonetheless, professional self-image did not affect turnover. The current study indicates that hospitals and nurse directors can take advantage of developing high-involvement work practices as these practices foster a stronger professional self-image among nurses, thereby contributing to their sense of value as care providers, and indirectly reduce intended and actual turnover from the organization and the profession. Copyright © 2015 Elsevier Ltd. All rights reserved.

Adoption, implementation and prioritization of specialist outreach policy in Australia: a national perspective.

PubMed

O'Sullivan, Belinda G; Joyce, Catherine M; McGrail, Matthew R

2014-07-01

The World Health Organization has endorsed the use of outreach to promote: efficient redeployment of the health-care workforce; continuity of care at the local level; and professional support for local, rural, health-care workers. Australia is the only country that has had, since 2000, a sustained national policy on outreach for subsidizing medical specialist outreach to rural areas. This paper describes the adoption, implementation and prioritization of a national specialist outreach policy in Australia. Adoption of the national policy followed a long history of successful outreach, largely driven by the professional interest and personal commitment of the workforce. Initially the policy supported only new outreach services but concerns about the sustainability of existing services resulted in eligibility for funding being extended to all specialist services. The costs of travel, travel time, accommodation, professional support, staff relief at specialists' primary practices and equipment hire were subsidized. Over time, a national political commitment to the equitable treatment of indigenous people resulted in more targeted support for outreach in remote areas. Current priorities are: (i) establishing team-based outreach services; (ii) improving local staff's skills; (iii) achieving local coordination; and (iv) conducting a nationally consistent needs assessment. The absence of subsidies for specialists' clinical work can discourage private specialists from providing services in remote areas where clinical throughput is low. To be successful, outreach policy must harmonize with the interests of the workforce and support professional autonomy. Internationally, the development of outreach policy must take account of the local pay and practice conditions of health workers.

Adoption, implementation and prioritization of specialist outreach policy in Australia: a national perspective

PubMed Central

Joyce, Catherine M; McGrail, Matthew R

2014-01-01

Abstract The World Health Organization has endorsed the use of outreach to promote: efficient redeployment of the health-care workforce; continuity of care at the local level; and professional support for local, rural, health-care workers. Australia is the only country that has had, since 2000, a sustained national policy on outreach for subsidizing medical specialist outreach to rural areas. This paper describes the adoption, implementation and prioritization of a national specialist outreach policy in Australia. Adoption of the national policy followed a long history of successful outreach, largely driven by the professional interest and personal commitment of the workforce. Initially the policy supported only new outreach services but concerns about the sustainability of existing services resulted in eligibility for funding being extended to all specialist services. The costs of travel, travel time, accommodation, professional support, staff relief at specialists’ primary practices and equipment hire were subsidized. Over time, a national political commitment to the equitable treatment of indigenous people resulted in more targeted support for outreach in remote areas. Current priorities are: (i) establishing team-based outreach services; (ii) improving local staff’s skills; (iii) achieving local coordination; and (iv) conducting a nationally consistent needs assessment. The absence of subsidies for specialists’ clinical work can discourage private specialists from providing services in remote areas where clinical throughput is low. To be successful, outreach policy must harmonize with the interests of the workforce and support professional autonomy. Internationally, the development of outreach policy must take account of the local pay and practice conditions of health workers. PMID:25110376

Disclosing victimisation to healthcare professionals in Sweden: a constructivist grounded theory study of experiences among men exposed to interpersonal violence.

PubMed

Simmons, Johanna; Brüggemann, Adrianus Jelmer; Swahnberg, Katarina

2016-06-20

To develop a theoretical model concerning male victims' processes of disclosing experiences of victimisation to healthcare professionals in Sweden. Qualitative interview study. Informants were recruited from the general population and a primary healthcare centre in Sweden. Informants were recruited by means of theoretical sampling among respondents in a previous quantitative study. Eligible for this study were men reporting sexual, physical and/or emotional violence victimisation by any perpetrator and reporting that they either had talked to a healthcare provider about their victimisation or had wanted to do so. Constructivist grounded theory. 12 interviews were performed and saturation was reached after 9. Several factors influencing the process of disclosing victimisation can be recognised from previous studies concerning female victims, including shame, fear of negative consequences of disclosing, specifics of the patient-provider relationship and time constraints within the healthcare system. However, this study extends previous knowledge by identifying strong negative effects of adherence to masculinity norms for victimised men and healthcare professionals on the process of disclosing. It is also emphasised that the process of disclosing cannot be separated from other, even seemingly unrelated, circumstances in the men's lives. The process of disclosing victimisation to healthcare professionals was a complex process involving the men's experiences of victimisation, adherence to gender norms, their life circumstances and the dynamics of the actual healthcare encounter. 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/

Novel survey disseminated through Twitter supports its utility for networking, disseminating research, advocacy, clinical practice and other professional goals

PubMed Central

Borgmann, Hendrik; DeWitt, Sasha; Tsaur, Igor; Haferkamp, Axel; Loeb, Stacy

2015-01-01

Introduction: Twitter use has grown exponentially within the urological community. We aimed to determine the perceptions of the impact of Twitter on users’ clinical practice, research, and other professional activities. Methods: We performed an 11-item online survey of Twitter contributors during two major urological meetings: the European Association of Urology (EAU) and the American Urological Association (AUA) annual meetings. During the EAU 2014 meeting, we distributed the survey via the meeting official Twitter feed. During the AUA 2014 meeting, we applied a new method by directly sending the survey to Twitter contributors. We performed a subset analysis for assessing the perceived impact of Twitter on the clinical practice of physicians. Results: Among 312 total respondents, the greatest perceived benefits of Twitter among users were for networking (97%) and disseminating information (96%), followed by research (75%), advocacy (74%) and career development (62%). In total, 65% of Twitter users have dealt with guidelines on online medical professionalism and 71% of physician users found that Twitter had an impact on their clinical practice, and 33% had made a clinical decision based on an online case discussion. Conclusions: Our results suggest that Twitter users in the urological community perceive important benefits. These benefits extend to multiple professional domains, particularly networking, disseminating information, remote conference participation, research, and advocacy. This is the first study that has been disseminated to targeted individuals from the urological community directly through tweets, providing a proof of principle for this research method. PMID:26664662

Professionals' perspectives on a market-inspired policy reform: A guiding light to the blind spots of measurement.

PubMed

Korlén, Sara; Amer-Wåhlin, Isis; Lindgren, Peter; von Thiele Schwarz, Ulrica

2017-08-01

Implementation of market-inspired competition and incentive models in health care is increasing worldwide, assumed to drive efficiency. However, the evidence for effects is mixed and unintended consequences have been reported. There is a need to better understand the practical consequences of such reforms. The aim of the present case study is to explore what consequences of a Swedish market-inspired patient choice reform professionals identify as relevant, and why. The study was designed as an explorative qualitative study in specialized orthopedics. Nineteen interviews were conducted with health care professionals at different providers. Data were analyzed using a hypo-deductive thematic approach. Consequences for the organization of care, patients, work environment, education and research were included in the professionals' analyses, covering both the perspective of their own organization and that of the health care system as a whole. In sum, the professionals provided multiple-level analyses that extended beyond the responsibilities of their own organization. Concluding, professionals are a valuable source of knowledge when evaluating policy reforms. Their analyses can contribute by covering a broad system perspective, serving as a guiding light to areas beyond the most obvious evaluation measures that should be included in more formal evaluations.

Surviving the Lunacy Act of 1890: English Psychiatrists and Professional Development during the Early Twentieth Century

PubMed Central

Takabayashi, Akinobu

2017-01-01

In recent decades, historians of English psychiatry have shifted their major concerns away from asylums and psychiatrists in the nineteenth century. This is also seen in the studies of twentieth-century psychiatry where historians have debated the rise of psychology, eugenics and community care. This shift in interest, however, does not indicate that English psychiatrists became passive and unimportant actors in the last century. In fact, they promoted Lunacy Law reform for a less asylum-dependent mode of psychiatry, with a strong emphasis on professional development. This paper illustrates the historical dynamics around the professional development of English psychiatry by employing Andrew Abbott’s concept of professional development. Abbott redefines professional development as arising from both abstraction of professional knowledge and competition regarding professional jurisdiction. A profession, he suggests, develops through continuous re-formation of its occupational structure, mode of practice and political language in competing with other professional and non-professional forces. In early twentieth-century England, psychiatrists promoted professional development by framing political discourse, conducting a daily trade and promoting new legislation to defend their professional jurisdiction. This professional development story began with the Lunacy Act of 1890, which caused a professional crisis in psychiatry and led to inter-professional competition with non-psychiatric medical service providers. To this end, psychiatrists devised a new political rhetoric, ‘early treatment of mental disorder’, in their professional interests and succeeded in enacting the Mental Treatment Act of 1930, which re-instated psychiatrists as masters of English psychiatry. PMID:28260566

Being normal, not vulnerable: case study of a 2-day residential programme for young adults with cancer.

PubMed

Martins, Ana; Taylor, Rachel M; Morgan, Sue; Fern, Lorna A

2017-07-13

To identify and describe the outcomes and facilitating processes of participation at 'Find Your Sense of Tumour' (FYSOT), a 2-day residential programme/conference for young people with cancer, from the perspective of professionals attending and patient representatives. Case study. Observation of the 'Find Your Sense of Tumour' over 18s residential programme and face-to-face interviews in hospital and phone interviews. Twenty-six participants - 19 professionals from hospitals across the UK who accompanied young people to FYSOT; 3 programme organisers; and 4 young people from the programme steering committee. Participant observation and semistructured interviews. This process evaluation of an educational, social and peer-to-peer support residential weekend for young people with cancer identified key outcomes for young people - positive attitudes (increased sociability, confidence), belonging (feeling accepted, understood), recreation (trying new activities, having fun) and increased knowledge (balance between educational talks and interactions with other young people); and three overarching facilitating processes - being with other young people, the professionals accompanying young people to the event for support and guidance, and the conference/intentional programming. Being in a safe, relaxed and fun environment with other young people facilitates the development of peer support networks and increases young people's confidence and knowledge. Although the focus of the residential programme is on young people, interviewees acknowledge the impact of attending on professionals' motivation, learning and changes in practice. This study has extended our understanding of the role of residential programmes by identifying outcomes and facilitating mechanisms. We have shown that residential programmes have an important role in providing participants with social, emotional and informational support, as well as play an important role in redefining normality. Longitudinal quantitative and qualitative research is needed to optimise outcomes and design and implement quality programmes that support young people's development. © 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 granted.

Juggling identities of rheumatoid arthritis, motherhood and paid work - a grounded theory study.

PubMed

Feddersen, Helle; Mechlenborg Kristiansen, Tine; Tanggaard Andersen, Pernille; Hørslev-Petersen, Kim; Primdahl, Jette

2018-02-01

To explore how women with rheumatoid arthritis manage their illness, motherhood, and work life. A constructivist, grounded theory approach based on individual interviews and participant observations with 20 women with rheumatoid arthritis who participated in work life and had children living at home or were pregnant. After initial and focused coding Goffman's concepts of social identity were applied. A core category: "Juggling meaningful identities" and three conceptual categories were developed: (1) Work life as the strongest identity marker; (2) Motherhood: a two-sided act; (3) Living with rheumatoid arthritis as an identity? Paid work, motherhood, and illness are linked to the women's social identities. The women construct and change their identities in interactions with children, partners, other parents, colleagues, and employers. The women attribute the highest priority to their professional identity, spending the majority of their time and energy in an effort to appear as "good stable workers". The disease is seen as a hindrance in this regard, and the illness identity is almost completely rejected. In motherhood, the women prioritize close interaction with their children, and deprioritize external activities. Extended outbreaks of the disease and issues regarding the children force the women to deprioritize working life. Implications for rehabilitation Juggling meaningful identities of rheumatoid arthritis, motherhood, and paid work challenge women in managing their everyday lives. Therefore, rehabilitation professionals should support individuals to develop new strategies to manage the challenges they experience regarding juggling motherhood and work ability. Work is a dominant identity marker for women with rheumatoid arthritis therefore, rehabilitation professionals have an important role to play in investigating possible ways for the individual to maintain employment or return to work. Living with rheumatoid arthritis and being a paid worker challenge women's role performance and thereby their identification as mothers. Therefore, rehabilitation professionals have to support the women and their families.

An Ethnographic Case Study of the Professional Development Model in a Successful Elementary School within a Suburban Southeast Texas School District

ERIC Educational Resources Information Center

Petrzelka, Valerie

2012-01-01

This ethnographic case study was designed to investigate a successful professional development model, perceived effective professional learning and process for determining professional development for teachers. With eighty years of research on professional development, limited research was available on the process for determining professional…

Professional Development between Iranian Distance Education PNU EFL University Teachers and Traditional Non-PNU EFL University Teachers

ERIC Educational Resources Information Center

Soleimani, Hassan; Khaliliyan, Monir

2012-01-01

Professional Development is a critical necessity in today's educational environment. The present research was based on the idea that teachers are professionals and they need professional development consisting of various processes of ongoing growth. We examined university teachers' attitude to professional development in a type of distance…

From Learning Organization to Learning Community: Sustainability through Lifelong Learning

ERIC Educational Resources Information Center

Kearney, Judith; Zuber-Skerritt, Ortrun

2012-01-01

Purpose: This paper aims to: extend the concept of "The learning organization" to "The learning community," especially disadvantaged communities; demonstrate how leaders in a migrant community can achieve positive change at the personal, professional, team and community learning levels through participatory action learning and…

Entitled to What? Public Policy and the Responsibilities of Early Intervention.

ERIC Educational Resources Information Center

Brown, Wesley; Conroy, Maureen

1999-01-01

Examines early-intervention entitlements currently extended by all states. Perspectives from the legislative process, federal and state implementation, judicial interpretation, and professional views are included. Distinctions among the key provisions for differing early intervention service systems are presented, legal cases are reviewed, and…

Arabic-speaking migrants' experiences of the use of interpreters in healthcare: a qualitative explorative study.

