Expanding Professional Horizons: Increasing Professional Opportunities.

ERIC Educational Resources Information Center

Gooch, Bill G.

Development of human resources is the primary purpose of vocational education, and it is only through continued professional growth that vocational educators can develop and maintain the knowledge, attitudes, skills, and habits needed to assist others in the process of realizing their full potential. The individual and professional development of…

MOOCs for Teacher Professional Development: Reflections, and Suggested Actions

ERIC Educational Resources Information Center

Misra, Pradeep Kumar

2018-01-01

Teacher Professional Development (TPD) has become a major policy priority within education systems worldwide. But keeping teachers professionally up-to-date and providing them professional development opportunities on continuing basis is a big challenge. Massive Open Online Courses (MOOCs) can be a cost and resource effective means to complement…

Learning Agreements and Socially Responsible Approaches to Professional and Human Resource Development in the United Kingdom

ERIC Educational Resources Information Center

Wallis, Emma

2008-01-01

This article draws upon original qualitative data to present an initial assessment of the significance of learning agreements for the development of socially responsible approaches to professional and human resource development within the workplace. The article suggests that the adoption of a partnership-based approach to learning is more…

A Graduate Dean Looks at Fund Raising.

ERIC Educational Resources Information Center

Gordon, Robert E.

Perspectives on institutional fund raising or resource development are offered by a graduate dean. The focus is funding provided by individuals, foundations, and corporations. It is suggested that this effort must be a total institutional effort organized by professionals and best conducted by an a mixture of resource development professional,…

Application of a contextual instructional framework in a continuing professional development training program for physiotherapists in Rwanda.

PubMed

Dunleavy, Kim; Chevan, Julia; Sander, Antoinette P; Gasherebuka, Jean Damascene; Mann, Monika

2018-06-01

Continuing professional development is an important component of capacity building in low resource countries. The purpose of this case study is to describe the use of a contextual instructional framework to guide the processes and instructional design choices for a series of continuing professional development courses for physiotherapists in Rwanda. Four phases of the project are described: (1) program proposal, needs assessment and planning, (2) organization of the program and instructional design, (3) instructional delivery and (4) evaluation. Contextual facilitating factors and needs informed choices in each phase. The model resulted in delivery of continuing professional development to the majority of physiotherapists in Rwanda (n = 168, 0.48 rural/0.52 urban) with participants reporting improvement in skills and perceived benefit for their patients. Environmental and healthcare system factors resulted in offering the courses in rural and urban areas. Content was developed and delivered in partnership with Rwandan coinstructors. Based on the domestic needs identified in early courses, the program included advocacy and leadership activities, in addition to practical and clinical instruction. The contextual factors (environment, healthcare service organization, need for rehabilitation and status and history of the physiotherapy profession) were essential for project and instructional choices. Facilitating factors included the established professional degree and association, continuing professional development requirements, a core group of active professionals and an existing foundation from other projects. The processes and contextual considerations may be useful in countries with established professional-level education but without established postentry-level training. Implications for Rehabilitation Organizations planning continuing professional development programs may benefit from considering the context surrounding training when planning, designing and developing instruction. The surrounding context including the environment, the organization of healthcare services, the population defined need for rehabilitation, and the domestic status and history of the physiotherapy profession, is important for physiotherapy projects in countries with lower resources. Facilitating factors in low resource countries such as an established professional degree and association, continuing professional development requirements, a core group of active professionals and an existing foundation from other projects impact the success of projects. Methods that may be useful for relevance, dissemination and consistency include involvement of in-country leaders and instructors and attendance in multiple courses with consistent themes. Rehabilitation professionals in low resource countries may benefit from continuing professional development courses that emphasize practical skills, and clinical reasoning, accompanied by clinical mentoring and directed coaching that encourages knowledge transfer to the clinical setting. Active learning approaches and multiple progressive courses provide opportunities to develop peer support through professional communities of practice.

Hiring Practices for Human Resource Professionals: Implications for Counseling and Curriculum Development.

ERIC Educational Resources Information Center

Goza, Barbara K.; Lau, Andrea DeBellis

1992-01-01

Employers (n=107) of human resource professionals described their hiring practices. Only 13 companies had human resource internship placements for college students. Most widely used methods for recruiting were newspapers, informal channels, and internal recruitment. Highest rating for initial screening criteria were given to job experience in…

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…

Creating Professional Development School Partnerships. A Resource Guide.

ERIC Educational Resources Information Center

Teitel, Lee; Del Prete, Tom

This three-part guide presents information and recommendations from the Massachusetts Professional Development School Network Steering Committee on how to develop a professional development school (PDS) partnership. Part 1 defines the PDS concept, presents a brief background account of its evolution, and discusses its potential for simultaneously…

Developing Technologies for Space Resource Utilization: Concept for a Planetary Engineering Research Institute

NASA Astrophysics Data System (ADS)

Blacic, J. D.; Dreesen, D.; Mockler, T.

2000-01-01

There are two principal factors that control the economics and ultimate utilization of space resources: 1) space transportation, and 2) space resource utilization technologies. Development of space transportation technology is driven by major government (military and civilian) programs and, to a lesser degree, private industry-funded research. Communication within the propulsion and spacecraft engineering community is aided by an effective independent professional organization, the American Institute of Aeronautics and Astronautics (AIAA). The many aerospace engineering programs in major university engineering schools sustain professional-level education in these fields. NASA does an excellent job of public education in space science and engineering at all levels. Planetary science, a precursor and supporting discipline for space resource utilization, has benefited from the establishment of the Lunar and Planetary Institute (LPI) which has served, since the early post-Apollo days, as a focus for both professional and educational development in the geosciences of the Moon and other planets. The closest thing the nonaerospace engineering disciplines have had to this kind of professional nexus is the sponsorship by the American Society of Civil Engineers of a series of space engineering conferences that have had a predominantly space resource orientation. However, many of us with long-standing interests in space resource development have felt that an LPI-like, independent institute was needed to focus and facilitate both research and education on the specific engineering disciplines needed to develop space resource utilization technologies on an on-going basis.

Hospital chief executive officer perspective on professional development activities.

PubMed

Khaliq, Amir A; Walston, Stephen L

2010-01-01

A study was undertaken to develop understanding of hospital chief executive officers' (CEOs') perspectives concerning importance and impact of professional development activities in US hospitals. It was also intended to reveal CEO preferences for various modalities of professional development including membership in professional societies, attainment of credentials, and coaching by mentors. A mail survey of 582 hospital CEOs made use of a pilot-tested questionnaire with 30 close ended multipart questions. Results showed that most CEOs assigned a high level of importance to professional development and favored conferences, seminars, and networking opportunities, but low priority assigned to online activities such as webinars. They reported lending support to senior managers for participation in these activities by providing financial resources and by allowing time off to engage in these activities. The respondents indicated that the importance of various modalities of professional development has either increased or remained high over the recent 5 years. Conclusions suggest that verifiable quantitative data are needed for understanding of the frequency of participation and resource commitment of health care organizations toward the professional development of CEOs and senior managers. The results of this perceptual study reveal a high level of importance accorded to various forms of professional development activities by the participating CEOs.

Building Learning into the Teaching Job.

ERIC Educational Resources Information Center

Renyi, Judith

1998-01-01

A two-year study of professional development recommended that schools build professional development into school life via flexible scheduling and extended time blocks; help teachers assume responsibility for their own professional development; find common ground with the community via resource sharing; and find revenues to support professional…

RE-AIM evaluation of the Alcohol and Pregnancy Project: educational resources to inform health professionals about prenatal alcohol exposure and fetal alcohol spectrum disorder.

PubMed

Payne, Janet M; France, Kathryn E; Henley, Nadine; D'Antoine, Heather A; Bartu, Anne E; O'Leary, Colleen M; Elliott, Elizabeth J; Bower, Carol; Geelhoed, Elizabeth

2011-03-01

The objective was to evaluate the Alcohol and Pregnancy Project that provided health professionals in Western Australia (WA) with educational resources to inform them about prevention of prenatal alcohol exposure and fetal alcohol spectrum disorder (FASD). The authors developed, produced, and distributed educational resources to 3,348 health professionals in WA. Six months later, they surveyed 1,483 of these health professionals. The authors used the RE-AIM framework (reach, effectiveness, adoption, implementation, and maintenance) to evaluate the project. The educational resources were effective in producing a 31% increase in the proportion of health professionals who routinely provided pregnant women with information about the consequences of drinking alcohol during pregnancy. One hundred percent of the settings adopted the project, it reached 96.3% of the target population, it was implemented as intended, and the resources were maintained (http://www.ichr.uwa.edu.au/alcoholandpregnancy). The educational resources for health professionals have potential to contribute to reducing prenatal alcohol exposure and FASD.

#Digitalfaith: Using Social Media for Professional Development

ERIC Educational Resources Information Center

Manson, Sable A.; Cordovés, Janett I.

2018-01-01

There is a need to identify and create spaces for professionals in higher education to engage religion, secularism, and spirituality in meaningful ways. #DigitalFaith resources are the digital platforms and communities supporting religious, secular, and spiritual development, and they offer potential avenues for professional development. This…

Cost Framework for Teacher Preparation and Professional Development.

ERIC Educational Resources Information Center

Rice, Jennifer King

In 2000, the Finance Project received a planning grant to launch a new initiative on financing professional development in education. This report contributes to the understanding of resources required to successfully implement, replicate, or scale up professional development initiatives. The first section examines what preservice and inservice…

What Makes Teacher Professional Development Work? The Influence of Instructional Resources on Change in Physical Education

ERIC Educational Resources Information Center

McCaughtry, Nate; Martin, Jeffrey; Kulinna, Pamela Hodges; Cothran, Donetta

2006-01-01

The purpose of this study was to understand factors that make teacher professional development successful and what success might mean in terms of teachers' instructional practices and feelings about change. Specifically, this study focused on the impact of instructional resources on the large-scale curricular reform of 30 urban physical education…

Utilizing Immersive Visualization Systems: How to Dynamically Revolutionize Site-based Professional Development Experiences within Human Resources Management?

ERIC Educational Resources Information Center

Craft, Kirby A.

2009-01-01

How can we train today's workforce with innovative technologies when families are surrounded by state-of-the-art video games and high-definition televisions? Human resource managers and administrators are faced with difficult challenges to prepare beneficial and relevant professional development exercises that engage the minds of their employees.…

Development of the Tongan American Health Professionals Association: Sharing, Mentoring and Networking for Community Health.

PubMed

Tui'one, Vanessa; Tulua-Tata, Alisi; Hui, Brian; Tisnado, Diana M

Tongan-Americans face severe disparities in health including diabetes, cardiovascular disease, and cancer. Educational disparities also affect health opportunities and well-being, influencing health status and community capacity to address disparities. Few resources have been identified within the Tongan-American community to address these concerns. The Tongan American Health Professionals Association (TAHPA) was conceived to identify and develop health and health career resources for the Tongan community. Through TAHPA, the Tongan-American community is utilizing a community-empowerment approach to address disparities and well-being. TAHPA was formed in 2008 through the leadership of individuals with a vision of a healthier Tongan-American community. TAHPA's purpose was to inspire and empower the Tongan-American community by developing an organization of Tongan-American health care professionals and pre-professionals, celebrating their accomplishments, and providing resources and support for educational and career development. Founders gathered in small work groups in community settings to discuss health concerns, well-being and solutions. Key community members facilitated the process to establish goals and objectives. To date, 40 Tongan health professionals and pre-professionals have become members. TAHPA's vision and outreach processes have been developed. TAHPA's uniqueness and strength is that it is rooted in the community, created by the community to serve the community.

NGSS aligned Earth science resources and professional development programs from the Exploratorium.

NASA Astrophysics Data System (ADS)

Muller, E.

2016-12-01

The Exploratorium is a museum of science, art and human perception located in San Francisco, CA. The Exploratorium has been offering resources and professional development to primary and secondary teachers since 1972. We focus on inquiry based, hands-on learning, with an emphasis on Next Generation Science Standards (NGSS) implementation. This brief, invited presentation will feature the programs and online resources developed by the Exploratorium's "Institute for Inquiry" and "Teacher Institute" that may help formal and informal educators engage, implement and promote three dimensional learning in the Earth Sciences.

Professional Development: What Works. Second Edition

ERIC Educational Resources Information Center

Zepeda, Sally J.

2012-01-01

This top-selling book will serve as the compass and road map to your school's professional development journey. A comprehensive and authoritative resource you will go to again and again, this book helps guide principals, directors of professional development, school/district committees, and other leaders in creating an effective professional…

Fermilab Science Education Office - Educators/Teachers

Science.gov Websites

Search Professional Development and Research Opportunities Prepare for NGSS/Work with Scientists Professional Development Teacher Workshops and Scholarships Teacher Resource Center Research Opportunities TRAC

Assessing healthcare professional knowledge, attitudes, and practices on hypertension management. Announcing a new World Hypertension League resource.

PubMed

Campbell, Norm R C; Dashdorj, Naranjargal; Baatarsuren, Uurtsaikh; Myanganbayar, Maral; Dashtseren, Myagmartseren; Unurjargal, Tsolmon; Zhang, Xin-Hua; Veiga, Eugenia Velludo; Beheiry, Hind Mamoun; Mohan, Sailesh; Almustafa, Bader; Niebylski, Mark; Lackland, Daniel

2017-09-01

To assist hypertension control programs and specifically the development of training and education programs on hypertension for healthcare professionals, the World Hypertension League has developed a resource to assess knowledge, attitudes, and practices on hypertension management. The resource assesses: (1) the importance of hypertension as a clinical and public health risk; (2) education in national or international hypertension recommendations; (3) lifestyle causes of hypertension; (4) measurement of blood pressure, screening, and diagnosis of hypertension; (5) lifestyle therapy counseling; (6) cardiovascular risk assessment; (7) antihypertensive drug therapy; and (8) adherence to therapy. In addition, the resource assesses the attitudes and practices of healthcare professionals for task sharing/shifting, use of care algorithms, and use of registries with performance reporting functions. The resource is designed to help support the Global Hearts Alliance to provide standardized and enhanced hypertension control globally. ©2017 Wiley Periodicals, Inc.

Examining Perceptions over the Effectiveness of Professional Development and Available Resources on the Common Core State Standards Implementation in Arkansas

ERIC Educational Resources Information Center

Sheppard, Julie Trammell

2013-01-01

The purpose of this qualitative case study is to examine the perceptions of teachers and curriculum specialists over the effectiveness of professional development and available resources of the Common Core State Standards (CCSS) implementation process in Arkansas. Arkansas divided the implementation process into three stages: Phase I implemented…

Open Educational Resources for Professionals: A New Era in the Training and Development of Legislative Counsel

ERIC Educational Resources Information Center

Dewhurst, Dale; Keyes, John Mark; Zariski, Archie

2013-01-01

This paper discusses a current project to develop open educational resources (OER) for legislative counsel in countries of the Commonwealth of Nations. The project is the latest step in a 20-year old distance education program for those professionals. The paper explores best practices for investment in freely available OER for use by professionals…

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.

Professional Development Strategies to Enhance Nurses' Knowledge and Maintain Safe Practice.

PubMed

Bindon, Susan L

2017-08-01

Maintaining competence is a professional responsibility for nurses. Individual nurses are accountable for their practice, as outlined in the American Nurses Association's Nursing: Scope and Standards of Practice. Nurses across clinical settings face the sometimes daunting challenge of staying abreast of regulatory mandates, practice changes, equipment updates, and other workplace expectations. In the complex, evolving perioperative setting, professional development is a priority, and the need for ongoing education is critical. However, nurses' efforts to engage in their own development can be hampered by a lack of time, limited access to educational resources, or cost concerns. This article provides an overview of nursing professional development and offers some resources to help individual nurses maintain or enhance their knowledge, skills, and attitudes. Copyright © 2017 AORN, Inc. Published by Elsevier Inc. All rights reserved.

The development and evaluation of a multimedia resource for family carers of patients receiving palliative care: a consumer-led project.

PubMed

Thomas, Kristina; Moore, Gaye

2015-06-01

Previous intervention research has shown that group education sessions for carers are effective but not always feasible due to the demands of the caregiving role and the difficulty in getting carers to attend. This project was a consumer-led research initiative to develop and evaluate a multimedia resource (DVD) providing information and support for carers of people receiving palliative care. Eight carers were recruited from a community palliative care service to form a steering committee for the project. In collaboration with two researchers, the committee discussed the topics that would be included in the resource, developed an interview guide, participated in the filmed interviews, and developed the evaluation program. The steering committee participated in a focus group as part of the evaluation to elicit their experiences of the project. An evaluation was conducted that included the following: questionnaires for 29 carers and 17 palliative care health professionals; follow-up telephone interviews with carers; a focus group with health professionals; and a focus group with the Carer Steering Committee. The carers and health professionals reported that the DVD was informative (93 and 94%, respectively), realistic (96 and 88%), supportive (93 and 88%), and helpful (83 and 100%). All health professionals and carers reported that they would recommend the resource to carers. Carers on the steering committee reported substantial benefits that involved the opportunity to help others and to openly discuss and reflect on their experiences. This is an important resource that can be utilized to support family carers and introduce palliative care. Currently, 1500 copies have been distributed to palliative care services and professionals nationwide and is available online at centreforpallcare.org/index.php/resources/carer_dvd/. Development of this DVD represents a strong collaboration between carers and researchers to produce a resource that is informative, supportive, and meaningful.

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Drivers of Engagement in Professional Development Activity: A Study of Undergraduate Business Majors

ERIC Educational Resources Information Center

Snell, Corinne M.

2012-01-01

Since college and university students typically vary in their utilization of student services and resources, the variance in undergraduate business student engagement levels in professional development activity was explored by this quantitative study. Professional development is defined as career-related preparation of students for entry into the…

Effects of a 1 year development programme for recently graduated veterinary professionals on personal and job resources: a combined quantitative and qualitative approach.

PubMed

Mastenbroek, N J J M; van Beukelen, P; Demerouti, E; Scherpbier, A J J A; Jaarsma, A D C

2015-12-30

The early years in professional practice are for many veterinary and medical professionals a period of great challenges and consequently increased stress levels. Personal resources appear to have a positive impact on the course of this transition period. Personal resources are defined as developable systems of positive beliefs about one's self and the world that are generally linked to resilience. They are negatively related to burnout and positively and reciprocally to job resources, work engagement and job performance. With the aim of enhancing personal resources of recently graduated veterinarians, a 1 year multi-modular resources development programme was designed. This study was conducted to analyse: 1. if and how the development programme affected participants' personal resources, and 2. if and how personal resources affected participants' work characteristics and work engagement. Quantitative study: Twenty-five participants and ten non-participants completed an online survey covering personal resources, job resources and work engagement at the start and finish of the programme. Results showed a significant increase of personal resources in participants for self-reported ratings of proactive behaviour (Effect Size=-0.4), self-efficacy (Effect Size=-0.6) and reflective behaviour (Effect Size=-0.6). Results of the control group were not significant, although some moderate effect sizes were found. Qualitative study: Additionally 16 semi-structured interviews with participants of the programme were taken 6 months after finishing the programme. Analysis of the interviews revealed that participants also developed other important personal resources namely self-acceptance, self-esteem, awareness of own influence and responsibility. The reflection process, which took place in the course of the programme, seemed to be a necessary step for the development of the other personal resources. According to participants of the resources development programme, the increase in personal resources also gave rise to an increase in job resources. The multi-modular resources development programme seems to support development of participants' personal resources. Because personal resources are beneficial in improving well-being irrespective of where an individual starts working, it is important to give them explicit attention in educational settings.

Human Resource Consulting Education: Professional Development for the Personnel Consulting Industry.

ERIC Educational Resources Information Center

Bone, John

1996-01-01

Interviews and surveys of 200 personnel consultants revealed an urgent need for basic and ongoing professional development education and for national competence standards and accreditation. Skill needs clustered in three categories: recruitment, selection, and sales/marketing. Professional education should recognize lifelong learning, take…

Partnering for Professional Development

ERIC Educational Resources Information Center

Davis-Duerr, Jennifer

2017-01-01

Literacy specialists are often overlooked when determining the professional development needs within a school, and yet they are arguably the school's best resource to empower teachers with professional growth to meet state mandates. How can literacy specialists be supported to increase their knowledge and skills so that all educators' and…

Living on Both Sides of the Fence: A Phenomenological Study of Human Resource Development Professionals as Downsizing Survivors and Strategic Human Resource Development Facilitators

ERIC Educational Resources Information Center

Nackoney, Claire Kostopulos

2012-01-01

This phenomenological study explored how HR professionals who identified themselves as facilitators of strategic HRD (SHRD) perceived the experience of being an organizational agent-downsizing survivor. Criterion and snowball sampling were used to recruit 15 participants for this study. A semi-structured interview guide was used to interview…

The Role of Schools' Perceived Human Resource Policies in Teachers' Professional Development Activities: A Comparative Study of Innovations toward Competence-Based Education

ERIC Educational Resources Information Center

Seezink, Audrey; Poell, Rob

2011-01-01

The change toward competence-based education has implications for teachers as well as school management. This study investigates which professional development activities teachers undertake related to this change and how these activities differ among schools with various human resource (HR) policies. Two types of HR policy were involved: (1) a…

Early Literacy and the ESL Learner: Participants' Manual. For Early Childhood Educators Working with Children from Language Backgrounds Other Than English.

ERIC Educational Resources Information Center

Language Australia, Melbourne (Victoria).

This volume is a professional development resource for early childhood educators, especially designed for those working with children from language backgrounds other than English. This resource is designed to fill a gap in English-as-a-Second-Language (ESL) education that has neglected the professional development needs of teachers of preschool…

Management Development: The State of the Art as Perceived by HRD Professionals.

ERIC Educational Resources Information Center

Rothwell, William J.; Kazanas, H. C.

1994-01-01

Reviews the literature on management development and summarizes results of a survey of human resources development (HRD) professionals' perceptions about management development practices. Topics discussed include identifying management development needs; strategic business plans, succession plans, and individual development plans; frequency and…

Indian Resource Development. Annual Report, 1983-1984.

ERIC Educational Resources Information Center

New Mexico State Univ., Las Cruces.

With a budget of $210,000 appropriated by the New Mexico State Legislature, the Indian Resource Development (IRD) Program marked its eighth year by continuing to develop a corps of professionally trained American Indians in fields related to natural resource development in New Mexico through college academic education and related practical work…

Online professional development for digitally differentiated nurses: An action research perspective.

PubMed

Green, J K; Huntington, A D

2017-01-01

Professional development opportunities for nurses are increasingly being offered in the online environment and therefore it is imperative that learning designers, nurse educators and healthcare organisations consider how best to support staff to enable Registered Nurses to capitalise on the resources available. Research participants explored educational strategies to support digitally differentiated nurses' engagement with professional development activities in an online environment through a participatory action research project that collected data over a 16 month period through six focus groups before being analysed thematically. The reality of work-based, e-learning while managing clinical workloads can be problematic however specific measures, such as having a quiet space and computer away from the clinical floor, access to professional development resources from anywhere and at any time, can be effective. A 'one-size-fits-all' approach to resources offered will not meet the needs of diverse staffing groups whereas heutagogical learning offers tangible benefits to Registered Nurses seeking professional development opportunities in this context. Apparent proficiency with technological skills may not reflect a Registered Nurse's actual ability in this environment and face-to-face support offered regularly, rather than remedially, can be beneficial for some staff. Implementing specific strategies can result in successful transition to the online environment. Copyright © 2016 Elsevier Ltd. All rights reserved.

Development of a Professional Certification in Cancer Patient Education.

PubMed

Papadakos, Janet; D'souza, Anna; Masse, Adeline; Boyko, Susan; Clarke, Susan; Giuliani, Meredith; MacKinnon, Keira; McBain, Sarah; McCallum, Meg; MacVinnie, Jan; Papadakos, Tina

2018-04-19

Patient educators come into the field from diverse professional backgrounds and often lack training in how to teach and develop patient education resources since no formal patient education professional certification program exists. A professional certification program for patient educators would further define the professional scope of practice and reduce variability in performance. The purpose of this study was to (1) determine the level of interest among Canadian cancer patient educators in a patient education professional certification program and (2) determine the competencies to be included in the professional certification program. A 12-item survey was designed by executive members of the Canadian Chapter of the Cancer Patient Education Network. The survey included a list of competencies associated with patient education, and a 4-point Likert scale ranging from "slightly important" to "very important" was used to determine the rank of each competency. The survey was sent to 53 patient educators across Canada. Ninety-two percent of the patient educators are interested in a professional certification program. Patient educators indicated that competencies related to developing patient resources, collaboration, plain language expertise, and health literacy were of most importance. Patient educators support the development of a patient education professional certification program and endorsed the competencies proposed. This information provides the foundation for the creation of a professional certification program for cancer patient educators.

Fermilab Science Education Office - Educators/Teachers

Science.gov Websites

wide variety of professional development workshops, programs and educational resources. As an Illinois State Board of Education approved professional development provider, we use the Standards for Professional Learning in designing all of our programs. Read our e-Alert: January 2018–August 2018. For

Identity Formation: Professional Development in Practice Strengthens a Sense of Self

ERIC Educational Resources Information Center

Mackay, Margaret

2017-01-01

This paper explores how practitioners in a hostile context make sense of continuing professional development (CPD). Critics worldwide question the professional status of human resources seeing the function as an underdog to well-established professions. The study uses an interpretivist approach to examine the conceptual interweaving of learning…

Online Resources to Support Professional Development for Managing and Preserving Geospatial Data

NASA Astrophysics Data System (ADS)

Downs, R. R.; Chen, R. S.

2013-12-01

Improved capabilities of information and communication technologies (ICT) enable the development of new systems and applications for collecting, managing, disseminating, and using scientific data. New knowledge, skills, and techniques are also being developed to leverage these new ICT capabilities and improve scientific data management practices throughout the entire data lifecycle. In light of these developments and in response to increasing recognition of the wider value of scientific data for society, government agencies are requiring plans for the management, stewardship, and public dissemination of data and research products that are created by government-funded studies. Recognizing that data management and dissemination have not been part of traditional science education programs, new educational programs and learning resources are being developed to prepare new and practicing scientists, data scientists, data managers, and other data professionals with skills in data science and data management. Professional development and training programs also are being developed to address the need for scientists and professionals to improve their expertise in using the tools and techniques for managing and preserving scientific data. The Geospatial Data Preservation Resource Center offers an online catalog of various open access publications, open source tools, and freely available information for the management and stewardship of geospatial data and related resources, such as maps, GIS, and remote sensing data. Containing over 500 resources that can be found by type, topic, or search query, the geopreservation.org website enables discovery of various types of resources to improve capabilities for managing and preserving geospatial data. Applications and software tools can be found for use online or for download. Online journal articles, presentations, reports, blogs, and forums are also available through the website. Available education and training materials include tutorials, primers, guides, and online learning modules. The site enables users to find and access standards, real-world examples, and websites of other resources about geospatial data management. Quick links to lists of resources are available for data managers, system developers, and researchers. New resources are featured regularly to highlight current developments in practice and research. A user-centered approach was taken to design and develop the site iteratively, based on a survey of the expectations and needs of community members who have an interest in the management and preservation of geospatial data. Formative and summative evaluation activities have informed design, content, and feature enhancements to enable users to use the website efficiently and effectively. Continuing management and evaluation of the website keeps the content and the infrastructure current with evolving research, practices, and technology. The design, development, evaluation, and use of the website are described along with selected resources and activities that support education and professional development for the management, preservation, and stewardship of geospatial data.

Teacher Characteristics Associated with Responsiveness and Exposure to Consultation and On-line Professional Development Resources

PubMed Central

Downer, Jason T.; Locasale-Crouch, Jennifer; Hamre, Bridget; Pianta, Robert

2014-01-01

This paper is a natural follow-up to intent-to-treat findings indicating that the MyTeachingPartner Consultancy, inclusive of on-line video resources and web-mediated consultation, improved the quality of pre-k teachers’ interactions with children. This study takes a close look at implementation fidelity within the effective MTP Consultancy condition over both years of implementation, in order to learn more about the ingredients of professional development that may have contributed to the success of the intervention. Variation in teachers’ responsiveness (e.g., ratings of Consultancy worth) and exposure to the intervention (e.g., number of consultation cycles completed) are examined, with particular interest in the identification of teacher factors that may serve as supports or barriers to successfully implementing consultation supports and on-line professional development resources. PMID:25419081

Development and evaluation of an audiovisual information resource to promote self-management of chemotherapy side-effects.

PubMed

Carey, Mariko; Jefford, Michael; Schofield, Penelope; Kelly, Siobhan; Krishnasamy, Meinir; Aranda, Sanchia

2006-04-01

Based on a theoretical framework, we developed an audiovisual resource to promote self-management of eight common chemotherapy side-effects. A patient needs analysis identified content domains, best evidence for preparing patients for threatening medical procedures and a systematic review of effective self-care strategies informed script content. Patients and health professionals were invited to complete a written evaluation of the video. A 25-min video was produced. Fifty health professionals and 37 patients completed the evaluation. All considered the video informative and easy to understand. The majority believed the video would reduce anxiety and help patients prepare for chemotherapy. Underpinned by a robust theoretical framework, we have developed an evidence-based resource that is perceived by both patients and health professionals as likely to enhance preparedness for chemotherapy.

Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts

NASA Astrophysics Data System (ADS)

Bennison, Anne; Goos, Merrilyn

2010-04-01

The potential for digital technologies to enhance students' mathematics learning is widely recognised, and use of computers and graphics calculators is now encouraged or required by secondary school mathematics curriculum documents throughout Australia. However, previous research indicates that effective integration of technology into classroom practice remains patchy, with factors such as teacher knowledge, confidence, experience and beliefs, access to resources, and participation in professional development influencing uptake and implementation. This paper reports on a large-scale survey of technology-related professional development experiences and needs of Queensland secondary mathematics teachers. Teachers who had participated in professional development were found to be more confident in using technology and more convinced of its benefits in supporting students' learning of mathematics. Experienced, specialist mathematics teachers in large metropolitan schools were more likely than others to have attended technology-related professional development, with lack of time and limited access to resources acting as hindrances to many. Teachers expressed a clear preference for professional development that helps them meaningfully integrate technology into lessons to improve student learning of specific mathematical topics. These findings have implications for the design and delivery of professional development that improves teachers' knowledge, understanding, and skills in a diverse range of contexts.

Indian Resource Development. Annual Report, 1984-1985.

ERIC Educational Resources Information Center

New Mexico State Univ., Las Cruces.

Operating in 1984-85 with a budget of $216,000 appropriated by the New Mexico State Legislature, the Indian Resource Development (IRD) Program continued its efforts to develop a corps of professionally trained American Indians in fields related to natural resource development. As of June 1985 IRD maintained a roll of 863 participants--Indian…

Teacher Professional Development that Makes an Impact

NASA Astrophysics Data System (ADS)

Borrego, H.; Ellins, K. K.

2012-12-01

Through four years of participation in the TeXas Earth and Space Science (TXESS) Revolution, an NSF-sponsored teacher professional development project, my knowledge of earth science and new pedagogical approaches has improved dramatically. In addition, I have received instructional materials, and learned how to access high quality online resources and use a variety of web-based tools. As a consequence, I have developed the confidence to use the TXESS model to deliver earth science professional development that makes an impact to other teachers in the Rio Grande Valley region of South Texas. In this session, I will share my experiences as an earth science professional development provider and describe how I have used my own learning to help both teachers and students become more earth science literate. Earth science test scores at the elementary and secondary level throughout South Texas are consistently low in comparison to other regional areas in the state. The majority of the teachers lack the content-knowledge, confidence, or experience to teach earth science. My background as teacher combined with the TXESS Revolution experience helped me to understand the needs of these teachers and to identify teaching resources that would be useful to them. Using educational resources provided by the TXESS Revolution I have offered professional development topics such as Energy, Geologic Time and Stratigraphy, Water and the Cryosphere, Plate Tectonics, and Climate to about 125 South Texas elementary and middle school teachers. These trainings have helped improve the content knowledge of South Texas teachers and given them tools that they can use to guide student learning through authentic scientific research. In addition to providing professional development to teachers, I have been recruited to serve as the representative of the Offshore Energy Center for South Texas. This curriculum complements the TXESS Revolution educational resources by expanding the Energy education. The partnership with Offshore Energy is financing the framework for developing more training. More than 15 school districts in South Texas will have the opportunity to participate in this program

AGU Pathfinder: Career and Professional Development Resources for Earth and Space Scientists

NASA Astrophysics Data System (ADS)

Harwell, D. E.; Asher, P. M.; Hankin, E. R.; Janick, N. G.; Marasco, L.

2017-12-01

The American Geophysical Union (AGU) is committed to inspiring and educating present and future generations of diverse, innovative, and creative Earth and space scientists. To meet our commitment, AGU provides career and educational resources, webinars, mentoring, and support for students and professionals at each level of development to reduce barriers to achievement and to promote professional advancement. AGU is also working with other organizations and educational institutions to collaborate on projects benefiting the greater geoscience community. The presentation will include an overview of current Pathfinder efforts, collaborative efforts, and an appeal for additional partnerships.

Integrating self-help materials into mental health practice.

PubMed

Church, Elizabeth; Cornish, Peter; Callanan, Terrence; Bethune, Cheri

2008-10-01

Patients' mental health issues have become an increasing focus of Canadian family physicians' practices. A self-help approach can help meet this demand, but there are few guidelines for professionals about how to use mental health self-help resources effectively. To aid health professionals in integrating self-help materials into their mental health practices. A resource library of print, audiotape, and videotape self-help materials about common mental health issues was developed for a rural community. The materials were prescreened in order to ensure high quality, and health professionals were given training on how to integrate self-help into their practices. The library was actively used by both health professionals and community members, and most resources were borrowed, particularly the nonprint materials. Health professionals viewed the resources as a way to supplement their mental health practice and reduce demands on their time, as patients generally worked through the resources independently. Some improvements are planned for future implementations of the program, such as providing health professionals with a "prescription pad" of resources and implementing Stages of Change and stepped-care models to maximize the program's effectiveness. Although more evidence is needed regarding the effectiveness of self-help within a family practice context, this program offers a promising way for family physicians to address mild to moderate mental health problems.

Can e-learning help you to connect compassionately? Commentary on a palliative care e-learning resource for India.

PubMed

Datta, Soumitra Shankar; Agrawal, Sanjit

2017-01-01

e-learning resources need to be customised to the audience and learners to make them culturally relevant. The ' Palliative care e-learning resource for health care professionals in India' has been developed by the Karunashraya Hospice, Bengaluru in collaboration with the Cardiff Palliative Care Education Team, Wales to address the training needs of professionals in India. The resource, comprising over 20 modules, integrates psychological, social and medical care for patients requiring palliative care for cancer and other diseases. With increased internet usage, it would help in training a large number of professionals and volunteers in India who want to work in the field of palliative care.

Determining Faculty Perceived Needs for Professional Development: An Action Research Model. AIR 1989 Annual Forum Paper.

ERIC Educational Resources Information Center

Gratton, Margaret; Walleri, R. Dan

To determine the perceived needs among faculty for professional development, a survey was conducted of 165 faculty in 13 divisions. Questionnaires were returned by 129, or 78% with over 50% responding from each division. Among the results were the following: (1) the most widely used (93%) professional development resources, inservice sessions, was…

The Professional Development Requirements of Workplace English Language and Literacy Programme Practitioners: Support Document

ERIC Educational Resources Information Center

Berghella, Tina; Molenaar, John; Wyse, Linda

2006-01-01

This support document was produced by the authors based on their research for the report, "The Professional Development Requirements of Workplace English Language and Literacy Programme Practitioners," [ED495200] and is an added resource for further information. The original report examines the extent and nature of professional development…

Challenges and Opportunities for Teacher Professional Development in Interactive Use of Technology in African Schools

ERIC Educational Resources Information Center

Hennessy, Sara; Haßler, Bjoern; Hofmann, Riikka

2015-01-01

This article examines the supporting and constraining factors influencing professional learning about interactive teaching and mobile digital technology use in low-resourced basic schools in sub-Saharan Africa. It draws on a case study of iterative development and refinement of a school-based, peer-facilitated professional learning programme…

Supporting In-Service Teachers' Professional Teaching Knowledge with Educatively Scaffolded Digital Curriculum

ERIC Educational Resources Information Center

Callahan, Cory; Saye, John; Brush, Thomas

2015-01-01

This article advances a continuing line of inquiry into the potential of digital educative curriculum materials to support teachers' development of professional teaching knowledge. Instead of standalone levers of change, the educative curricula in this study were featured resources within a novel professional development approach. The qualitative,…

Essential KPIs for School Nutrition Program Success

ERIC Educational Resources Information Center

Rushing, Keith

2017-01-01

Purpose/Objectives: The purpose of the project was to develop a research based resource to support SN professionals in effectively utilizing KPIs to manage their programs. Methods: This project consisted of four phases. In Phase 1, a think tank of eight school nutrition professionals identified the general topic areas and format for the resource.…

Enterprise Resource Planning Software in the Human Resource Classroom

ERIC Educational Resources Information Center

Bedell, Michael D.; Floyd, Barry D.; Nicols, Kay McGlashan; Ellis, Rebecca

2007-01-01

The relatively recent development of comprehensive human resource information systems (HRIS) software has led to a large demand for technologically literate human resource (HR) professionals. For the college student who is about to begin the search for that first postcollege job, the need to develop technology literacy is even more necessary. To…

Leadership Development

ERIC Educational Resources Information Center

Mallon, Melissa

2017-01-01

This issue's column focuses on online tools and resources available for leadership development of academic, public services staff. The resources are not targeted solely to professional librarians, but rather to all levels of library staff engaged with the public. In addition to inspirational and coaching videos, reviewers recommend resource guides…

Planning for Technology Integration in a Professional Learning Community

ERIC Educational Resources Information Center

Thoma, Jennifer; Hutchison, Amy; Johnson, Debra; Johnson, Kurt; Stromer, Elizabeth

2017-01-01

Barriers to technology integration in instruction include a lack of time, resources, and professional development. One potential approach to overcoming these barriers is through collaborative work, or professional learning communities. This article focuses on one group of teachers who leveraged their professional learning community to focus on…

ERESE Professional Development in Science Education: A collaboration of scientists, teachers, and information technologists

NASA Astrophysics Data System (ADS)

Staudigel, H.; Helly, M.; Massel Symons, C.; Koppers, A.; Helly, J.; Miller, S.

2005-12-01

The Enduring Resources in Earth Science Education (ERESE) project promotes inquiry based teaching of plate tectonics through professional development and distribution of digital library objects in the National Science Digital Library network. The overall ERESE goal is to bridge the gap between the scientists and educators, and our experience has shown that much can be gained by establishing a close collaboration between all parties involved in earth science education, from high school student to teacher -educator, and scientist. These collaborations yield substantial gains in terms of effective educational approaches, contents selection, and to produce an authentic class room research experience. ERESE professional development workshops promote a model of inquiry-based teaching that keeps the educator as far in the background as possible, while empowering the student to carry out a maximally independent inquiry. Key components in this process are: (1) use of a well selected provocative phenomenon to promote student's curiosity and to start the inquiry process, (2) care in the student guidance towards selection and formulation of a researchable question, (3) the involvement of teachers and scientists, in a close collaboration (4) teaching resource development with a strong feed-back from professional development workshops and classroom practice, (5) integration of science inquiry resources on all expert levels providing an environment that allows continuous access to science information from the most basic to the full scale science level. We expanded ERESE resource development into a volcanology field class on Hawaii to produce a website and digital library contents including field reports, exercises and images and field data. We further expanded our resource development through the participation of three high school students in a three-week seagoing expedition to the Samoan Archipelago. The high school seniors maintained a live expedition website and they participated in all science activities. Their work impacted ERESE by the development of digital resources, and introducing peer - mentoring into the inquiry process.

Literacy Achievement through Sustained Professional Development

ERIC Educational Resources Information Center

Fisher, Douglas; Frey, Nancy; Nelson, John

2012-01-01

Development efforts, the 44 schools in this study increased students' reading proficiency. Over the years, teams of teachers from each school were provided professional development and opportunities to lead their colleagues in implementation of the instructional framework. The teachers used their instructional materials as resources to plan…

To Improve the Academy: Resources for Student, Faculty, and Institutional Development, 1985.

ERIC Educational Resources Information Center

Jeffrey, Julie Roy, Ed.; Erickson, Glenn R., Ed.

This collection of papers, the fourth in an annual series, presents views of members of the Professional and Organizational Development Network in Higher Education on faculty, instructional, and institutional development. Papers and authors are as follows: "The Kahuna as Professional and Organizational Development Specialists" (Susanne Whitcomb…

Development and validation of a nursing professionalism evaluation model in a career ladder system.

PubMed

Kim, Yeon Hee; Jung, Young Sun; Min, Ja; Song, Eun Young; Ok, Jung Hui; Lim, Changwon; Kim, Kyunghee; Kim, Ji-Su

2017-01-01

The clinical ladder system categorizes the degree of nursing professionalism and rewards and is an important human resource tool for managing nursing. We developed a model to evaluate nursing professionalism, which determines the clinical ladder system levels, and verified its validity. Data were collected using a clinical competence tool developed in this study, and existing methods such as the nursing professionalism evaluation tool, peer reviews, and face-to-face interviews to evaluate promotions and verify the presented content in a medical institution. Reliability and convergent and discriminant validity of the clinical competence evaluation tool were verified using SmartPLS software. The validity of the model for evaluating overall nursing professionalism was also analyzed. Clinical competence was determined by five dimensions of nursing practice: scientific, technical, ethical, aesthetic, and existential. The structural model explained 66% of the variance. Clinical competence scales, peer reviews, and face-to-face interviews directly determined nursing professionalism levels. The evaluation system can be used for evaluating nurses' professionalism in actual medical institutions from a nursing practice perspective. A conceptual framework for establishing a human resources management system for nurses and a tool for evaluating nursing professionalism at medical institutions is provided.

The Web Resource Collaboration Center

ERIC Educational Resources Information Center

Dunlap, Joanna C.

2004-01-01

The Web Resource Collaboration Center (WRCC) is a web-based tool developed to help software engineers build their own web-based learning and performance support systems. Designed using various online communication and collaboration technologies, the WRCC enables people to: (1) build a learning and professional development resource that provides…

The Art of Staying Engaged: The Role of Personal Resources in the Mental Well-Being of Young Veterinary Professionals.

PubMed

Mastenbroek, Nicole J J M

Health care professionals perceive transitions (e.g., from university to professional practice) to be challenging and stressful. The aim of the present research was to identify person-related characteristics that, in addition to work-related aspects, affect the mental well-being and performance of recently graduated veterinary professionals, and to reach a greater understanding of the role of personal resources in mental health and well-being. Based on the Job Demands-Resources (JD-R) model, a questionnaire measuring work engagement as well as burnout and its potential predictors was developed and distributed to 1,760 veterinarians who graduated in the Netherlands between 1999 and 2009 (response rate 41%, of which 73% were females). An intervention aiming at increasing personal resources was evaluated using qualitative and quantitative methods. The intervention was designed so that participants could set their own learning objectives toward which they could work during a yearlong multimodular program. The results show that gender and the number of years after graduation have a small effect on exhaustion resulting in 16% of the veterinarians (18% for females) meeting the criteria for burnout in the first 5 years after graduation. Thirteen percent of respondents could be classified as being highly engaged. While burnout resulted mostly from job characteristics (demands and resources), work engagement resulted mostly from job resources and personal resources. Personal resources appear to have an important mediating and initiating role in work engagement and performance. Self-reported ratings of reflective behavior, proactive behavior, and self-efficacy were significantly increased after a yearlong resources development program. Practical implications are discussed.

Evaluating the professional libraries of practicing physical therapists.

PubMed

Brown, Suzanne R; Roush, James R; Lamkin, Alyson R; Perrakis, Rena; Kronenfeld, Michael R

2007-01-01

The primary objective of this study was to explore the use of information resources by a sample of physical therapists. A qualitatively designed study using structured individual interviews, examination of professional libraries, and identification of information resources was initiated in three sites (Southern California, Arizona, and Georgia). Participants included forty physical therapists with between five and twenty years of experience. The Internet and continuing education activities appeared to be the primary information sources for the physical therapists surveyed. The personal professional libraries of participants were limited in scope and contained titles copyrighted more than ten years ago. Access to peer-reviewed journals in the sample was limited primarily to those received as a benefit of professional association membership. Participants did not maintain current print professional information resources. The majority of books in the personal and workplace professional libraries held copyrights dating from the time of the participants' enrollment in an entry-level physical therapy program. Medical librarians may play an important role in shifting physical therapy towards evidence-based practice by collaborating in professional development for this group. Physical therapy educators and professional leaders should support current public collections of physical therapy-related information resources to encourage the movement towards an evidence-based practice model in physical therapy.

Evaluating the professional libraries of practicing physical therapists

PubMed Central

Brown, Suzanne R.; Roush, James R.; Lamkin, Alyson R.; Perrakis, Rena; Kronenfeld, Michael R.

2007-01-01

Background and Purpose: The primary objective of this study was to explore the use of information resources by a sample of physical therapists. Methods: A qualitatively designed study using structured individual interviews, examination of professional libraries, and identification of information resources was initiated in three sites (Southern California, Arizona, and Georgia). Participants included forty physical therapists with between five and twenty years of experience. Results: The Internet and continuing education activities appeared to be the primary information sources for the physical therapists surveyed. The personal professional libraries of participants were limited in scope and contained titles copyrighted more than ten years ago. Access to peer-reviewed journals in the sample was limited primarily to those received as a benefit of professional association membership. Discussion and Conclusions: Participants did not maintain current print professional information resources. The majority of books in the personal and workplace professional libraries held copyrights dating from the time of the participants' enrollment in an entry-level physical therapy program. Medical librarians may play an important role in shifting physical therapy towards evidence-based practice by collaborating in professional development for this group. Physical therapy educators and professional leaders should support current public collections of physical therapy-related information resources to encourage the movement towards an evidence-based practice model in physical therapy. PMID:17252068

Health worker motivation in Africa: the role of non-financial incentives and human resource management tools.

PubMed

Mathauer, Inke; Imhoff, Ingo

2006-08-29

There is a serious human resource crisis in the health sector in developing countries, particularly in Africa. One of the challenges is the low motivation of health workers. Experience and the evidence suggest that any comprehensive strategy to maximize health worker motivation in a developing country context has to involve a mix of financial and non-financial incentives. This study assesses the role of non-financial incentives for motivation in two cases, in Benin and Kenya. The study design entailed semi-structured qualitative interviews with doctors and nurses from public, private and NGO facilities in rural areas. The selection of health professionals was the result of a layered sampling process. In Benin 62 interviews with health professionals were carried out; in Kenya 37 were obtained. Results from individual interviews were backed up with information from focus group discussions. For further contextual information, interviews with civil servants in the Ministry of Health and at the district level were carried out. The interview material was coded and quantitative data was analysed with SPSS software. The study shows that health workers overall are strongly guided by their professional conscience and similar aspects related to professional ethos. In fact, many health workers are demotivated and frustrated precisely because they are unable to satisfy their professional conscience and impeded in pursuing their vocation due to lack of means and supplies and due to inadequate or inappropriately applied human resources management (HRM) tools. The paper also indicates that even some HRM tools that are applied may adversely affect the motivation of health workers. The findings confirm the starting hypothesis that non-financial incentives and HRM tools play an important role with respect to increasing motivation of health professionals. Adequate HRM tools can uphold and strengthen the professional ethos of doctors and nurses. This entails acknowledging their professionalism and addressing professional goals such as recognition, career development and further qualification. It must be the aim of human resources management/quality management (HRM/QM) to develop the work environment so that health workers are enabled to meet their personal and the organizational goals.

Health worker motivation in Africa: the role of non-financial incentives and human resource management tools

PubMed Central

Mathauer, Inke; Imhoff, Ingo

2006-01-01

Background There is a serious human resource crisis in the health sector in developing countries, particularly in Africa. One of the challenges is the low motivation of health workers. Experience and the evidence suggest that any comprehensive strategy to maximize health worker motivation in a developing country context has to involve a mix of financial and non-financial incentives. This study assesses the role of non-financial incentives for motivation in two cases, in Benin and Kenya. Methods The study design entailed semi-structured qualitative interviews with doctors and nurses from public, private and NGO facilities in rural areas. The selection of health professionals was the result of a layered sampling process. In Benin 62 interviews with health professionals were carried out; in Kenya 37 were obtained. Results from individual interviews were backed up with information from focus group discussions. For further contextual information, interviews with civil servants in the Ministry of Health and at the district level were carried out. The interview material was coded and quantitative data was analysed with SPSS software. Results and discussion The study shows that health workers overall are strongly guided by their professional conscience and similar aspects related to professional ethos. In fact, many health workers are demotivated and frustrated precisely because they are unable to satisfy their professional conscience and impeded in pursuing their vocation due to lack of means and supplies and due to inadequate or inappropriately applied human resources management (HRM) tools. The paper also indicates that even some HRM tools that are applied may adversely affect the motivation of health workers. Conclusion The findings confirm the starting hypothesis that non-financial incentives and HRM tools play an important role with respect to increasing motivation of health professionals. Adequate HRM tools can uphold and strengthen the professional ethos of doctors and nurses. This entails acknowledging their professionalism and addressing professional goals such as recognition, career development and further qualification. It must be the aim of human resources management/quality management (HRM/QM) to develop the work environment so that health workers are enabled to meet their personal and the organizational goals. PMID:16939644

The Professional Development of Kosovan Leaders

ERIC Educational Resources Information Center

Goddard, J. T.

2004-01-01

In this article the author provides a discussion around issues related to the professional development of educational leaders in a resource-free, post-conflict environment. Drawing upon the author's ongoing experiences (2001-present) in Kosovo, the author presents a series of vignettes concerning leadership development in the Balkans. Lessons…

Wisconsin Earth and Space Science Education

NASA Technical Reports Server (NTRS)

Bilbrough, Larry (Technical Monitor); French, George

2003-01-01

The Wisconsin Earth and Space Science Education project successfilly met its objectives of creating a comprehensive online portfolio of science education curricular resources and providing a professional development program to increase educator competency with Earth and Space science content and teaching pedagogy. Overall, 97% of participants stated that their experience was either good or excellent. The favorable response of participant reactions to the professional development opportunities highlights the high quality of the professional development opportunity. The enthusiasm generated for using the curricular material in classroom settings was overwhelmingly positive at 92%. This enthusiasm carried over into actual classroom implementation of resources from the curricular portfolio, with 90% using the resources between 1-6 times during the school year. The project has had a positive impact on student learning in Wisconsin. Although direct measurement of student performance is not possible in a project of this kind, nearly 75% of participating teachers stated that they saw an increase in student performance in math and science as a result of using project resources. Additionally, nearly 75% of participants saw an increase in the enthusiasm of students towards math and science. Finally, some evidence exists that the professional development academies and curricular portfolio have been effective in changing educator behavior. More than half of all participants indicated that they have used more hands-on activities as a result of the Wisconsin Earth and Space Science Education project.

Negotiation Training Courses for Natural Resource Professionals

USGS Publications Warehouse

Burkardt, Nina; Swann, M. Earlene; Walters, Katherine

2006-01-01

FORT's Policy Analysis and Science Assistance Branch (PASA) has been conducting and publishing research on multi-party natural resource negotiation since the 1980s. This research has led to the development of basic and advanced negotiation training courses. Each course is two-and-a-half days. Both courses are a mix of lecture, hands-on training, and discussion. Please join us and other natural resource professionals facing similar problems and share your experiences. Come prepared to candidly discuss examples of successes to embrace, stalemates to recognize, and pitfalls to avoid in natural resource negotiations.

Towards the Development of a Cultural Competence Framework for Human Resource Development Professionals in International Business: A Study of Best Practice Learning and Diversity Companies

ERIC Educational Resources Information Center

Kyeyune, Catherine

2012-01-01

In a global environment, growing business corporations have recognized the role diversity plays in business development. However, the human resource development (HRD) profession charged with the responsibility for developing any organization's human resources, has not defined what cultural competence is and its role in improving the…

[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.

How School Leaders Prioritize and Allocate Resources to Improve Teacher Quality through Teacher Professional Development: A Multiple Case Study in Suburban North Carolina

ERIC Educational Resources Information Center

Tyson, Deonte Rashawn

2017-01-01

This multiple case study examined the methods by which school leaders determined and planned teacher professional development, as well as what teachers perceived as their professional development needs and how they believe school leaders take those needs into account. The study took place at two suburban elementary schools (1 traditional public, 1…

Inspiring Climate Education Excellence(ICEE): Developing Elearning professional development modules - secondary science teachers

NASA Astrophysics Data System (ADS)

Kellagher, E.; Buhr, S. M.; Lynds, S. E.; McCaffrey, M. S.; Cires Education Outreach

2011-12-01

Inspiring Climate Education Excellence (ICEE) is a NASA-funded project to develop content knowledge and knowledge of effective teaching strategies in climate education among secondary science teachers. ICEE resources are aligned with the Essential Principles of Climate Science. Building upon a needs assessment and face to face workshop, ICEE resources include iTunesU videos, an ICEE 101 resource site with videos and peer-reviewed learning activities, and a moderated online forum. Self-directed modules and an online course are being developed around concepts and topics in which teachers express the most interest and need for instruction. ICEE resources include attention to effective teaching strategies, such as awareness of student misconceptions, strategies for forestalling controversy and advice from master teachers on implementation and curriculum development. The resources are being developed in partnership with GLOBE, and the National Science Digital Library (NSDL) and are informed by the work of the Climate Literacy and Energy Awareness Network (CLEAN) project. ICEE will help to meet the professional development needs of teachers, including those participating in the GLOBE Student Climate Research Campaign.

Continuing Professional Development: Rhetoric and Practice in the NHS

ERIC Educational Resources Information Center

Morgan, Arthur; Cullinane, Joanne; Pye, Michael

2008-01-01

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

Impact of new information technologies on training and continuing education for rural health professionals.

PubMed

Crandall, L A; Coggan, J M

1994-01-01

Recently developed and emerging information and communications technologies offer the potential to move the clinical training of physicians and other health professionals away from the resource intensive urban academic health center, with its emphasis on tertiary care, and into rural settings that may be better able to place emphasis on the production of badly needed primary care providers. These same technologies also offer myriad opportunities to enhance the continuing education of health professionals in rural settings. This article explores the effect of new technologies for rural tele-education by briefly reviewing the effect of technology on health professionals' education, describing ongoing applications of tele-education, and discussing the likely effect of new technological developments on the future of tele-education. Tele-education has tremendous potential for improving the health care of rural Americans, and policy-makers must direct resources to its priority development in rural communities.

An Examination of the Application of Professional Reliance To Management of Karst Resources In British Columbia (Canada)

NASA Astrophysics Data System (ADS)

Ramsey, Carolyn L.; Griffiths, Paul A.

2010-05-01

British Columbia (BC), Canada's most ecologically diverse province, is home to some of the nation's finest karst resources. Many of these are in forested settings, and are often associated with special/unique natural attributes ranging from geomorphology to hydrology, biology and ecology. Karst management in BC forests was shaped initially by concerns for caves and their recreation management, but as of 1997 there was a significant shift to an ecosystem approach to management of karst and cave resources. This new management approach was supported in due course by standards and guidelines for karst assessment and management. The approach also recognized the inherently multidisciplinary nature of this type of work and the frequent need to engage professionals with specialized knowledge of karst, and its natural and cultural resource values. In 2004, the BC Government introduced the Forest and Range Practices Act, a new results-based regulatory framework for forest practices. Government orders made pursuant to regulations under the Act identify categories of karst terrain and associated resource features that must be protected from the potentially damaging effects of roadbuilding and road maintenance, timber harvesting, and silviculture activities. In support of a general shift toward more results-based regulation and "freedom to manage" forest resources, it was argued that the forestry sector and its professionals are qualified, and competent enough, to formulate strategies for protecting and managing forest resources (including karst) without as much government oversight. As a result, forest tenure holders and their professionals are now responsible for assessing protected categories of karst resource features and developing and applying appropriate forest practices for them. Where knowledge beyond the area of forest professionals' expertise is required, the knowledge gaps are to be addressed by hiring suitably qualified professional consultants for advice and judgment - a concept termed "professional reliance". Forest tenure holders are responsible for determining when specialized expertise or judgment of qualified resource professionals is required and for assessing the professional qualifications of any consultants they hire. However, there is mounting cause for concern about the quality of karst resource work being conducted in BC. Sidestepping or disregarding the principles of professional reliance has lead to substandard karst field assessments and poor "results" for karst resource features. In this paper, we examine some of the professional reliance failures and conclude that persons engaged to conduct karst resource work in BC have seldom met the minimum qualifications suggested by government. Published standards and guidelines for conducting karst assessments, as well as the published best practices for managing karst landscapes and features in BC exist but these are often overlooked, misapplied or ignored. We offer a more precise definition of the title "Qualified Karst Resource Professional" as well as an expanded checklist of criteria that can be used to evaluate professional qualifications and competency.