PubMed

Hadziabdic, Emina; Hjelm, Katarina

2014-06-16

Arabic-speaking migrants have constituted a growing population in recent years. This entails major challenges to ensure good communication in the healthcare encounter in order to provide individual and holistic healthcare. One of the solutions to ensure good communication between patient and healthcare staff who do not share the same language is to use a professional interpreter. To our knowledge, no previous qualitative studies have been found concerning Arabic-speaking migrants and the use of interpreters. This study aims to ascertain their individual experiences which can help extend our understanding of the studied area. A purposive sample of 13 Arabic-speaking persons with experience of using interpreters in healthcare encounters. Data were collected between November 2012 and March 2013 by four focus-group interviews and analysed with qualitative analysis according to a method described for focus groups. Four categories appeared from the analysis: 1) The professional interpreter as spokesperson; 2) Different types of interpreters and modes of interpretation adapting to the healthcare encounter; 3) The professional interpreter's task and personal properties affected the use of professional interpreters in a healthcare encounter; 4) Future planning of the use of professional interpreters in a healthcare encounter. The main findings were that the use of interpreters was experienced both as a possibility and as a problem. The preferred type of interpreters depended on the interpreter's dialect and ability to interpret correctly. Besides the professional interpreter's qualities of good skill in language and medical terminology, translation ability, neutrality and objectivity, Arabic-speaking participants stated that professional interpreters need to share the same origin, religion, dialect, gender and political views as the patient in order to facilitate the interpreter use and avoid inappropriate treatment. The study showed that the personal qualities of a good interpreter not only cover language ability but also origin, religion, dialect, gender and political views. Thus, there is need to develop strategies for personalized healthcare in order to avoid inappropriate communication, to satisfy the preferences of the person in need of interpreters and improve the impact of interpretation on the quality of healthcare.

Arabic-speaking migrants’ experiences of the use of interpreters in healthcare: a qualitative explorative study

PubMed Central

2014-01-01

Introduction Arabic-speaking migrants have constituted a growing population in recent years. This entails major challenges to ensure good communication in the healthcare encounter in order to provide individual and holistic healthcare. One of the solutions to ensure good communication between patient and healthcare staff who do not share the same language is to use a professional interpreter. To our knowledge, no previous qualitative studies have been found concerning Arabic-speaking migrants and the use of interpreters. This study aims to ascertain their individual experiences which can help extend our understanding of the studied area. Method A purposive sample of 13 Arabic-speaking persons with experience of using interpreters in healthcare encounters. Data were collected between November 2012 and March 2013 by four focus-group interviews and analysed with qualitative analysis according to a method described for focus groups. Results Four categories appeared from the analysis: 1) The professional interpreter as spokesperson; 2) Different types of interpreters and modes of interpretation adapting to the healthcare encounter; 3) The professional interpreter’s task and personal properties affected the use of professional interpreters in a healthcare encounter; 4) Future planning of the use of professional interpreters in a healthcare encounter. The main findings were that the use of interpreters was experienced both as a possibility and as a problem. The preferred type of interpreters depended on the interpreter’s dialect and ability to interpret correctly. Besides the professional interpreter’s qualities of good skill in language and medical terminology, translation ability, neutrality and objectivity, Arabic-speaking participants stated that professional interpreters need to share the same origin, religion, dialect, gender and political views as the patient in order to facilitate the interpreter use and avoid inappropriate treatment. Conclusion The study showed that the personal qualities of a good interpreter not only cover language ability but also origin, religion, dialect, gender and political views. Thus, there is need to develop strategies for personalized healthcare in order to avoid inappropriate communication, to satisfy the preferences of the person in need of interpreters and improve the impact of interpretation on the quality of healthcare. PMID:24934755

Do less effective teachers choose professional development does it matter?

PubMed

Barrett, Nathan; Butler, J S; Toma, Eugenia F

2012-10-01

In an ongoing effort to improve teacher quality, most states require continuing education or professional development for their in-service teachers. Studies evaluating the effectiveness of various professional development programs have assumed a normal distribution of quality of teachers participating in the programs. Because participation in many professional development programs is either targeted or voluntary, this article suggests past evaluations of the effectiveness of professional development may be subject to selection bias and policy recommendations may be premature. This article presents an empirical framework for evaluating professional development programs where treatment is potentially nonrandom, and explicitly accounts for the teacher's prior effectiveness in the classroom as a factor that may influence participation in professional development. This article controls for the influence of selection bias on professional development outcomes by generating a matched sample based on propensity scores and then estimating the program's effect. In applying this framework to the professional development program examined in this article, less effective teachers are found to be more likely to participate in the program, and correcting for this selection leads to different conclusions regarding the program's effectiveness than when ignoring teacher selection patterns.

A knowledge infrastructure for occupational safety and health.

PubMed

van Dijk, Frank J H; Verbeek, Jos H; Hoving, Jan L; Hulshof, Carel T J

2010-12-01

Occupational Safety and Health (OSH) professionals should use scientific evidence to support their decisions in policy and practice. Although examples from practice show that progress has been made in evidence-based decision making, there is a challenge to improve and extend the facilities that support knowledge translation in practice. A knowledge infrastructure that supports OSH practice should include scientific research, systematic reviews, practice guidelines, and other tools for professionals such as well accessible virtual libraries and databases providing knowledge, quality tools, and good learning materials. A good infrastructure connects facilities with each other and with practice. Training and education is needed for OSH professionals in the use of evidence to improve effectiveness and efficiency. New initiatives show that occupational health can profit from intensified international collaboration to establish a good functioning knowledge infrastructure.

Databases as policy instruments. About extending networks as evidence-based policy.

PubMed

de Bont, Antoinette; Stoevelaar, Herman; Bal, Roland

2007-12-07

This article seeks to identify the role of databases in health policy. Access to information and communication technologies has changed traditional relationships between the state and professionals, creating new systems of surveillance and control. As a result, databases may have a profound effect on controlling clinical practice. We conducted three case studies to reconstruct the development and use of databases as policy instruments. Each database was intended to be employed to control the use of one particular pharmaceutical in the Netherlands (growth hormone, antiretroviral drugs for HIV and Taxol, respectively). We studied the archives of the Dutch Health Insurance Board, conducted in-depth interviews with key informants and organized two focus groups, all focused on the use of databases both in policy circles and in clinical practice. Our results demonstrate that policy makers hardly used the databases, neither for cost control nor for quality assurance. Further analysis revealed that these databases facilitated self-regulation and quality assurance by (national) bodies of professionals, resulting in restrictive prescription behavior amongst physicians. The databases fulfill control functions that were formerly located within the policy realm. The databases facilitate collaboration between policy makers and physicians, since they enable quality assurance by professionals. Delegating regulatory authority downwards into a network of physicians who control the use of pharmaceuticals seems to be a good alternative for centralized control on the basis of monitoring data.

The Hospice Patient's Right to Oral Care: Making Time for the Mouth.

PubMed

Soileau, Kristi; Elster, Nanette

2018-04-01

The hospice philosophy embraces palliative care for the terminally ill, for whom quality of life is the central focus of comfort care management. Often, caregivers hesitate or simply do not elect to extend oral care for patients nearing the end of life, due to difficulties encountered in patient compliance, a sense of futility in doing so, staff time constraints in prioritizing care, underfunding, or a lack of education as to how and why such care should be delivered to the hospice patient. This article aims to show physiological and psychosocial reasons why the hospice patient has a need for properly and regularly implemented oral care and why dental professionals have an ethical responsibility to address the current void that exists in hospice-centered oral care. Varying viewpoints are discussed regarding the need for oral health monitoring and maintenance in both the capable patient with capacity and in the patient who lacks capacity and is totally dependent, yet who exhibits no particular signs of oral distress nor desire for hygiene measures. Consideration is given to family dynamics in such care. Oral care of the elderly patients and terminally ill is sorely lacking, and dental educators are challenged to cultivate in students a sense of professional duty toward caring for the vulnerable elderly patients. Dental professionals should create initiatives in developing, promoting, and implementing an appropriate standard of oral care for the hospice patient.

Take Charge of Your Personal and Professional Development

ERIC Educational Resources Information Center

Goble, Carla B.; Horm, Diane M.

2010-01-01

The need for professional development is universal, whatever a person's profession. Professionals must continually enrich their knowledge and increase their sense of professionalism over the course of their careers so as to implement current research-based practice. Early childhood professional development brings to the forefront the significance…

An Examination of Effective Professional Development Characteristics in Professional Learning Communities

ERIC Educational Resources Information Center

Strickland, Crystal Y.

2013-01-01

The purpose of this quantitative study was to investigate the extent to which professional development practices in professional learning communities are consistent with research-based principles of effective professional development. Additionally, the study investigated potential differences in the content focus, active learning, coherence, and…

Professional Associations: Their Role in Promoting Sustainable Development in Australia

ERIC Educational Resources Information Center

Thomas, Ian; Hegarty, Kathryn; Whitman, Stuart; MacGregor, Val

2012-01-01

Professional associations have a strong influence on what is covered in the curricula of universities, especially that of professional degrees. They also provide members with professional development throughout their careers. Professional associations have the potential to facilitate development of sustainability competency in the workforce in…

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

ERIC Educational Resources Information Center

Murphy, Brid

2017-01-01

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

The Development of Professional Learning Community in Primary Schools

ERIC Educational Resources Information Center

Sompong, Samoot; Erawan, Prawit; Dharm-tad-sa-na-non, Sudharm

2015-01-01

The objectives of this research are: (1) To study the current situation and need for developing professional learning community in primary schools; (2) To develop the model for developing professional learning community, and (3) To study the findings of development for professional learning community based on developed model related to knowledge,…

Planning Considerations for Afterschool Professional Development

ERIC Educational Resources Information Center

Bradshaw, L. Daniele

2015-01-01

Professional development is vital to the success of afterschool programs. Effective professional development enhances afterschool program quality by facilitating staff performance and knowledge; in addition, professional development is vital for improving student learning outcomes (Bouffard & Little, 2004; Hall & Surr, 2005; Joyce &…

Implementing School-Based Professional Development in Kentucky.

ERIC Educational Resources Information Center

Daniel, Patricia L.; Stallion, Brenda K.

1996-01-01

Data from elementary and secondary principals and teachers identified six recommendations for improving school based professional development: (preparing an articulated mission; planning for professional development at the school and practitioner level; implementing the plan; providing broad support for professional development; building and…

Technology Professional Developer Conceptions and Misconceptions of Knowledge Required for the Educational Technology Specialist Certification, and Their Use of the Elements of Effective Professional Development

ERIC Educational Resources Information Center

Marr, John P.

2011-01-01

Professional development has been a focus of public education since World War II, yet, it was not until the passage of the Goals 2000: Educate America Act in 1994 that professional development became federally mandated. The infusion of educational technology at the start of Goals 2000 created a natural connection with professional development. In…

Iranian nursing students' perspectives on transition to professional identity: a qualitative study.

PubMed

Neishabouri, M; Ahmadi, F; Kazemnejad, A

2017-09-01

To explore Iranian nursing students' transition to professional identity. Professional identity is an important outcome of nursing education that has not been fully explored in the Iranian nursing education system. Professional identity is a significant factor influencing the development of nursing education and practice. The transition of nursing students to professional identity is the main concern of nursing education and fundamental prerequisite for policymaking and planning in the field of nursing education. This was a qualitative content analysis study. In-depth unstructured interviews were held with 35 Iranian bachelor's degree nursing students recruited through purposive sampling. The interviews were transcribed verbatim and analysed using content analysis. The data analysis led to the development of four themes and 15 categories: 'satisfaction with professional practice (attending clinical settings and communicating with patients, the feeling of being beneficial)'; 'personal development (growing interest in nursing, feeling competent in helping others, changing character and attitude shift towards patients)'; 'professional development (realizing the importance of nursing knowledge, appreciating professional roles, a changing their understanding of nursing and the meaning it)'; and 'attaining professional commitment (a tendency to present oneself as a nurse, attempting to change oneself, other students and the public image of nursing)'. Development of professional identity is a continual process of transition. The greatest transition occurred in the last year of the programme. Nursing students experienced transition to PI through gaining satisfaction with professional practice, undergoing personal and professional development and developing a professional commitment. Educational policymakers can use our findings for developing strategies that facilitate and support nursing students' transition to professional identity. © 2016 International Council of Nurses.

A New Image: Online Communities to Facilitate Teacher Professional Development

ERIC Educational Resources Information Center

Lock, Jennifer V.

2006-01-01

Realizing the potential of online or virtual communities to facilitate teacher professional development requires educators to change their current perceptions of professional development. This calls for educators to develop new images of ongoing opportunities for professional development, based on their needs within an online community of learners…

Social media and medical professionalism: rethinking the debate and the way forward.

PubMed

Fenwick, Tara

2014-10-01

This Perspective addresses the growing literature about online medical professionalism. Whereas some studies point to the positive potential of social media to enhance and extend medical practice, the dominant emphasis is on the risks and abuses of social media. Overall evidence regarding online medical professionalism is (as with any new area of practice) limited; however, simply accumulating more evidence, without critically checking the assumptions that frame the debate, risks reinforcing negativity toward social media. In this Perspective, the author argues that the medical community should step back and reconsider its assumptions regarding both professionalism and the digital world of social media. Toward this aim, she outlines three areas for critical rethinking by educators and students, administrators, professional associations, and researchers. First she raises some cautions regarding the current literature on using social media in medical practice, which sometimes leaps too quickly from description to prescription. Second, she discusses professionalism. Current debates about the changing nature and contexts of professionalism generally might be helpful in reconsidering notions of online medical professionalism specifically. Third, the author argues that the virtual world itself and its built-in codes deserve more critical scrutiny. She briefly summarizes new research from digital studies both to situate the wider trends more critically and to appreciate the evolving implications for medical practice. Next, the author revisits the potential benefits of social media, including their possibilities to signal new forms of professionalism. Finally, the Perspective ends with specific suggestions for further research that may help move the debate forward.

Organizational impact of nurse supply and workload on nurses continuing professional development opportunities: an integrative review.

PubMed

Coventry, Tracey H; Maslin-Prothero, Sian E; Smith, Gilly

2015-12-01

To identify the best evidence on the impact of healthcare organizations' supply of nurses and nursing workload on the continuing professional development opportunities of Registered Nurses in the acute care hospital. To maintain registration and professional competence nurses are expected to participate in continuing professional development. One challenge of recruitment and retention is the Registered Nurse's ability to participate in continuing professional development opportunities. The integrative review method was used to present Registered Nurses perspectives on this area of professional concern. The review was conducted for the period of 2001-February 2015. Keywords were: nurs*, continuing professional development, continuing education, professional development, supply, shortage, staffing, workload, nurse: patient ratio, barrier and deterrent. The integrative review used a structured approach for literature search and data evaluation, analysis and presentation. Eleven international studies met the inclusion criteria. Nurses are reluctant or prevented from leaving clinical settings to attend continuing professional development due to lack of relief cover, obtaining paid or unpaid study leave, use of personal time to undertake mandatory training and organizational culture and leadership issues constraining the implementation of learning to benefit patients. Culture, leadership and workload issues impact nurses' ability to attend continuing professional development. The consequences affect competence to practice, the provision of safe, quality patient care, maintenance of professional registration, job satisfaction, recruitment and retention. Organizational leadership plays an important role in supporting attendance at continuing professional development as an investment for the future. © 2015 John Wiley & Sons Ltd.

Employees on the rebound: Extending the careers literature to include boomerang employment.