Forestry cooperatives: what today's resource professionals need to know. Proceedings of a satellite conference; 2003 November 18

Treesearch

P. Jakes

2006-01-01

Nonindustrial private forest (NIPF) land represents approximately 48 percent of the forest land cover in the United States, and conscientious stewardship of these forests is a perennial issue facing natural resource professionals. In an attempt to draw on the strengths of NIPF ownership, some entrepreneurial forest landowners are developing forest landowner...

Professional Development in the International Year of Astronomy: Expanding the Universe in the Classroom

NASA Astrophysics Data System (ADS)

Reinfeld, Erika L.; Harman, P.; Lee, M. H.; Bailey, J. M.

2008-05-01

The International Year of Astronomy offers unparalleled opportunity to expand our audiences’ understanding about the universe. However, many learners, students and adults alike, are unfamiliar with the universe beyond the solar system. This collaborative workshop explores strategies for teacher professional development around the origin and evolution of the universe, using the resources of the Beyond the Solar System Professional Development Project as a guide. The Beyond the Solar System (BtSS) Professional Development Project is a NASA-supported initiative from the Harvard-Smithsonian Center for Astrophysics (CfA) designed to foster public understanding of NASA's exciting astronomy and space science research. The BtSS portfolio includes video resources, assessment tools, data about common student ideas, content presentations, online telescope investigations, and other classroom activities designed to deepen content knowledge and improve the quality of teaching and learning about current scientific models and evidence for the origin and evolution of our universe of galaxies. During this session, members of the BtSS Leadership Team from around the country will share their experience using these resources in educator workshops and teacher-training courses, and facilitate discussions among workshop participants about how these materials and pedagogical strategies can be used in their own professional development efforts during the International Year of Astronomy. EPO specialists and scientists will engage in focused exploration of the project's DVD--"Expanding the Universe in the Classroom"--in order make explicit connections between the themes of the International Year of Astronomy and their own work. The goals of this workshop are to equip professional development providers to support IYA education efforts in classrooms, afterschool programs, and informal education venues and to raise awareness about the opportunities for continuing Galileo's legacy of discovery through current science and online telescopes.

Widening Access; Developing an eLearning Resource for Health and Social Care Professionals Caring for Children and Young People with Cancer.

PubMed

McInally, Wendy; Pouso Lista, Maria J; McLaren, Natalia; Willis, Diane S

2017-09-29

Cancer is a key priority worldwide, and caring for children and young people with cancer requires a range of specific knowledge, skills and experience in order to deliver the complex care regimes both within the hospital or community environment. The aim of this paper is to disseminate work undertaken to design and develop pedagogical practice and innovation through an eLearning resource for health care professionals caring for children and young people with cancer across the globe. The work undertaken evaluated an existing cancer course (which has been withdrawn) that was developed and delivered through the Paediatric Oncology Nurses Forum, Royal College Nursing (Nurse Educators) and Warwick University. The evaluation consisted of 26 open and closed questions relating to the previous resource and was circulated to all health and social care professionals involved directly within specialist oncology services through the Children's Cancer and Leukaemia Group. Questionnaires were sent out to a convenience sample of 773 health care professionals and the response rate was 14%. The findings identified that the course was predominantly accessed by nurses, but other health care professionals also found it useful. Participants highlighted several areas where they believed content could be developed or was lacking. This included areas such as palliative and end of life care, nutrition, sepsis and teenagers and young people. This feedback was then used to develop a site dedicated to the care of children and young people with cancer.

Professional commitment: Does it buffer or intensify job demands?

PubMed

Nesje, Kjersti

2017-04-01

The purpose of this study is to investigate whether professional commitment can be seen as a moderator in the relationship between job demands and emotional exhaustion among Norwegian nurses. Inspired by the job demands-resources model, this study explores whether having a strong commitment to the nursing profession can be seen as a resource that buffers the effect of job demands on emotional exhaustion or, conversely, intensifies the impact of job demands. A survey that comprised Norwegian nurses who had graduated three years previously (N = 388) was conducted. Multiple regression was performed to test the hypothesis. The results provide support to a buffering effect; thus, individuals with a higher degree of professional commitment conveyed a weaker association between job demands and emotional exhaustion compared with nurses with a lower degree of commitment. Developing a better understanding of the potential buffering effect of professional commitment is of great interest. The present study is the first to utilize professional commitment as a resource within the job demands-resources framework. © 2017 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Always Growing

ERIC Educational Resources Information Center

Pierce, Dennis

2017-01-01

Ongoing professional development is critical even for the very top executives at community colleges. While many community college systems focus on the onboarding of new presidents, professional learning should be a never-ending process. The best institutions recognize this and devote time and resources to the continuing development of their…

Climate Adaptation Training for Natural Resource Professionals

NASA Astrophysics Data System (ADS)

Sorensen, H. L.; Meyer, N.

2016-02-01

The University of Minnesota Sea Grant Program and University of Minensota Extension are coordinating the development of a cohort-based training for natural resource professionals that prepares them with essential aptitude, resources and tools to lead climate adaptation activities in their organizations and municipalities. This course is geared toward the growing cadre of natural resources, water, municipal infrastructure, and human resources professionals who are called upon to lead climate adaptation initiatives but lack core training in climate change science, vulnerability assessment, and adaptation planning. Modeled on pre-existing UMN certificate programs, the online course encompasses approximately 40 contact hours of training. Content builds from basic climate mechanics to change science, vulnerability assessment, downscaled climate modeling, ecosystem response to climate change and strategies communicating climate change to diverse audiences. Minnesota as well as national case studies and expertise will anchor core climate adaptation concepts in a relevant context.

Professional Computer Education Organizations--A Resource for Administrators.

ERIC Educational Resources Information Center

Ricketts, Dick

Professional computer education organizations serve a valuable function by generating, collecting, and disseminating information concerning the role of the computer in education. This report touches briefly on the reasons for the rapid and successful development of professional computer education organizations. A number of attributes of effective…

Meeting a Growing Demand: Texas A&M AgriLife Extension Service's Early Childhood Educator Online Training Program

ERIC Educational Resources Information Center

Green, Stephen

2013-01-01

Demand for professional development training in the early childhood field has grown substantially in recent years. To meet the demand, Texas A&M AgriLife Extension Service's Family Development and Resource Management unit developed the Early Childhood Educator Online Training Program, a professional development system that currently offers…

Priority Fields of Teachers' Professional Development in Terms of Open Education Worldwide

ERIC Educational Resources Information Center

Avshenyuk, Nataliya

2016-01-01

The article is devoted to the problem of teachers' professional development within the concept of "open educational resources". The author analyzes the project "Massive Open Online Courses" (MOOC) as one of the modern achievements in the area of information and communication technology (ICT) for the development of adult…

A Venezuelan Experience: Professional Development for Teachers, Meaningful Activities for Students.

ERIC Educational Resources Information Center

LeLoup, Jean W.; Schmidt-Rinehart, Barbara C.

2003-01-01

Presents a model of professional development that is suited to the inservice Spanish teacher with limited time and financial resources. Details a summer program for Spanish teachers in Venezuela that combines an immersion experience with an advanced methodology course emphasizing a standards-based approach to curriculum development. (Author/VWL)

Professional Development of HR Practitioners--A Phenomenographic Study

ERIC Educational Resources Information Center

Bailey, Moira

2015-01-01

Purpose: The purpose of this paper is an investigation into the experiences of professional development of human resource (HR) practitioners in the North of Scotland, and the use of non-formal learning in that development. Design/methodology/approach: In-depth semi-structured interviews from a purposively selected sample of HR practitioners were…

Integrating Resources and Strategies into an Emerging System of Professional Development: The Case of PITC in California

ERIC Educational Resources Information Center

Mangione, Peter L.; Lally, J. Ronald; Poole, Janet L.; Tuesta, Alicia; Paxton, Arlene R.

2011-01-01

States have placed high priority on developing early care and education systems that include early learning guidelines, curriculum, program guidelines or standards, and early childhood educator competencies. To explore how professional development and quality improvement initiatives are being integrated into emerging infant-toddler care systems,…

Leveraging Resources: How an STC Chapter Can Support Education in Its Community and Professional Development for Its Members.

ERIC Educational Resources Information Center

Lippincott, Gail; Voss, Dan

2001-01-01

Describes six initiatives pursued by the Orlando Chapter of the Society for Technical Communication, intended to advance education and professional development. Discusses developing procedures and avenues of communication; instituting a scholarship program; conducting a high school writing competition; providing instructional support to secondary…

Increasing Teachers' Use of Behavior-Specific Praise Using a Multitiered System for Professional Development

ERIC Educational Resources Information Center

Gage, Nicholas A.; MacSuga-Gage, Ashley S.; Crews, Emily

2017-01-01

Successful instruction is contingent upon effective classroom management. Unfortunately, not all teachers are effective classroom managers and many require in-service professional development (PD) to increase their use of evidence-based classroom management skills. Although PD models have been developed and evaluated, many are resource-intensive.…

Online virtual patients - A driver for change in medical and healthcare professional education in developing countries?

PubMed

Dewhurst, David; Borgstein, Eric; Grant, Mary E; Begg, Michael

2009-08-01

The development of online virtual patients has proved to be an effective vehicle for pedagogical and technological skills transfer and capacity building for medical and healthcare educators in Malawi. A project between the University of Edinburgh and the University of Malawi has delivered more than 20 collaboratively developed, virtual patients, contextualised for in-country medical and healthcare education and, more significantly, a cadre of healthcare professionals skilled in developing digital resources and integrating these into their emerging curricula. The process of engaging with new approaches to teaching and delivering personalised, context sensitive content via a game-informed, technology-supported process has contributed to the ability of healthcare educators in Malawi to drive pedagogical change, meet the substantial challenges of delivering new curricula, cope with increasing student numbers and promote teacher professional development. This initial phase of the project has laid the foundation for a broader second phase that focuses on promoting curriculum change, developing educational infrastructure and in-country capacity to create, and integrate digital resources into education and training across multi-professional groups and across educational levels.

Complementary expertise in a zoo educator professional development event contributes to the construction of understandings of affective transformation

NASA Astrophysics Data System (ADS)

Kelly, Lisa-Anne DeGregoria; Kassing, Sharon

2013-09-01

Cultural Historical Activity Theory served as the analytical framework for the study of a professional development event for a zoo's education department, specifically designed to build understandings of "Affective Transformation," an element pertinent to the organization's strategic plan. Three key products—an Affective Transformation model, scaffolding schematic, and definition, "providing emotional experiences for visitors which increase caring for animals and nature that may lead to zoo-related nature-protective behaviors"—emerged as a result of ongoing deliberation among professional development community members over two days. Participants, including both management- and non-management-level staff, as well as an expert facilitator, contributed complementary expertise to the process. The discussions, therefore, crossed both vertical and horizontal layers of authority. Moreover, leadership was distributed across these levels in the development of these products. Members used pre-existing resources, as well as tools created in the course of the professional development event. Interactions among participants and resources were instrumental in Affective Transformation product development. Examination of one zoo's construction of understanding of affective goals, therefore, may offer insights to other organizations with similar aspirations.

Managerial and Professional Employees in Britain.

ERIC Educational Resources Information Center

Snape, Edward J.; Bamber, Greg J.

1987-01-01

Discusses the following aspects of British managers and professionals: (1) who they are, (2) employment trends, (3) demographic characteristics, (4) education and development; (5) careers and human resource management, (6) remuneration, and (7) unionization. (CH)

[Human resources for health in Ecuador's new model of care].

PubMed

Espinosa, Verónica; de la Torre, Daniel; Acuña, Cecilia; Cadena, Cristina

2017-06-08

Describe strategies implemented by Ecuador's Ministry of Public Health (MPH) to strengthen human resources for health leadership and respond to the new model of care, as a part of the reform process in the period 2012-2015. A documentary review was carried out of primary and secondary sources on development of human resources for health before and after the reform. In the study period, Ecuador developed a new institutional and regulatory framework for developing human resources for health to respond to the requirements of a model of care based on primary health care. The MPH consolidated its steering role by forging strategic partnerships, implementing human resources planning methods, and making an unprecedented investment in health worker training, hiring, and wage increases. These elements constitute the initial core for development of human resources for health policy and a health-services study program consistent with the reform's objectives. Within the framework of the reform carried out from 2012 to 2015, intersectoral work by the MPH has led to considerable achievements in development of human resources for health. Notable achievements include strengthening of the steering role, development and implementation of standards and regulatory instruments, creation of new professional profiles, and hiring of professionals to implement the comprehensive health care model, which helped to solve problems carried over from the years prior to the reform.

Work process, performance and professional profile of a Hearing Health Network: reference for satisfaction.

PubMed

Escarce, Andrezza Gonzalez; Lemos, Stela Maris Aguiar; Carvalho, Sirley Alves da Silva

2016-01-01

To analyze the correlation between the satisfaction of professionals from the Hearing Health Care network in two micro-regions of Minas Gerais state and the sociodemographic profile, work process, and work performance in the health service. This is a cross-sectional, observational, analytic study with a non-probabilistic sample including 34 professionals from the Hearing Health Care services. Data collection occurred through individual interviews in the municipality of professional practice. Associations between the Professional Satisfaction variable and the explanatory variables Sociodemographic Data, Work Routine, and Developed Actions were conducted. Professionals with graduate studies were more satisfied with the human resources policy and the activities developed, whereas health civil servants showed more satisfaction with the wage policy and the work schedule. The correlation analysis between work process and satisfaction revealed a moderate positive correlation between items such as Health Promotion Actions, Satisfaction with Diagnostic Equipment, and Satisfaction with Maintenance Equipment. The present study revealed a higher level of satisfaction among professionals with graduate studies (human resources policy and activities developed) and civil servants (wage policy and work schedule). The relevance of this study lies on the important role that health professionals play on the Health Care Network. Additionally, the study of satisfaction level can provide a search for improvements, considering that satisfied professionals not only improve service quality, but also show greater creativity, commitment, and performance.

Important Competencies for Future Health and Wellness Professionals: An Investigation of Employer Desired Skills

ERIC Educational Resources Information Center

Becker, Craig; Loy, Marty

2004-01-01

This study was designed to investigate the validity of the professional competencies developed by the Association of Worksite Health Promotion (AWHP) Professional Standards Task Force. The Task Force identified a competency framework that included business skills, program coordination skills, and human resource skills with corresponding…

Narrative Construction of Professional Teacher Identity of Teachers with Dyslexia

ERIC Educational Resources Information Center

Burns, Eila; Bell, Sheena

2011-01-01

This paper considers the development of teachers' professional identity in the context of educators that have diverse backgrounds. We elucidate how teachers with dyslexia working in tertiary education use narrative resources to construct and negotiate their professional teacher identities. The analysis of narrative interviews, interpreted within…

OERL: A Tool For Geoscience Education Evaluators

NASA Astrophysics Data System (ADS)

Zalles, D. R.

2002-12-01

The Online Evaluation Resource Library (OERL) is a Web-based set of resources for improving the evaluation of projects funded by the Directorate for Education and Human Resources (EHR) of the National Science Foundation (NSF). OERL provides prospective project developers and evaluators with material that they can use to design, conduct, document, and review evaluations. OERL helps evaluators tackle the challenges of seeing if a project is meeting its implementation and outcome-related goals. Within OERL is a collection of exemplary plans, instruments, and reports from evaluations of EHR-funded projects in the geosciences and in other areas of science and mathematics. In addition, OERL contains criteria about good evaluation practices, professional development modules about evaluation design and questionnaire development, a dictionary of key evaluation terms, and links to evaluation standards. Scenarios illustrate how the resources can be used or adapted. Currently housed in OERL are 137 instruments, and full or excerpted versions of 38 plans and 60 reports. 143 science and math projects have contributed to the collection so far. OERL's search tool permits the launching of precise searches based on key attributes of resources such as their subject area and the name of the sponsoring university or research institute. OERL's goals are to 1) meet the needs for continuous professional development of evaluators and principal investigators, 2) complement traditional vehicles of learning about evaluation, 3) utilize the affordances of current technologies (e.g., Web-based digital libraries, relational databases, and electronic performance support systems) for improving evaluation practice, 4) provide anytime/anyplace access to update-able resources that support evaluators' needs, and 5) provide a forum by which professionals can interact on evaluation issues and practices. Geoscientists can search the collection of resources from geoscience education projects that have been funded by NSF to carry out curriculum development, teacher education, faculty development, and increased access, retention, and preparation of under-represented student populations in science. Over the next two years, additional plans, instruments, and reports from other projects will be added to the OERL collection. Also to be added are more professional development modules and online coaches for constructing key evaluation documents. The presentation overviews the structure of OERL, describes some of the geoscience projects in the collection, and provides some examples of how its resources can be used and adapted for other geoscience education evaluations.

The EarthLabs Approach to Curriculum and Professional Development: Earth Science Education in the 21st Century

NASA Astrophysics Data System (ADS)

Mote, A. S.; Ellins, K. K.; Haddad, N.

2011-12-01

Humans are modifying planet Earth at an alarming rate without fully understanding how our actions will affect the atmosphere, hydrosphere, or biosphere. Recognizing the value of educating people to become citizens who can make informed decisions about Earth's resources and challenges, Texas currently offers Earth and Space Science as a rigorous high school capstone course. The new course has created a need for high quality instructional resources and professional development to equip teachers with the most up to date content knowledge, pedagogical approaches, and technological skills to be able to teach a rigorous Earth and Space Science course. As a participant in the NSF-sponsored Texas Earth and Space Science (TXESS) Revolution teacher professional development program, I was selected to participate in a curriculum development project led by TERC to create Earth System Science and climate change resources for the EarthLabs collection. To this end, I am involved in multiple phases of the EarthLabs project, including reviewing the lab-based units during the development phase, pilot teaching the units with my students, participating in research, and ultimately delivering professional development to other teachers to turn them on to the new modules. My partnership with the EarthLabs project has strengthened my teaching practice by increasing my involvement with curriculum development and collaboration and interaction with other Earth science educators. Critically evaluating the lab modules prior to delivering the lessons to my students has prepared me to more effectively teach the EarthLabs modules in my classroom and present the material to other teachers during professional development workshops. The workshop was also strengthened by planning meetings held with EarthLabs partner teachers in which we engaged in lively discussions regarding misconceptions in Earth science, held by both students and adults, and pedagogical approaches to uncover these misconceptions. Collaboration and discussion among members of the EarthLabs team and partner teachers was instrumental to improving the quality of the EarthLabs modules and the professional development workshop. Furthermore, leading the workshop alongside other partner teachers gave me the confidence and experience to deliver professional development to my colleagues and introduce the newly developed EarthLabs modules to other teachers. In this session I will share my experiences and report on the successes, challenges, and lessons learned from being a part of the EarthLabs curriculum and professional development process.

Building Leadership Skills and Promoting Workforce Development: Evaluation Data Collected from Public Health Professionals in the Field of Maternal and Child Health

PubMed Central

Kasehagen, Laurin; Barradas, Danielle T.; ‘Ali, Zarinah

2015-01-01

Professional development, including training and leadership skill building, is important for maternal and child health (MCH) epidemiologists. Current workforce development and training opportunities vary, but lack an emphasis on linking leadership competencies with MCH epidemiology. This paper describes efforts at the annual MCH Epidemiology Conference (the “Conference”) to promote leadership activities and workforce development, and recommendations to enhance professional development. An evaluation of attendee opinions on Conference workforce development activities was conducted during the 2009 and 2010 Conferences (70 and 66 % response rates, respectively). Frequencies and percentages were calculated overall and by attendee profession. Qualitative responses to questions regarding workforce and professional development were classified by theme in 2009, and a categorical question was developed for the 2010 evaluation. A combined 38 % of Conference attendees in 2009 and 2010 were MCH epidemiologists and 62 % were other MCH professionals. Attendees recommended more support and access to training, mentoring, and resources including job opportunities. Continuing education (41 %), special knowledge and skills-building training (51 %), and development of online resources for training (57 %) were highly recommended by attendees. Career (47 %) and leadership (49 %) mentoring by senior-level professionals in the field were also highly recommended. Promotion of leadership can be achieved by integrating the concept of leadership into the Conference itself; by publishing and disseminating MCH epidemiologic research in scientific, program, and policy settings; and by communicating the importance of epidemiologic findings to stakeholders and other non-scientific audiences. PMID:22923283

Cognitive and Non-Cognitive Characteristics as Determinants of Success in Professional Courses at Undergraduate Stage

ERIC Educational Resources Information Center

Khan, Zebun Nisa

2009-01-01

Problem statement: Professional education is the principle means of the developing the human resource. Students who do not perform well in professional courses are not in any way better than those who do not have professional knowledge, because their chances of employment and efficient working are bleak. The present study attempted to examine…

Indian Resource Development and Internship Program. Annual Report 1981-1982.

ERIC Educational Resources Information Center

New Mexico State Univ., Las Cruces.

The Indian Resource Development and Internship (IRDI) Program marked its seventh year by continuing to assist Indian tribes in developing a managerial, professional, and scientific corps of American Indians through college academic education and related practical work experience. Participants attended universities and pursued majors of their…

Research Activities Within the Professional Development Center Network.

ERIC Educational Resources Information Center

Abram, Marie J.; And Others

A cooperative program to improve education in the public schools involving the combined resources of the state department of education, a state university, and the local school districts is described. This Professional Development Center Network (PDC) conducts research to produce decision-making information to upgrade inservice programs in the…

An Internet Gopher to Support Graduate Education and Professional Development for School Administrators.

ERIC Educational Resources Information Center

Gonzalez, Josue M.

1995-01-01

Describes the design and installation of an Internet gopher server to support classroom instruction and professional development projects in a graduate college of education. Topics include use by administrators, selecting the most appropriate technology, hardware and software selection, and informational resources of the gopher. (Author/LRW)

Caricature and Hyperbole in Preservice Teacher Professional Development for Diversity

ERIC Educational Resources Information Center

Pollock, Mica; Bocala, Candice; Deckman, Sherry L.; Dickstein-Staub, Shari

2016-01-01

Professional development (PD) "for diversity" aims to prepare teachers to support students from varying backgrounds to succeed, often in under-resourced contexts. Although many teachers invite such inquiry as part of learning to teach, others resist "diversity" inquiry as extra to teaching, saying they cannot "do it…

A Study of Strengthening Secondary Mathematics Teachers' Knowledge of Statistics and Probability via Professional Development

ERIC Educational Resources Information Center

DeVaul, Lina

2017-01-01

A professional development program (PSPD) was implemented to improve in-service secondary mathematics teachers' content knowledge, pedagogical knowledge, and self-efficacy in teaching secondary school statistics and probability. Participants generated a teaching resource website at the conclusion of the PSPD program. Participants' content…

HRD in Asia. Symposium 3. [AHRD Conference, 2001].

ERIC Educational Resources Information Center

2001

This document contains three papers on human resource development (HRD) in Asia. "The Experiences of HRD Professionals Participating in Continuing Professional Development in Taiwan" (Yu-Shu [Jason] Chen) reports on a study that was based on the method of hermeneutic phenomenology and conducted to describe and interpret the experiences…

Supporting Literacy in Preschool: Using a Teacher-Observation Tool to Guide Professional Development

ERIC Educational Resources Information Center

McNerney, Shelly; Nielsen, Diane Corcoran; Clay, Phyllis

2006-01-01

Teachers involved with professional-development opportunities inevitably differ in their content knowledge, access to resources, and instructional practices. The purpose of this study was to investigate how a standardized assessment observation tool, selected to gather summative information for grant-evaluation purposes about preschool teachers'…

School-Based Professional Development in a Developing Context: Lessons Learnt from a Case Study in Zambia

ERIC Educational Resources Information Center

Haßler, Björn; Hennessy, Sara; Cross, Andrew; Chileshe, Eness; Machiko, Brian

2015-01-01

This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based…

Contextual Factors that Foster or Inhibit Para-Teacher Professional Development: The Case of an Indian, Non-Governmental Organization

ERIC Educational Resources Information Center

Raval, Harini; McKenney, Susan; Pieters, Jules

2012-01-01

The appointment of para-professionals to overcome skill shortages and/or make efficient use of expensive resources is well established in both developing and developed countries. The present research concerns para-teachers in India. The literature on para-teachers is dominated by training for special needs settings, largely in developed societies.…

Dual-Mode Teacher Professional Development: Challenges and Re-Visioning Future TPD in Indonesia

ERIC Educational Resources Information Center

Widodo, Ari; Riandi

2013-01-01

This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify…

Improving 6th Grade Climate Literacy using New Media (CLINM) and Teacher Professional Development

NASA Astrophysics Data System (ADS)

Smith, G.; Schmidt, C.; Metzger, E. P.; Cordero, E. C.

2012-12-01

The NASA-funded project, Improving 6th Grade Climate Literacy using New Media (CLINM), is designed to improve the climate literacy of California's 450,000 6th-grade students through teacher professional development that presents climate change as an engaging context for teaching earth science standards. The project fosters experience-based interaction among learners and encourages expressive creativity and idea-exchange via the web and social media. The heart of the CLINM project is the development of an online educator-friendly experience that provides content expert-reviewed, teacher-tested, standards-based educational resources, classroom activities and lessons that make meaningful connections to NASA data and images as well as new media tools (videos, web, and phone applications) based on the Green Ninja, a climate-action superhero who fights global warming by inspiring personal action (www.greenninja.info). In this session, we will discuss this approach to professional development and share a collection of teacher-tested CLINM resources. CLINM resources are grounded in earth system science; classroom activities and lessons engage students in exploration of connections between natural systems and human systems with a particular focus on how climate change relates to everyone's need for food, water, and energy. CLINM uses a team-based approach to resource development, and partners faculty in San José State University's (SJSU) colleges of Science, Education, and Humanities and the Arts with 6th-grade teachers from local school districts, a scientist from NASA Ames Research Center and climate change education projects at Stanford University, the University of Nebraska at Lincoln, and the University of Idaho. Climate scientists and other content experts identify relevant concepts and work with science educators to develop and/or refine classroom activities to elucidate those concepts; activities are piloted in pre-service science methods courses at SJSU and in teacher professional development workshops offered through the Bay Area Earth Science Institute (BAESI); workshop attendees frame the activities as lessons appropriate for their 6th grade students; participants who use the lessons and resources in their classrooms provide iterative feedback, which is used to improve the resources for other teachers involved in the project.

The trainee leadership blueprint: opportunities, benefits, and a call to action.

PubMed

Gooding, Amanda; Block, Cady K; Brown, Daniel S; Sunderaraman, Preeti

2018-02-01

Leadership experiences are vital not only to individual long-term career success but also the development, direction, and operation of higher spheres including professional organizations and the field of clinical neuropsychology itself. The present paper presents a blueprint guide for neuropsychology trainees on available opportunities and resources for increasing their involvement in professional governance and developing leadership skills. First, we present a discussion of the benefits of leadership and professional service, including the acquisition of interpersonal skills and new professional competencies, the prospect of recognition and advancement, and the opportunity to participate in advocacy efforts. Then, we present an overview of existing opportunities for involvement, followed by the provision of specific, actionable items for trainees, mentors and leadership committees, and for neuropsychology organizations to ensure continued trainee engagement. These resources can serve as a guide for trainees and early career neuropsychologists seeking to acquire leadership proficiencies, and the recommendations aspire to promote advancement for trainees, professionals, and organizations alike.

Professional Learning in the Digital Age: The Educator's Guide to User-Generated Learning

ERIC Educational Resources Information Center

Swanson, Kristen

2013-01-01

Discover how to transform your professional development and become a truly connected educator with user-generated learning! This book shows educators how to enhance their professional learning using practical tools, strategies, and online resources. With beginner-friendly, real-world examples and simple steps to get started, the author shows how…

Beyond PD: Teacher Professional Learning in High-Performing Systems. Teacher Quality Systems in Top Performing Countries

ERIC Educational Resources Information Center

Jensen, Ben; Sonnemann, Julie; Roberts-Hull, Katie; Hunter, Amélie

2016-01-01

This report illustrates how four high-performing systems--British Columbia (Canada), Hong Kong, Shanghai (China) and Singapore--developed their teacher professional learning. The report and accompanying materials are designed as a resource for teachers, school leaders and policymakers wanting to improve teacher professional learning in their…

Human Resource Development for International Operation.

ERIC Educational Resources Information Center

Coulson-Thomas, Colin J.

A 1990 questionnaire and interview survey identified requirements for programs and courses relating to human resource development for international operation. The survey was designed to seek the views of United Kingdom (UK) and European and international companies, professional associations, and accounting firms. Of 540 organizations, 91 returned…

Employees, Careers, and Job Creation: Developing Growth-Oriented Human Resource Strategies and Programs. First Edition. A Joint Publication in the Jossey-Bass Management Series and the Jossey-Bass Social and Behavioral Science Series.

ERIC Educational Resources Information Center

London, Manuel, Ed.

The 13 chapters in this volume detail how industrial and organizational psychologists, human resource professionals, and consultants have created innovative human resource development and training programs. "Employee Development and Job Creation" (Jennifer Jarratt, Joseph F. Coates) looks at several trends that have important consequences for…

Publications about Asthma

EPA Pesticide Factsheets

EPA provides the general public, partners, media outlets and health care professionals with a wide variety of asthma resources at no-cost. EPA develops resources to share information about asthma, its triggers, and comprehensive asthma management.

Teaching and assessment of ethics and professionalism: a survey of pediatric program directors.

PubMed

Cook, Alyssa F; Sobotka, Sarah A; Ross, Lainie F

2013-01-01

The Accreditation Council for Graduate Medical Education requires residency programs to provide instruction in and evaluation of competency in ethics and professionalism. We examined current practices and policies in ethics and professionalism in pediatric training programs, utilization of newly available resources on these topics, and recent concerns about professional behavior raised by social media. From May to August 2012, members of the Association of Pediatric Program Directors identified as categorical program directors in the APPD database were surveyed regarding ethics and professionalism practices in their programs, including structure of their curricula, methods of trainee assessment, use of nationally available resources, and policies regarding social media. The response rate was 61% (122 of 200). Most pediatric programs continue to teach ethics and professionalism in an unstructured manner. Many pediatric program directors are unaware of available ethics and professionalism resources. Although most programs lack rigorous evaluation of trainee competency in ethics and professionalism, 30% (35 of 116) of program directors stated they had not allowed a trainee to graduate or sit for an examination because of unethical or unprofessional conduct. Most programs do not have formal policies regarding social media use by trainees, and expectations vary widely. Pediatric training programs are slowly adopting the educational mandates for ethics and professionalism instruction. Resources now exist that can facilitate curriculum development in both traditional content areas such as informed consent and privacy as well as newer content areas such as social media use. Copyright © 2013 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

The Indian Resources Development and Internship Program (IRDI), Fiscal Year 1979-1980. Annual Progress Report.

ERIC Educational Resources Information Center

New Mexico State Univ., Las Cruces.

The Indian Resources Development and Internship (IRDI) Program marked its fifth year by continuing to assist Indian tribes in developing a managerial, professional, and scientific corps of American Indians through college academic education and related practical work experience. Participants attended universities and pursued majors of their…

Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs

ERIC Educational Resources Information Center

Henderson, Daphne Carr; Rupley, William H.; Nichols, Janet Alys; Nichols, William Dee; Rasinski, Timothy V.

2018-01-01

Current professional development efforts in writing at the secondary level have not resulted in student improvement on large-scale writing assessments. To maximize funding resources and instructional time, school leaders need a way to determine professional development content for writing teachers that aligns with specific student outcomes. The…

Museum-Based Teacher Professional Development: Peabody Fellows in Earth Science

ERIC Educational Resources Information Center

Pickering, Jane; Ague, Jay J.; Rath, Kenneth A.; Heiser, David M.; Sirch, James N.

2012-01-01

The Peabody Fellows in Earth Science program was a professional development opportunity for middle and high school teachers to enhance their knowledge of, and teaching skills in, the Earth sciences. It combined a summer institute and academic year workshops with the production of new curricular resources on the interpretation of landforms in…

The Role of the Professional Educator as the College Development Officer. Resource Paper No. 7.

ERIC Educational Resources Information Center

Wattenbarger, James L.

College developmental officers must be professional educators who work within an administrative team along with the president, dean of instruction, the student development officer, and the college business officer. While the members of this team should understand the principles of management, they must also appreciate the institution's collegiate…

The Use of the Internet for English Language Teachers' Professional Development in Arab Countries

ERIC Educational Resources Information Center

Alhabahba, Mohammad Madallh; Mahfoodh, Omer Hassan Ali

2016-01-01

This study investigated the relationship between English language teachers' motives to use online teaching resources and three types of Internet practices: teachers' practices in using the Internet to collaborate with others, teachers' practices for classroom teaching, and the Internet's contribution to the overall professional development of…

Between Continuity and Change: Identities and Narratives within Teacher Professional Development

ERIC Educational Resources Information Center

Curwood, Jen Scott

2014-01-01

This year-long ethnographic case study examined high school teachers' participation in technology-focused professional development. By pairing a dialogical perspective on teacher identity with a micro-level analysis of narratives, findings indicate that teachers use language and other semiotic resources to express their own identity as well as to…

To Improve the Academy: Resources for Student, Faculty, and Institutional Development, Volume 7.

ERIC Educational Resources Information Center

Kurfiss, Joanne Gainen, Ed.

This collection of papers, the seventh in an annual series, presents views of members of the Professional and Organizational Development Network in Higher Education on classroom research, the fostering of student inquiry, the realities and possibilities of academic life, and the training and support of academic professionals. Articles and authors…

The Role of Context in a Collaborative Problem-Solving Task during Professional Development

ERIC Educational Resources Information Center

Ritella, Giuseppe; Ligorio, Maria Beatrice; Hakkarainen, Kai

2016-01-01

This article analyses how a group of teachers managed the resources available while performing computer-supported collaborative problem-solving tasks in the context of professional development. The authors video-recorded and analysed collaborative sessions during which the group of teachers used a digital environment to prepare a pedagogical…

Knowledge Growth of Mathematics Teachers during Professional Activity Based on the Task of Lesson Explaining

ERIC Educational Resources Information Center

Peng, Aihui

2007-01-01

"Lesson explaining" has been developed in China from an evaluative resource to an effective form of teacher professional development with the value of emphasizing teacher reflective practice. This paper begins with a general description of lesson explaining. Then an example of "explaining" a mathematics lesson for teaching…

What It Takes To Be a Teacher: The Role of Personal and Professional Development.

ERIC Educational Resources Information Center

Freppon, Penny A.

This collection of papers focuses on teachers' personal and professional development, showing what teachers' learning, hopes, desires, struggles, and instruction look and feel like from inside the lives of effective teachers and in their classrooms. Topics include the types of resources and experiences effective teachers use, how these resources…

Professional Learning among Specialist Staff in Resourced Mainstream Schools for Pupils with ASD and SLI

ERIC Educational Resources Information Center

Bond, Caroline; Hebron, Judith; Oldfield, Jeremy

2017-01-01

Supporting pupils with autism spectrum disorder (ASD) in mainstream schools is a challenging task. This article proposes a professional development framework for educational psychologists (EPs) to consider when supporting the development of specialist ASD staff. The framework focuses on training content, educator characteristics and organisational…

Your Personal Learning Network: Professional Development on Demand

ERIC Educational Resources Information Center

Bauer, William I.

2010-01-01

Web 2.0 tools and resources can enhance our efficiency and effectiveness as music educators, supporting personal learning networks for ongoing professional growth and development. This article includes (a) an explanation of Really Simple Syndication (RSS) and the use of an RSS reader/aggregator; (b) a discussion of blogs, podcasts, wikis,…

Studying Teachers' Sensemaking to Investigate Teachers' Responses to Professional Development Focused on New Standards

ERIC Educational Resources Information Center

Allen, Carrie D.; Penuel, William R.

2015-01-01

Recent research on teacher professional development (PD) underscores the importance of the coherence of PD with standards, curriculum, and assessment. Teachers' judgments of the coherence of PD with larger system goals influence their decisions about what ideas and resources they appropriate from PD. Little research, however, has examined how…

Do Online Web Resources Help Professionals to Work More Effectively? A Case Study Based on Three Sites

ERIC Educational Resources Information Center

Chambers, Gary N.; Threlfall, John; Roper, Tom

2012-01-01

This article contains important messages for all those with an interest in enhancing the effectiveness of professional development supported by websites. It is informed by the findings of a Training and Development Agency for Schools (TDA) funded evaluation of the use and effectiveness of three websites whose development the TDA had supported.…

Evaluative Case Study of the Effectiveness of Professional Development Elements When Implementing a Learning Management System in Elementary Education

ERIC Educational Resources Information Center

Beams, Tara E.

2017-01-01

As school districts across the country attempt to comply with federal and state mandates to effectively integrate technology into today's teaching and learning, they must face the challenge of also developing professional development plans which will adequately and successfully prepare teachers for implementing these new resources and these new…

HRD in France: The Corporate Perspective

ERIC Educational Resources Information Center

Weil, Amandine; Woodall, Jean

2005-01-01

Purpose: To explore and describe the roles, activities and strategies of French human resource development professionals. Design/methodology/approach: This paper is based primarily on exploratory and descriptive research. A range of secondary sources on European and French human resource development is critically reviewed to generate a number of…

Building leadership skills and promoting workforce development: evaluation data collected from public health professionals in the field of maternal and child health.

PubMed

Kroelinger, Charlan D; Kasehagen, Laurin; Barradas, Danielle T; 'Ali, Zarinah

2012-12-01

Professional development, including training and leadership skill building, is important for maternal and child health (MCH) epidemiologists. Current workforce development and training opportunities vary, but lack an emphasis on linking leadership competencies with MCH epidemiology. This paper describes efforts at the annual MCH Epidemiology Conference (the "Conference") to promote leadership activities and workforce development, and recommendations to enhance professional development. An evaluation of attendee opinions on Conference workforce development activities was conducted during the 2009 and 2010 Conferences (70 and 66 % response rates, respectively). Frequencies and percentages were calculated overall and by attendee profession. Qualitative responses to questions regarding workforce and professional development were classified by theme in 2009, and a categorical question was developed for the 2010 evaluation. A combined 38 % of Conference attendees in 2009 and 2010 were MCH epidemiologists and 62 % were other MCH professionals. Attendees recommended more support and access to training, mentoring, and resources including job opportunities. Continuing education (41 %), special knowledge and skills-building training (51 %), and development of online resources for training (57 %) were highly recommended by attendees. Career (47 %) and leadership (49 %) mentoring by senior-level professionals in the field were also highly recommended. Promotion of leadership can be achieved by integrating the concept of leadership into the Conference itself; by publishing and disseminating MCH epidemiologic research in scientific, program, and policy settings; and by communicating the importance of epidemiologic findings to stakeholders and other non-scientific audiences.

Pedagogy of natural resource taxation in professional accounting programs

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

Reese, C.E.

1983-03-01

After a brief discussion of the traditional view of tax education, the author traces its explosive growth at the graduate level during the past decade. He analyzes the current status of graduate tax education, including natural resource taxation as a component of the curriculum. He recommends ways to integrate natural resource taxation topics into the curriculum of future professional tax accountants that will acknowledge the importance of natural resources to our nation's continued prosperity. An expanded private sector financial and moral support will be necessary. This could be in the form of course development grants, a faculty internship with amore » natural resource industrial firm, faculty research grants, and endowed professorships. A sample course outline appears in the the appendix.« less

Creating a Culture of Professional Development for Oncology Nursing in Asia.

PubMed

Yi, Myungsun

2016-01-01

The importance of professional development of oncology nursing in Asia is growing along with growth in the cancer burden and disparity in cancer incidence and mortality between more- and less-developed regions, the latter of which includes most Asian countries. This paper proposes ways to advance the oncology nursing in terms of education, practice, and research in Asia. It also describes major challenges expected in developing and implementing a unique professional role for oncology nurses in Asia. This study will provide insights for Asian oncology nurses in developing culturally sensitive oncology nursing practices with limited health care resources.

Diabetes education project: community networking in rural Utah.

PubMed

DeBry, S M; Smith, A; Wittenberg, M; Mortensen, V

1996-01-01

People in rural areas often lack the financial resources, workforce, and professional network needed to sustain a diabetes education pro gram in their own community. HealthInsight, a nonprofit organization that works to improve the quality of health care in its community, developed a 2-day seminar in an effort to facilitate the networking of rural health professionals who educate patients with diabetes and to help those educators better learn how to use existing resources. Participants included nurses, dietitians, diabetes educators, quality managers, and education directors from hospitals and home health agencies in both rural and metropolitan areas. Speakers presented information on a variety of topics related to program development, and a resource manual containing numerous materials was given to each participant. At the end of the seminar, the group turned in goals for their own programs. Too often, providers of health care compete rather than collaborate with one another. There is a great need for such networking opportunities among health care professionals working on common goals--especially in rural areas.

Exploring the Relation between Teachers' Perceptions of Workplace Conditions and Their Professional Learning Goals

ERIC Educational Resources Information Center

Louws, Monika L.; Meirink, Jacobiene A.; van Veen, Klaas; van Driel, Jan H.

2017-01-01

Schools' structural workplace conditions (e.g. learning resources and professional development policies) and cultural workplace conditions (e.g. school leadership, teachers' collaborative culture) have been found to affect the way teachers learn. It is not so much the objective conditions that support or impede professional learning but the way…

Getting Connected: Finding Literacy Resources in the Common Core Era

ERIC Educational Resources Information Center

Salloum, Serena J.; Benko, Susanna L.; Hodge, Emily M.

2017-01-01

The authors provide practical, evidence-based advice for teachers and educational leaders looking for helpful curricular and professional resources that support students' literacy development in the era of the Common Core State Standards.

Are Water-Related Leadership Development Programs Designed to Be Effective? An Exploratory Study

ERIC Educational Resources Information Center

Burbach, Mark E.; Floress, Kristin; Kaufman, Eric K.

2015-01-01

Water resource professionals and others involved in managing water resources face increasingly complex challenges. Effective leadership development programs are needed to produce water leaders who can address these challenges. Leadership programs must be designed not simply to increase participants' environmental and leadership knowledge but to…

Catching the Wind in a Bottle: Collection Development for Wind Energy Technology Programs at Universities and Colleges

ERIC Educational Resources Information Center

Johnson-Renvall, Poppy

2009-01-01

This article aims to assist information professionals in developing a resource collection that serves Wind Energy students in academic settings. Traditional as well as Internet resources should be utilized in order to meet the needs of this unique student population.

Addition Chains: A reSolve Lesson

ERIC Educational Resources Information Center

Turner, Paul; Thornton, Steve

2017-01-01

This article draws on some ideas explored during and after a writing workshop to develop classroom resources for the reSolve: Mathematics by Inquiry (www.resolve.edu.au) project. The project develops classroom and professional learning resources that will promote a spirit of inquiry in school mathematics from Foundation to year ten. The…

Using Community Assessments to Improve 4-H Youth Development Programming Efforts

ERIC Educational Resources Information Center

Teuteberg, Dan; Cummins, Melissa M.

2017-01-01

Understanding resources available in a community is essential before any 4-H youth development professional can begin addressing local needs. Conducting a community assessment generates valuable information about the unique components and resources of a specific community. This information then provides a foundation for identifying specific…

The AGI-ASU-NASA Triad Program for K-12 Earth and Space Science Education

NASA Astrophysics Data System (ADS)

Pacheco, H. A.; Semken, S. C.; Taylor, W.; Benbow, A. E.

2011-12-01

The NASA Triad program of the American Geological Institute (AGI) and Arizona State University School of Earth and Space Exploration (ASU SESE) is a three-part effort to promote Earth and space science literacy and STEM education at the national level, funded by NASA through a cooperative agreement starting in 2010. NASA Triad comprises (1) infusion of NASA STEM content into AGI's secondary Earth science curricula; (2) national lead teacher professional development workshops; and (3) an online professional development guide for teachers running NASA STEM workshops. The Triad collaboration draws on AGI's inquiry-based curriculum and teacher professional-development resources and workforce-building programs; ASU SESE's spectrum of research in Mars and Moon exploration, astrobiology, meteoritics, Earth systems, and cyberlearning; and direct access to NASA facilities and dynamic education resources. Triad milestones to date include integration of NASA resources into AGI's print and online curricula and two week-long, national-scale, teacher-leader professional development academies in Earth and space sciences presented at ASU Dietz Museum in Tempe and NASA Johnson Space Flight Center in Houston. Robust front-end and formative assessments of these program components, including content gains, teacher-perceived classroom relevance, teacher-cohort lesson development, and teacher workshop design, have been conducted. Quantitative and qualitative findings from these assessment activities have been applied to identify best and most effective practices, which will be disseminated nationally and globally through AGI and NASA channels.

Developing European guidelines for training care professionals in mental health promotion.

PubMed

Greacen, Tim; Jouet, Emmanuelle; Ryan, Peter; Cserhati, Zoltan; Grebenc, Vera; Griffiths, Chris; Hansen, Bettina; Leahy, Eithne; da Silva, Ksenija Maravic; Sabić, Amra; De Marco, Angela; Flores, Paz

2012-12-27

Although mental health promotion is a priority mental health action area for all European countries, high level training resources and high quality skills acquisition in mental health promotion are still relatively rare. The aim of the current paper is to present the results of the DG SANCO-funded PROMISE project concerning the development of European guidelines for training social and health care professionals in mental health promotion. The PROMISE project brought together a multidisciplinary scientific committee from eight European sites representing a variety of institutions including universities, mental health service providers and public health organisations. The committee used thematic content analysis to filter and analyse European and international policy documents, scientific literature reviews on mental health promotion and existing mental health promotion programmes with regard to identifying quality criteria for training care professionals on this subject. The resulting PROMISE Guidelines quality criteria were then subjected to an iterative feedback procedure with local steering groups and training professionals at all sites with the aim of developing resource kits and evaluation tools for using the PROMISE Guidelines. Scientific committees also collected information from European, national and local stakeholder groups and professional organisations on existing training programmes, policies and projects. The process identified ten quality criteria for training care professionals in mental health promotion: embracing the principle of positive mental health; empowering community stakeholders; adopting an interdisciplinary and intersectoral approach; including people with mental health problems; advocating; consulting the knowledge base; adapting interventions to local contexts; identifying and evaluating risks; using the media; evaluating training, implementation processes and outcomes. The iterative feedback process produced resource kits and evaluation checklists linked with each of these quality criteria in all PROMISE languages. The development of generic guidelines based on key quality criteria for training health and social care professionals in mental health promotion should contribute in a significant way to implementing policy in this important area.

Ways of thinking about and teaching ethical problem solving: microethics and macroethics in engineering.

PubMed

Herkert, Joseph R

2005-07-01

Engineering ethics entails three frames of reference: individual, professional, and social. "Microethics" considers individuals and internal relations of the engineering profession; "macroethics" applies to the collective social responsibility of the profession and to societal decisions about technology. Most research and teaching in engineering ethics, including online resources, has had a "micro" focus. Mechanisms for incorporating macroethical perspectives include: integrating engineering ethics and science, technology and society (STS); closer integration of engineering ethics and computer ethics; and consideration of the influence of professional engineering societies and corporate social responsibility programs on ethical engineering practice. Integrating macroethical issues and concerns in engineering ethics involves broadening the context of ethical problem solving. This in turn implies: developing courses emphasizing both micro and macro perspectives, providing faculty development that includes training in both STS and practical ethics; and revision of curriculum materials, including online resources. Multidisciplinary collaboration is recommended 1) to create online case studies emphasizing ethical decision making in individual, professional, and societal contexts; 2) to leverage existing online computer ethics resources with relevance to engineering education and practice; and 3) to create transparent linkages between public policy positions advocated by professional societies and codes of ethics.

Leadership Development of Rehabilitation Professionals in a Low-Resource Country: A Transformational Leadership, Project-Based Model.

PubMed

Pascal, Maureen Romanow; Mann, Monika; Dunleavy, Kim; Chevan, Julia; Kirenga, Liliane; Nuhu, Assuman

2017-01-01

This paper presents an overview of the activities and outcomes of the Leadership Institute (LI), a short-term leadership development professional development course offered to physiotherapists in a low-resource country. Previous studies have provided examples of the benefits of such programs in medicine and nursing, but this has yet to be documented in the rehabilitation literature. The prototype of leadership development presented may provide guidance for similar trainings in other low-resource countries and offer the rehabilitation community an opportunity to build on the model to construct a research agenda around rehabilitation leadership development. The course used a constructivist approach to integrate participants' experiences, background, beliefs, and prior knowledge into the content. Transformational leadership development theory was emphasized with the generation of active learning projects, a key component of the training. Positive changes after the course included an increase in the number of community outreach activities completed by participants and increased involvement with their professional organization. Thirteen leadership projects were proposed and presented. The LI provided present and future leaders throughout Rwanda with exposure to transformative leadership concepts and offered them the opportunity to work together on projects that enhanced their profession and met the needs of underserved communities. Challenges included limited funding for physiotherapy positions allocated to hospitals in Rwanda, particularly in the rural areas. Participants experienced difficulties in carrying out leadership projects without additional funding to support them. While the emphasis on group projects to foster local advocacy and community education is highly recommended, the projects would benefit from a strong long-term mentorship program and further budgeting considerations. The LI can serve as a model to develop leadership skills and spur professional growth in low-resource settings. Leadership development is necessary to address worldwide inequities in health care. The LI model presents a method to cultivate transformational leadership and work toward improvements in health care and delivery of service.

Impact of an international workplace learning placement on personal and professional development.

PubMed

Davies, Kerryn; Curtin, Michael; Robson, Kristy

2017-04-01

Workplace learning (WPL) placements are a mandatory part of occupational therapy courses. There is some evidence that suggests WPL placements in international settings are beneficial for students' learning, and personal and professional development. The aim of this study was to explore the impact an international WPL placement in Vietnam had on the perceived personal and professional development of a group of Australian occupational therapy graduates. Interpretative phenomenological analysis was used to explore the perceptions of how participation in the Charles Sturt University School of Community Health's Vietnam placement influenced the personal and professional development of occupational therapy graduates. Individual semi-structured interviews were conducted with nine graduates who participated in the Vietnam placement when they were final year occupational therapy students. Interviews were audio-recorded, transcribed verbatim and individually analysed to identify key themes. Two major themes emerged from the analysis: becoming resourceful, resilient and confident, and becoming respectful of difference. The participants indicated that participation in the Vietnam placement had a positive impact on their personal and professional development. Participants indicated that the Vietnam placement enabled them to develop their resourcefulness, resilience, reasoning skills, cultural competence, confidence and independence, beyond what they felt would have achieved on a domestic placement. For these reason these participants found the placement a beneficial and worthwhile experience. © 2016 Occupational Therapy Australia.

Informing Estimates of Program Effects for Studies of Mathematics Professional Development Using Teacher Content Knowledge Outcomes.

PubMed

Phelps, Geoffrey; Kelcey, Benjamin; Jones, Nathan; Liu, Shuangshuang

2016-10-03

Mathematics professional development is widely offered, typically with the goal of improving teachers' content knowledge, the quality of teaching, and ultimately students' achievement. Recently, new assessments focused on mathematical knowledge for teaching (MKT) have been developed to assist in the evaluation and improvement of mathematics professional development. This study presents empirical estimates of average program change in MKT and its variation with the goal of supporting the design of experimental trials that are adequately powered to detect a specified program effect. The study drew on a large database representing five different assessments of MKT and collectively 326 professional development programs and 9,365 teachers. Results from cross-classified hierarchical growth models found that standardized average change estimates across the five assessments ranged from a low of 0.16 standard deviations (SDs) to a high of 0.26 SDs. Power analyses using the estimated pre- and posttest change estimates indicated that hundreds of teachers are needed to detect changes in knowledge at the lower end of the distribution. Even studies powered to detect effects at the higher end of the distribution will require substantial resources to conduct rigorous experimental trials. Empirical benchmarks that describe average program change and its variation provide a useful preliminary resource for interpreting the relative magnitude of effect sizes associated with professional development programs and for designing adequately powered trials. © The Author(s) 2016.

Information Professionals as Intelligent Agents--Or When Is a Knowbot Only a Robot?

ERIC Educational Resources Information Center

Hey, Jessie

With the explosion in information resources being developed by computer scientists, subject specialists, librarians, and commercial companies, the challenge for the information professional is to keep abreast of the most significant developments and to distill the information for a wide range of users. This paper looks at some of the developments…

Re-Thinking Professional Development and Accountability: Towards a More Educational Training Practice

ERIC Educational Resources Information Center

Emmett, Yvonne

2015-01-01

In this article, I discuss the contribution of theoretical resources to the transformation in my thinking about professional development and accountability, within an action research self-study of practice as a civil servant, in the context of participation on the Doctor in Education (Leadership) programme at Dublin City University (DCU) in the…

Blending Resources for a Collaborative Service Project in a Professional Development School Focused on Student Learning

ERIC Educational Resources Information Center

Henry, Julie Jacobs; Tryjankowski, Anne Marie; Tybor, Debra; Brandjes, Elizabeth; Asztalos, Jessica; Smith, Kemily; Muscarella, Michael

2012-01-01

Collaborative Professional Development School (PDS) relationships require financing and other supports that may not be typically included in the budgets for partnering schools and colleges. In the current economic climate, budgets are especially tight in many educational institutions. In order to sustain PDS relationships in these times,…

Comparing Technology-Related Teacher Professional Development Designs: A Multilevel Study of Teacher and Student Impacts

ERIC Educational Resources Information Center

Walker, Andrew; Recker, Mimi; Ye, Lei; Robertshaw, M. Brooke; Sellers, Linda; Leary, Heather

2012-01-01

This article presents a quasi-experimental study comparing the impact of two technology-related teacher professional development (TTPD) designs, aimed at helping junior high school science and mathematics teachers design online activities using the rapidly growing set of online learning resources available on the Internet. The first TTPD design…

Getting the Most from Your Interactive Whiteboard Investment: Three Guiding Principles for Designing Effective Professional Development

ERIC Educational Resources Information Center

DeSantis, Josh

2012-01-01

The adoption of interactive whiteboards (IWB) in many schools outpaced the delivery of adequate professional development on their use. Many teachers receive IWBs without adequate training on methods to use the technology to improve their instruction. Consequently, IWBs remain an underutilized resource in many classrooms. Teachers who are given…

Fundamentos para Asociados en Desarrollo Infantil quienes trabajan con Ninos Pequenos (Essentials for Child Development Associates Working with Young Children).

ERIC Educational Resources Information Center

Phillips, Carol Brunson, Ed.