PubMed

Swider, Brian W; Liu, Joseph T; Harris, T Brad; Gardner, Richard G

2017-06-01

As employee careers have evolved from linear trajectories confined within 1 organization to more dynamic and boundaryless paths, organizations and individuals alike have increasingly considered reestablishing prior employment relationships. These "boomerang employees" follow career paths that feature 2 or more temporally separated tenures in particular organizations ("boomerang organizations"). Yet, research to date is mute on how or to what extent differences across boomerang employees' career experiences, and the learning and knowledge developed at and away from boomerang organizations, meaningfully impact their performance following their return. Addressing this omission, we extend a careers-based learning perspective to construct a theoretical framework of a parsimonious, yet generalizable, set of factors that influence boomerang employee return performance. Results based on a sample of boomerang employees and employers in the same industry (professional basketball) indicate that intra- and extraorganizational knowledge construction and disruptions, as well as transition events, are significantly predictive of boomerangs' return performance. Comparisons with 2 matched samples of nonboomerang employees likewise suggest distinctive patterns in the performance of boomerang employees. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

In-Home Alternatives for Community Recreation Participation by Older Adults.

ERIC Educational Resources Information Center

Wilhite, Barbara

1992-01-01

Recreation and physical education professionals can positively influence the well-being and life experiences of home-centered elderly clients who are often deprived of social and physical needs. The article discusses the value of extending recreation, health, and physical fitness services into home settings, providing suggestions for accomplishing…

Issues in organ procurement, allocation, and transplantation.

PubMed

Nierste, Deborah

2013-01-01

Organ transplantation extends lives and improves health but presents complex ethical dilemmas for nurses caring for donors, recipients, and their families. This article overviews organ procurement and allocation, discusses ethical dilemmas in transplantation, and offers strategies from professional and biblical perspectives for coping with moral distress and maintaining compassionate care.

Locating Quality Physical Education in Early Years Pedagogy

ERIC Educational Resources Information Center

Marsden, Elizabeth; Weston, Carrie

2007-01-01

Government Ministers, health care professionals and sporting organisations throughout the UK are presently engaged in the promotion of extending the length of time each school child spends participating in quality physical education. Agendas may differ from a crackdown on obesity and sedentary lifestyles to basking in reflected glory of British…

Impact of APEX parameterization and soil data on runoff, sediment, and nutrients transport assessment

USDA-ARS?s Scientific Manuscript database

Hydrological models have become essential tools for environmental assessments. This study’s objective was to evaluate a best professional judgment (BPJ) parameterization of the Agricultural Policy and Environmental eXtender (APEX) model with soil-survey data against the calibrated model with either ...

An Integrative Literature Review of Student Affairs Competencies: A Meta-Analysis

ERIC Educational Resources Information Center

Herdlein, Richard; Riefler, Laurel; Mrowka, Kaleigh

2013-01-01

The study reviewed 17 years of research extending the work of Lovell and Kosten (2000) on student affairs competencies important for professional preparation and practice. A meta-analysis was used to organize and present data on 22 articles concerned with knowledge, skills, dispositions, curriculum, multicultural competency, and professional…

Multisite evaluation of APEX for water quality: 1. Best professional judgement parameterization

USDA-ARS?s Scientific Manuscript database

The Agricultural and Policy Environmental Extender (APEX) model is capable of estimating edge-of-field water, nutrient, and sediment transport and is used to assess the environmental impacts of management practices. The current practice is to fully calibrate the model for each site simulation, a tas...

Continuing Education for Scientists and Engineers: Delivery Systems in North Carolina.

ERIC Educational Resources Information Center

Harrell, Daniel E.; Gibbs, Rebecca F.

Focusing on the continuing education (CE) of scientists/engineers in North Carolina working in small (1-500 employees), geographically dispersed companies, this study: 1) identified and described CE resources currently being used by scientists/engineers to maintain and extend their professional competence and capabilities; 2) determined the extent…

Psychology in the Prescription Era: Building a Firewall between Marketing and Science

ERIC Educational Resources Information Center

Antonuccio, David O.; Danton, William G.; McClanahan, Terry Michael

2003-01-01

The pharmaceutical industry has contributed to many life-saving innovations in medicine and has become one of the most successful industries in the world. As a result, pharmaceutical industry financial and marketing influences extend to federal regulatory agencies, professional organizations, medical journals, continuing medical education,…

Confronting Educational Politics with Preservice Teachers: Reactions to "Waiting for Superman"

ERIC Educational Resources Information Center

Journell, Wayne; Buchanan, Lisa Brown

2013-01-01

Within the literature on teacher education in the United States, relatively little research has been conducted on how preservice teachers conceptualize popular depictions of the profession or issues related to the "extended professionality" of teaching. In this study, the authors explore the reactions of elementary, middle, and secondary…

School-Based Efforts to Prevent Cyberbullying

ERIC Educational Resources Information Center

Patchin, Justin W.; Hinduja, Sameer

2012-01-01

While bullying historically has occurred within or in close proximity to the school, advances in communication technologies have allowed would-be bullies to extend their reach. Cyberbullying--as it is termed--has become a significant concern among adolescents and adults alike. As a result, parents, school professionals, law enforcement, and youth…

The Portrayals of Individuals with Physical and Sensory Impairments in Picture Books

ERIC Educational Resources Information Center

Koc, Kevser; Koc, Yusuf; Ozdemir, Selda

2010-01-01

Professionals agree that book characters can be excellent role models for young children. Therefore, analyzing children's literature portraying impairments provides valuable information for educators, parents, siblings, extended family members and librarians. In this study, forty-six picture books are analyzed in order to determine the…

Factors Which Facilitate Workplace Learning: Confidence, Challenge and Support.

ERIC Educational Resources Information Center

Alderton, Jane

The midcareeer learning of 120 professionals in 12 contrasting business, engineering, and health care organizations was examined to identify factors facilitating workplace learning. Individuals were interviewed regarding their current work and ways they acquired the necessary know-how and knowledge for their jobs and improved or extended their…

75 FR 39213 - Extension of Provider Reimbursement Demonstration Project for the State of Alaska

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-08

... non-institutional individual professional providers in the State of Alaska have been set at a rate... non-institutional providers is extended through December 31, 2012. ADDRESSES: TRICARE Management...- 9066. FOR FURTHER INFORMATION CONTACT: Mr. Glenn J. Corn, TRICARE Management Activity, Medical Benefits...

Poverty Simulations: Building Relationships among Extension, Schools, and the Community

ERIC Educational Resources Information Center

Franck, Karen L.; Barnes, Shelly; Harrison, Julie

2016-01-01

Poverty simulations can be effective experiential learning tools for educating community members about the impact of poverty on families. The project described here includes survey results from three simulations with community leaders and teachers. This project illustrated how such workshops can help Extension professionals extend their reach and…

Learning Outcomes of Teacher Professional Development Activities: A Meta-Study

ERIC Educational Resources Information Center

Thurlings, Marieke; den Brok, Perry

2017-01-01

Former literature reviews suggested that if (student) teachers learn together in their professional development activities, professional development is enhanced. In the present literature review, we explored a variety of peer teacher professional development activities, conceptually divided into coaching, collaborating, and assessing activities.…

Professional Development in Technology at High Achieving Schools

ERIC Educational Resources Information Center

Ryan, Kevin D.

2017-01-01

This study analyzed educators' perception of professional development offered through schools in the area of technology implementation and tried to define its perceived effectiveness in meeting the professional development conceptual framework defined by Gardner, Baker, Vogt, and Hodel in "Four Approaches to Professional Development".…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

The Role of Professional Development in Bridging Research and Practice in Adult Literacy and Basic Education

ERIC Educational Resources Information Center

Smith, Cristine

2016-01-01

In this brief article, Cristine Smith discusses the development and use of professional development activities at the national, state and local program level. Professional development systems and funding exist in every state, and the Workforce Innovation and Opportunity Act (WIOA) has prioritized high-quality professional development for…

Do patients and health care professionals view the communication processes of clinical research differently? A Rasch analysis from a survey.

PubMed

González-de Paz, Luis; Kostov, Belchin; Solans-Julian, Pilar; Navarro-Rubio, M Dolores; Sisó-Almirall, Antoni

2015-10-01

The increasing amount of the clinical research conducted in the primary health care has enabled extending research beyond traditional settings, but this transfer has implied some trade-offs. Health care professionals who conduct research with trusted patients require assuming the ethical standards of research and communication skills to enable patients' autonomy and freedom of choice. This study aims to measure the opinions of health professionals and patients on issues of communication in clinical research. A cross-sectional study with health care professionals and patients from primary health care centres in Barcelona (Spain). Each group completed a similar self-administered questionnaire. A Rasch model was fitted to data. After examination of goodness-of-fit, differences between groups were compared using analysis of variance, and patients' measures were calibrated to professionals' measures to compare overall mean measures. Professionals and patients found the ethical attitudes most difficult to endorse related to trust in clinical researchers and conflicts of interest. Patients' perceptions of professional ethical behaviour were significantly lower than professionals'. Different item functioning between nurses and family doctors was found in the item on seeking ethical collaboration when collaborating in clinical research. Effective knowledge of ethical norms was associated with greater perceived ethical values in clinical research and confidence in health care professionals among patients. Differences in the views of the communication process between patients and professionals could alert research boards, health care institutions and researchers to the need for greater transparency, trust and ethical instruction when patients are involved in clinical research. © 2015 John Wiley & Sons, Ltd.

A Grounded Theory of Professional Learning in an Authentic Online Professional Development Program

ERIC Educational Resources Information Center

Teräs, Hanna; Kartoglu, Umit

2017-01-01

Online professional development (OPD) programs have become increasingly popular. However, participating in professional development does not always lead to profound professional learning. Previous research endeavours have often focussed on measuring user acceptance or on comparing the effectiveness of OPD with a face-to-face delivery, but there is…

Teachers Know Best: Teachers' Views on Professional Development

ERIC Educational Resources Information Center

Bill & Melinda Gates Foundation, 2014

2014-01-01

To gain insights into the roadblocks to implementing effective professional development, the Bill & Melinda Gates Foundation contracted with the Boston Consulting Group in 2014 to reach more than 1,300 teachers, professional development leaders in district and state education agencies, principals, professional development providers, and…

Professional Development Initiative. Proposal for Action

ERIC Educational Resources Information Center

Center for Child and Family Policy, Duke University (NJ1), 2004

2004-01-01

With the support of the Education Cabinet, the Z. Smith Reynolds Foundation launched the Professional Development Initiative in early 2004. The Initiative's Implementation Work Group focused on four key areas to enhance North Carolina's system of professional development for K-12 teachers. Those areas were: (1) Professional Development Online…

Mentoring as Professional Development: "Growth for Both" Mentor and Mentee

ERIC Educational Resources Information Center

Hudson, Peter

2013-01-01

Teachers need professional development to keep current with teaching practices, although costs for extensive professional development can be prohibitive across an education system. Mentoring provides one way for embedding cost-effective professional development. This mixed-method study includes surveying mentor teachers ("n" = 101) on a…

34 CFR 200.60 - Expenditures for professional development.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 1 2011-07-01 2011-07-01 false Expenditures for professional development. 200.60... Paraprofessionals § 200.60 Expenditures for professional development. (a)(1) Except as provided in paragraph (a)(2... professional development activities to ensure that teachers and paraprofessionals meet the requirements of...

34 CFR 200.60 - Expenditures for professional development.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false Expenditures for professional development. 200.60... Paraprofessionals § 200.60 Expenditures for professional development. (a)(1) Except as provided in paragraph (a)(2... professional development activities to ensure that teachers and paraprofessionals meet the requirements of...

Professional Development. Issue Brief

ERIC Educational Resources Information Center

Keleher, Julia

2017-01-01

In this professional development research brief, the author sets forth the overarching considerations that should be kept in mind when conceptualizing professional development for educators working with neglected or delinquent youth (N or D). The brief begins by defining professional development and demonstrating why it is a critical support for…

Transformation and Framework of Teacher Professional Development in Taiwan

ERIC Educational Resources Information Center

Huang, Bo-Ruey

2016-01-01

This article describes the situation of teacher professional development in Taiwan, including the history and the framework of teacher professional development. With diversification of teacher education systems and institutions, teacher professional development in Taiwan is undergoing a gradual governance shift from the model of centralised state…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Designing and Implementing Online Professional Development Workshops

ERIC Educational Resources Information Center

Kleiman, Glenn; Dash, Terry; Ethier, Denise; Johnson, Kirsten; Metrick, Susan; Treacy, Barbara

2000-01-01

This report provides useful information for those who are planning to incorporate online learning into professional development programs, as well as those who will design and implement online professional development activities. The Education Development center, Inc. (EDC) Center for Online Professional Education is continuing to explore this new…

[Post-partum: Guidelines for clinical practice--Short text].