A study guide for the Child Development Associate (CDA) Professional Preparation Program, this Spanish-language guidebook contains essential information on the basics of good professional practice for early childhood educators. It includes self-study activities, checklists, and resources for additional information. Unit 1 provides an overview of…

A Study of the Relationship between Professional Development Evaluation and Middle School Mathematics Achievement

ERIC Educational Resources Information Center

Agnant Rogers, Myriam

2013-01-01

As a result of poor student performance, professional development has emerged as a key strategy for improving instruction and achievement. In times of reduced resources and increased accountability, schools must evaluate their efforts in order to make sound decisions about policy and practice. This mixed method study was designed to investigate…

The Efficacy and Impact of a Hybrid Professional Development Model on Handheld Graphing Technology Use

ERIC Educational Resources Information Center

Ilaria, Daniel

2017-01-01

Online teacher professional development is becoming more prevalent as the ability to harness technology to bring teachers and resources together becomes easier. Research is needed, however, to determine the effectiveness of models and to share practices that increase teacher knowledge of content and pedagogy. This study examines how a hybrid…

A Collaborative Diagonal Learning Network: The role of formal and informal professional development in elementary science reform

NASA Astrophysics Data System (ADS)

Cooke-Nieves, Natasha Anika

Science education research has consistently shown that elementary teachers have a low self-efficacy and background knowledge to teach science. When they teach science, there is a lack of field experiences and inquiry-based instruction at the elementary level due to limited resources, both material and pedagogical. This study focused on an analysis of a professional development (PD) model designed by the author known as the Collaborative Diagonal Learning Network (CDLN). The purpose of this study was to examine elementary school teacher participants pedagogical content knowledge related to their experiences in a CDLN model. The CDLN model taught formal and informal instruction using a science coach and an informal educational institution. Another purpose for this research included a theoretical analysis of the CDLN model to see if its design enabled teachers to expand their resource knowledge of available science education materials. The four-month-long study used qualitative data obtained during an in-service professional development program facilitated by a science coach and educators from a large natural history museum. Using case study as the research design, four elementary school teachers were asked to evaluate the effectiveness of their science coach and museum educator workshop sessions. During the duration of this study, semi-structured individual/group interviews and open-ended pre/post PD questionnaires were used. Other data sources included researcher field notes from lesson observations, museum field trips, audio-recorded workshop sessions, email correspondence, and teacher-created artifacts. The data were analyzed using a constructivist grounded theory approach. Themes that emerged included increased self-efficacy; increased pedagogical content knowledge; increased knowledge of museum education resources and access; creation of a professional learning community; and increased knowledge of science notebooking. Implications for formal and informal professional development in elementary science reform are offered. It is suggested that researchers investigate collaborative coaching through the lenses of organizational learning network theory, and develop professional learning communities with formal and informal educators; and that professional developers in city school systems and informal science institutions work in concert to produce more effective elementary teachers who not only love science but love teaching it.

Involving Students in Natural Resource Decision-Making Groups.

ERIC Educational Resources Information Center

Ellsworth, Peter; Ellsworth, Judith

2001-01-01

Describes the Coordinated Resource Management (CRM) in the Classroom project, in which Wyoming high school students work on an authentic natural resource problem, using a decision-making process based on consensus to reach agreement on solutions to the problem. Notes implementation issues of professional development and support, and considers…

Fetal Alcohol Syndrome Resource Guide.

ERIC Educational Resources Information Center

All Indian Pueblo Council, Albuquerque, NM.

The guide was developed to assist professionals working with American Indian people as a resource in obtaining printed and non-printed materials on Fetal Alcohol Syndrome. The resource guide is divided into the following sections: films (4), books (5), bibliographies (2), pamphlets (16), posters (5), slides (2), training curriculum (3), and…

Addressing the workforce crisis: the professional aspirations of pharmacy students in Ghana.

PubMed

Owusu-Daaku, Frances; Smith, Felicity; Shah, Rita

2008-10-01

A lack of skilled health professionals, and net migration from developing to more developed countries, are widely recognised as barriers to the delivery of effective health care. However, few studies have investigated this issue from the perspective of pharmacists, although they are increasingly viewed as a potentially valuable and underexploited health care resource. The objectives of this study were to examine the professional aspirations and perceived opportunities of final year pharmacy students in a developing country; and consider what developments may encourage them to remain in, and contribute to, health care in their home country. Final year pharmacy students from the Faculty of Pharmacy, KNUST, Kumasi, Ghana, were randomly selected and invited to participate in in-depth interviews. These were audio-recorded (with permission of respondents) and transcribed verbatim to enable a qualitative analysis. professional aspirations, and perceived opportunities and barriers to their achievement in Ghana and abroad. Results Participants viewed themselves, and wished to be viewed by others, as health professionals. They described a commitment to applying their clinical knowledge and to education beyond their first degree. However, they identified significant barriers to the achievement of professional aspirations in Ghana, which would diminish their opportunities to contribute to health care. Whilst most students expressed the expectation or desire to travel at some point, usually early, in their career, they all demonstrated a commitment to their country and stated a wish to return. Overall the study highlighted prospective pharmacists in Ghana as ambitious, committed potential health professionals. The study indicates that a lack of attention by policy makers and professional bodies to ways of exploiting the contribution of pharmacists to public health, may represent a lost potential human resource for health in developing countries.

IYA Resources From The Harvard Smithsonian Center For Astrophysics

NASA Astrophysics Data System (ADS)

Reinfeld, Erika L.; Dussault, M. E.; Gould, R. R.; Steel, S. J.; Schneps, M. H.; Grainger, C. A.; Griswold, A.

2008-05-01

From museum exhibitions to professional development videos, the Science Education Department at the Harvard-Smithsonian Center for Astrophysics (CfA) has a long tradition of producing high quality education resources for students, teachers, and the public. This poster highlights new resources available to astronomers of all ages and backgrounds during the International Year of Astronomy. The MicroObservatory online telescope center will allow anyone with an email address to recapture the observations of Galileo on their own personal computers. The Beyond the Solar System professional development project follows in the footsteps of "A Private Universe" and "Minds of Our Own," providing new resources developed with the latest in scientific and educational research. And, in 2009, we will open a new traveling museum exhibition about black holes, featuring innovative new technologies, visualizations, and components designed with input from youth centers across the country. Learn more about these projects as the CfA continues to open the universe to new observers.

Ageing, cognitive disorders and professional practice.

PubMed

FitzGerald, Deirdre; Keane, Ruth-Anne; Reid, Alex; O'Neill, Desmond

2013-09-01

the workforce is ageing. The contribution of older workers is considerable. Their occupational health profiles differ from those of younger workers. we wished to establish whether consideration has been given by regulatory and professional bodies of the impact of ageing-related conditions such as dementia on professional practice. We e-mailed a questionnaire to 22 regulatory and professional bodies in the UK and the Republic of Ireland. We asked whether there are supports for their practitioners should they develop age-related diseases, (particularly cognitive disorders),whether the body considered that the practitioner was responsible for their own health, and whether the body has resources to arrange for medical review for their professionals if concerns arose regarding competence. Where bodies did not respond, information relating to the questions was extracted from their on-line resources. thirteen bodies responded. None of these had specific supports to assist older workers. Some knew of other supports (occupational health, employee assistance supports, benevolent funds or counselling services). All of the bodies who responded either have or are developing structures to deal with concerns regarding their practitioners. The absence of specific policies for age-related diseases, (particularly dementia), among professional and regulatory bodies is a challenge for an ageing workforce in the liberal professions. Closer working between geriatric medicine, old age psychiatry, occupational health and professional bodies is recommended to develop age-attuned policies and systems which protect the public while supporting the professionals in both work and timely transition from work.

The Blueprint for Change: A National Strategy to Enhance Access to Earth and Space Science Education Resources

NASA Astrophysics Data System (ADS)

Geary, E. E.; Barstow, D.

2001-12-01

Enhancing access to high quality science education resources for teachers, students, and the general public is a high priority for the earth and space science education communities. However, to significantly increase access to these resources and promote their effective use will require a coordinated effort between content developers, publishers, professional developers, policy makers, and users in both formal and informal education settings. Federal agencies, academic institutions, professional societies, informal science centers, the Digital Library for Earth System Education, and other National SMETE Digital Library Projects are anticipated to play key roles in this effort. As a first step to developing a coordinated, national strategy for developing and delivering high quality earth and space science education resources to students, teachers, and the general public, 65 science educators, scientists, teachers, administrators, policy makers, and business leaders met this June in Snowmass, Colorado to create "Earth and Space Science Education 2010: A Blueprint for Change". The Blueprint is a strategy document that will be used to guide Earth and space science education reform efforts in grades K-12 during the next decade. The Blueprint contains specific goals, recommendations, and strategies for coordinating action in the areas of: Teacher Preparation and Professional Development, Curriculum and Materials, Equity and Diversity, Assessment and Evaluation, Public Policy and Systemic Reform, Public and Informal Education, Partnerships and Collaborations, and Technology. If you develop, disseminate, or use exemplary earth and space science education resources, we invite you to review the Blueprint for Change, share it with your colleagues and local science educators, and join as we work to revolutionize earth and space science education in grades K-12.

Interactive whiteboards in third grade science instruction

NASA Astrophysics Data System (ADS)

Rivers, Grier

Strategies have been put into place to affect improvement in science achievement, including the use of Interactive Whiteboards (IWBs) in science instruction. IWBs enable rich resources, appropriate pacing, and multimodal presentation of content deemed as best practices. Professional development experiences, use of resources, instructional practices, and changes in professional behavior in science teachers were recorded. Also recorded were differences in the engagement and motivation of students in IWB classrooms versus IWB-free classrooms and observed differences in students' problem solving, critical thinking, and collaboration. Using a mixed-method research design quantitative data were collected to identify achievement levels of the target population on the assumption that all students, regardless of ability, will achieve greater mastery of science content in IWB classrooms. Qualitative data were collected through observations, interviews, videotapes, and a survey to identify how IWBs lead to increased achievement in third grade classrooms and to develop a record of teachers' professional practices, and students' measures of engagement and motivation. Comparative techniques determined whether science instruction is more effective in IWB classroom than in IWB-free classrooms. The qualitative findings concluded that, compared to science teachers who work in IWB-free settings, elementary science teachers who used IWBs incorporated more resources to accommodate learning objectives and the varied abilities and learning styles of their students. They assessed student understanding more frequently and perceived their classrooms as more collaborative and interactive. Furthermore, they displayed willingness to pursue professional development and employed different engagement strategies. Finally, teachers who used IWBs supported more instances of critical thinking and problem-solving. Quantitative findings concluded that students of all ability levels were more motivated and engaged in IWB classes. Best practices distilled included combining IWBs with handheld peripherals to maximize assessment; the determination that formal professional development is more effective than peer coaching; that effectively managing an IWB classroom is as vital as learning how to use board itself; and that IWB teachers should be able to modify resources to tailor them for the circumstances of their classroom.

The Earth Science Women's Network (ESWN): A member-driven network approach to supporting women in the Geosciences

NASA Astrophysics Data System (ADS)

Hastings, M. G.; Kontak, R.; Adams, A. S.; Barnes, R. T.; Fischer, E. V.; Glessmer, M. S.; Holloway, T.; Marin-Spiotta, E.; Rodriguez, C.; Steiner, A. L.; Wiedinmyer, C.; Laursen, S. L.

2013-12-01

The Earth Science Women's Network (ESWN) is an organization of women geoscientists, many in the early stages of their careers. The mission of ESWN is to promote success in scientific careers by facilitating career development, community, informal mentoring and support, and professional collaborations. ESWN currently connects nearly 2000 women across the globe, and includes graduate students, postdoctoral scientists, tenure and non-tenure track faculty from diverse colleges and universities, program managers, and government, non-government and industry researchers. In 2009, ESWN received an NSF ADVANCE PAID award, with the primary goals to grow our membership to serve a wider section of the geosciences community, to design and administer career development workshops, to promote professional networking at scientific conferences, and to develop web resources to build connections, collaborations, and peer mentoring for and among women in the Earth Sciences. Now at the end of the grant, ESWN members have reported gains in a number of aspects of their personal and professional lives including: knowledge about career resources; a greater understanding of the challenges facing women in science and resources to overcome them; a sense of community and less isolation; greater confidence in their own career trajectories; professional collaborations; emotional support on a variety of issues; and greater engagement and retention in scientific careers. The new ESWN web center (www.ESWNonline.org), a major development supported by NSF ADVANCE and AGU, was created to facilitate communication and networking among our members. The web center offers a state-of-the-art social networking platform and features: 1) a public site offering information on ESWN, career resources for all early career scientists, and a 'members' spotlight' highlighting members' scientific and professional achievements; and 2) a password protected member area where users can personalize profiles, create and respond to discussions, and connect with other members. The new member area's archive of discussions and member database are searchable, providing better tools for targeted networking and collaboration.

Organizational Learning: A Review of the Literature with Implications for HRD Professionals.

ERIC Educational Resources Information Center

Dixon, Nancy M.

1992-01-01

A model of organizational learning includes information acquisition, information distribution/interpretation, meaning making, organizational memory, and information retrieval. Human resource development professionals have techniques for increasing competence in individuals, but they must also do so for organizations. (SK)

Learning about Teacher Professional Learning: Case Studies of Schools at Work in New South Wales

ERIC Educational Resources Information Center

McCulla, Norman; Gereige-Hinson, Josephine

2005-01-01

The extent of the human and financial resources that teachers have access to for their professional development, and the extent to which they have the capacity to determine when, how and with whom learning takes place, are key factors in determining the quality of professional learning that results. The New South Wales Department of Education and…

The HRD Competencies as Perceived by the Human Resource Development Professionals in Banks in Cote d'Ivoire

ERIC Educational Resources Information Center

Konan, Affoue Zitagisele

2010-01-01

The purposes of this study were to identify how Ivorian HRD professionals in banks perceived their current expertise levels of the HRD competencies, and how these professionals perceived the importance of these competencies needed to be successful in their occupations. In addition, this study determined competencies that are perceived to have the…

The Online Parent Information and Support project, meeting parents' information and support needs for home-based management of childhood chronic kidney disease: research protocol.

PubMed

Swallow, Veronica; Knafl, Kathleen; Sanatacroce, Sheila; Hall, Andrew; Smith, Trish; Campbell, Malcolm; Webb, Nicholas J A

2012-09-01

This article is a report of a protocol for studying the development and evaluation of an online parent information and support package for home-based care of children with chronic kidney disease stages 3-5. The study is funded by a National Institute of Health Research, Research for Patient Benefit Grant awarded (December 2010). Approval to undetake the study was obtained from the Department of Health National Research Ethics Service (June 2011). Children with chronic kidney disease require skilled, home-based care by parents, supported by professionals. Parents have identified a need for continuously available online resources to supplement professional support, and structured resources tailored to parents' needs are highlighted by policy makers as key to optimizing care; yet, online resource provision is patchy with little evidence base. Using mixed methods, we will (i) conduct parent/child/young person/professional/patient and parent volunteer focus groups to explore views on existing resources, (ii) collaboratively define gaps in provision, identify desirable components, develop/test resources and conduct a feasibility randomized controlled trial, and (iii) of usual professional support versus usual support supplemented by the package. Eighty parents of children with chronic kidney disease will be randomized. Primary outcomes will assess parents' self-efficacy and views of resources, using standardized measures at entry and 24 weeks, and semi-structured interviews at 24 weeks. We will finalize trial components for a later definitive trial. By working collaboratively, we will derive a detailed insight into parents' information and support needs and experiences of using the package, and should see improved parental self-efficacy. © 2012 Blackwell Publishing Ltd.

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.

A new comprehension and communication tool: a valuable resource for internationally educated occupational therapists.

PubMed

Nguyen, Tram; Baptiste, Sue; Jung, Bonny; Wilkins, Seanne

2014-06-01

The need was identified for a way to assess internationally educated occupational therapists’ skills in understanding and communicating professional terminology used in occupational therapy practice. The project aim was to develop and validate such a resource. A scenario-based assessment was developed using a three-phase process for tool development. The development process involved completion of a literature scan of professional terminology used in occupational therapy practice; selection of terms and concepts commonly used in occupational therapy practice; and, creation of practice-based scenarios illustrating key concepts complete with rating rubrics. An advisory group provided oversight, and a sample of internationally educated occupational therapists completed pilot and validity testing. The initial findings showed the assessment to be easy to complete and sensitive to testing understanding of the defined terms. The final outcome is an assessment tool that has broad application for occupational therapists wishing to enter professional practice in a new country. © 2013 Occupational Therapy Australia.

An Impressionistic Framework for Theorizing about Human Resource Development

ERIC Educational Resources Information Center

Callahan, Jamie L.; De Davila, Tiffany Dunne

2004-01-01

Human resource development (HRD) can be seen as both a professional field and an organizational function; the I-A framework introduced in this article is a heuristic that enables us to understand HRD from both of these perspectives. Although scholars have presented frameworks for understanding the underlying theories, philosophies, and meanings of…

Water professionals and water policy in the Black Hills region

USGS Publications Warehouse

Fontaine, T.A.; Driscoll, D.G.; Erickson, J.W.; Kenner, S.J.; Sawyer, J.F.; Kendy, Eloise

1999-01-01

A case study approach based on examples from the Black Hills region is used to evaluate the role of water professionals in developing feasible and fair public policy involving water resources. Examples presented include a long-term hydrologic investigation in the Black Hills, a local wellhead protection program, issues being addressed by a local flood management commission, coordination of definitions of beneficial stream uses by two state agencies, water-quality problems related to rapid population increase in a rural area, and impacts of potential climate change on water resources. In some of these examples, the hydrologic work was separated from policy making to ensure neutrality. In other examples, involvement of the hydrologists and water resource engineers directly benefited policy development. Opportunities for increased effectiveness were observed in most of the examples.

Work engagement in professional nursing practice: A systematic review.

PubMed

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

2016-09-01

Work engagement in professional nursing practice is critically important to consider when addressing key challenges of health systems, including the global nursing shortage, pressures to reduce health care spending, and increasing demands for quality care and positive outcomes for patients. However, research on work engagement in professional nursing practice has not yet been synthesized and therefore, does not provide a sufficient foundation of knowledge to guide practice and further research. The overall aim of this systematic review is to determine what is currently known about the antecedents and outcomes of work engagement in professional nursing practice. Systematic review. The search strategy included eight electronic databases: CINAHL, MEDLINE, PsycINFO, PROQUEST, SCOPUS, Web of Science, EMBASE, and Business Source Complete. The search was conducted in October 2013. Quantitative and qualitative research that examined relationships between work engagement and antecedent or outcome factors was included. Quality assessment, data extractions, and analysis were completed on all included studies. Data extracted from included studies were synthesized through descriptive and narrative synthesis. Content analysis was used to categorize factors into themes and categories. 3621 titles and abstracts were screened and yielded 113 manuscripts for full text review. Full text review resulted in 18 included studies. All factors examined were grouped into either influences or outcomes of work engagement. A total of 77 influencing factors were categorized into 6 themes: organizational climate, job resources, professional resources, personal resources, job demands, and demographic variables. A total of 17 outcomes of work engagement were categorized into 3 themes: performance and care outcomes, professional outcomes, and personal outcomes. Based on the results, we adapted the Job Demands-Resources (JD-R) model and developed the Nursing Job Demands-Resources (NJD-R) model for work engagement in professional nursing practice, which reflects key adaptations related to organizational climate and professional resources. Our findings indicate that a wide range of antecedents, at multiple levels, are related to registered nurses' work engagement. Positive outcomes of work engagement are valuable to both performance and the individual nurse. The NJD-R model offers nursing science a valuable beginning framework to understand the current evidence, further direct nursing research, and begin to guide practice and policy. The results offer opportunities for nurse leaders to promote work engagement in professional nurses through action on organizational level resources. Copyright © 2016 Elsevier Ltd. All rights reserved.

Alexander Graham Bell Association for the Deaf and Hard of Hearing

MedlinePlus

... You Are Not Alone Financial Aid Programs Your Stories Family Resources Employment and Legal Resources Parents and Families Blogs Professionals Bookstore Career Center Hearing and Hearing Technology Child Development Parent Guidance, Education and Support Listening ...

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

Value Creation in Online Communities for Educators

ERIC Educational Resources Information Center

Booth, Sharon E.; Kellogg, Shaun B.

2015-01-01

The popularity and pervasiveness of online communities have led researchers and practitioners alike to closely examine the utility of online communities for supporting and facilitating professional learning. As economic constraints leave fewer resources available for professional development, educators in particular are examining the potential of…

Retaining IT Staff through Effective Institutional Planning and Management.

ERIC Educational Resources Information Center

Eleey, Michael

1999-01-01

Recommends a systems approach to ensure a positive working environment for campus information technology professionals to help reduce personnel turnover in this critical area. Guidelines include appropriate compensation, reasonable and effective matching of job scope and resources, problem prevention, and balanced professional development. (DB)

Ethical Applications of Technology in HRD

ERIC Educational Resources Information Center

Lin, Hong

2006-01-01

Human resource development (HRD) professionals are increasingly incorporating technology into their work activities. However, research that examines the ethics in the use of technology by HRD professionals is still underrepresented in the literature. This article first conducts a PEST (political, economic, social-cultural, and technological)…

Star Struck.

ERIC Educational Resources Information Center

The Bookmark, 1991

1991-01-01

The professional journal of the British Columbia Teacher-Librarians' Association (BCTLA), The Bookmark is intended to: (1) serve as a communication vehicle for ideas, trends, and new developments in the field; (2) support a professional network of teacher-librarians who are committed to resource-based learning and cooperative planning and…

A case study: planning a statewide information resource for health professionals: an evidence-based approach.

PubMed

Aspinall, Erinn E; Chew, Katherine; Watson, Linda; Parker, Mary

2009-10-01

What is the best approach for implementing a statewide electronic health library (eHL) to serve all health professionals in Minnesota? The research took place at the University of Minnesota Health Sciences Libraries. In January 2008, the authors began planning a statewide eHL for health professionals following the five-step process for evidence-based librarianship: formulating the question, finding the best evidence, appraising the evidence, assessing costs and benefits, and evaluating the effectiveness of resulting actions. The authors identified best practices for developing a statewide eHL for health professionals relating to audience or population served, information resources, technology and access, funding model, and implementation and sustainability. They were compared to the mission of the eHL project to drive strategic directions by developing recommendations. EBL can guide the planning process for a statewide eHL, but findings must be tailored to the local environment to address information needs and ensure long-term sustainability.

A case study: planning a statewide information resource for health professionals: an evidence-based approach

PubMed Central

Chew, Katherine; Watson, Linda; Parker, Mary

2009-01-01

Question: What is the best approach for implementing a statewide electronic health library (eHL) to serve all health professionals in Minnesota? Setting: The research took place at the University of Minnesota Health Sciences Libraries. Methods: In January 2008, the authors began planning a statewide eHL for health professionals following the five-step process for evidence-based librarianship: formulating the question, finding the best evidence, appraising the evidence, assessing costs and benefits, and evaluating the effectiveness of resulting actions. Main Results: The authors identified best practices for developing a statewide eHL for health professionals relating to audience or population served, information resources, technology and access, funding model, and implementation and sustainability. They were compared to the mission of the eHL project to drive strategic directions by developing recommendations. Conclusion: EBL can guide the planning process for a statewide eHL, but findings must be tailored to the local environment to address information needs and ensure long-term sustainability. PMID:19851487

Transcending the language barrier--creation of a multilingual dermatology website.

PubMed

Ali, Saba M; Hinckley, Michael R; Feldman, Steven R

2007-05-01

In a linguistically diverse society, healthcare professionals must overcome the daunting task of effectively communicating with patients who speak a different language. In effort to aid healthcare professionals and their patients, an on-line dermatology patient education resource was created with links to various skin related topics in over 30 languages. The development of the on-line resource, key features of the information available on the website, and limitations experienced during its creation are discussed in the article.

Recent Developments in Special Education: Proceedings of the Professional Seminar in Special Education Held at Macquarie University to Commemorate the International Year of the Child (North Ryde, Australia, September 14-December 7, 1979).

ERIC Educational Resources Information Center

Ward, James, Ed.; Bochner, Sandra, Ed.

Intended for teachers, resource staff, administrators, counselors, research workers, and individuals in training, the document presents 15 papers from a series of professional seminars on developments in the field of special education. Entries include the following titles and authors: "Direct Instruction Technology--Recent Developments and…

Understanding the Construction of Personal Learning Networks to Support Non-Formal Workplace Learning of Training Professionals

ERIC Educational Resources Information Center

Manning, Christin

2013-01-01

Workers in the 21st century workplace are faced with rapid and constant developments that place a heavy demand on them to continually learn beyond what the Human Resources and Training groups can meet. As a consequence, professionals must rely on non-formal learning approaches through the development of a personal learning network to keep…

Hook, Line and Canvas: Launching a Professional Development Program to Help Librarians Navigate the Still and Stormy Waters of Online Teaching and Learning

ERIC Educational Resources Information Center

Bliquez, Rebecca; Deeken, Lynn

2016-01-01

Professional development is critically important for librarians trying to establish an embedded presence in online and hybrid courses. The institutional learning management system (LMS) provides a medium for enhanced visibility of both library resources and librarians as instructional collaborators and curriculum designers. This case study…

Determine the Factors of Influence for Young Adults (21+ Years) to Study Aviation in Puerto Rico: A Quantitative Descriptive Study

ERIC Educational Resources Information Center

Blanco, Mario

2017-01-01

The field of aviation has been in continuous development since the airplane was invented, however this development, mainly technological, has delicate implications in the area of human resources in aviation. Aviation industry professionals estimated that by 2025 there will be a significant shortage of professionals in this industry at the global…

Preparing Pediatric Healthcare Professionals for End-of-Life Care Discussions: An Exploratory Study.

PubMed

Henderson, Amanda; Young, Jeanine; Herbert, Anthony; Bradford, Natalie; Pedersen, Lee-Anne

2017-06-01

Preparedness to initiate end-of-life (EoL) discussions is a confronting and daunting task for all healthcare professionals. We conducted a group interview to explore healthcare professionals' experiences of preparing for EoL discussions with the patient and their family in a pediatric context. To identify what pediatric healthcare professionals consider important when preparing for an EoL discussion. A qualitative design using a group interview. Two open-ended questions were asked: (1) How could preparedness to initiate EoL care discussions between healthcare professionals and the patient and family be enhanced? (2) What education resources/strategies could be developed to support preparation for EoL care discussions? Healthcare professionals, including medical, nursing, and allied health professionals working in pediatric palliative care settings across Queensland, Australia. These settings included major tertiary hospitals, general practice, community, and nongovernment organizations. A convenience sample of 36 healthcare professionals consented to participate in the study. An analysis of the data identified seven themes that had relevance for preparing for an EoL discussion: communication, healthcare professional perspectives, interdisciplinary team role, patient and family perspectives, practical issues, addressing mistakes, and healthcare professional education. Pediatric healthcare professionals confirmed that gaps exist in preparing for an EoL discussion. The findings support a need for further research in two areas. First, a systematic review of interdisciplinary resources that are available to support healthcare professionals in preparing for EoL discussions is recommended. Second, evidence-based interdisciplinary interventions to support pediatric EoL discussions need to be developed and evaluated.

New Graduate Nurses' Professional Commitment: Antecedents and Outcomes.

PubMed

Guerrero, Sylvie; Chênevert, Denis; Kilroy, Steven

2017-09-01

This study examines the factors that increase new graduate nurses' professional commitment and how this professional commitment in turn affects professional turnover intentions, anxiety, and physical health symptoms. The study was carried out in association with the nursing undergraduate's affiliation of Quebec, Canada. A three-wave longitudinal design was employed among nursing students. Nurses were surveyed before they entered the labor market, and then twice after they started working. Participants were contacted by post at their home address. The hypotheses were tested using structural equation modeling. Professional commitment explains why good work characteristics and the provision of organizational resources related to patient care reduce nurses' anxiety and physical symptoms, and increase their professional turnover intentions. Pre-entry professional perceptions moderate the effects of work characteristics on professional commitment such that when participants hold positive pre-entry perceptions about the profession, the propensity to develop professional commitment is higher. There is a worldwide shortage of nurses. From a nurse training perspective, it is important to create realistic perceptions of the nursing role. In hospitals, providing a good work environment and resources conducive to their professional ethos is critical for ensuring nurses do not leave the profession early on in their careers. © 2017 Sigma Theta Tau International.

The Influence of Contextual Factors on the Sustainability of Professional Development Outcomes

NASA Astrophysics Data System (ADS)

Sandholtz, Judith Haymore; Ringstaff, Cathy

2016-03-01

This study investigated how contextual factors influenced the sustainability of outcomes from a 3-year, state-funded professional development program that provided science assistance for K-2 teachers in small, rural school districts. The research used a case-study approach with a purposive sample of five elementary schools that varied in instructional time in science several years after the funding period. The primary data sources were teacher surveys and interviews conducted 2 and 3 years after the end of the professional development program. The findings highlight variations across schools and the influence of principal support, resources, collegial support, personal commitment, and external factors. The research holds practical implications for enhancing long-term sustainability of professional development outcomes in science education.

Using social media to enhance career development opportunities for health promotion professionals.

PubMed

Roman, Leah A

2014-07-01

For health promotion professionals, social media offers many ways to engage with a broader range of colleagues; participate in professional development events; promote expertise, products, or services; and learn about career-enhancing opportunities such as funding and fellowships. Previous work has recommended "building networking into what you are already doing." This article provides updated and new social media resources, as well as practical examples and strategies to promote effective use of social media. Social media offers health promotion professionals cost-effective opportunities to enhance their career by building communities of practice, participating in professional development events, and enriching classroom learning. Developing the skills necessary to use social media for networking is important in the public health workforce, especially as social media is increasingly used in academic and practice settings. © 2014 Society for Public Health Education.

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

PubMed

Tataw, David

2012-01-01

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

The Development and piloting of an eHealth breastfeeding resource targeting fathers and partners as co-parents.

PubMed

Abbass-Dick, Jennifer; Xie, Fangli; Koroluk, Jaymie; Alcock Brillinger, Shelley; Huizinga, Joanne; Newport, Amber; Goodman, William M; Dennis, Cindy-Lee

2017-07-01

Traditionally breastfeeding education programs target mothers solely. The objective of this study was to design and pilot test an interactive eHealth breastfeeding co-parenting resource developed to target both mothers and fathers. eHealth resources provide an accessible and engaging format on which to educate parents and assist them in meeting their breastfeeding goals. Best practices to design such resources are not currently known. A three phase pilot study was conducted. The three phases included conducting a needs assessment, creating the resource and pilot testing the resource with mother, father and health care professionals to determine their perspectives regarding the usability and design of the prototype resource. The interactive prototype resource was designed to provide information to parents on breastfeeding and co-parenting, which included suggestions on how fathers can be involved and support breastfeeding and how the couples can work as a team to meet their breastfeeding goals. Setting: Recruitment took place in a health region in Southern Ontario, Canada between June 2014 and March 2015. Online questionnaires were completed by participants in all phases of the study. Participants (n=149) were pregnant or new mothers and their partners in the health region who read and speak English and had access to the internet and health care professionals who work with breastfeeding families in Ontario, Canada. A prototype eHealth breastfeeding co-parenting resource was developed based on maternal and paternal feedback from Phase I and utilized an interactive interface which included games and multimodal information delivery. The prototype eHealth resource was provided to the parents in Phase II and health care professionals in Phase III. The final resource was created based on feedback from these participants. The resource was pilot tested with new and expectant parents using pre- and post-test questionnaires which included measures for breastfeeding self-efficacy (Breastfeeding Self-Efficacy Short Form), infant feeding attitude (Iowa Infant Feeding Attitude Scale), breastfeeding knowledge (Breastfeeding Knowledge Questionnaire) and co-parenting relationship (Co-parenting Relationship Scale). Maternal and paternal breastfeeding self-efficacy and knowledge and infant feeding attitude scores all increased from pre-test to post-test. However, there was no difference in the co-parenting relationship scores from pretest to post-test. This study has used feedback from parents and health professionals to develop a prototype resource which appears to be effective in increasing parents' breastfeeding knowledge, attitude and self-efficacy. The prototype resource was rated positively by parents and health care providers. An eHealth breastfeeding co-parenting resource designed with input from the target population is an effective way of providing information to mothers and fathers. Further research with a randomized controlled design and more diverse populations is needed to determine effectiveness of the resource on breastfeeding duration and exclusivity. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Job crafting among health care professionals: The role of work engagement.

PubMed

Bakker, Arnold B

2018-04-01

The aim of this study was to examine the impact of job crafting on the quality of the work environment of health care professionals. Job crafting refers to proactive behavior aimed at optimizing the fit between person and job. Using job demands-resources theory, we hypothesized that job crafting would be positively related to job resources and person-organisation fit, and negatively to hindrance demands. Furthermore, we hypothesized that these relationships would be qualified by work engagement. A total of 5,272 health care professionals from one of 35 different organisations filled out an electronic questionnaire (response is 55%). Regression analyses were used to test hypotheses. Consistent with hypotheses, job crafting in the form of increasing job resources was positively related to opportunities for development, performance feedback and P-O fit; and negatively related to hindrance job demands - particularly when work engagement was high. The combination of job crafting and work engagement is important for the realization of a resourceful work environment and fit between person and organisation. Interventions aimed at fostering job crafting should be tailored to the motivation of health care professionals. © 2017 John Wiley & Sons Ltd.

To What Extent Do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers Use with English Language Learners?

ERIC Educational Resources Information Center

Rader-Brown, Lucy M.

2010-01-01

Using responses from a survey of elementary teachers from the state of Ohio, this study analyzed the influences of teachers' professional training (both pre-service training and in-service professional development), teachers' attitude towards ELLs, teachers' bilingualism, schools' percent of ELLs, and schools' resources (both socioeconomic status…

Moving beyond the White Cane: Building an Online Learning Environment for the Visually Impaired Professional.

ERIC Educational Resources Information Center

Mitchell, Donald P.; Scigliano, John A.

2000-01-01

Describes the development of an online learning environment for a visually impaired professional. Topics include physical barriers, intellectual barriers, psychological barriers, and technological barriers; selecting appropriate hardware and software; and combining technologies that include personal computers, Web-based resources, network…

Explore-create-share study: An evaluation of teachers as curriculum innovators in engineering education

NASA Astrophysics Data System (ADS)

Berry, Ayora

The purpose of this study was to investigate the effects of a curriculum design-based (CDB) professional development model on K-12 teachers' capacity to integrate engineering education in the classroom. This teacher professional development approach differs from other training programs where teachers learn how to use a standard curriculum and adopt it in their classrooms. In a CDB professional development model teachers actively design lessons, student resources, and assessments for their classroom instruction. In other science, technology, engineering and mathematics (STEM) disciplines, CDB professional development has been reported to (a) position teachers as architects of change, (b) provide a professional learning vehicle for educators to reflect on instructional practices and develop content knowledge, (c) inspire a sense of ownership in curriculum decision-making among teachers, and (d) use an instructional approach that is coherent with teachers' interests and professional goals. The CDB professional development program in this study used the Explore-Create-Share (ECS) framework as an instructional model to support teacher-led curriculum design and implementation. To evaluate the impact of the CDB professional development and associated ECS instructional model, three research studies were conducted. In each study, the participants completed a six-month CDB professional development program, the PTC STEM Certificate Program, that included sixty-two instructional contact hours. Participants learned about industry and education engineering concepts, tested engineering curricula, collaborated with K-12 educators and industry professionals, and developed project-based engineering curricula using the ECS framework. The first study evaluated the impact of the CDB professional development program on teachers' engineering knowledge, self-efficacy in designing engineering curriculum, and instructional practice in developing project-based engineering units. The study included twenty-six teachers and data was collected pre-, mid-, and post-program using teacher surveys and a curriculum analysis instrument. The second study evaluated teachers' perceptions of the ECS model as a curriculum authoring tool and the quality of the curriculum units they developed. The study included sixty-two participants and data was collected post-program using teacher surveys and a curriculum analysis instrument. The third study evaluated teachers' experiences implementing ECS units in the classroom with a focus on identifying the benefits, challenges and solutions associated with project-based engineering in the classroom. The study included thirty-one participants and data was collected using an open-ended survey instrument after teachers completed implementation of the ECS curriculum unit. Results of these three studies indicate that teachers can be prepared to integrate engineering in the classroom using a CDB professional development model. Teachers reported an increase in engineering content knowledge, improved their self-efficacy in curriculum planning, and developed high quality instructional units that were aligned to engineering design practices and STEM educational standards. The ECS instructional model was acknowledged as a valuable tool for developing and implementing engineering education in the classroom. Teachers reported that ECS curriculum design aligned with their teaching goals, provided a framework to integrate engineering with other subject-area concepts, and incorporated innovative teaching strategies. After implementing ECS units in the classroom, teachers reported that the ECS model engaged students in engineering design challenges that were situated in a real world context and required the application of interdisciplinary content knowledge and skills. Teachers also reported a number of challenges related to scheduling, content alignment, and access to resources. In the face of these obstacles, teachers presented a number of solutions that included optimization of one's teaching practice, being resource savvy, and adopting a growth mindset.

Tonsillitis

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Hoarseness

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Sinusitis

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Cholesteatoma

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An overview and evaluation of the oncology family caregiver project: improving quality of life and quality of care for oncology family caregivers.

PubMed

Ferrell, Betty; Hanson, Jo; Grant, Marcia

2013-07-01

With changes in health care, oncology family caregivers (FCs) provide the vast majority of patient care. Yet, FCs assume their role with little or no training and with limited resources within the cancer setting to support them. The purpose of this project is to develop and implement a curriculum to improve the quality of life and quality of care for FCs by strengthening cancer care settings in this area. A National Cancer Institute (NCI) R25 grant funded the development of an FC curriculum for professional healthcare providers. The curriculum, based on the City of Hope Quality-of-Life Model, is presented to professionals from cancer centers in national training courses. The project brings together the most current evidence-based knowledge and multiple resources to help improve FC support. Participants develop goals related to implementation and dissemination of the course content and resources in their home institution. Goal evaluation follows at 6, 12, and 18 months. To date, three courses have been presented to 154 teams (322 individuals) representing 39 states. Course evaluations were positive, and participants have initiated institutional FC support goals. Although the goals are diverse, the broad categories include support groups, staff/FC/community education, resource development, assessment tools, and institutional change. There is a critical need to improve support for cancer FCs. This FC training course for professionals is a first step in addressing this need. Copyright © 2012 John Wiley & Sons, Ltd.

The Position of Human Resource Developers in the New Learning Landscape: A Discussion Paper. Working Paper.

ERIC Educational Resources Information Center

Johnston, Robyn

Despite increased attention to learning within the workplace and investigation into the distribution and nature of learning-related activities, how these trends have impacted the role of human resource (HR) professionals has been less extensively examined. Studies examining their role indicate that HR development (HRD) positions name traditional…

Planning, Plumbing, or Posturing? Explaining the Weakness of Human Resource Development Structures and Policies in South Africa

ERIC Educational Resources Information Center

Allais, Stephanie; Marock, Carmel; Ngcwangu, Siphelo

2017-01-01

In South Africa, a national peak structure, the Human Resource Development Council, led by the Deputy President and consisting of key Cabinet Ministers, senior leaders from organised labour and business, community representatives, professional bodies and experts from research and higher education, was established to enable high-level coordination…

How to Keep Teachers Healthy and Growing: The Influence of Job Demands and Resources

ERIC Educational Resources Information Center

Evers, Arnoud T.; Yamkovenko, Bogdan; Van Amersfoort, Daniël

2017-01-01

Purpose: Education depends on high-quality teachers who are committed to professional development and do not get burned out. The purpose of this paper was to investigate how job demands and resources can affect the health and cognitive development of teachers using the Demand-Induced Strain Compensation model. Design/methodology/approach: A…

Exploring the Relationship between Human Resource Development Functions and the Mentoring Process: A Qualitative Study

ERIC Educational Resources Information Center

Cole, Ann F.; McArdle, Geri; Clements, Kimberly D.

2005-01-01

Human resource development professionals are in a unique position to help organizations achieve maximum positive impact and avoid legal difficulties when implementing mentoring programs. This case study explored a formal mentoring program that was data-based and linked to HRD in order to advance the mentoring process as an effective individual and…

Building Futurism into the Institution's Strategic Planning and Human Resource Development Model.

ERIC Educational Resources Information Center

Groff, Warren H.

A process for building futurism into the institution's strategic planning and human resource development model is described. It is an attempt to assist faculty and staff to understand the future and the formulation and revision of professional goals in relation to an image of the future. A conceptual framework about the changing nature of human…

Making Sense of Women as Career Self-Agents: Implications for Human Resource Development

ERIC Educational Resources Information Center

Shapiro, Mary; Ingols, Cynthia; O'Neill, Regina; Blake-Beard, Stacy

2009-01-01

In this article, we explore the shifting career paradigm of managerial women in the United States, what it may indicate for the broader professional workforce, and human resource development's (HRD's) role in supporting that change. We examine the literature on evolving career definitions, women's place in that evolution, the rising use of…

Facilitating career advancement for women in the Geosciences through the Earth Science Women's Network (ESWN)

NASA Astrophysics Data System (ADS)

Hastings, M. G.; Kontak, R.; Holloway, T.; Kogan, M.; Laursen, S. L.; Marin-Spiotta, E.; Steiner, A. L.; Wiedinmyer, C.

2011-12-01

The Earth Science Women's Network (ESWN) is a network of women geoscientists, many of who are in the early stages of their careers. The mission of ESWN is to promote career development, build community, provide informal mentoring and support, and facilitate professional collaborations, all towards making women successful in their scientific careers. ESWN currently connects over 1000 women across the globe, and includes graduate students, postdoctoral associates, faculty from a diversity of colleges and universities, program managers, and government, non-government and industry researchers. ESWN facilitates communication between its members via an email listserv and in-person networking events, and also provides resources to the broader community through the public Earth Science Jobs Listserv that hosts over 1800 subscribers. With funding from a NSF ADVANCE PAID grant, our primary goals include growing our membership to serve a wider section of the geosciences community, designing and administering career development workshops, promoting professional networking at major scientific conferences, and developing web resources to build connections, collaborations, and peer mentoring for and among women in the Earth Sciences. Recognizing that women in particular face a number of direct and indirect biases while navigating their careers, we aim to provide a range of opportunities for professional development that emphasize different skills at different stages of career. For example, ESWN-hosted mini-workshops at national scientific conferences have targeted skill building for early career researchers (e.g., postdocs, tenure-track faculty), with a recent focus on raising extramural research funding and best practices for publishing in the geosciences literature. More concentrated, multi-day professional development workshops are offered annually with varying themes such as Defining Your Research Identity and Building Leadership Skills for Success in Scientific Organizations. These workshops bring together a variety of women with the goals of identifying personal strengths, defining career goals, building a network of contacts, and supporting actions to achieve personal and career success. ESWN members have identified increasing their professional networks as one of the most important needs for advancing their careers. As part of ESWN, members have reported gains in a number of aspects of their personal and professional lives including: knowledge about career resources; a greater understanding of the challenges facing women in science and resources to overcome them; a sense of community and therefore less isolation; greater confidence in their own career trajectories; professional collaborations; emotional support on a variety of issues; and greater engagement and retention in scientific careers.

Developing Online Problem-Based Resources for the Professional Development of Teachers of Children with Visual Impairment

ERIC Educational Resources Information Center

McLinden, Mike; McCall, Steve; Hinton, Danielle; Weston, Annette; Douglas, Graeme

2006-01-01

This article presents a summary of the results from phase 1 of a two-phase research project. Drawing on the principles of problem-based learning (PBL), the aims of phase 1 were to design, develop and evaluate a set of flexible online teaching resources for use within a virtual learning environment. Participants in the project (n = 10) were…

Swallowing Trouble

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Pediatric Sinusitis

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Deviated Septum

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Sinus Surgery

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Mouth Sores

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Nose Surgery

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Stuffy Nose

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The Social Responsibility Performance Outcomes Model: Building Socially Responsible Companies through Performance Improvement Outcomes.

ERIC Educational Resources Information Center

Hatcher, Tim

2000-01-01

Considers the role of performance improvement professionals and human resources development professionals in helping organizations realize the ethical and financial power of corporate social responsibility. Explains the social responsibility performance outcomes model, which incorporates the concepts of societal needs and outcomes. (LRW)

"Librarian's Anxiety"? How Community College Librarians Feel about Their Reference Desk Service

ERIC Educational Resources Information Center

Powers, Anne

2010-01-01

A survey of community college librarians in California reveals that the nature of reference service required of them, limitations on budget, staffing, technical support, resources, decision-making ability, and professional development opportunities, affect their professional attitudes. Librarians see reference service as primarily a teaching role.…

Collaboration Creation: Lessons Learned from Establishing an Online Professional Learning Community

ERIC Educational Resources Information Center

Gray, Colin; Smyth, Keith

2012-01-01

This paper describes the design, implementation, evaluation and further refinement of an ELGG-based social networking site to support professional development activity, project group and special interest groups, and the discussion and sharing of educational experiences and resources across Edinburgh Napier University in the United Kingdom.…

Medical education and the physician workforce of Iraq.

PubMed

Al Mosawi, Aamir Jalal

2008-01-01

The lack of resources in a country experiencing decades of successive wars, blockade, administrative corruption, and poor governance led to deteriorated standards throughout medical education. Although professional certification programs exist, continuing medical education accreditation and credit systems are required to monitor and certify the continuing professional development of physicians.

Elementary Teachers' Perceptions of Professional Learning Communities

ERIC Educational Resources Information Center

Gamez, Octavio

2012-01-01

This study presents the results of a social constructivist mixed methods investigation into the perceptions and experiences of elementary teachers participating in professional learning communities (PLCs). In order to better understand the dynamics involved in PLCs, this research used a team development model from human resources literature. Of…

The Changing Roles Professional Development Program

Treesearch

A. Hermansen-Baez; N. Wulff

2010-01-01

As populations and urbanization expand in the Southern United States, human influences on forests and other natural areas are increasing. As a result, natural resource professionals are faced with complex challenges, such as managing smaller forest parcels for multiple benefits, and wildfire prevention and management in the wildland-urban interface (areas where urban...

Learning Culture, Line Manager and HR Professional Practice

ERIC Educational Resources Information Center

Harrison, Patricia

2011-01-01

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

Development of a resource model for infection prevention and control programs in acute, long term, and home care settings: conference proceedings of the Infection Prevention and Control Alliance.

PubMed

Morrison, Judith

2004-02-01

There is mounting concern about the impact of health care restructuring on the provision of infection prevention services across the health care continuum. In response to this, Health Canada hosted two meetings of Canadian infection control experts to develop a model upon which the resources required to support an effective, integrated infection prevention and control program across the health care continuum could be based. The final models project the IPCP needs as three full time equivalent infection control professionals/500 beds in acute care hospitals and one full time equivalent infection control professional/150-250 beds in long term care facilities. Non human resource requirements are also described for acute, long term, community, and home care settings.

A Review of Computer Science Resources for Learning and Teaching with K-12 Computing Curricula: An Australian Case Study

ERIC Educational Resources Information Center

Falkner, Katrina; Vivian, Rebecca

2015-01-01

To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age…

Resources for Educators of Adults. Professional Development for Educators of Adults: A Bibliography.

ERIC Educational Resources Information Center

Charters, Alexander N., Comp.; Holmwood, Donald P., Comp.

This bibliography is divided into three sections. The first section represents a search of Educational Resources Information Center (ERIC), with ED or EJ number, as appropriate, given for each item; the second section represents materials currently held by the Clearinghouse of Resources for Educators of Adults at Syracuse University; the third…

NASA SMD and DPS Resources for Higher Education Faculty

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; Grier, Jennifer; Meinke, Bonnie; Schneider, Nick; Low, Rusty; Schultz, Greg; Manning, James; Fraknoi, Andrew; Gross, Nicholas

2015-11-01

The NASA Education and Public Outreach Forums have developed and provided resources for higher education for the past six years through a cooperative agreement with NASA’s Science Mission Directorate. Collaborations with science organizations, including AAS’s Division of Planetary Sciences, have resulted in more tools, professional training opportunities, and dissemination of resources for teaching in the undergraduate classroom. Resources have been developed through needs assessments of the community and with input from scientists and undergraduate instructors. All resources are freely available.NASA Wavelength (nasawavelength.org) is a collection of digital peer reviewed Earth and space science resources for formal and informal educators of all levels. All resources were developed through funding of the NASA Science Mission Directorate and have undergone a peer-review process through which educators and scientists ensure the content is accurate and useful in an educational setting. Within NASA Wavelength are specific lists of activities and resources for higher education faculty. Additionally, several resources have been developed for introductory college classrooms. The DPS Discovery slide sets are 3-slide presentations that can be incorporated into college lectures to keep classes apprised of the fast moving field of planetary science (http://dps.aas.org/education/dpsdisc). The “Astro 101 slide sets”, developed by the Astro Forum, are presentations 5-7 slides in length on a new development or discovery from a NASA Astrophysics mission relevant to topics in introductory astronomy courses of discoveries not yet in textbooks. Additional resources guides are available for Astro 101 courses and include cosmology and exoplanets. (https://www.astrosociety.org/education/resources-for-the-higher-education-audience/).Professional development opportunities are available to faculty to increase content knowledge and pedagogical tools. These include workshops at scientific meetings and online webinars that are archived for later viewing. For more information, visit the SMD E/PO community workspace at http://smdepo.org.

Developing an Oregon access management best practices manual.

DOT National Transportation Integrated Search

2013-02-01

This Report reviews an Oregon research effort to develop an Oregon Access Management Best Practices Manual. In particular, this research effort develops a resource to help transportation professionals quantify safety and operational effects of variou...

Developing child mental health services in resource-poor countries.

PubMed

Omigbodun, Olayinka

2008-06-01

Despite significant gains in tackling the major causes of child mortality and evidence of an urgent need for child mental health services, resource-poor countries continue to lag behind in child and adolescent mental health service development. This paper analyses possible barriers to the development of child mental health services in resource-poor countries and attempts to proffer solutions. Obstacles identified are the magnitude of child mental health problems that remain invisible to policy makers, an absence of child mental policies to guide the process of service development, and overburdened child mental health professionals. The belief systems about mental illness also prompt help seeking in alternative health systems, thereby reducing the evidence for the burden associated with health seeking. Solutions that may support child mental health service development are the provision of adequate advocacy tools to reveal the burden, poverty alleviation, health awareness programmes, enforcing legislation, training centred within the region, and partnerships with professionals in developed countries. These solutions require simultaneous approaches to encourage service development and utilization. Reductions in child mortality in resource-poor countries will be even more dramatic in the years to come and preparations need to be made to take care of the mental health needs of the children who will survive.

A marriage of continuance: professional development for mathematics lecturers

NASA Astrophysics Data System (ADS)

Barton, Bill; Oates, Greg; Paterson, Judy; Thomas, Mike

2015-06-01

In a 2-year project, we developed and trialled a mode of lecturing professional development amongst staff in our department of mathematics. Theoretically grounded in Schoenfeld's resources, orientations, and goals (ROG) model of teacher action, a group met regularly to discuss both the video excerpts of themselves lecturing along with written pre- and post-lecture statements of their "ROGs". We found evidence of improved teaching performance but more interestingly, identified key aspects of our practice and of undergraduate mathematics that received repeated attention and developed further theoretical insight into lecturer behaviour in mathematics. The trial has been successful enough to be expanded into further groups that now constitute a professional development culture within our department.

Cochlear-Meningitis Vaccination

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Find an ENT

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Smell and Taste

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Voice and Aging

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Tongue-Tie (Ankyloglossia)

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Tonsils and Adenoids

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Pediatric Thyroid Cancer

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Fine Needle Aspiration

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Ear Plastic Surgery

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Ears and Altitude

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About Your Voice

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Find an ENT

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... Programs Professional Development Home AcademyU Home Study Course Maintenance of Certification Conferences & Events Practice Management Home Resources Quality Improvement Clinical Data Registry Research ...

Utilization of patient resources in physiotherapy interventions: Analysis of the interaction concerning non-specific low back pain.

PubMed

Josephson, Iréne; Bülow, Pia H

2014-01-01

This paper reports on an empirical study in Sweden of how patient resources come into play in physiotherapy interventions. A qualitative analysis was conducted of five video-recorded first encounters between patients with non-specific low back pain (NSLBP) and physiotherapists in primary care, using Conservation of Resource Theory (COR) to identify and focus on how physiotherapists made use of patients' resources (objects, conditions, personal characteristics and energies). The findings reveal variations in how these resources are utilized during the intervention. Resources with implications for what happens in the examination room during the ongoing encounter and resources characterized by professional familiarity were both employed in the intervention. However, underutilized resources were featured in the broader lifeworld perspective of laypeople and of other professional frames. The findings raise questions about professional challenges that go beyond professional skills. This implies that professionals need to improve skills in understanding and integrating patient resources into interventions.

Backward Planning a Craniomaxillofacial Trauma Curriculum for the Surgical Workforce in Low-Resource Settings.

PubMed

Shaye, David A; Tollefson, Travis; Shah, Irfan; Krishnan, Gopal; Matic, Damir; Figari, Marcelo; Lim, Thiam Chye; Aniruth, Sunil; Schubert, Warren

2018-06-06

Trauma is a significant contributor to global disease, and low-income countries disproportionately shoulder this burden. Education and training are critical components in the effort to address the surgical workforce shortage. Educators can tailor training to a diverse background of health professionals in low-resource settings using competency-based curricula. We present a process for the development of a competency-based curriculum for low-resource settings in the context of craniomaxillofacial (CMF) trauma education. CMF trauma surgeons representing 7 low-, middle-, and high-income countries conducted a standardized educational curriculum development program. Patient problems related to facial injuries were identified and ranked from highest to lowest morbidity. Higher morbidity problems were categorized into 4 modules with agreed upon competencies. Methods of delivery (lectures, case discussions, and practical exercises) were selected to optimize learning of each competency. A facial injuries educational curriculum (1.5 days event) was tailored to health professionals with diverse training backgrounds who care for CMF trauma patients in low-resource settings. A backward planned, competency-based curriculum was organized into four modules titled: acute (emergent), eye (periorbital injuries and sight preserving measures), mouth (dental injuries and fracture care), and soft tissue injury treatments. Four courses have been completed with pre- and post-course assessments completed. Surgeons and educators from a diverse geographic background found the backward planning curriculum development method effective in creating a competency-based facial injuries (trauma) course for health professionals in low-resource settings, where contextual aspects of shortages of surgical capacity, equipment, and emergency transportation must be considered.

An assessment of the faculty development needs of junior clinical faculty in emergency medicine.

PubMed

Farley, Heather; Casaletto, Jennifer; Ankel, Felix; Young, Kelly D; Hockberger, Robert

2008-07-01

Academic physicians must be able to access the resources necessary to support their ongoing professional development and meet requirements for continued academic advancement. The authors sought to determine the self-perceived career development needs of junior clinical faculty in emergency medicine (EM) and the availability of educational resources to meet those needs. An educational "needs assessment" survey was distributed to 954 American College of Emergency Physicians (ACEP) members listed in the ACEP database as being faculty at EM residency programs in the United States and having graduated from an EM residency within the past 7 years. Respondents were asked to rank the importance of 22 areas of faculty development to their own professional growth and then to indicate whether educational resources in each area were available to them. Respondents were also asked to note the educational formats they prefer. A search for currently available resources in each topic area was undertaken and compared to the survey results. A total of 240 responses were received. Self-perceived career development needs were identified in the following areas: bedside teaching, lecture development, business skills, managerial skills, educational research, mentorship and career counseling, interpersonal skills, leadership skills, scholarly writing skills, physician wellness, and knowledge of the faculty development process. While a review of currently available educational resources revealed lectures, conferences, and online materials pertinent to most of these topics, a relative lack of resources in the areas of mentorship and physician wellness was identified. Junior clinical faculty in EM perceive a lack of educational resources in a number of areas of faculty development. The academic community of EM should strive to improve awareness of and access to currently existing resources and to develop additional resources to address the area of physician wellness. The lack of mentorship in academic EM continues to be a problem in search of a solution.

Advanced Beginner to Competent Practitioner: New Graduate Nurses' Perceptions of Strategies That Facilitate or Hinder Development.

PubMed

St-Martin, Lyne; Harripaul, Anastasia; Antonacci, Rosetta; Laframboise, Devon; Purden, Margaret

2015-09-01

New graduate nurses (NGNs) are a precious resource, but their development from advanced beginners to competent nurses is challenging. This qualitative descriptive study explored NGNs' perceptions of strategies that influenced their development in the first 2 years of employment. Semistructured interviews were conducted with a sample of 13 nurses. The study revealed that NGNs learn to master aspects of the nursing role as they construct a professional identity. They identified organizational, educational, and personal strategies as being important to their development, including tailored orientation, opportunities for skill acquisition, and personal support. Few strategies supported the development of professional identity. Mastering the nursing role and constructing a professional identity is central to NGNs' development. Further attention from nursing leaders is needed to promote concurrent development in both dimensions. Nurses with a strong professional identity are more likely to remain in the profession. Copyright 2015, SLACK Incorporated.

School and Library Media. Introduction; The Uniform Computer Information Transactions Act (UCITA): More Critical for Educators than Copyright Law?; Redefining Professional Growth: New Attitudes, New Tools--A Case Study; Diversity in School Library Media Center Resources; Image-Text Relationships in Web Pages; Aiming for Effective Student Learning in Web-Based Courses: Insights from Student Experiences.

ERIC Educational Resources Information Center

Fitzgerald, Mary Ann; Gregory, Vicki L.; Brock, Kathy; Bennett, Elizabeth; Chen, Shu-Hsien Lai; Marsh, Emily; Moore, Joi L.; Kim, Kyung-Sun; Esser, Linda R.