PubMed

Sénat, M-V; Sentilhes, L; Battut, A; Benhamou, D; Bydlowski, S; Chantry, A; Deffieux, X; Diers, F; Doret, M; Ducroux-Schouwey, C; Fuchs, F; Gascoin, G; Lebot, C; Marcellin, L; Plu-Bureau, G; Raccah-Tebeka, B; Simon, E; Bréart, G; Marpeau, L

2015-12-01

To determine the post-partum management of women and their newborn whatever the mode of delivery. The PubMed database, the Cochrane Library and the recommendations from the French and foreign obstetrical societies or colleges have been consulted. Because breastfeeding is associated with a decrease in neonatal morbidity (lower frequency of cardiovascular diseases, infectious, atopic or infantile obesity) (EL2) and an improvement in the cognitive development of children (EL2), exclusive and extended breastfeeding is recommended (grade B) between 4 to 6 months (Professional consensus). In order to increase the rate of breastfeeding initiation and its duration, it is recommended that health professionals work closely with mothers in their project (grade A) and to promote breastfeeding on demand (grade B). There is no scientific evidence to recommend non-pharmacological measures of inhibition of lactation (Professional consensus). Pharmacological treatments for inhibition of lactation should not be given routinely to women who do not wish to breastfeed (Professional consensus). Because of potentially serious adverse effects, bromocriptin is contraindicated in inhibiting lactation (Professional consensus). For women aware of the risks of pharmacological treatment of inhibition of lactation, lisuride and cabergolin are the preferred drugs (Professional consensus). Whatever the mode of delivery, numeration blood count is not systematically recommended in a general population (Professional consensus). Anemia must be sought only in women with bleeding or symptoms of anemia (Professional consensus). The only treatment of post-dural puncture headache is the blood patch (EL2), it must not be carried out before 48 h (Professional consensus). Women vaccination status and their family is to be assessed in the early post-partum (Professional consensus). Immediate postoperative monitoring after caesarean delivery should be performed in the recovery room, but in exceptional circumstances, it may be performed in the delivery unit provided safety rules are maintained and regulatory authorities are informed (Professional consensus). An analgesic multimodal protocol developed by the medical team should be available and oral way should be favored (Professional consensus) (grade B). For every cesarean delivery, thromboprophylaxis with elastic stockings applied on the morning of the surgery and kept for at least 7 postoperative days is recommended (Professional consensus) with or without the addition of LMWH according to the presence or not of additional risk factors, and depending on the risk factor (major, minor). Early postoperative rehabilitation is encouraged (Professional consensus). Postpartum visit should be planned 6 to 8 weeks after delivery and can be performed by an obstetrician, a gynecologist, a general practitioner or a midwife, after normal pregnancy and delivery (Professional consensus). Starting effective contraception later 21 days after delivery in women who do not want closely spaced pregnancy is recommended (grade B), and to prescribe it at the maternity (Professional consensus). According to the postpartum risk of venous thromboembolism, the combined hormonal contraceptive use before six postpartum weeks is not recommended (grade B). Rehabilitation in asymptomatic women in order to prevent urinary or anal incontinence in medium or long-term is not recommended (Expert consensus). Pelvic-floor rehabilitation using pelvic-floor muscle contraction exercises is recommended to treat persistent urinary incontinence at 3 months postpartum (grade A), regardless of the type of incontinence. Postpartum pelvic-floor rehabilitation is recommended to treat anal incontinence (grade C). Postpartum pelvic-floor rehabilitation is not recommended to treat or prevent prolapse (grade C) or dyspareunia (grade C). The optimal time for maternity discharge for low risk newborn depends more on the organisation of the post-discharge follow up (Professional consensus). The months following the birth are a transitional period, and psychological alterations concern all parents (EL2). It is more difficult in case of psychosocial risk factors (EL2). In situations of proven psychological difficulties, the impact on the psycho-emotional development of children can be important (EL3). Among these difficulties, postpartum depression is the most common situation. However, the risk is generally higher in the perinatal period for all mental disorders (EL3). Postpartum is, for clinicians, a unique and privileged opportunity to address the physical, psychological, social and somatic health of their patients. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

Predictors of Professional Identity Development for Student Affairs Professionals

ERIC Educational Resources Information Center

Pittman, Edward C.; Foubert, John D.

2016-01-01

This study examined whether professional involvement, supervision style, and mentoring predicted the professional identity of graduate students and new professionals in student affairs. Results of the study show that all three independent variables predicted the professional identity development of graduate students. Supervision style of a…

Creating a culture of professional development: a milestone pathway tool for registered nurses.

PubMed

Cooper, Elizabeth

2009-11-01

The nursing shortage continues to be a significant threat to health care. Creating a culture of professional development in health care institutions is one way to combat this shortage. Professional development refers to a constant commitment to maintain one's knowledge and skill base. Increasing professional development opportunities in the health care setting has been shown to affect nurse retention and satisfaction. Several approaches have been developed to increase professional development among nurses. However, for the most part, these are "one size fits all" approaches that direct nurses to progress in lock step fashion in skill and knowledge acquisition within a specialty. This article introduces a milestone pathway tool for registered nurses designed to enhance professional development that is unique to the individual nurse and the specific nursing unit. This tool provides a unit-specific concept map, a milestone pathway template, and a personal professional development plan. Copyright 2009, SLACK Incorporated.

Teaching professional development of science and engineering professors at a research-extensive university: Motivations, meaningfulness, obstacles, and effects

NASA Astrophysics Data System (ADS)

Bouwma-Gearhart, Jana

There is a national movement to improve undergraduate science, technology, engineering, and mathematics (STEM) education. Given the percentage of academics teaching and training at research institutions, there is a parallel movement to improve the quality of teaching-focused professional development for practicing and future STEM educators at these institutions. While research into the effectiveness of teaching professional development at the postsecondary level has increased over the last 40 years, little attention has been paid to understanding faculty perceptions regarding what constitutes effective teaching professional development. Less is known about how to best meet the needs of STEM faculty at research universities and why, given that they are seldom required to engage in teaching professional development, they bother to participate at all. The higher education research community must develop theory grounded in the knowledge and practical experiences of the faculty engaged in teaching professional development. I have studied what motivates twelve research university science and engineering faculty to engage in teaching professional development in light of local supports and barriers and the resulting value of their participation. I have interpreted the experiences of my research participants to indicate that they were motivated to engage in teaching professional development to fulfill a need to bring their teaching competencies in better concordance with their professional strengths as researchers. Once engaged, my research participants increased their teaching competence and achieved more autonomy with respect to their professional practice. As they continued to engage, they internalized the values and practices associated with effective teaching professional development and adopted the commitment to continually problematize their teaching practice as more of their own. My research participants attempted to transfer their revised stance regarding teaching and teaching professional development to their student mentees and colleagues. They found certain teaching professional development types and topics to be more meaningful and of interest than others. My research findings may inform those committed to the improvement of postsecondary STEM education at research universities, including teaching professional development advocates and implementers and participating faculty members themselves.

Chronic fatigue syndrome/myalgic encephalomyelitis (CFS/ME) in adults: a qualitative study of perspectives from professional practice.

PubMed

Horton, Simon M C; Poland, Fiona; Kale, Swati; Drachler, Maria de Lourdes; de Carvalho Leite, Jose Carlos; McArthur, Maggie A; Campion, Peter D; Pheby, Derek; Nacul, Luis

2010-11-15

Chronic fatigue syndrome/myalgic encephalomyelitis (CFS/ME) can cause profound and prolonged illness and disability, and poses significant problems of uncertainty for healthcare professionals in its diagnosis and management. The aim of this qualitative study was to explore the nature of professional 'best practice' in working with people with CFS/ME. The views and experiences of health care practitioners (HCPs) were sought, who had been judged by people with CFS/ME themselves to have been particularly helpful and effective. Qualitative semi-structured interviews following a topic guide were carried out with six health care practitioners. Interviews were audio-recorded, transcribed and subject to thematic analysis. Five main themes were developed: 1) Diagnosis; 2) Professional perspectives on living with CFS/ME; 3) Interventions for treatment and management; 4) Professional values and support for people with CFS/ME and their families; 5) Health professional roles and working practices. Key findings related to: the diagnostic process, especially the degree of uncertainty which may be shared by primary care physicians and patients alike; the continued denial in some quarters of the existence of CFS/ME as a condition; the variability, complexity, and serious impact of the condition on life and living; the onus on the person with CFS/ME to manage their condition, supported by HCPs; the wealth of often conflicting and confusing information on the condition and options for treatment; and the vital role of extended listening and trustful relationships with patients. While professional frustrations were clearly expressed about the variability of services both in primary and specialist care and continuing equivocal attitudes to CFS/ME as a condition, there were also strong positive messages for people with CFS/ME where the right services are in place. Many of the findings from these practitioners seen by their patients as helping them more effectively, accord with the existing literature identifying the particular importance of listening skills, respect and trust for establishing a therapeutic relationship which recognises key features of the patient trajectory and promotes effective person-centred management of this complex condition. These findings indicate the need to build such skills and knowledge more systematically into professional training informed by the experience of specialist services and those living with the condition.

76 FR 50199 - National Center To Enhance the Professional Development of School Personnel Who Share...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-12

... DEPARTMENT OF EDUCATION [CFDA No. 84.325F] National Center To Enhance the Professional Development... of project period and waiver for the National Center to Enhance the Professional Development of... waiver enables the currently funded National Center to Enhance the Professional Development of School...

Further Research on an Undergraduate Measure of Professional Development Engagement

ERIC Educational Resources Information Center

Blau, Gary; Pred, Robert; Andersson, Lynne; Lopez, Andrea B.

2015-01-01

Professional Development Engagement (PDE) refers to the level of undergraduate engagement in professional development. Professional Development (PD) involves activities designed to help students prepare for a successful college-to-work transition. This study tested a new 12-item measure of PDE for a complete-data sample of 246 undergraduate…

Learning, Motivation, and Transfer: Successful Teacher Professional Development

ERIC Educational Resources Information Center

McDonald, Lex

2012-01-01

In this article, I am concerned with three key issues of teacher professional development--teacher learning, motivation, and transfer of learning. Each issue has received minimal attention in teacher professional development literature. The three issues are discussed, and a model of an integrative professional development approach is outlined,…

"Shakespeare Reloaded": Teacher Professional Development within a Collaborative Learning Community

ERIC Educational Resources Information Center

Brady, Linzy

2009-01-01

This paper describes an instance of continuing professional development and explores the contribution it might make to the ongoing international dialogue of professional development. It reviews the way features of the current debate on effective teaching, teacher learning and continuing professional development overlap and feed into each other and…

Does Professional Development Change Teaching Practice? Results from a Three-Year Study.

ERIC Educational Resources Information Center

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

This report, the third in a series of reports from the longitudinal evaluation of the Eisenhower Professional Development Program, examines the effects of professional development on improving classroom teaching practice. The Eisenhower Professional Development Program, Title II of the Elementary and Secondary Education Act, is the federal…

Improving Teachers' In-Service Professional Development in Mathematics and Science: The Role of Postsecondary Institutions.

ERIC Educational Resources Information Center

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

2003-01-01

As part of national evaluation of Eisenhower Professional Development Program, examines management and implementation strategies contributing to high-quality inservice teacher professional development in mathematics and science. Finds higher quality professional development is related to management and implementation strategies such as continuous…

Shaping Professional Development to Promote the Diffusion of Instructional Expertise among Teachers

ERIC Educational Resources Information Center

Sun, Min; Penuel, William R.; Frank, Kenneth A.; Gallagher, H. Alix; Youngs, Peter

2013-01-01

This study examines how high-quality professional development can promote the diffusion of effective teaching strategies among teachers through collaboration. Drawing on longitudinal and sociometric data from a study of writing professional development in 39 schools, this study shows that teachers' participation in professional development is…

Professional Development for Teachers: What Two Rigorous Studies Tell Us

ERIC Educational Resources Information Center

Quint, Janet

2011-01-01

Professional development--formal in-service training to upgrade the content knowledge and pedagogical skills of teachers--is widely viewed as an important means of improving teaching and learning. While many interventions "include" professional development, professional development was the central intervention of the two recent research and…

Helping Teachers Help Themselves: Professional Development That Makes a Difference

ERIC Educational Resources Information Center

Patton, Kevin; Parker, Melissa; Tannehill, Deborah

2015-01-01

For school administrators to facilitate impactful teacher professional development, a shift in thinking that goes beyond the acquisition of new skills and knowledge to helping teachers rethink their practice is required. Based on review of the professional development literature and our own continued observations of professional development, this…

Professional Development Planning and Design. Issues in Science Education.

ERIC Educational Resources Information Center

Rhoton, Jack; Bowers, Patricia

This book focuses on the professional development of teachers and discusses issues related to the planning and design of professional development programs. The content of the book is divided into three parts. Part 1, Standards-Based Reform and Professional Development includes: (1) "National Science Education Standards as a Catalyst for…

A Model of Professional Development: Teachers' Perceptions of Their Professional Development

ERIC Educational Resources Information Center

Avidov-Ungar, Orit

2016-01-01

This research aims to evaluate the manner in which teachers perceive their professional development process. Forty-three teachers from Israeli schools participated in the study. I used a semi-structured interview to understand the teachers' perceptions about their professional development. The qualitative analysis identified two dimensions that…

Teachers' Perceptions of the Quantity and Quality of Professional Development Activities in Turkey

ERIC Educational Resources Information Center

Bellibas, Mehmet Sukru; Gumus, Emine

2016-01-01

Professional development for teachers has been a substantial issue in contemporary educational research and policy. Yet, opportunities for professional development activities have been very limited in Turkey. In this study, we examined Turkish teachers' involvement in professional development activities by comparing their participation with the…

(Co)Meta-Reflection as a Method for the Professional Development of Academic Middle Leaders in Higher Education

ERIC Educational Resources Information Center

Thorpe, Anthony; Garside, Diane

2017-01-01

The professional development of middle leaders in higher education is little considered in existing research, though there are general concerns being raised about the suitability of the professional development opportunities currently available. This article develops and explores the use of meta-reflection as a method for professional development,…

Athletic trainers' facilitators of professional commitment in the collegiate setting.

PubMed

Eason, Christianne M; Mazerolle, Stephanie M; Pitney, William A

2015-05-01

Professional responsibility, rewards and respect, and time for rejuvenation are factors supporting professional commitment for athletic trainers (ATs) in the high school setting. The inherent complexities of an occupational setting can mitigate perceptions of professional commitment. Thus far, evidence is lacking regarding professional commitment for ATs in other occupational settings. To extend the literature on professional commitment of the AT to the collegiate setting. Qualitative study. Collegiate. Thirty-three Board of Certification-certified ATs employed in the collegiate setting (National Collegiate Athletic Association Division I = 11, Division II = 9, Division III = 13) with an average of 10 ± 8 years of clinical experience volunteered. Data saturation guided the total number of participants. Online journaling via QuestionPro was used to collect data from all participants. Two strategies, multiple-analyst triangulation and peer review, were completed to satisfy data credibility. Data were evaluated using a general inductive approach. Likert-scale data revealed no differences regarding levels of professional commitment across divisions. Two themes emerged from the inductive-content analysis: (1) professional responsibility and (2) coworker support. The emergent theme of professional responsibility contained 4 subthemes: (1) dedication to advancing the athletic training profession, (2) ardor for job responsibilities, (3) dedication to the student-athlete, and (4) commitment to education. Our participants were able to better maintain their own professional commitment when they felt their coworkers were also committed to the profession. The collegiate ATs investigated in this study, regardless of division, demonstrated professional commitment propelled by their aspiration to advance the profession, as well as their dedication to student-athletes and athletic training students. Maintaining commitment was influenced by a strong sense of coworker support.

Athletic Trainers' Facilitators of Professional Commitment in the Collegiate Setting

PubMed Central

Eason, Christianne M.; Mazerolle, Stephanie M.; Pitney, William A.

2015-01-01

Context: Professional responsibility, rewards and respect, and time for rejuvenation are factors supporting professional commitment for athletic trainers (ATs) in the high school setting. The inherent complexities of an occupational setting can mitigate perceptions of professional commitment. Thus far, evidence is lacking regarding professional commitment for ATs in other occupational settings. Objective: To extend the literature on professional commitment of the AT to the collegiate setting. Design: Qualitative study. Setting: Collegiate. Patients or Other Participants: Thirty-three Board of Certification-certified ATs employed in the collegiate setting (National Collegiate Athletic Association Division I = 11, Division II = 9, Division III = 13) with an average of 10 ± 8 years of clinical experience volunteered. Data saturation guided the total number of participants. Data Collection and Analysis: Online journaling via QuestionPro was used to collect data from all participants. Two strategies, multiple-analyst triangulation and peer review, were completed to satisfy data credibility. Data were evaluated using a general inductive approach. Results: Likert-scale data revealed no differences regarding levels of professional commitment across divisions. Two themes emerged from the inductive-content analysis: (1) professional responsibility and (2) coworker support. The emergent theme of professional responsibility contained 4 subthemes: (1) dedication to advancing the athletic training profession, (2) ardor for job responsibilities, (3) dedication to the student-athlete, and (4) commitment to education. Our participants were able to better maintain their own professional commitment when they felt their coworkers were also committed to the profession. Conclusions: The collegiate ATs investigated in this study, regardless of division, demonstrated professional commitment propelled by their aspiration to advance the profession, as well as their dedication to student-athletes and athletic training students. Maintaining commitment was influenced by a strong sense of coworker support. PMID:25761135

Interns' Professional Knowledge and Professional Identity Formation in Online Peer-Led Dialogue

ERIC Educational Resources Information Center

Lee, Hyun-Myoung

2010-01-01

The purpose of this study was to make interns-central members who directed a change the nature of the conception of professional development in an online peer-led dialogue. My focuses were what pedagogical aspects in an online peer-led dialogue contributed to intern's professional development (i.e., professional knowledge development and…

Regional health workforce planning through action research: lessons for commissioning health services from a case study in Far North Queensland.

PubMed

Panzera, Annette June; Murray, Richard; Stewart, Ruth; Mills, Jane; Beaton, Neil; Larkins, Sarah

2016-01-01

Creating a stable and sustainable health workforce in regional, rural and remote Australia has long been a challenge to health workforce planners, policy makers and researchers alike. Traditional health workforce planning is often reactive and assumes continuation of current patterns of healthcare utilisation. This demonstration project in Far North Queensland exemplifies how participatory regional health workforce planning processes can accurately model current and projected local workforce requirements. The recent establishment of Primary Health Networks (PHNs) with the intent to commission health services tailored to individual healthcare needs underlines the relevance of such an approach. This study used action research methodology informed by World Health Organization (WHO) systems thinking. Four cyclical stages of health workforce planning were followed: needs assessment; health service model redesign; skills-set assessment and workforce redesign; and development of a workforce and training plan. This study demonstrated that needs-based loco-regional health workforce planning can be achieved successfully through participatory processes with stakeholders. Stronger health systems and workforce training solutions were delivered by facilitating linkages and planning processes based on community need involving healthcare professionals across all disciplines and sectors. By focusing upon extending competencies and skills sets, local health professionals form a stable and sustainable local workforce. Concrete examples of initiatives generated from this process include developing a chronic disease inter-professional teaching clinic in a rural town and renal dialysis being delivered locally to an Aboriginal community. The growing trend of policy makers decentralising health funding, planning and accountability and rising health system costs increase the future utility of this approach. This type of planning can also assist the new PHNs to commission health services that meet the needs of the population and contribute to service and system improvement and innovation.

[Analysis of fourteen French national programmes on physical activity and sports as determinants of health from 2001 to 2006].

PubMed

Bréchat, Pierre-Henri; Vogel, Thomas; Berthel, Marc; Kaltenbach, Georges; Le Divenah, Aude; Segouin, Christophe; Rymer, Roland; Lonsdorfer, Jean

2009-01-01

Physical activity and sports are considered as one of the determinants of health. The aim of this study is to review the rationale for the formulation of this public health issue and its integration in national action plans. The study shows that fourteen national programmes were drafted and implemented between 2001 and 2006 by seven institutions. The research methodology was based on crossing data obtained from semi-directed interviews and documents regarding the design, implementation and follow-up of these programmes. For the conditions of the success, the fourteen actions scored an average of 175.0 +/- 66.9 out of 300%. Public health actors and professionals must be given more opportunities to involve themselves and engage in developing stronger relationships and linkages, in particular with the institutional and community settings. In general, the most invested parts of a programme are the structural and operational aspects of activities. Six significant points surfaced from the study: consideration of drug use as an addictive behaviour; recognition of the psychological stress of professional athletes; acknowledgment of youth as being at high risk for doping behaviour; integration of the concept that physical activity and sports must take the benefit/risk perspective into account; and the necessity to promote health. Through the exchange of numerous local and regional experiences, an optimisation of their synergistic connections was made possible on a continuum extending from "health promotion through physical activity and sports" to "prevention of drug-use and doping behaviours". Professionals have been able to develop actions in the above-mentioned domains across this continuum that have, to date, remained isolated. Proposals are made to strengthen these dynamics. Other health determinants and public health priorities could be investigated with the same methodology.

Methods for detrending success metrics to account for inflationary and deflationary factors*

NASA Astrophysics Data System (ADS)

Petersen, A. M.; Penner, O.; Stanley, H. E.

2011-01-01

Time-dependent economic, technological, and social factors can artificially inflate or deflate quantitative measures for career success. Here we develop and test a statistical method for normalizing career success metrics across time dependent factors. In particular, this method addresses the long standing question: how do we compare the career achievements of professional athletes from different historical eras? Developing an objective approach will be of particular importance over the next decade as major league baseball (MLB) players from the "steroids era" become eligible for Hall of Fame induction. Some experts are calling for asterisks (*) to be placed next to the career statistics of athletes found guilty of using performance enhancing drugs (PED). Here we address this issue, as well as the general problem of comparing statistics from distinct eras, by detrending the seasonal statistics of professional baseball players. We detrend player statistics by normalizing achievements to seasonal averages, which accounts for changes in relative player ability resulting from a range of factors. Our methods are general, and can be extended to various arenas of competition where time-dependent factors play a key role. For five statistical categories, we compare the probability density function (pdf) of detrended career statistics to the pdf of raw career statistics calculated for all player careers in the 90-year period 1920-2009. We find that the functional form of these pdfs is stationary under detrending. This stationarity implies that the statistical regularity observed in the right-skewed distributions for longevity and success in professional sports arises from both the wide range of intrinsic talent among athletes and the underlying nature of competition. We fit the pdfs for career success by the Gamma distribution in order to calculate objective benchmarks based on extreme statistics which can be used for the identification of extraordinary careers.

Access to livelihood assets among youth with and without disabilities in South Africa: implications for health professional education.

PubMed

Lorenzo, Theresa; Cramm, Jane Murray

2012-05-23

This study compared access to 5 livelihood assets among disabled and non-disabled youth, to inform health professionals on inequities related to disability and to monitor the transformation agenda aimed at creating an inclusive society. Fieldworkers interviewed 989 youth (18 - 35 years; 523 (52.9%) disabled youth (DY), 466 (47.1%) non-disabled youth (NDY)) at 9 sites in 5 South African provinces. Descriptive statistics were used to describe demographic characteristics and livelihood assets. Chi-squared and t-tests were used for comparisons. Doctors at hospitals and nurses at clinics are health professionals most frequently seen. Far fewer DY than NDY attended and completed school. Unemployment was markedly more common among DY than among NDY. Barriers to accessing employment for DY were poor health and lack of skills development, and a lack of job opportunities for NDY. Both groups received the same amount of support from immediate household members, but significantly more NDY received support from extended family, friends, partners, and neighbours. They spent significantly more time engaging in all free-time activities. NDY reported more access to bathrooms, phone, and newspapers, as well as public services and the business sector. Participation and access were limited for both groups because of inaccessible public transport. This paper shows that DY have a greater struggle to access livelihood assets than non-disabled peers. The Disability Studies Academic Programme at the University of Cape Town is an initiative that seeks to take specific focused action with disability organisations in order to address the inequities faced by disabled youth to ensure their inclusion in development to the same degree as their non-disabled peers.

[Open door intensive care unit: perspective of the professionals].

PubMed

Ayllón Garrido, N; Montero Rus, P; Acebes Fernández, M I; Sánchez Zugazua, J

2014-01-01

Restrictive visiting hours continue to predominate at most intensive care units (ICU). Maintaining the current visiting policy or switching to an open visiting hours policy continues to be a controversial study for the staff. To know the staff perspective on the effects of open visiting hours on patients, family and professional activity. To gather proposals in order to modify the current visiting policy. A 30-item 'Likert-type scale' data was administered to ICU doctors, nurses and health care assistants of Alava University Hospital. Data was collected within an Excel database and analyzed using SPSS 19.0. Frequencies and percentages were calculated for descriptive statistics purposes and the Chi Square test was used for the bivariate analysis related to age, professional category and years of experience. The staff (n=64) considered that open visiting hours could have a beneficial effect on patients (67%) and relatives (61%). However, 62% considered that open visiting hours would be of little benefit for the staff themselves. Neither the experience of the respondent nor their professional category seem to have any statistical effect on the perception of the benefit of open visiting hours. However, the younger staff members consider open visiting hours would be more beneficial for the patient (p=.024). A total of 50% of surveyed staff would maintain the current visiting hours and would extend them if required by the patient's condition. Staff members continue to consider the current, restricted visiting policy to be the most appropriate option for the unit. However, they accept the possibility of extending visiting hours for particular cases if beneficial for the patient. Copyright © 2013 Elsevier España, S.L. y SEEIUC. All rights reserved.

Conditions for Professional Development.

ERIC Educational Resources Information Center

Humes, Walter

2001-01-01

Examines aspects of initial teacher education and continuing professional development in Scotland against the backdrop of McCrone Report recommendations on teaching conditions. Discusses teachers' attitudes toward their own professional development; the nature of professional knowledge, skills, and values; and some principles to promote genuine…

Team-Based Professional Development Interventions in Higher Education: A Systematic Review.

PubMed

Gast, Inken; Schildkamp, Kim; van der Veen, Jan T

2017-08-01

Most professional development activities focus on individual teachers, such as mentoring or the use of portfolios. However, new developments in higher education require teachers to work together in teams more often. Due to these changes, there is a growing need for professional development activities focusing on teams. Therefore, this review study was conducted to provide an overview of what is known about professional development in teams in the context of higher education. A total of 18 articles were reviewed that describe the effects of professional development in teams on teacher attitudes and teacher learning. Furthermore, several factors that can either hinder or support professional development in teams are identified at the individual teacher level, at the team level, and also at the organizational level.

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

NASA Astrophysics Data System (ADS)

Boriack, Anna Christine

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

A study of role expansion: a new GP role in cardiology care

PubMed Central

2014-01-01

Background The National Health Service is reconfiguring health care services in order to meet the increasing challenge of providing care for people with long-term conditions and to reduce the demand on specialised outpatient hospital services by enhancing primary care. A review of cardiology referrals to specialised care and the literature on referral management inspired the development of a new GP role in Cardiology. This new extended role was developed to enable GPs to diagnose and manage patients with mild to moderate heart failure or atrial fibrillation and to use a range of diagnostics effectively in primary care. This entailed GPs participating in a four-session short course with on-going clinical supervision. The new role was piloted in a small number of GP practices in one county in England for four months. This study explores the impact of piloting the Extended Cardiology role on the GP’s role, patients’ experience, service delivery and quality. Methods A mixed methods approach was employed including semi-structured interviews with GPs, a patient experience survey, a quality review of case notes, and analysis on activity and referral data. Results The participating GPs perceived the extended GP role as a professional development opportunity that had the potential to reduce healthcare utilisation and costs, through a reduction in referrals, whilst meeting the patient’s wishes for the provision of care closer to home. Patient experience of the new GP service was positive. The standard of clinical practice was judged acceptable. There was a fall in referrals during the study period. Conclusion This new role in cardiology was broadly welcomed as a model of care by the participating GPs and by patients, because of the potential to improve the quality of care for patients in primary care and reduce costs. As this was a pilot study further development and continuing evaluation of the model is recommended. PMID:24885826

A Secure Architecture to Provide a Medical Emergency Dataset for Patients in Germany and Abroad.

PubMed

Storck, Michael; Wohlmann, Jan; Krudwig, Sarah; Vogel, Alexander; Born, Judith; Weber, Thomas; Dugas, Martin; Juhra, Christian

2017-01-01

The ongoing fragmentation of medical care and mobility of patients severely restrains exchange of lifesaving information about patient's medical history in case of emergencies. Therefore, the objective of this work is to offer a secure technical solution to supply medical professionals with emergency-relevant information concerning the current patient via mobile accessibility. To achieve this goal, the official national emergency data set was extended by additional features to form a patient summary for emergencies, a software architecture was developed and data security and data protection issues were taken into account. The patient has sovereignty over his/her data and can therefore decide who has access to or can change his/her stored data, but the treating physician composes the validated dataset. Building upon the introduced concept, future activities are the development of user-interfaces for the software components of the different user groups as well as functioning prototypes for upcoming field tests.

Integrating musculoskeletal sonography into rehabilitation: Therapists’ experiences with training and implementation

PubMed Central

Gray, Julie McLaughlin; Frank, Gelya; Roll, Shawn C.

2018-01-01

Musculoskeletal sonography is rapidly extending beyond radiology; however, best practices for successful integration into new practice contexts are unknown. This study explored non-physician experiences with the processes of training and integration of musculoskeletal sonography into rehabilitation. Qualitative data were captured through multiple sources and iterative thematic analysis was used to describe two occupational therapists’ experiences. The dominant emerging theme was competency, in three domains: technical, procedural and analytical. Additionally, three practice considerations were illuminated: (1) understanding imaging within the dynamics of rehabilitation, (2) navigating nuances of interprofessional care, and (3) implications for post-professional training. Findings indicate that sonography training for rehabilitation providers requires multi-level competency development and consideration of practice complexities. These data lay a foundation on which to explore and develop best practices for incorporating sonographic imaging into the clinic as a means for engaging clients as active participants in the rehabilitation process to improve health and rehabilitation outcomes. PMID:28830315

Embedded systems engineering for products and services design.

PubMed

Ahram, Tareq Z; Karwowski, Waldemar; Soares, Marcelo M

2012-01-01

Systems engineering (SE) professionals strive to develop new techniques to enhance the value of contributions to multidisciplinary smart product design teams. Products and services designers challenge themselves to search beyond the traditional design concept of addressing the physical, social, and cognitive factors. This paper covers the application of embedded user-centered systems engineering design practices into work processes based on the ISO 13407 framework [20] to support smart systems and services design and development. As practitioners collaborate to investigate alternative smart product designs, they concentrate on creating valuable products which will enhance positive interaction. This paper capitalizes on the need to follow a user-centered SE approach to smart products design [4, 22]. Products and systems intelligence should embrace a positive approach to user-centered design while improving our understanding of usable value-adding, experience and extending our knowledge of what inspires others to design enjoyable services and products.

Personal reflections on exploring social media in medicine.

PubMed

Thoma, Brent

2015-04-01

Social media is difficult to explain to a physician who has never used it. The medical literature on its pitfalls and abuses has overshadowed its positive applications and made many physicians wary of it. While I was initially reluctant to develop my own presence on social media, since embracing it as a tool for teaching and learning I have developed a different perspective. I see it as a tool that can be used positively or negatively. Much like a megaphone, it can amplify our voice so that the impact of our work can extend beyond the borders of our institutions and countries. Aided by the guidance and support of mentors who used social media before and alongside me, it has helped me to become a more competent, professional, engaged, and impactful physician. Within this article I will share my story to illustrate the many ways that social media can be used to enhance the profession of medicine.