2002-01-01

Chapters in this section of "Educational Media and Technology Yearbook" examine important trends prominent in the landscape of the school library media profession in 2001. Themes include mandated educational reform; diversity in school library resources; communication through image-text juxtaposition in Web pages; and professional development and…

New resources to address antibiotic resistance are just a click away

PubMed Central

Dowd-Schmidtke, C; Tremblay, G; Gale-Rowe, M; Dodds, J; Finley, R

2014-01-01

Antibiotic resistance is a complex issue with multiple causes, and there are many roles to play in addressing it. As part of its response, the Public Health Agency of Canada is launching a pilot antibiotic awareness campaign for Canadian families and health care professionals. Coinciding with Antibiotic Awareness Week, starting on November 17, 2014, the goal of this campaign is to improve knowledge and awareness of antibiotic resistance in Canada. To achieve this, the Agency has developed a suite of resources for both Canadian families and health care providers featuring a variety of key messages explaining antibiotic resistance, why it is important, and how to reduce the risks associated with it. Resources for Canadian families include an online informational video, an educational brochure, and infographics for both adults and children. Resources for health care professionals include two online Continuing Medical Education Modules, a letter that physicians can sign and provide to parents explaining why an antibiotic was not prescribed, and two webinars to present trends in antimicrobial resistance (AMR) and antimicrobial use. Health professionals will also receive an electronic postcard and a bilingual campaign poster. Promoting the campaign messages and using these campaign resources will support health professionals in discussions about antibiotic resistance with their patients or clients, and in their continuing efforts to be part of the solution in addressing this important global health challenge.

New resources to address antibiotic resistance are just a click away.

PubMed

Dowd-Schmidtke, C; Tremblay, G; Gale-Rowe, M; Dodds, J; Finley, R

2014-11-07

Antibiotic resistance is a complex issue with multiple causes, and there are many roles to play in addressing it. As part of its response, the Public Health Agency of Canada is launching a pilot antibiotic awareness campaign for Canadian families and health care professionals. Coinciding with Antibiotic Awareness Week, starting on November 17, 2014, the goal of this campaign is to improve knowledge and awareness of antibiotic resistance in Canada. To achieve this, the Agency has developed a suite of resources for both Canadian families and health care providers featuring a variety of key messages explaining antibiotic resistance, why it is important, and how to reduce the risks associated with it. Resources for Canadian families include an online informational video, an educational brochure, and infographics for both adults and children. Resources for health care professionals include two online Continuing Medical Education Modules, a letter that physicians can sign and provide to parents explaining why an antibiotic was not prescribed, and two webinars to present trends in antimicrobial resistance (AMR) and antimicrobial use. Health professionals will also receive an electronic postcard and a bilingual campaign poster. Promoting the campaign messages and using these campaign resources will support health professionals in discussions about antibiotic resistance with their patients or clients, and in their continuing efforts to be part of the solution in addressing this important global health challenge.

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.

Tonsillitis

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Hoarseness

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TMJ

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Cholesteatoma

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Sinusitis

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Ear Infection and Vaccines

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Laryngeal (Voice Box) Cancer

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Laryngopharyngeal Reflux and Children

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Keeping Your Voice Healthy

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Snoring and Sleep Apnea

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How the Ear Works

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Tips for Healthy Voices

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Autoimmune Inner Ear Disease

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Secondhand Smoke and Children

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Buying a Hearing Aid

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Diet and Exercise Tips

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Pathways to URM Retention: IBP's Professional Development and Mentoring Activities

NASA Astrophysics Data System (ADS)

Johnson, A.; Williamson Whitney, V.; Ricciardi, L.; Detrick, L.; Siegfried, D.; Fauver, A.; Ithier-Guzman, W.; Thomas, S. H.; Valaitis, S.

2013-05-01

As a not for profit organization, the Institute for Broadening Participation (IBP) hosts a variety of initiatives designed to increase the retention of underrepresented minority (URM) students pursuing pathways in STEM. IBP also assists with formative program evaluation design and implementation to help strengthen URM recruitment and retention elements. Successful initiatives include virtual and face-to-face components that bring together URM students with established URM and other scientists in academia, government and industry. These connections provide URMs with mentoring, networking opportunities, and professional skill development contributing to an improved retention rate of URM students. IBP's initiatives include the NASA One Stop Shopping Initiative (NASA OSSI), Pathways to Ocean Science and Engineering, and the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) in Earth System Science (ESS) Professional Development Program. The NASA OSSI recruits and facilitates student engagement in NASA education and employment opportunities. Pathways to Ocean Science connects and supports URM students with Ocean Science REU programs and serves as a resource for REU program directors. Pathways to Engineering has synthesized mentoring resources into an online mentoring manual for URM students that has been extensively vetted by mentoring experts throughout the country. The mentoring manual, which is organized by roles, provides undergraduates, graduates, postdocs, faculty and project directors with valuable resources. MS PHD'S, one of IBP's longest running and most successful initiatives, focuses on increasing the retention rate of URM students receiving advanced degrees in ESS. The program addresses barriers to retention in ESS including isolation, lack of preparation and professional development, and lack of mentoring. Program activities center on peer-to-peer community building, professional development exercises, networking experiences, one-on-one mentoring, and a facilitated virtual community. MS PHD'S students report a reduced sense of isolation, an increased sense of community, and a higher level of confidence about their ability to succeed in their chosen field. 42 MS PHD'S alumni have completed their PhD and are actively engaged in the ESS workforce.

Gender and Women's Experience at Work: A Critical and Feminist Perspective on Human Resource Development.

ERIC Educational Resources Information Center

Howell, Sharon L.; Carter, Vicki K.; Schied, Fred M.

2002-01-01

Analysis of data from 8 female manufacturing workers, 13 professionals, and 10 clerical workers, two themes emerged: (1) women and organizational change; and (2) disappearing boundaries of work and family. The assumptions of human resource development about why and how women work and definitions of productive work were found to be flawed and…

A Profession in Transition: Towards Development and Implementation of Standards for Visual Resources Management. Part A - The Organization's Perspective

ERIC Educational Resources Information Center

Iyer, Hemalata

2009-01-01

Introduction: The research reported here is part of a larger research project, the aim of which is to improve education and training by providing the library community with the information necessary to support the development of programmes for visual resource professionals. Method: A content analysis of 394 job announcements in the visual…

Assessing the Value: Work-Based Learning Placements for Post-Graduate Human Resource Development Students?

ERIC Educational Resources Information Center

Morse, Shona M.

2006-01-01

Purpose: The objective of the pilot study reported on here was to identify some of the more elusive "costs and benefits" of work-based learning (WBL) placements. This was addressed by exploring the views and experience of a small number of human resource development (HRD) professionals who currently offer supervised work-based learning placements…

Assessing and Validating an Educational Resource Package for Health Professionals to Improve Smoking Cessation Care in Aboriginal and Torres Strait Islander Pregnant Women.

PubMed

Bar-Zeev, Yael; Bovill, Michelle; Bonevski, Billie; Gruppetta, Maree; Reath, Jennifer; Gould, Gillian S

2017-09-29

Australian Aboriginal pregnant women have a high smoking prevalence (45%). Health professionals lack adequate educational resources to manage smoking. Resources need to be tailored to ensure saliency, cultural-sensitivity and account for diversity of Indigenous populations. As part of an intervention to improve health professionals' smoking cessation care in Aboriginal pregnant women, a resource package was developed collaboratively with two Aboriginal Medical Services. The purpose of this study was to assess and validate this resource package. A multi-centred community-based participatory 4-step process (with three Aboriginal Medical Services from three Australian states), included: (1) Scientific review by an expert panel (2) 'Suitability of Materials' scoring by two Aboriginal Health Workers (3) Readability scores (4) Focus groups with health professionals. Content was analysed using six pre-determined themes (attraction, comprehension, self-efficacy, graphics and layout, cultural acceptability, and persuasion), with further inductive analysis for emerging themes. Suitability of Material scoring was adequate or superior. Average readability was grade 6.4 for patient resources (range 5.1-7.2), and 9.8 for health provider resources (range 8.5-10.6). Emergent themes included 'Getting the message right'; 'Engaging with family'; 'Needing visual aids'; and 'Requiring practicality under a tight timeframe'. Results were presented back to a Stakeholder and Consumer Aboriginal Advisory Panel and resources were adjusted accordingly. This process ensured materials used for the intervention were culturally responsive, evidence-based and useful. This novel formative evaluation protocol could be adapted for other Indigenous and culturally diverse interventions. The added value of this time-consuming and costly process is yet to be justified in research, and might impact the potential adaption by other projects.

Multifamily Building Operator Job/Task Analysis and Report: September 2013

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

Owens, C. M.

The development of job/task analyses (JTAs) is one of three components of the Guidelines for Home Energy Professionals project and will allow industry to develop training resources, quality assurance protocols, accredited training programs, and professional certifications. The Multifamily Building Operator JTA identifies and catalogs all of the tasks performed by multifamily building operators, as well as the knowledge, skills, and abilities (KSAs) needed to perform the identified tasks.

Multifamily Energy Auditor Job/Task Analysis and Report: September 2013

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

Owens, C. M.

The development of job/task analyses (JTAs) is one of three components of the Guidelines for Home Energy Professionals project and will allow industry to develop training resources, quality assurance protocols, accredited training programs, and professional certifications. The Multifamily Energy Auditor JTA identifies and catalogs all of the tasks performed by multifamily energy auditors, as well as the knowledge, skills, and abilities (KSAs) needed to perform the identified tasks.

The HOME network: an Australian national initiative for home therapies.

PubMed

Chow, Josephine; Fortnum, Debbie; Moodie, Jo-Anne; Simmonds, Rosemary; Tomlins, Melinda

2013-01-01

Longer, more frequent dialysis at home can improve life expectancy for patients with chronic kidney disease. Increased use of home dialysis therapies also benefits the hospital system, allowing for more efficient allocation of clinic resources. However, the Australian and New Zealand Data Registry statistics highlight the low uptake of home haemodialysis and peritoneal dialysis across Australia. In August 2009, the Australia's HOME Network was established as a national initiative to engage and empower healthcare professionals working in the home dialysis specialty. The aim was to develop solutions to advocate for and ultimately increase the use of home therapies. This paper describes the development, achievement and future plan of the Australian HOME Network. Achievements to date include: a survey of HOME Network members to assess the current state of patient and healthcare professional-targeted education resources; development of two patient case studies and activities addressing how to overcome the financial burden experienced by patients on home dialysis. Future projects aim to improve patient and healthcare professional education, and advocacy for home dialysis therapies. The HOME Network is supporting healthcare professionals working in the home dialysis specialty to develop solutions and tools that will help to facilitate greater utilisation of home dialysis therapies. © 2013 European Dialysis and Transplant Nurses Association/European Renal Care Association.

Perforated Eardrum

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Deviated Septum

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Swallowing Trouble

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Sore Throats

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Sinus Surgery

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Tonsillectomy and Adenoids PostOp

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Cleft Lip and Cleft Palate

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Continuous Positive Airway Pressure (CPAP)

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Effects of Medications on Voice

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Antihistamines, Decongestants, and Cold Remedies

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What is LPR (Laryngopharyngeal Reflux)

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HRD Degrees.

ERIC Educational Resources Information Center

Geber, Beverly

1987-01-01

The author describes the growing movement toward accreditation for human resources development professionals. She covers the issue of diversity, undergraduate versus graduate degrees, and future trends. (CH)

Geology at Our Doorstep: Building a Partnership for Standards-Based Curriculum and Professional Development in Middle School Earth Science

NASA Astrophysics Data System (ADS)

Laursen, S.; Lester, A.; Cannon, E.; Forrest, A.; Bencivengo, B.; Hunter, K.

2003-12-01

Geology at Our Doorstep is a collaboration between a science outreach program (CIRES Outreach), students and faculty in a university geology department (U. Colorado at Boulder), and a local school district (St. Vrain Valley) to develop locally relevant geology classroom resources for use by the district's middle-school teachers. The project grew out of direct conversations with teachers about their ideas and needs and was explicitly based on district and state standards in Earth science and scientific thinking, drawing on close work with the district on standards implementation and assessment over the past two years. We intended to draw on existing curriculum resources and substitute local geologic examples to construct a "place-based" teaching resource. However, we found that generic, national-level curricula did not effectively match the rich geologic resources of our area, and instead developed a rather more substantial set of original materials, including classroom collections of regional rocks, reference materials on local geology, classroom activities, and media resources, all shared with teachers at a series of professional development workshops. While the original project was small in scale, a number of spin-off projects have evolved. This project models several important features in the development of university-K12 partnerships: consultation with districts, piloting of small projects, and the role of outreach programs in facilitating participation of university faculty and students.

The Peculiarities of Physical Education Teachers' Professional Training: Foreign Experience

ERIC Educational Resources Information Center

Soltyk, Oleksandr

2017-01-01

The article deals with professional training of future teachers of physical education within the context of leading countries, namely the USA, Great Britain, China, Germany, France. The aforementioned countries are not just leaders in economical development; they are also leaders in sports. The analysis of literature resources allowed revealing a…

Peer-Led Professional Development in Musical Creativity through Improvisation for Music Teachers

ERIC Educational Resources Information Center

Parsons, Joshua Ryan

2017-01-01

General creativity and, more specifically, creative thinking in music are valuable qualities that should be fostered in music education for personal, professional, and societal reasons. In order for band directors to successfully integrate musical creativity into their classroom curriculum and serve as resources for other content area teachers…

Building Evaluation Capacity as a Network of Museum Professionals

ERIC Educational Resources Information Center

Steele-Inama, Marley

2015-01-01

In 2010, a network of 15 Denver-area museum and other cultural institutions came together with the purpose of increasing capacity to conduct evaluations. Like so many other communities, museum professionals in the Denver area believed in the value of evaluation; however, they lacked the resources, knowledge, and skills to develop and implement…

Community College Education Foundations and Transformational Philanthropy: Resource Management, Stewardship and Professionalism.

ERIC Educational Resources Information Center

LaBeouf, Joanne P.

This paper argues that, as institutional revenues continue to decline, community college administrators must not only work at developing a robust foundation with an identifiable process similar to that of a private nonprofit foundation, but also provide professional stewardship in its operation. The author used a qualitative, evaluative approach…

Sustaining Care: Cultivating Mindful Practice in Early Years Professional Development

ERIC Educational Resources Information Center

Taggart, Geoff

2015-01-01

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

Hands-on at a Distance: Evaluation of a Temperature and Heat Distance Learning Course

ERIC Educational Resources Information Center

Krall, Rebecca McNall; Straley, Joseph P.; Shafer, Sally A.; Osborn, Jeffrey L.

2009-01-01

The No Child Left Behind Act requires that all teachers be certified within the content areas that they teach. However, attracting and retaining highly qualified science teachers in rural school districts is particularly difficult due to limited resources and geographic and professional isolation. Science professional development programs could…

Factors Supporting Implementation of Executive Coaching as Embedded Professional Learning for Superintendents in New York State

ERIC Educational Resources Information Center

Nuciforo, Cheryl A.

2015-01-01

The role of school superintendent has become increasingly complex. As school district leaders deal with new curriculum standards, increased accountability, and limited financial resources, they are in need of quality professional development tailored to their needs. This qualitative study explores personal, cultural, and structural factors that…

SWEEP: Sciencing with Watersheds, Environmental Education and Partnerships. Instructor's Guide to Implementation and Summer Institute Participant Notebook.

ERIC Educational Resources Information Center

Bainer, Deb; Barron, Pat; Cantrell, Diane

Sciencing with Watersheds, Environmental Education, and Partnerships (SWEEP) is a professional development program designed to help elementary teachers improve the way they teach science using partnerships among teachers and resource professionals. SWEEP follows a thematic approach using watersheds as the core concept of an integrated elementary…

The corporate organization of hospital work: balancing professional and administrative responsibilities.

PubMed

Stoeckle, J D; Reiser, S J

1992-03-01

The development of the hospital into a corporation has influenced the care of patients and the work of the professional staff. As a corporate enterprise, the modern hospital has a private agenda aimed at increasing growth and efficiency with an emphasis on technical services, professionals as employees, and patients as customers. These changes have resulted in a decrease in trustee and professional authority and an increase in administrative control. This shift in the control structure has continued in response to the need for accounting and regulation of services and in response to demands for increased growth and efficiency made by an increasingly competitive market environment. Strategies for the reorganization of hospital staff aimed at improving both inpatient and outpatient care are reviewed. The reorganization of the institution and staff, using either a staff group-practice corporation or an administrative staff model, is proposed. Clinicians have new responsibilities for developing collective arrangements for institutional governance, for allocating institutional resources, for providing public accountability regarding the use of these resources, and for defining the missions of care.

Burnout in medical residents: a study based on the job demands-resources model.

PubMed

Zis, Panagiotis; Anagnostopoulos, Fotios; Sykioti, Panagiota

2014-01-01

Burnout is a prolonged response to chronic emotional and interpersonal stressors on the job. The purpose of our cross-sectional study was to estimate the burnout rates among medical residents in the largest Greek hospital in 2012 and identify factors associated with it, based on the job demands-resources model (JD-R). Job demands were examined via a 17-item questionnaire assessing 4 characteristics (emotional demands, intellectual demands, workload, and home-work demands' interface) and job resources were measured via a 14-item questionnaire assessing 4 characteristics (autonomy, opportunities for professional development, support from colleagues, and supervisor's support). The Maslach Burnout Inventory (MBI) was used to measure burnout. Of the 290 eligible residents, 90.7% responded. In total 14.4% of the residents were found to experience burnout. Multiple logistic regression analysis revealed that each increased point in the JD-R questionnaire score regarding home-work interface was associated with an increase in the odds of burnout by 25.5%. Conversely, each increased point for autonomy, opportunities in professional development, and each extra resident per specialist were associated with a decrease in the odds of burnout by 37.1%, 39.4%, and 59.0%, respectively. Burnout among medical residents is associated with home-work interface, autonomy, professional development, and resident to specialist ratio.

Academy of nutrition and dietetics: revised 2014 standards of practice and standards of professional performance for registered dietitian nutritionists (competent, proficient, and expert) in sports nutrition and dietetics.

PubMed

Steinmuller, Patricia L; Kruskall, Laura J; Karpinski, Christine A; Manore, Melinda M; Macedonio, Michele A; Meyer, Nanna L

2014-04-01

Sports nutrition and dietetics addresses relationships of nutrition with physical activity, including weight management, exercise, and physical performance. Nutrition plays a key role in the prevention and treatment of obesity and chronic disease and for maintenance of health, and the ability to engage in physical activity, sports, and other aspects of physical performance. Thus, the Sports, Cardiovascular, and Wellness Nutrition Dietetic Practice Group, with guidance from the Academy of Nutrition and Dietetics Quality Management Committee, has developed the Revised 2014 Standards of Practice and Standards of Professional Performance as a resource for Registered Dietitian Nutritionists working in sports nutrition and dietetics to assess their current skill levels and to identify areas for further professional development in this emerging practice area. The revised document reflects advances in sports nutrition and dietetics practice since the original standards were published in 2009 and replaces those standards. The Standards of Practice represents the four steps in the Nutrition Care Process as applied to the care of patients/clients. The Standards of Professional Performance covers six standards of professional performance: quality in practice, competence and accountability, provision of services, application of research, communication and application of knowledge, and utilization and management of resources. Within each standard, specific indicators provide measurable action statements that illustrate how the standards can be applied to practice. The indicators describe three skill levels (competent, proficient, and expert) for Registered Dietitian Nutritionists working in sports nutrition and dietetics. The Standards of Practice and Standards of Professional Performance are complementary resources for Registered Dietitian Nutritionists in sports nutrition and dietetics practice. Copyright © 2014 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

American College of Physicians

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Fine Needle Aspiration

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Ear Plastic Surgery

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Cochlear-Meningitis Vaccination

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Earwax and Care

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Post-Nasal Drip

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About Your Voice

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Smell and Taste

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Better Ear Health

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Cognitive Challenges

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Treatment Options for Adults with Snoring

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Pediatric GERD (Gastro-Esophageal Reflux Disease)

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Vocal Cord Nodules, Polyps, and Cysts

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Sinusitis: Special Considerations for Aging Patients

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Web-based learning resources - new opportunities for competency development.

PubMed

Moen, Anne; Nygård, Kathrine A; Gauperaa, Torunn

2009-01-01

Creating web-based learning environments holds great promise for on the job training and competence development in nursing. The web-based learning environment was designed and customized by four professional development nurses. We interviewed five RNs that pilot tested the web-based resource. Our findings give some insight into how the web-based design tool are perceived and utilized, and how content is represented in the learning environment. From a competency development perspective, practicing authentic tasks in a web-based learning environment can be useful to train skills and keep up important routines. The approach found in this study also needs careful consideration. Emphasizing routines and skills can be important to reduce variation and ensure more streamlined practice from an institution-wide quality improvement efforts. How the emphasis on routines and skills plays out towards the individual's overall professional development needs further careful studies.

A study of the professional development needs of Shiraz high schools' principals in the area of educational leadership.

PubMed

Hayat, Aliasghar; Abdollahi, Bijan; Zainabadi, Hasan Reza; Arasteh, Hamid Reza

2015-07-01

The increased emphasis on standards-based school accountability since the passage of the no child left behind act of 2001 is focusing critical attention on the professional development of school principals and their ability to meet the challenges of improving the student outcomes. Due to this subject, the current study examined professional development needs of Shiraz high schools principals. The statistical population consisted of 343 principals of Shiraz high schools, of whom 250 subjects were selected using Krejcie and Morgan (1978) sample size determination table. To collect the data, a questionnaire developed by Salazar (2007) was administered. This questionnaire was designed for professional development in the leadership skills/competencies and consisted of 25 items in each leadership performance domain using five-point Likert-type scales. The content validity of the questionnaire was confirmed and the Cronbach's Alpha coefficient was (a=0.78). To analyze the data, descriptive statistics and Paired-Samples t-test were used. Also, the data was analyzed through SPSS14 software. The findings showed that principals' "Importance" ratings were always higher than their "Actual proficiency" ratings. The mean score of the difference between "Importance" and "Actual proficiency" pair on "Organizing resources" was 2.11, making it the highest "need" area. The lowest need area was "Managing the organization and operational procedures" at 0.81. Also, the results showed that there was a statistically significant difference between the means of the "Importance" and the corresponding means on the "Actual proficiency" (Difference of means=1.48, t=49.38, p<0.001). Based on the obtained results, the most important professional development needs of the principals included organizing resources, resolving complex problems, understanding student development and learning, developing the vision and the mission, building team commitment, understanding measurements, evaluation and assessment strategies, facilitating the change process, solving problems and making decisions. In other words, the principals had statistically significant professional development needs in all areas of the educational leadership. Also, the results suggested that today's school principals need to grow and learn throughout their careers by ongoing professional development.

Evidence-based healthcare in developing countries.

PubMed

Pearson, Alan; Jordan, Zoe

2010-06-01

Developing countries have limited resources, so it is particularly important to invest in healthcare that works. The case for evidence-based practice has long been made in the West. However, poor access to information makes this endeavour near impossible for health professionals working with vulnerable communities in low-income economies. This paper provides a call to action to create an evidence base for health professionals in developing countries and identify appropriate strategies for the dissemination of this information in realistic and meaningful ways.

Technology Expenditures: A Policy Analysis in a Selected School and Return on Investment

ERIC Educational Resources Information Center

Ferguson, Timothy Brian

2012-01-01

The process of retooling schools to prepare students for the Twenty-First Century requires that schools invest in technology resources and ongoing professional development for teachers to support the transformation of teaching and learning practices through technology integration. Technology resources are still considered to be educational…

75 FR 3449 - Office of Innovation and Improvement; Overview Information; Teaching American History Grant...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-01-21

... Educational Resources (OER). OER are teaching, learning, and research resources that reside in the public... traditional American history content, proven teaching strategies, and lessons learned in implementing TAH... students. The applicant is encouraged to address how its proposed professional development strategy will...

Diversity in the Workplace [in HRD].

ERIC Educational Resources Information Center

1995

These four papers are from a symposium that was facilitated by Laura Bierema at the 1995 conference of the Academy of Human Resource Development (HRD). "The Status of Valuing and Managing Diversity in Fortune 500 Manufacturing and Fortune 500 Service Organizations: Perceptions of Top Human Resource Professionals" (Sandra J. Johnson) reports a…

Comprehensive Adolescent Pregnancy Services: A Resource Guide.

ERIC Educational Resources Information Center

Holt, K. A., Ed.; Langlykke, K., Ed.

This resource guide was compiled to assist state, county, and community personnel in developing comprehensive adolescent health programs which address adolescent pregnancy, prevention, and care. It includes a broad range of topics with materials suitable for both professionals and consumers and for use by regional, state, and local government…

Professional Development Guide for Educators. The Multicultural Resource Series, Volume 1.

ERIC Educational Resources Information Center

Gorski, Paul, Ed.; Shin, Gene-Tey, Ed.; Green, Martha, Ed.

This guide presents a collection of personal essays written by educators who describe how multicultural education has transformed their teaching. It also includes resources such as multicultural organizations, publications, videos, and Web sites. Chapter 1, "Multicultural Education: Voices and Visions," includes "Ethiopia at the Bar…

RNGR: A national resource for reforestation, restoration, and nursery professionals

Treesearch

Diane L. Haase; Jeremiah R. Pinto; R. Kasten Dumroese; George Hernandez; Bob Karrfalt; Ron Overton

2011-01-01

The Forest Service developed the national Reforestation, Nurseries, and Genetics Resources (RNGR) program to provide expert support to State, industrial, and private forest and conservation nurseries throughout the country. The RNGR program includes technical assistance to nurseries, research projects (to address seedling and field issues), and Internet sites. RNGR...

Cultural Myths in Stories about Human Resource Development: Analysing the Cross-Cultural Transfer of American Models to Germany and the Cote d'Ivoire.

ERIC Educational Resources Information Center

Hansen, Carol D.

2003-01-01

Analysis of reactions of 14 German and 20 Ivory Coast managers to informant stories from 14 U.S. human resource professionals revealed differences in work myths that reflected national differences, e.g., individual versus collective orientation, business development patterns, and management approaches. Awareness of the ethnocentrism of work myths…

Snoring and Sleep Apnea

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... Humanitarian Efforts International Outreach Advocacy Board of Governors Industry Programs Professional Development Home AcademyU Home Study Course Maintenance of Certification Conferences & Events Practice Management Home Resources ...

Ear Infection and Vaccines

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Secondhand Smoke and Children

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How the Ear Works

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Diet and Exercise Tips

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... Humanitarian Efforts International Outreach Advocacy Board of Governors Industry Programs Professional Development Home AcademyU Home Study Course Maintenance of Certification Conferences & Events Practice Management Home Resources ...

Allergies and Hay Fever

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Genes and Hearing Loss

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... Humanitarian Efforts International Outreach Advocacy Board of Governors Industry Programs Professional Development Home AcademyU Home Study Course Maintenance of Certification Conferences & Events Practice Management Home Resources ...

Autoimmune Inner Ear Disease

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Dizziness and Motion Sickness

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Children and Facial Trauma

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Common Problems That Can Affect Your Voice

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Your Nose, the Guardian of Your Lungs

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Hyperacusis: An Increased Sensitivity to Everyday Sounds

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Empirical Analysis of the Effectiveness of Teacher Distance Education (TDE) in Ghana: The Perception of Student Teachers, Tutors and Coordinators of the University of Education, Winneba (UEW)

ERIC Educational Resources Information Center

Attah-Mensah, Godwin; Acheampong, Alex Opoku; Nti- Adarkwah, Samuel

2016-01-01

Education has proven to be an effective means of developing the human resource base of most nations and could advance the development of nations. In other to upgrade and train more professionals and non-professionals in the sphere of education, the concept of teacher distance education has gained more attention globally. Therefore, more and new…

Multifamily Quality Control Inspector Job/Task Analysis and Report: September 2013

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

Owens, C. M.

The development of job/task analyses (JTAs) is one of three components of the Guidelines for Home Energy Professionals project and will allow industry to develop training resources, quality assurance protocols, accredited training programs, and professional certifications. The Multifamily Quality Control Inspector JTA identifies and catalogs all of the tasks performed by multifamily quality control inspectors, as well as the knowledge, skills, and abilities (KSAs) needed to perform the identified tasks.