Measurement Development and Validation of the Family Supportive Supervisor Behavior Short-Form (FSSB-SF)

PubMed Central

Hammer, Leslie B.; Kossek, Ellen Ernst; Bodner, Todd; Crain, Tori

2013-01-01

Recently, scholars have demonstrated the importance of Family Supportive Supervisor Behaviors (FSSB), defined as behaviors exhibited by supervisors that are supportive of employees’ family roles, in relation to health, well-being, and organizational outcomes. FSSB was originally conceptualized as a multidimensional, superordinate construct with four subordinate dimensions assessed with 14 items: emotional support, instrumental support, role modeling behaviors, and creative work-family management. Retaining one item from each dimension, two studies were conducted to support the development and use of a new FSSB-Short Form (FSSB-SF). Study 1 draws on the original data from the FSSB validation study of retail employees to determine if the results using the 14-item measure replicate with the shorter 4-item measure. Using data from a sample of 823 information technology professionals and their 219 supervisors, Study 2 extends the validation of the FSSB-SF to a new sample of professional workers and new outcome variables. Results from multilevel confirmatory factor analyses and multilevel regression analyses provide evidence of construct and criterion-related validity of the FSSB-SF, as it was significantly related to work-family conflict, job satisfaction, turnover intentions, control over work hours, obligation to work when sick, perceived stress, and reports of family time adequacy. We argue that it is important to develop parsimonious measures of work-family specific support to ensure supervisor support for work and family is mainstreamed into organizational research and practice. PMID:23730803

Experience of a faculty development workshop in mentoring at an Indian medical college.

PubMed

Varma, Jagdish R; Prabhakaran, Anusha; Singh, Suman; Singh, Praveen; Ganjiwale, Jaishree; Pandya, Himanshu

2016-01-01

Our medical college is running a mentoring programme for undergraduate medical students since 2009. The academic leadership of the college identified the need to change the focus of the programme from mere problem- solving to professional and personal development of mentees. A core group of faculty designed and implemented a workshop on mentoring for 28 mentors. The workshop included reflections on the participants' previous experiences about mentoring, discussion on perceptions of mentees about the existing mentoring programme, self-analysis of mentoring skills, overview of the Surrendering, Accepting, Gifting and Extending (SAGE) model and demonstration of effective mentoring skills using role plays and a film. We collected written anonymous feedback from participants at the end of the workshop to elicit their responses regarding various aspects of the programme, change in their views about mentoring and suggestions for future workshops. A majority of the participants (17, 60.7%) said that role plays and reflection on role plays were the most valuable part of workshop as they provided clarity on the concepts about mentoring. The most frequently identified take-home messages were: building trust with the mentee (7, 25%), balance in life and approach towards the mentee (6, 21.4%), and understanding that mentoring is a process geared towards personal and professional development of the mentee (6, 21.4%). The participants' reaction to the workshop was positive. The responses of participants suggested that the workshop was successful in changing their views regarding the purpose of the mentoring programme.

Adolescent health care education and training: insights from Israel.

PubMed

Kerem, Nogah C; Hardoff, Daniel

2016-08-01

There is a growing need for health care professionals to extend their knowledge in adolescent health care. Formal training curricula in adolescent medicine have been established in the United States, Canada, and Australia, yet many other countries have developed shorter training programs to enable interested physicians to further pursue knowledge and practical experience in delivering improved quality health care for adolescents. The Israeli experience in building an infrastructure that allows students and physicians to learn about adolescent medicine and to train in the field is described. It includes a series of lectures and seminars for medical students during medical school and at the clinical rotations in pediatric wards; the development of hospital-based and community-based multidisciplinary adolescent health services where residents can practice adolescent health care; a 3-year diploma course in adolescent medicine for specialists in pediatrics and family medicine; mini courses in adolescent medicine for pediatricians and family practitioners working in community settings; and a simulated patient-based program regarding communication with adolescents, aimed for all professional levels - medical students, residents, and specialists. This infrastructure has been developed to create a leading group of physicians, who are able to operate adolescent clinics and to teach adolescent medicine. Recently, a formal fellowship program in adolescent medicine has been approved by the Scientific Council of the Israel Medical Association. The Israeli experience described here could be applied in countries, where formal training programs in adolescent health care are not yet established.

Measurement development and validation of the Family Supportive Supervisor Behavior Short-Form (FSSB-SF).

PubMed

Hammer, Leslie B; Ernst Kossek, Ellen; Bodner, Todd; Crain, Tori

2013-07-01

Recently, scholars have demonstrated the importance of Family Supportive Supervisor Behaviors (FSSB), defined as behaviors exhibited by supervisors that are supportive of employees' family roles, in relation to health, well-being, and organizational outcomes. FSSB was originally conceptualized as a multidimensional, superordinate construct with four subordinate dimensions assessed with 14 items: emotional support, instrumental support, role modeling behaviors, and creative work-family management. Retaining one item from each dimension, two studies were conducted to support the development and use of a new FSSB-Short Form (FSSB-SF). Study 1 draws on the original data from the FSSB validation study of retail employees to determine whether the results using the 14-item measure replicate with the shorter 4-item measure. Using data from a sample of 823 information technology professionals and their 219 supervisors, Study 2 extends the validation of the FSSB-SF to a new sample of professional workers and new outcome variables. Results from multilevel confirmatory factor analyses and multilevel regression analyses provide evidence of construct and criterion-related validity of the FSSB-SF, as it was significantly related to work-family conflict, job satisfaction, turnover intentions, control over work hours, obligation to work when sick, perceived stress, and reports of family time adequacy. We argue that it is important to develop parsimonious measures of work-family specific support to ensure supervisor support for work and family is mainstreamed into organizational research and practice. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Examining the Relationship between Teachers' Attitudes and Motivation toward Web-Based Professional Development: A Structural Equation Modeling Approach

ERIC Educational Resources Information Center

Chien, Hui-Min; Kao, Chia-Pin; Yeh, I-Jan; Lin, Kuen-Yi

2012-01-01

This study was conducted to investigate elementary school teachers' attitudes and motivation toward web-based professional development. The relationship between teachers' attitudes and motivation was explored using the AWPD (Attitudes toward Web-based Professional Development) and MWPD (Motivation toward Web-based Professional Development)…

Working with What They Have: Professional Development as a Reform Strategy in Rural Schools

ERIC Educational Resources Information Center

Barrett, Nathan; Cowen, Joshua; Toma, Eugenia; Troske, Suzanne

2015-01-01

In-service teacher professional development has been used to improve teacher effectiveness. In Kentucky, the National Science Foundation funded a large professional development program called the Appalachian Math and Science Partnership (AMSP) to provide content-based professional development to teachers in rural schools. We show that students…

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

ERIC Educational Resources Information Center

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…

Teacher Self-Efficacy, Professional Development and Student Reading Performance in Persistently Low-Performing Schools

ERIC Educational Resources Information Center

Washington, Vanassa

2016-01-01

The overall aim of this quantitative non-experimental study was to investigate the degree to which content-focused professional development, active based-learning professional development and teacher self-efficacy predict student performance in reading, within persistently low-performing schools. The need to investigate professional development in…

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

ERIC Educational Resources Information Center

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…

Examining the Roles of the Facilitator in Online and Face-to-Face PD Contexts

ERIC Educational Resources Information Center

Park, Gina; Johnson, Heather; Vath, Richard; Kubitskey, Beth; Fishman, Barry

2013-01-01

Online teacher professional development has become an alternative to face-to-face professional development. Such a shift from face-to-face to online professional development, however, brings new challenges for professional development facilitators, whose roles are crucial in orchestrating teacher learning. This paper is motivated by the need to…

A Better Way to Measure: New Survey Tool Gives Educators a Clear Picture of Professional Learning's Impact

ERIC Educational Resources Information Center

Blank, Rolf K.

2010-01-01

Just when educators are learning more about what constitutes effective professional development, a collaborative team of education researchers and practitioners have developed, tested, and implemented a cost-effective method of measuring and reporting on the quality of teacher professional development. The teacher professional development analysis…

The Investigation of Teachers' Metaphoric Perceptions about Professional Development

ERIC Educational Resources Information Center

Yurtseven, Nihal

2017-01-01

Professional development is an ongoing process in which teachers review their teaching practices and learn how to respond to their students' needs. To make the professional development process more effective, we need to define the identity of a teacher correctly and clarify the perspective about teachers' professional development. The purpose of…

Accountability or Authenticity? The Alignment of Professional Development and Teacher Evaluation

ERIC Educational Resources Information Center

Su, Yahui; Feng, Liyia; Hsu, Chang-Hui

2017-01-01

The alignment of professional development and teacher evaluation has been a growing concern in teacher professional development practices. The issue of how teacher evaluation can help authentic professional development is important in that teachers only learn what is real, useful and valuable to them. Based on our reflections on current…

Large-Scale Teacher Professional Development Endeavor: The Lincoln Tri-State Institute

ERIC Educational Resources Information Center

Murley, Lisa D.; Gandy, S. Kay; Sublett, Michael D.; Kruger, Darrell P.

2014-01-01

This article explores a two-year professional development initiative with four state geographic alliances. Professional development planners, whether planning for a large- or small-scale initiative or one with unlimited or limited funding, will benefit from learning about this successful professional development activity and how the impact in the…

Learning from Teaching in Literacy Education: New Perspectives on Professional Development.

ERIC Educational Resources Information Center

Rodgers, Emily M., Ed.; Pinnell, Gay Su, Ed.

This collection of papers describes what is known about the effective professional development of literacy educators. The 11 papers are: (1) "Professional Development Scenarios: What Is and Might Be" (Emily Rodgers and Gay Su Pinnell); (2) "A National Overview of Professional Development Programs in Reading" (Marie Tejero Hughes, Michele Mits…

Using a High-Performance Planning Model to Increase Levels of Functional Effectiveness Within Professional Development.

PubMed

Winter, Peggi

2016-01-01

Nursing professional practice models continue to shape how we practice nursing by putting families and members at the heart of everything we do. Faced with enormous challenges around healthcare reform, models create frameworks for practice by unifying, uniting, and guiding our nurses. The Kaiser Permanente Practice model was developed to ensure consistency for nursing practice across the continuum. Four key pillars support this practice model and the work of nursing: quality and safety, leadership, professional development, and research/evidence-based practice. These four pillars form the foundation that makes transformational practice possible and aligns nursing with Kaiser Permanente's mission. The purpose of this article is to discuss the pillar of professional development and the components of the Nursing Professional Development: Scope and Standards of Practice model (American Nurses Association & National Nursing Staff Development Organization, 2010) and place them in a five-level development framework. This process allowed us to identify the current organizational level of practice, prioritize each nursing professional development component, and design an operational strategy to move nursing professional development toward a level of high performance. This process is suggested for nursing professional development specialists.

Learning for Work and Professional Development: The Significance of Informal Learning Networks of Digital Media Industry Professionals

ERIC Educational Resources Information Center

Campana, Joe

2014-01-01

Informal learning networks play a key role in the skill and professional development of professionals, working in micro-businesses within Australia's digital media industry, as they do not have access to learning and development or human resources sections that can assist in mapping their learning pathway. Professionals working in this environment…

An analysis of zoo and aquarium provided teacher professional development

NASA Astrophysics Data System (ADS)

Kubarek-Sandor, Joy

Informal science institutions are a significant provider of science teacher professional development. As pressure continues to critically analyze the work of teachers and their effectiveness in the classroom, it is important to understand how informal science institutions contribute to effective change in teacher science content knowledge and pedagogy. This research study analyzed zoo and aquarium provided teacher professional development to respond to the research questions: How do zoos and aquaria determine and assess their goals for teacher professional development? How do these goals align with effective teacher change for science content knowledge and pedagogy? Theoretical frameworks for high quality teacher professional development, effective evaluation of teacher professional development, and learning in informal science settings guided the research. The sample for the study was AZA accredited zoos and aquariums providing teacher professional development (N=107). Data collection consisted of an online questionnaire, follow-up interviews, and content analysis of teacher professional development artifacts. Analysis revealed that by and large zoos and aquariums are lacking in their provision of science teacher professional development. Most professional development focuses on content or resources, neglecting pedagogy. Assessments mismatch the goals and rely heavily on self-report and satisfaction measures. The results demonstrate a marked difference between those zoos and aquariums that are larger in capacity versus those that are medium to small in size. This may be an area of research for the future, as well as analyzing the education resources produced by zoos and aquariums as these were emphasized heavily as a way they serve teachers.

Design and Implementation of a Professional Development Course Series.

PubMed

Welch, Beth; Spooner, Joshua J; Tanzer, Kim; Dintzner, Matthew R

2017-12-01

Objective. To design and implement a longitudinal course series focused on professional development and professional identity formation in pharmacy students at Western New England University. Methods. A four-year, theme-based course series was designed to sequentially and longitudinally impart the values, attributes, and characteristics of a professional pharmacist. Requirements of the course include: goal planning and reflective assignments, submission of "Best Works," attendance at professional meetings, completion of service hours, annual completion of a Pharmacy Professionalism Instrument, attendance at Dean's Seminar, participation in roundtable discussions, and maintenance of an electronic portfolio. Though the Professional Development course series carries no credit, these courses are progression requirements and students are assessed on a pass/fail basis. Results. Course pass rates in the 2015-2016 academic year for all four classes were 99% to 100%, suggesting the majority of students take professional development seriously and are achieving the intended outcomes of the courses. Conclusion. A professional development course series was designed and implemented in the new Doctor of Pharmacy program at Western New England University to enhance the professional identity formation of students.

A study on professional stress, depression and alcohol use among Indian IT professionals

PubMed Central

Darshan, M. S.; Raman, Rajesh; Rao, T. S. Sathyanarayana; Ram, Dushad; Annigeri, Bindu

2013-01-01

Background: Stress has touched almost all professions posing threat to mental and physical health. India being the Information Technology (IT) hub with lakhs involved as IT Professionals, there is a need to assess prevalence of professional stress, depression and problem alcohol use and understand their association. Objectives: (1) To screen for the prevalence of professional stress, risk for depression and harmful alcohol use among software engineers. (2) To study the association between professional stress, risk for depression and harmful alcohol use. Materials and Methods: This is a cross-sectional online study conducted using screeing questionnaires like professional life stress scale, centre for epidemiological studies depression scale and alcohol use disorders identification test. This study was conducted specifically on professionals working in an IT firm with the designation of a software engineer. Results: A total of 129 subjects participated in the study. 51.2% of the study sample was found to be professionally stressed at the time of the interview. 43.4% of the study population were found to be at risk for developing depression. 68.2% of those who were professionally stressed were at risk for developing depression compared with only 17.5% of those who were not professionally stressed. Odds ratio revealed that subjects who were professionally stressed had 10 times higher risk for developing depression compared to those who were not professionally stressed. Subjects who were professionally stressed had 5.9 times higher prevalence of harmful alcohol use compared to those who were not professionally stressed. Subjects who were at risk for developing depression had 4.1 times higher prevalence of harmful alcohol use compared with those who were not at risk for developing depression. Conclusion: Such higher rates of professional stress, risk for developing depression and harmful alcohol use among software engineers could hinder the progress of IT development and also significantly increase the incidence of psychiatric disorders. PMID:23439801

Student Scientific Research within Communities-of-Practice (Abstract)

NASA Astrophysics Data System (ADS)

Genet, R.; Armstrong, J.; Blanko, P.; Boyce, G. B. P.; Brewer, M.; Buchheim, R.; Calanog, J.; Castaneda, D.; Chamberlin, R.; Clark, R. K.; Collins, D.; Conti, D.; Cormier, S.; FItzgerald, M.; Estrada, C.; Estrada, R.; Freed, R.; Gomez, E.; Hardersen, P.; Harshaw, R.; Johnson, J.; Kafka, S.; Kenney, J.; Monanan, K.; Ridgely, J.; Rowe, D.; Silliman, M.; Stojimirovic, I.; Tock, K.; Walker, D.

2017-12-01

(Abstract only) Social learning theory suggests that students who wish to become scientists will benefit by being active researchers early in their educational careers. As coauthors of published research, they identify themselves as scientists. This provides them with the inspiration, motivation, and staying power that many will need to complete the long educational process. This hypothesis was put to the test over the past decade by a one-semester astronomy research seminar where teams of students managed their own research. Well over a hundred published papers coauthored by high school and undergraduate students at a handful of schools substantiated this hypothesis. However, one could argue that this was a special case. Astronomy, after all, is supported by a large professional-amateur community-of-practice. Furthermore, the specific area of research - double star astrometry - was chosen because the observations could be quickly made, the data reduction and analysis was straight forward, and publication of the research was welcomed by the Journal of Double Star Observations. A recently initiated seminar development and expansion program - supported in part by the National Science Foundation - is testing a more general hypothesis that: (1) the seminar can be successfully adopted by many other schools; (2) research within astronomy can be extended from double star astrometry to time series photometry of variable stars, exoplanet transits, and asteroids; and (3) the seminar model can be extended to a science beyond astronomy: environmental science' specifically atmospheric science. If the more general hypothesis is also supported, seminars that similarly feature published high school and undergraduate student team research could have the potential to significantly improve science education by increasing the percentage of students who complete the education required to become professional scientists.

Student Scientific Research within Communities-of-Practice

NASA Astrophysics Data System (ADS)

Genet, Russell; Armstrong, James; Blanko, Philip; Boyce, Grady Boyce, Pat; Brewer, Mark; Buchheim, Robert; Calanog, Jae; Castaneda, Diana; Chamberlin, Rebecca; Clark, R. Kent; Collins, Dwight; Conti, Dennis Cormier, Sebastien; Fitzgerald, Michael; Estrada, Chris; Estrada, Reed; Freed, Rachel Gomez, Edward; Hardersen, Paul; Harshaw, Richard; Johnson, Jolyon Kafka, Stella; Kenney, John; Mohanan, Kakkala; Ridgely, John; Rowe, David Silliman, Mark; Stojimirovic, Irena; Tock, Kalee; Walker, Douglas; Wallen, Vera

2017-06-01

Social learning theory suggests that students who wish to become scientists will benefit by being active researchers early in their educational careers. As coauthors of published research, they identify themselves as scientists. This provides them with the inspiration, motivation, and staying power that many will need to complete the long educational process. This hypothesis was put to the test over the past decade by a one-semester astronomy research seminar where teams of students managed their own research. Well over a hundred published papers coauthored by high school and undergraduate students at a handful of schools substantiated this hypothesis. However, one could argue that this was a special case. Astronomy, after all, is supported by a large professional-amateur community-of-practice. Furthermore, the specific area of research-double star astrometry-was chosen because the observations could be quickly made, the data reduction and analysis was straight forward, and publication of the research was welcomed by the Journal of Double Star Observations. A recently initiated seminar development and expansion program-supported in part by the National Science Foundation-is testing a more general hypothesis that: (1) the seminar can be successfully adopted by many other schools; (2) research within astronomy can be extended from double star astrometry to time series photometry of variable stars, exoplanet transits, and asteroids; and (3) the seminar model can be extended to a science beyond astronomy: environmental science-specifically atmospheric science. If the more general hypothesis is also supported, seminars that similarly feature published high school and undergraduate student team research could have the potential to significantly improve science education by increasing the percentage of students who complete the education required to become professional scientists.

Developing Professionalism in Business School Undergraduates

ERIC Educational Resources Information Center

Clark, Timothy S.; Amer, Tarek S.; Ng, Pin T.

2014-01-01

The authors explore the importance of developing professional behavior among business students and introduce a program designed to incentivize professionalism during undergraduate study. The Professionalism Recognition Program was established to promote, recognize, rate, and reward the students' professional conduct in a flexible and widely…

[Breastfeeding (part one): Frequency, benefits and drawbacks, optimal duration and factors influencing its initiation and prolongation. Clinical guidelines for practice].

PubMed

Chantry, A A; Monier, I; Marcellin, L

2015-12-01

The objectives were to on assess the frequency and the duration of breastfeeding in France. On the other hand, the objectives were to identify its benefits and drawbacks, and to study the factors influencing its initiation and its extension. Bibliographic research in Medline, Google Scholar and in the Cochrane Library. Breastfeeding concerns in France about 70% of children at birth (EL2). Its median duration is about 15 weeks and 3 weeks ½ for exclusive breastfeeding. At three months, only one third of children breastfed at birth are still being breastfed (EL2). Whether this is due to the composition of breast milk or the behavior of mothers with their children or their socio-cultural level, or even by all these components at once, breastfeeding is associated with better cognitive development children (EL2). This effect is even more reinforced that mothers breastfeed exclusively and prolonged (EL2). As part of the prevention of many diseases (ear infections, gastrointestinal infections, atopic diseases, obesity and cardiovascular diseases…), exclusive and prolonged breastfeeding (grade B) between 4 to 6 months is recommended (professional consensus). Breastfeeding is not a means of preventing postpartum depression (professional consensus). To reduce the incidence of breast cancer, prolonged breastfeeding is recommended (grade B). In order to increase the rate of initiation of breastfeeding as well as its duration, it is recommended that health professionals work closely with mothers in their project (grade A), the breastfeeding promotion messages include message to husbands (grade B), and to promote breastfeeding on demand without fixed interval between feedings (grade B). However, there is not enough data to recommend the use of a specific position during breastfeeding, or the use of one or two breast or to early start breastfeeding or not (professional consensus). Exclusive and extended breastfeeding is recommended (grade B) between 4 to 6 months (professional consensus). Copyright © 2015. Published by Elsevier Masson SAS.

Contributions to These Practices from a Professional Program

ERIC Educational Resources Information Center

Kale, Ugur

2004-01-01

Teacher professional development is assumed to be enhanced through reflective, collective, collaborative professional communities (Little, 2003). Universities in these teacher community developments play a big role by providing teachers with pedagogical helps and professional developments. By not only encouraging teachers to go to conferences, do…

School Culture and Postgraduate Professional Development: Delineating the "Enabling School"

ERIC Educational Resources Information Center

Arthur, Linet; Marland, Harriet; Pill, Amanda; Rea, Tony

2010-01-01

The culture of the "enabling school" is investigated within the context of the government's policy of continuing professional development and postgraduate professional development for teachers in England. This context is problematised by considering teachers' conceptualisations of their professional autonomy, status and personal…

Professional Development and TransLink[R]. Final Report.

ERIC Educational Resources Information Center

Kuhn, Beverly T.; Jasek, Deborah

This report covers one segment of a larger professional development program for transportation professionals that addresses the need to develop a larger cadre of transportation professionals capable of designing, planning, managing, operating, and maintaining the transportation infrastructure nationwide. Three specific tasks were undertaken and…

Factor Analysis of Teacher Professional Development in Chinese Military Medical Universities

ERIC Educational Resources Information Center

Yue, Juan-Juan; Chen, Gang; Wang, Zhen-Wei; Liu, Wei-Dong

2017-01-01

Background and purpose: Teacher professional development potentially enhances teachers' professional morale, knowledge, skills and autonomy, which helps improve the quality of education. The military medical university is an important medical education institution in China; however, studies of teacher professional development within military…

Transforming Professional Development to Professional Learning

ERIC Educational Resources Information Center

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…

Development of professional expertise in optometry.

PubMed

Faucher, Caroline

2011-04-01

Development of professional expertise is the gradual transition from novice to expert within a profession. Studies on expertise in the profession of optometry have never been published. However, many studies have been performed in other health professions (e.g., nursing, medicine, physical therapy, occupational therapy). This report is an overview of the development of professional expertise that will highlight some applications for optometry. A 5-level scale of professional expertise development, divided into 2 parts, is described. The first part is the progression of students during their professional studies (novice, intermediate, competent). The second part is the professional development occurring during the practice years (advanced, expert). Personal and collective efforts are required to foster the progression toward expertise. Great interest for the profession, motivation, and deliberate practice are individual attitudes that help this progression. The "optometric community of practice," by means of university (professional) training, continuing education, and collaboration between colleagues, also contributes to this process. Professional development is an integral part of the Optometric Oath. Each clinical case is a potential learning experience contributing to one's professional development. Optometrists' attitudes are predominant factors in the progression from one level to another. Copyright © 2011 American Optometric Association. Published by Elsevier Inc. All rights reserved.

21 CFR 810.14 - Cease distribution and notification or mandatory recall strategy.

Code of Federal Regulations, 2010 CFR

2010-04-01

... comply with the order, which FDA will fashion as appropriate for the individual circumstances of the case... mandatory recall order is to extend as follows: (A) Consumer or user level, e.g., health professionals...) Retail level, to the level immediately preceding the consumer or user level, and including any...

Extending Theorisations of the Global Teacher: Care Work, Gender, and Street-Level Policies

ERIC Educational Resources Information Center

Robert, Sarah A.

2016-01-01

This article is concerned with teachers' negotiation of global transitions premised on improving educational opportunity with implications for professionalism. The study blends sociology of gender, work, and organisations and gender policy analysis to theorise teachers' policy negotiations. I explore how 20 Argentine teachers mediate 3 programmes'…

75 FR 80762 - Medicare Program; Emergency Medical Treatment and Labor Act: Applicability to Hospital and...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-23

... intensive care units or with respect to rural areas, regional referral centers as identified by the... care for an EMC. Therefore, we stated that we believed the EMTALA requirements did not extend to..., and professional obligations with respect to the continued proper care and treatment of its patients...

Volunteer Middle Managers: Human Resources That Extend Programmatic Outreach

ERIC Educational Resources Information Center

Cassill, Heather; Culp, Ken, III; Hettmansperger, Jay; Stillwell, Marla; Sublet, Amanda

2012-01-01

Extension professionals must be able to give volunteers programmatic ownership, resources, and the education needed to complete tasks. However, resources such as time and money are limited, especially in economic downtimes, making it even more necessary to look at creative ways to bridge the gap between what programs and services can and should be…

"I'm Not a Real Academic": A Career from Industry to Academe

ERIC Educational Resources Information Center

Santoro, Ninetta; Snead, Suzanne L.

2013-01-01

Over the past thirty years universities have increasingly extended their offerings of vocationally oriented degrees and have recruited into academe, practitioners from the professions. This paper reports on a qualitative study that investigated the experiences of 20 professionals-turned-academics in Australia; their expectations of academe and how…

Native-Speakerism and the Complexity of Personal Experience: A Duoethnographic Study

ERIC Educational Resources Information Center

Lowe, Robert J.; Kiczkowiak, Marek

2016-01-01

This paper presents a duoethnographic study into the effects of native-speakerism on the professional lives of two English language teachers, one "native", and one "non-native speaker" of English. The goal of the study was to build on and extend existing research on the topic of native-speakerism by investigating, through…

School Outreach and Museum-Architect Partnerships: An Initiative at the Canadian Centre for Architecture

ERIC Educational Resources Information Center

Chalas, Agnieszka

2006-01-01

This thesis focuses on an educational partnership between the Canadian Centre for Architecture and Architects in Action, which explores the potential of utilizing professional arts practitioners in an outreach capacity to extend museum programming. It seeks to answer the following questions: How did the architects' experiences compare to their…

Faculty Members' Intentions to Leave: A National Study on Their Worklife and Satisfaction

ERIC Educational Resources Information Center

Rosser, Vicki J.

2004-01-01

Despite the importance of faculty retention, there is little understanding of how demographic variables, professional and institutional worklife issues, and satisfaction interact to explain faculty intentions to leave at a national level. Using the National Study of Postsecondary Faculty (NSOPF:1999) database, this study proposes (a) to extend our…

University Faculty Value the CRA Designation--They Just Don't Realize It Yet!

ERIC Educational Resources Information Center

Cole, Kimberley W.

2013-01-01

The Certified Research Administrator (CRA) certification has enjoyed success and recognition among research administration professionals. However, this recognition is parochial and does not extend much past the walls of research administration. Results of a recent research study showed that Principal Investigators value and expect certain aspects…

The Ruling Relation of Evidence-Based Practice: The Case of Documentary Governance in a Social Welfare Service

ERIC Educational Resources Information Center

Pilerot, Ola

2016-01-01

Introduction: Evidence-based practice has broadened and spread into new areas including librarianship. This reorientation has resulted in increased uncertainty regarding what counts as evidence and has caused a tension between formalised procedures and professional judgment. This theoretical paper aims to extend the knowledge about how…

Transformative Inquiry in Teacher Education: Evoking the Soul of What Matters

ERIC Educational Resources Information Center

Tanaka, Michele T. D.

2015-01-01

Teaching requires the navigation of an intricate terrain of complex and often overlapping issues, many of which extend beyond the classroom setting. Teachers are uniquely placed to influence large numbers of learners beyond the delivery of prescribed curriculum, and therefore need to be particularly careful and aware of their professional ways of…

Education Policy, Distributed Leadership and Socio-Cultural Theory

ERIC Educational Resources Information Center

Hartley, David

2009-01-01

A current characteristic of governance in the public services in England is the advocacy of a permeation of once-discrete organizational and professional structures. New configurations are being called for. Examples are extended schools, workforce re-modelling, and multi-agency working. At issue here is a further indication of this loosening of…

Sex, Career and Family: Including an International Review of Women's Roles.

ERIC Educational Resources Information Center

Fogarty, Michael P.; And Others

Although concerned primarily with women in top jobs, the study also extends to women's opportunities in professional and managerial positions. It also focuses on the general pattern of relationships between men and women. Examining the special problem of women's promotion to top jobs, Part 1 studies the discrepancy between women's contribution to…

Patients with Chronic Conditions: Simulate to Educate?

ERIC Educational Resources Information Center

Lefèvre, Thomas; Gagnayre, Rémi; Gignon, Maxime

2017-01-01

Simulation in healthcare in an way to train professionals but it is not yet use commonly to train patient or their caregivers. Recently, it has been suggested to extend simulations to patients with chronic conditions. Simulations could help patients and caregivers to acquire psychosocial and self-management skills. This approach proved to be…

The Mathematics Syllabus and Adult Learners in Community Colleges: Integrating Technique with Content.

ERIC Educational Resources Information Center

Baker, Robert N.

2001-01-01

Presents a brief discussion of the challenges presented to mathematics education by changes in social dependence on mathematics, in professional response to the needs of students, in institutional expectations of students and teachers, and in student demographics and expectations. Provides an extended outline for a syllabus used to clearly…

Creating a Conference and Workshop Attendance Process with Teacher Collaboration

ERIC Educational Resources Information Center

Hironaka, Janet Hiroko

2009-01-01

This study aimed to build a professional learning community collaboratively among high school teachers for lifelong growth to minimize teacher isolation, discomfort, and fear. The study was driven by a compelling desire to extend personal learning in ways to impact the school learning community. The foundation for this study was the body of…

Athletes, Doctors, and Lawyers with First Names Beginning with "D" Die Sooner

ERIC Educational Resources Information Center

Abel, Ernest L.; Kruger, Michael L.

2010-01-01

For many people, names have symbolic power that extends to their timing of death. This study examined the relationship between the symbolic significance of the first letters in the names of professional athletes (baseball, football, hockey, and basketball) and their longevity. A similar analysis was performed for doctors (radiologists,…

Students with Pediatric Cancer: A Prescription for School Success

ERIC Educational Resources Information Center

Hay, Genevieve H.; Nabors, Martha L.; Sullivan, Alexandra; Zygmund, Allyson

2015-01-01

Due to medical advances, many students with acute chronic illnesses, like pediatric cancer, are able to attend school. The professional literature reflects the need for reform of educational strategies for children facing cancer treatment and who will be absent for extended periods of time. In order to promote successful educational services and…

Laboratory Identity: A Linguistic Landscape Analysis of Personalized Space within a Microbiology Laboratory

ERIC Educational Resources Information Center

Hanauer, David I.

2010-01-01

This study provides insights into what constitutes a laboratory identity and the ways in which it is spatially constructed. This article explores students' professional identities as microbiologists as manifest in their usage of representational space in a laboratory and as such extends understandings of science identity and spatial identity. The…

Team-Based Professional Development Interventions in Higher Education: A Systematic Review

PubMed Central

Gast, Inken; Schildkamp, Kim; van der Veen, Jan T.

2017-01-01

Most professional development activities focus on individual teachers, such as mentoring or the use of portfolios. However, new developments in higher education require teachers to work together in teams more often. Due to these changes, there is a growing need for professional development activities focusing on teams. Therefore, this review study was conducted to provide an overview of what is known about professional development in teams in the context of higher education. A total of 18 articles were reviewed that describe the effects of professional development in teams on teacher attitudes and teacher learning. Furthermore, several factors that can either hinder or support professional development in teams are identified at the individual teacher level, at the team level, and also at the organizational level. PMID:28989192

Implementing a Process to Measure Return on Investment for Nursing Professional Development.

PubMed

Garrison, Elisabeth; Beverage, Jodie

Return on investment (ROI) is one way to quantify the value that nursing professional development brings to the organization. This article describes a process to begin tracking ROI for nursing professional development. Implementing a process of tracking nursing professional development practitioners' ROI increased awareness of the financial impact and effectiveness of the department.

An Exploration of Online Environments Supporting Follow-Up to Face-to-Face Professional Development

ERIC Educational Resources Information Center

Green, Marybeth; Cifuentes, Lauren

2008-01-01

In this study we examined the effects of online follow-up and online peer interaction following a face-to face professional development workshop on attitudes towards that professional development and completion of a professional development task. School librarians were invited to work online on a three page plan outlining interventions a library…

Chapter 2: Effective Professional Development--What We Now Know Calls for Professional Development for Teachers

ERIC Educational Resources Information Center

Bechtel, Pamela A.; O'Sullivan, Mary

2006-01-01

There are many factors that affect the design of effective professional development (PD) programs. This review of literature focuses on some of the theoretical models used to explain teacher change, the contextual factors that impact teacher behaviors and curricular change, and the role of continuous professional development in changing teaching…

Coaching in Special Education: Toward a Model of Differentiated Professional Development for Elementary School Paraeducators

ERIC Educational Resources Information Center

Kirk-Martinez, Jacqueline Faith

2011-01-01

Although there is a considerable amount of research studies about effective professional development, a literature review revealed that educators are not receiving effective professional development in order to improve instruction. What is paramount in the studies of professional development is that the traditional one-shot model does not meet the…

Improving Professional Development Systems: Recommendations from the Pennsylvania Adult Basic and Literacy Education Professional Development System Evaluation

ERIC Educational Resources Information Center

Belzer, Alisa

2005-01-01

The recommendations from a two-part, formative evaluation of Pennsylvania's Bureau of Adult Basic and Literacy Education professional development system are reported here. The first phase of the evaluation studied the relationships between the vision for professional development held by planners and facilitators and the ways in which participants…

Teachers' professional development needs and current practices at the Alexander Science Center School

NASA Astrophysics Data System (ADS)

Gargus, Gerald Vincent

This investigation represents an in-depth understanding of teacher professional development at the Alexander Science Center School, a dependent charter museum school established through a partnership between the California Science Center and Los Angeles Unified School District. Three methods of data collection were used. A survey was distributed and collected from the school's teachers, resulting in a prioritized list of teacher professional development needs, as well as a summary of teachers' opinions about the school's existing professional development program. In addition, six key stakeholders in the school's professional development program were interviewed for the study. Finally, documents related to the school's professional development program were analyzed. Data collected from the interviews and documents were used to develop an understand various components of the Alexander Science Center School's professional development program. Teachers identified seven areas that had a high-priority for future professional development including developing skills far working with below-grade-level students, improving the analytical skills of student in mathematics, working with English Language Learners, improving students' overall reading ability levels, developing teachers' content-area knowledge for science, integrating science across the curriculum, and incorporating hands-on activity-based learning strategies to teach science. Professional development needs identified by Alexander Science Center School teachers were categorized based on their focus on content knowledge, pedagogical content knowledge, or curricular knowledge. Analysis of data collected through interviews and documents revealed that the Alexander Science Center School's professional development program consisted of six venues for providing professional development for teachers including weekly "banked time" sessions taking place within the standard school day, grade-level meetings, teacher support meetings, classroom coaching/Big Lab co-teaching, summer institutes, and off-campus conferences and seminars. Results indicated that the effectiveness of the six venues was closely tied to the level of collaborative planning that took place between the Alexander Science Center School and the associated California Science Center. Examination of teachers' and stakeholders opinions reflect that after a year-and-a-half of operations, the school's professional development program is perceived as disjointed and ineffective, but that the foundation of a sound program has been established.

Developing the role of the healthcare assistant.

PubMed

Hancock, H; Campbell, S

Two studies are described in this article. The first evaluated the preparedness of healthcare assistants (HCAs) to develop a new role and attend an HCA development programme. The second examined the impact of one NHS trust's HCA development programme on the role of the HCA, on other members of the multidisciplinary team and on patients. The research methodology was qualitative and inductive, using a naturalistic approach in both studies, and a 360 degree model of assessment and feedback in study two. For both studies, the data were analysed following the principles of thematic analysis. Findings Eight out of 12 HCAs in study one were prepared to attend the programme and to develop their role. Study two indicated a positive but restricted impact of the HCA development programme on the HCAs' role, that of other healthcare professionals and on patient care. The findings have implications for role development in the NHS and for the development of programmes that aim to address these changes. The HCA development programme has been reviewed and extended, and strategies to promote and support role development in the clinical setting have been introduced in the trust where the research was conducted.

Dermatology within the UK podiatric literature: a content analysis (1989-2010)

PubMed Central

2013-01-01

Background Although dermatology, as a medical subject, has been a facet of the training and education of podiatrists for many years, it is, arguably, only in recent years that the speciality of podiatric dermatology has emerged within the profession. Some indication of this gradual development may be identified through a content analysis of the podiatric literature in the UK, spanning a 21 year timeframe. Method 6 key professional journals were selected for content analysis in order to provide a picture of the emergence and development of podiatric dermatology over a period extending from 1989 to 2010. Both syntactical and thematic unitization were deployed in the analysis, revealing both manifest and latent content. Categories were devised using a prior coding, a codebook produced to define relevant concepts and category characteristics, and the coding scheme subject to an assessment of reliability. Results 1611 units appeared in the 6 journals across a 21 year timeframe. 88% (n = 1417) occurred in one journal (Podiatry Now and its predecessors). Modal categories within all journals included course adverts (n = 673), commercial adverts (n = 562) and articles by podiatrists (n = 133). There was an overall rise from 40 per annum in 1989, to over 100 in 2010. A wider range of dermatological topics were addressed, ranging from fungal nail infections to melanoma. Conclusions It is evident from this analysis that there has been an increasing focus on dermatology as a topic within the main podiatric journals in the UK over the last 21 years, primarily reflecting a rise in commercial advertising and an increase in academic dermatology related publications. Whilst earlier publications tended to focus on warts and fungal infections, more recent publications address a broader spectrum of topics. Changes in prescribing rights may be relevant to these findings, as may the enhanced professional and regulatory body requirements on continuing professional development. PMID:23705878

Embedding argumentation discourse within elementary inquiry teaching: Implications for professional development

NASA Astrophysics Data System (ADS)

Borger, Laurie Landon

The National Research Council's most recent report Taking Science to School: Learning and Teaching Science in Grades K-8, (2007) has suggested a redefinition of science proficiency. "This framework rests on a view of science as both a body of knowledge and an evidence-based, model building enterprise that continually extends, refines, and revises knowledge" (p.2). Therefore embedding argumentation discourse within inquiry teaching includes educating students to voice their own evidence based explanations and justifications for acceptance, refinement, or possible rejection by their peers. This new perspective will require elementary teachers to challenge their own knowledge, beliefs, and practices about science proficiency. It will necessitate the creation of professional development opportunities that are specific to the needs of the teachers who are facilitating the reform during a time period when the NCLB (2001) legislation requires 100% proficiency for all students in reading and math. This intrinsic case study involved the purposive sampling of 30 regular elementary education teachers in one rural school district in Pennsylvania. A grounded theory perspective was used to examine the elementary teachers' beliefs, practices, and barriers as a means to specify the necessary supports needed to accept the challenges associated with the redefinition of science proficiency. Data was collected through a survey, observational inventory, checklist, and interviews. Using constant comparison analysis, this researcher and the district's Science Department Head, identified and refined emerging trends into the following four essential themes: equity and accountability, teacher's beliefs, isolation, and curriculum rigor. Each theme influenced instructional practices. Most notably the implementation of the teacher evaluation plan encouraged teachers to view science as a lower priority and hindered their desire to improve it. Isolation kept teachers' science knowledge and pedagogical content knowledge stagnate, including their beliefs surrounding the ultimate goal of elementary science. The science curriculum did not include explanation or argumentation as a top level goal for instruction consequently instructional practices were limited. Eight specific components for professional development are delineated.

Making Connections between the Appraisal, Performance Management and Professional Development of Dentists and Teachers: "Right, What Are the Problems We've Got and How Could We Sort This Out?'"

ERIC Educational Resources Information Center

Butt, Graham; Macnab, Natasha

2013-01-01

Evaluating the connections between the appraisal, or performance management, of different professional groups, and their subsequent uptake of continuing professional development (CPD), is valuable for both employees and managers. The linking of appraisal systems with professional/personal development plans amongst health professionals is now…

Professional development by scientists and teachers' understanding of the nature of science

NASA Astrophysics Data System (ADS)

Schuster, Dwight A.

The educational literature suggests that the success of professional development is contingent upon both a professional developer's presentation of the curriculum and his/her comprehension of the complex interactions that occur between instructor and the adult learner. While these suggestions appear forthright and logical, very little research has been conducted to demarcate how professional development approaches defined by these notions impact teacher knowledge. This study investigates the effects of scientist-delivered teacher professional development on teachers' understanding of the nature of science. Using a mixed-method comparative case study, my goal was to build theory focusing specifically on two dimensions of professional development: the pedagogical approaches used by the scientist-instructors and their views/treatment of teachers as professionals or as technicians. Seven credit-bearing summer courses from multiple scientific disciplines were studied, and each course shared a number of important features (duration, general format, teacher recruitment and admission, location, number of participants, etc.); consequently, they comprise a unique dataset for comparative research on science teacher professional development. A wide variety of data collection approaches were used, including interviews, questionnaires, a VNOS instrument, and systematic classroom observation by ten trained observers (each course was continuously observed by at least two observers). Analysis shows that teachers were more likely to experience change in their views about the nature of science in courses in which they were treated as professionals, compared to courses in which they were treated as technicians. It also shows that syllabi and participant reports tend to overstate the use of inquiry methods when reviewed in the light of close classroom observation. By recognizing and defining professional development contexts that build teachers' knowledge, this study suggests how university-based professional development for science educators can be improved, helping to actualize the collaborative relationships that need to exist between staff developers and discipline specialists. In conclusion, I use the findings from this study to expand the current literature and suggest how improved university-based professional development contexts can be created.

Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum. Part II. Outcomes for New Graduate Nurses 12 Months Post-Graduation.

PubMed

Waddell, Janice; Spalding, Karen; Navarro, Justine; Jancar, Sonya; Canizares, Genevieve

2015-11-28

New graduate nurses' (NGNs) transition into the nursing workforce is characterized as stressful and challenging. Consequently, a high percentage of them leave their first place of employment or the profession entirely within one year of graduation. Nursing literature describes this complicated shift from student to registered nurse, however, limited attention has focused on strategies that could be implemented during students' academic programs to prepare them for this difficult transition period. Therefore, a longitudinal intervention study was conducted to examine the influence of a career planning and development (CPD) program on the development of career resilience in baccalaureate nursing students and at 12 months post-graduation (NGN). The findings support including structured and progressive curriculum-based CPD opportunities in academic programs, not only for the positive outcomes that accrue to students, but also because of the benefits they extend to NGNs as they make the transition to their first professional nursing role.