Multifamily Retrofit Project Manager Job/Task Analysis and Report: September 2013

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

Owens, C. M.

The development of job/task analyses (JTAs) is one of three components of the Guidelines for Home Energy Professionals project and will allow industry to develop training resources, quality assurance protocols, accredited training programs, and professional certifications. The Multifamily Retrofit Project Manager JTA identifies and catalogs all of the tasks performed by multifamily retrofit project managers, as well as the knowledge, skills, and abilities (KSAs) needed to perform the identified tasks.

Preparing Future Geoscience Professionals: Needs, Strategies, Programs, and Online Resources

NASA Astrophysics Data System (ADS)

Macdonald, H.; Manduca, C. A.; Ormand, C. J.; Dunbar, R. W.; Beane, R. J.; Bruckner, M.; Bralower, T. J.; Feiss, P. G.; Tewksbury, B. J.; Wiese, K.

2011-12-01

Geoscience faculty, departments, and programs play an important role in preparing future geoscience professionals. One challenge is supporting the diversity of student goals for future employment and the needs of a wide range of potential employers. Students in geoscience degree programs pursue careers in traditional geoscience industries; in geoscience education and research (including K-12 teaching); and opportunities at the intersection of geoscience and other fields (e.g., policy, law, business). The Building Strong Geoscience Departments project has documented a range of approaches that departments use to support the development of geoscience majors as professionals (serc.carleton.edu/departments). On the Cutting Edge, a professional development program, supports graduate students and post-doctoral fellows interested in pursuing an academic career through workshops, webinars, and online resources (serc.carleton.edu/NAGTWorkshops/careerprep). Geoscience departments work at the intersection of student interests and employer needs. Commonly cited program goals that align with employer needs include mastery of geoscience content; field experience; skill in problem solving, quantitative reasoning, communication, and collaboration; and the ability to learn independently and take a project from start to finish. Departments and faculty can address workforce issues by 1) implementing of degree programs that develop the knowledge, skills, and attitudes that students need, while recognizing that students have a diversity of career goals; 2) introducing career options to majors and potential majors and encouraging exploration of options; 3) advising students on how to prepare for specific career paths; 4) helping students develop into professionals, and 5) supporting students in the job search. It is valuable to build connections with geoscience employers, work with alumni and foster connections between students and alumni with similar career interests, collaborate with campus career centers, incorporate career advising and mentoring throughout the degree program, and recognize that co-curricular experiences are also important avenues through which students can also develop as professionals. Graduate students and post-doctoral fellows have many questions about academic jobs and the academic job search process and many are uncertain about the nature of academic positions at different kinds of educational institutions (two-year colleges, primarily undergraduate institutions, and research universities). On the Cutting Edge workshops and webinars provide insights into academic careers in different institutional settings, various teaching strategies and course design, strategies for moving research forward, effective teaching and research statements, the job search process, and negotiation. The website provides resources on these topics as well as others and includes screen casts of the webinar sessions, making these resources available to all.

Accelerated Capacity Development in Water Resources Education: the experiences of the Ethiopian Institute of Water Resources

NASA Astrophysics Data System (ADS)

Alamirew, T.; Mekonnen, G.; Viglione, A.

2012-04-01

Ethiopia recently recognises that the water resources development is the major entry point in poverty alleviation and sustainable development. Water in Ethiopia plays a key role in the Water-Energy-Food-nexus. Over 98% of the electricity in the country is generated using hydropower and yet about 2000 MW has been developed. Out of the 3.5 Mha potentially irrigable land, only 0.25 Mha has been developed to date. Access to drinking water supply coverage is among the lowest in the world. One of the limiting factors in harnessing the resource base is the absence of water professionals to face the fast growing demand in education, research, development in the water sector. Recognising this, in collaboration with University of Connecticut of the United States, Addis Ababa University launched the Ethiopian Institute of Water Resources (EIWR) by enrolling 18 PhD and 24 MSc students. The program is unique in that much of the course instructors are coming from US and European Universities, but deliver courses together with Ethiopian collaborators. This is supposed to facilitate knowledge and experience transfer from the US/EU scientist to Ethiopian counterparts. The theses/dissertations are designed to focus on Ethiopia's immediate hydrological problems on selected basins, and will be coordinated by three advisors for each PhD - one from US/EU, one from Ethiopian Universities, and one water professional from the sector. We report here the lessons learned in setting up the EIWR institute and the education program.

Recommendations and Improvements for the Evaluation of Integrated Community-Wide Interventions Approaches.

PubMed

van Koperen, Tessa M; Renders, Carry M; Spierings, Eline J M; Hendriks, Anna-Marie; Westerman, Marjan J; Seidell, Jacob C; Schuit, Albertine J

2016-01-01

Background . Integrated community-wide intervention approaches (ICIAs) are implemented to prevent childhood obesity. Programme evaluation improves these ICIAs, but professionals involved often struggle with performance. Evaluation tools have been developed to support Dutch professionals involved in ICIAs. It is unclear how useful these tools are to intended users. We therefore researched the facilitators of and barriers to ICIA programme evaluation as perceived by professionals and their experiences of the evaluation tools. Methods . Focus groups and interviews with 33 public health professionals. Data were analysed using a thematic content approach. Findings . Evaluation is hampered by insufficient time, budget, and experience with ICIAs, lack of leadership, and limited advocacy for evaluation. Epidemiologists are regarded as responsible for evaluation but feel incompetent to perform evaluation or advocate its need in a political environment. Managers did not prioritise process evaluations, involvement of stakeholders, and capacity building. The evaluation tools are perceived as valuable but too comprehensive considering limited resources. Conclusion . Evaluating ICIAs is important but most professionals are unfamiliar with it and management does not prioritise process evaluation nor incentivize professionals to evaluate. To optimise programme evaluation, more resources and coaching are required to improve professionals' evaluation capabilities and specifically the use of evaluation.

Recommendations and Improvements for the Evaluation of Integrated Community-Wide Interventions Approaches

PubMed Central

Spierings, Eline J. M.; Westerman, Marjan J.; Seidell, Jacob C.; Schuit, Albertine J.

2016-01-01

Background. Integrated community-wide intervention approaches (ICIAs) are implemented to prevent childhood obesity. Programme evaluation improves these ICIAs, but professionals involved often struggle with performance. Evaluation tools have been developed to support Dutch professionals involved in ICIAs. It is unclear how useful these tools are to intended users. We therefore researched the facilitators of and barriers to ICIA programme evaluation as perceived by professionals and their experiences of the evaluation tools. Methods. Focus groups and interviews with 33 public health professionals. Data were analysed using a thematic content approach. Findings. Evaluation is hampered by insufficient time, budget, and experience with ICIAs, lack of leadership, and limited advocacy for evaluation. Epidemiologists are regarded as responsible for evaluation but feel incompetent to perform evaluation or advocate its need in a political environment. Managers did not prioritise process evaluations, involvement of stakeholders, and capacity building. The evaluation tools are perceived as valuable but too comprehensive considering limited resources. Conclusion. Evaluating ICIAs is important but most professionals are unfamiliar with it and management does not prioritise process evaluation nor incentivize professionals to evaluate. To optimise programme evaluation, more resources and coaching are required to improve professionals' evaluation capabilities and specifically the use of evaluation. PMID:28116149

On the Students' Ability to Use Digital Educational Resources

ERIC Educational Resources Information Center

Saliyeva, Aigul Z.; Zhumabekova, Fatima N.; Kashkynba?, Bayzhuman B.; Saurbekova, Gulmira; Tauasarova, Danara; Toktarbaev, Darkhan; Sakenov, Janat

2016-01-01

The study covers the issue of students' ability to use digital educational resources in their professional activity in which reflects their future professional work. Levels of students' readiness to use digital educational resources in their professional activity are identified. The Model of students' ability to use digital educational resources…

18 CFR 701.79 - Selection policy for professional personnel.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 18 Conservation of Power and Water Resources 2 2012-04-01 2012-04-01 false Selection policy for professional personnel. 701.79 Section 701.79 Conservation of Power and Water Resources WATER RESOURCES COUNCIL COUNCIL ORGANIZATION Headquarters Organization § 701.79 Selection policy for professional personnel. In...

18 CFR 701.79 - Selection policy for professional personnel.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 18 Conservation of Power and Water Resources 2 2010-04-01 2010-04-01 false Selection policy for professional personnel. 701.79 Section 701.79 Conservation of Power and Water Resources WATER RESOURCES COUNCIL COUNCIL ORGANIZATION Headquarters Organization § 701.79 Selection policy for professional personnel. In...

18 CFR 701.79 - Selection policy for professional personnel.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 18 Conservation of Power and Water Resources 2 2013-04-01 2012-04-01 true Selection policy for professional personnel. 701.79 Section 701.79 Conservation of Power and Water Resources WATER RESOURCES COUNCIL COUNCIL ORGANIZATION Headquarters Organization § 701.79 Selection policy for professional personnel. In...

18 CFR 701.79 - Selection policy for professional personnel.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 18 Conservation of Power and Water Resources 2 2011-04-01 2011-04-01 false Selection policy for professional personnel. 701.79 Section 701.79 Conservation of Power and Water Resources WATER RESOURCES COUNCIL COUNCIL ORGANIZATION Headquarters Organization § 701.79 Selection policy for professional personnel. In...

18 CFR 701.79 - Selection policy for professional personnel.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 18 Conservation of Power and Water Resources 2 2014-04-01 2014-04-01 false Selection policy for professional personnel. 701.79 Section 701.79 Conservation of Power and Water Resources WATER RESOURCES COUNCIL COUNCIL ORGANIZATION Headquarters Organization § 701.79 Selection policy for professional personnel. In...

Nurses’ professional competency and organizational commitment: Is it important for human resource management?

PubMed Central

Karami, Abbas; Farokhzadian, Jamileh; Foroughameri, Golnaz

2017-01-01

Background Professional competency is a fundamental concept in nursing, which has a direct relationship with quality improvement of patient care and public health. Organizational commitment as a kind of affective attachment or sense of loyalty to the organization is an effective factor for professional competency. Objective This study was conducted to evaluate the nurses´ professional competency and their organizational commitment as well as the relationship between these two concepts. Methods and materials This descriptive-analytic study was conducted at the hospitals affiliated with a University of Medical Sciences, in the southeast of Iran in 2016. The sample included 230 nurses who were selected using stratified random sampling. Data were gathered by three questionnaires including socio-demographic information, competency inventory for registered nurse (CIRN) and Allen Meyer's organizational commitment. Results Results showed that professional competency (Mean±SD: 2.82±0.53, range: 1.56–4.00) and organizational commitment (Mean±SD: 72.80±4.95, range: 58–81) of the nurses were at moderate levels. There was no statistically significant correlation between professional competency and organizational commitment (ρ = 0.02; p = 0.74). There were significant differences in professional competency based on marital status (p = 0.03) and work experience (p<0.001). Conclusion The results highlighted that the nurses needed to be more competent and committed to their organizations. Developing professional competency and organizational commitment is vital, but not easy. This study suggests that human resource managers should pursue appropriate strategies to enhance the professional competency and organizational commitment of their nursing staff. It is necessary to conduct more comprehensive studies for exploring the status and gaps in the human resource management of healthcare in different cultures and contexts. PMID:29117271

Nurses' professional competency and organizational commitment: Is it important for human resource management?

PubMed

Karami, Abbas; Farokhzadian, Jamileh; Foroughameri, Golnaz

2017-01-01

Professional competency is a fundamental concept in nursing, which has a direct relationship with quality improvement of patient care and public health. Organizational commitment as a kind of affective attachment or sense of loyalty to the organization is an effective factor for professional competency. This study was conducted to evaluate the nurses´ professional competency and their organizational commitment as well as the relationship between these two concepts. This descriptive-analytic study was conducted at the hospitals affiliated with a University of Medical Sciences, in the southeast of Iran in 2016. The sample included 230 nurses who were selected using stratified random sampling. Data were gathered by three questionnaires including socio-demographic information, competency inventory for registered nurse (CIRN) and Allen Meyer's organizational commitment. Results showed that professional competency (Mean±SD: 2.82±0.53, range: 1.56-4.00) and organizational commitment (Mean±SD: 72.80±4.95, range: 58-81) of the nurses were at moderate levels. There was no statistically significant correlation between professional competency and organizational commitment (ρ = 0.02; p = 0.74). There were significant differences in professional competency based on marital status (p = 0.03) and work experience (p<0.001). The results highlighted that the nurses needed to be more competent and committed to their organizations. Developing professional competency and organizational commitment is vital, but not easy. This study suggests that human resource managers should pursue appropriate strategies to enhance the professional competency and organizational commitment of their nursing staff. It is necessary to conduct more comprehensive studies for exploring the status and gaps in the human resource management of healthcare in different cultures and contexts.

The Legacy of NASA Astrophysics E/PO: Conducting Professional Development, Developing Key Themes & Resources, and Broadening E/PO Audiences

NASA Astrophysics Data System (ADS)

Lawton, Brandon L.; Smith, Denise A.; Meinke, Bonnie K.; Bartolone, Lindsay; Manning, Jim; Schultz, Gregory R.; NASA Astrophysics E/PO Community

2016-01-01

For the past six years, NASA's Science Mission Directorate (SMD) has coordinated the work of its mission- and program-embedded education and public outreach (E/PO) efforts through four forums representing its four science divisions. The Astrophysics Forum, as the others, has built on SMD's long-standing principle of partnering scientists and educators and embedding E/PO in its missions to encourage and coordinate collaborative efforts to make the most efficient and effective use of NASA resources, personnel, data and discoveries in leveraged ways, in support of the nation's science education. Three priorities established early in the Forum's period of activity were to collaboratively enhance professional development for formal and informal educators, develop key themes & resources centered on astrophysics topics, and broaden the reach of astrophysics E/PO to traditionally underserved audiences in STEM subjects. This presentation will highlight some of the achievements of the Astrophysics E/PO community and Forum in these priority areas. This work constitutes an ongoing legacy--a firm foundation on which the new structure of NASA SMD education efforts will go forward.

Improving Access to HIV and AIDS Information Resources for Patients, Caregivers, and Clinicians: Results from the SHINE Project.

PubMed

Dixon, Brian E; Kaneshiro, Kellie

2012-01-01

Human immunodeficiency virus and acquired immunodeficiency syndrome (HIV/AIDS) remains a significant international public health challenge. The Statewide HIV/AIDS Information Network (SHINE) Project was created to improve HIV/AIDS health information use and access for health care professionals, patients, and affected communities in Indiana. Our objective was to assess the information-seeking behaviors of health care professionals and consumers who seek information on the testing, treatment, and management of HIV/AIDS and the usability of the SHINE Project's resources in meeting end user needs. The feedback was designed to help SHINE Project members improve and expand the SHINE Project's online resources. A convenience sample of health care professionals and consumers participated in a usability study. Participants were asked to complete typical HIV/AIDS information-seeking tasks using the SHINE Project website. Feedback was provided in the form of standardized questionnaire and usability "think-aloud" responses. Thirteen participants took part in the usability study. Clinicians generally reported the site to be "very good," while consumers generally found it to be "good." Health care professionals commented that they lack access to comprehensive resources for treating patients with HIV/AIDS. They requested new electronic resources that could be integrated in clinical practice and existing information technology infrastructures. Consumers found the SHINE website and its collected information resources overwhelming and difficult to navigate. They requested simpler, multimedia-content rich resources to deliver information on HIV/AIDS testing, treatment, and disease management. Accessibility, usability, and user education remain important challenges that public health and information specialists must address when developing and deploying interventions intended to empower consumers and support coordinated, patient-centric care.

Utilisation of internet resources for continuing professional development: a cross-sectional survey of general practitioners in Scotland.

PubMed

MacWalter, Gordon; McKay, John; Bowie, Paul

2016-01-21

Participation in continuing professional development (CPD) is a professional and regulatory expectation of general practitioners (GPs). Traditionally, CPD activity was undertaken face-to-face in educational settings, but internet based formats have found increasing favour. The need for doctors to use the internet for service and educational purposes is growing, particularly in support of specialty training and appraisal. We aimed to determine how GPs in Scotland utilise online resources in support of their CPD. This involved identifying which resources are used and how frequently, along with their preferences as to how and why they access these resources. A cross sectional study was undertaken using an online questionnaire to survey general practitioners across Scotland. Data were subjected to descriptive analysis and differences in attitudinal responses between groups and Fischer's exact tests were calculated. Three hundred and eighty-three GP responses were received, with the majority being female (n = 232, 60.6%) and GP partners (n = 236, 61.6%). The majority used the internet on three or more working days per week or more frequently (n = 361, 94.3%) with the three most common reasons being to obtain information for a patient (n = 358, 93.5%), answering a clinical question (n = 357, 93.2%) and CPD purposes (n = 308, 80.4%). Of 37 online resources used by respondents, the top five were SIGN Guidelines (n = 303, 79.3%), BMJ Learning (n = 279, 73.0%), NICE Guidelines (n = 255, 66.8%), GP Notebook (n = 243, 63.6%) and Google (n = 234, 61.3%). Low use of social media such as Facebook (n = 11, 2.9%) and Twitter (n = 11, 2.9%) was reported for CPD. A majority agreed that 'reading information online' (95.0%) and 'completing online learning modules' (87.4%) were the most valued online activities. Slow internet connections (n = 240, 62.7%), website access restrictions (n = 177, 46.2%) and difficulties logging into online CPD resources (n = 163, 42.6%) were reported barriers. Significant response differences (P < 0.05) were found between groups based on high volume online usage, gender and age. The majority of respondents had positive attitudes to using online resources for continuing professional development, and a preference for evidence-based and peer reviewed online resources. Information technology (IT) difficulties remain a barrier to effective utilisation. The findings have implications for future planning and design of online resources and IT infrastructure.

Towards a Model of Teacher Well-Being: Personal and Job Resources Involved in Teacher Burnout and Engagement

ERIC Educational Resources Information Center

Bermejo-Toro, Laura; Prieto-Ursúa, María; Hernández, Vicente

2016-01-01

Although much research has focused on the role of job demands and job resources in teacher well-being, few studies have targeted the function of personal variables. The aim of this study is to develop a comprehensive model of teacher well-being, using burnout and engagement in order to reflect, not only job demands and professional resources, but…

Using local clinical educators and shared resources to deliver simulation training activities across rural and remote South Australia and south-west Victoria: A distributed collaborative model.

PubMed

Masters, Stacey C; Elliott, Sandi; Boyd, Sarah; Dunbar, James A

2017-10-01

There is a lack of access to simulation-based education (SBE) for professional entry students (PES) and health professionals at rural and remote locations. A descriptive study. Health and education facilities in regional South Australia and south-west Victoria. Number of training recipients who participated in SBE; geographical distribution and locations where SBE was delivered; number of rural clinical educators providing SBE. A distributed model to deliver SBE in rural and remote locations in collaboration with local health and community services, education providers and the general public. Face-to-face meetings with health services and education providers identified gaps in locally delivered clinical skills training and availability of simulation resources. Clinical leadership, professional development and community of practice strategies were implemented to enhance capacity of rural clinical educators to deliver SBE. The number of SBE participants and training hours delivered exceeded targets. The distributed model enabled access to regular, localised training for PES and health professionals, minimising travel and staff backfill costs incurred when attending regional centres. The skills acquired by local educators remain in rural areas to support future training. The distributed collaborative model substantially increased access to clinical skills training for PES and health professionals in rural and remote locations. Developing the teaching skills of rural clinicians optimised the use of simulation resources. Consequently, health services were able to provide students with flexible and realistic learning opportunities in clinical procedures, communication techniques and teamwork skills. © 2017 National Rural Health Alliance Inc.

Discussing sexual and relationship health with young people in a children's hospital: evaluation of a computer-based resource.

PubMed

Bray, Lucy; Sanders, Caroline; McKenna, Jacqueline

2013-12-01

To investigate health professionals' evaluation of a computer-based resource designed to improve discussions about sexual and relationship health with young people. Evidence suggests that some health professionals can experience discomfort discussing sexual health and relationship issues with young people. Professionals within hospital settings should have the knowledge, competencies and skills to be able to ask young people sexual health questions and provide accurate sexual health education. Despite some educational material being available for community and adult services, there are no resources available, which are directly relevant to holding opportunistic discussions with young people within an acute children's hospital. A descriptive survey design. One hundred and fourteen health professionals from a children's hospital in the UK were involved in evaluating a computer-based resource. All completed an online questionnaire survey comprising of closed and open questions. The health professionals reported that the computer-based resource had a positive influence on their knowledge and clinical practice. The videos as well as the concise nature of the resource were evaluated highly. Learning was facilitated by professionals being able to control their learning through rerunning and accessing the resource on numerous occasions. An engaging, accessible computer-based resource has the capability to positively impact on health professionals' knowledge of, and skills in, starting and holding sexual health conversations with young people accessing a children's hospital. Health professionals working with children and young people value accessible, relevant and short computer-based training. This can facilitate knowledge and skill acquisition despite variation in working patterns. Improving the knowledge and skills of professionals working with young people to facilitate appropriate yet opportunistic sexual health discussions is important within the public health agenda. © 2013 John Wiley & Sons Ltd.

Tonsillectomy and Adenoids PostOp

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Continuous Positive Airway Pressure (CPAP)

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Otolaryngologist: What Is an Otolaryngologist?

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... Humanitarian Efforts International Outreach Advocacy Board of Governors Industry Programs Professional Development Home AcademyU Home Study Course Maintenance of Certification Conferences & Events Practice Management Home Resources ...

When Your Child Has Tinnitus

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... Humanitarian Efforts International Outreach Advocacy Board of Governors Industry Programs Professional Development Home AcademyU Home Study Course Maintenance of Certification Conferences & Events Practice Management Home Resources ...

Effects of Medications on Voice

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Antihistamines, Decongestants, and Cold Remedies

MedlinePlus

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50 Facts about Oral, Head and Neck Cancer

MedlinePlus

... Programs Professional Development Home AcademyU Home Study Course Maintenance of Certification Conferences & Events Practice Management Home Resources Quality Clinical Data Registry Research Reimbursement ...

Sinus Pain: Can Over-the-Counter Medications Help?

MedlinePlus

... Programs Professional Development Home AcademyU Home Study Course Maintenance of Certification Conferences & Events Practice Management Home Resources Quality Clinical Data Registry Research Reimbursement ...

American Academy of Otolaryngology--Head and Neck Surgery

MedlinePlus

... Programs Professional Development Home AcademyU Home Study Course Maintenance of Certification Conferences & Events Practice Management Home Resources Quality Improvement Clinical Data Registry Research ...

Little Kids, Big Questions: Using Technology to Inform and Support Parents and Professionals

ERIC Educational Resources Information Center

Lerner, Claire; Ciervo, Lynette; Parlakian, Rebecca

2012-01-01

ZERO TO THREE's parenting survey, Parenting Infants and Toddlers Today (Hart Research Associates, 2010) revealed a number of interesting findings that provided useful insights into how professionals can better support parents and other caregivers. The insights from the survey provided an opportunity for ZERO TO THREE to develop new resources to…

The Development of Digital Resources by Library and Information Professionals and Historians: Two Case Studies from Northern Ireland

ERIC Educational Resources Information Center

White, Andy

2005-01-01

Purpose: This paper aims to use two case studies of digital archives designed by library and information professionals and historians to highlight the twin issues of academic authenticity and accuracy of digital representations. Design/methodology/approach: Using secondary literature, the author established a hypothesis about the way in which…

Factors affecting job satisfaction and retention of medical laboratory professionals in seven countries of Sub-Saharan Africa

PubMed Central

2013-01-01

Effective implementation and sustainability of quality laboratory programmes in Sub-Saharan Africa relies on the development of appropriate staff retention strategies. Assessing the factors responsible for job satisfaction and retention is key for tailoring specific interventions aiming at improving the overall impact of health programmes. A survey was developed to assess these factors among 224 laboratorians working in the laboratory programme the University of Maryland implemented in seven Sub-Saharan African countries. Lack of professional development was the major reason for leaving the previous job for 28% of interviewees who changed jobs in the past five years. Professional development/training opportunities was indicated by almost 90% (195/224) of total interviewees as the most important or a very important factor for satisfaction at their current job. Similarly, regular professional development/opportunities for training was the highest rated incentive to remain at their current job by 80% (179/224). Laboratory professionals employed in the private sector were more likely to change jobs than those working in the public sector (P = 0.002). The findings were used for developing specific strategies for human resources management, in particular targeting professional development, aiming at improving laboratory professionals within the University of Maryland laboratory programme and hence its long-term sustainability. PMID:23958152

Factors affecting job satisfaction and retention of medical laboratory professionals in seven countries of Sub-Saharan Africa.

PubMed

Marinucci, Francesco; Majigo, Mtebe; Wattleworth, Matthew; Paterniti, Antonio Damiano; Hossain, Mian Bazle; Redfield, Robert

2013-08-17

Effective implementation and sustainability of quality laboratory programmes in Sub-Saharan Africa relies on the development of appropriate staff retention strategies. Assessing the factors responsible for job satisfaction and retention is key for tailoring specific interventions aiming at improving the overall impact of health programmes. A survey was developed to assess these factors among 224 laboratorians working in the laboratory programme the University of Maryland implemented in seven Sub-Saharan African countries. Lack of professional development was the major reason for leaving the previous job for 28% of interviewees who changed jobs in the past five years. Professional development/training opportunities was indicated by almost 90% (195/224) of total interviewees as the most important or a very important factor for satisfaction at their current job. Similarly, regular professional development/opportunities for training was the highest rated incentive to remain at their current job by 80% (179/224). Laboratory professionals employed in the private sector were more likely to change jobs than those working in the public sector (P = 0.002). The findings were used for developing specific strategies for human resources management, in particular targeting professional development, aiming at improving laboratory professionals within the University of Maryland laboratory programme and hence its long-term sustainability.

Virtual patients: development in cancer nursing education.

PubMed

Moule, Pam; Pollard, Katherine; Armoogum, Julie; Messer, Simon

2015-07-01

The number of men diagnosed with prostate cancer is increasing and internationally there are high incidence rates. It is important that nurses and healthcare professionals are enabled to provide appropriate care to those men affected by prostate cancer and their families. Despite this need, there is recognition that many professionals feel ill prepared and lack knowledge in a number of areas. This paper presents the development of a Virtual Patient (VP) online resource to support practitioner learning. To develop five online VP simulation scenarios to meet the learning needs of nurses and health-care professionals caring for men with prostate cancer. Topic areas for the VPs were taken from previous work exploring the needs of health care professionals working with men with prostate cancer. An initial scoping exercise involving nursing practitioners, students and a prostate cancer charity confirmed the focus of the case study scenarios. Service users and specialist practitioners reviewed an outline of each case study to ensure fidelity of the simulations scenarios. Cases were entered into UChoose, a web based interactive VP player and authoring tool. The final case studies were reviewed by a sample of both registered and non-registered nurses and nursing students. The majority of respondents reported an increase in knowledge and suggested that they would recommend the resource to others. A number of positive aspects of the resource were highlighted. Respondents also commented about areas of weakness, a number of which have been addressed subsequently. The VP case studies provided an opportunity to develop knowledge and confidence in caring for men with prostate cancer. The mode of delivery and the content was acceptable for less experienced and knowledgeable staff. Copyright © 2015 Elsevier Ltd. All rights reserved.

Staff Development: Cafe Style

ERIC Educational Resources Information Center

Arns, Jennifer

2008-01-01

In most cases, memorable learning opportunities are fun, collaborative, and influential. Jennifer Arns, instructional programs director for the Organization for Education Technology and Curriculum, outlines the EdTech Professional Development Cadre, a refreshing and engaging PD approach. (Contains 3 resources.)

NASA Astrophysics EPO Community: Enhancing STEM Instruction

NASA Astrophysics Data System (ADS)

Bartolone, L.; Manning, J.; Lawton, B.; Meinke, B. K.; Smith, D. A.; Schultz, G.; NASA Astrophysics EPO community

2015-11-01

The NASA Science Mission Directorate (SMD) Astrophysics Education and Public Outreach (EPO) community and Forum work together to capitalize on the cutting-edge discoveries of NASA Astrophysics missions to enhance Science, Technology, Engineering, and Math (STEM) instruction. In 2010, the Astrophysics EPO community identified online professional development for classroom educators and multiwavelength resources as a common interest and priority for collaborative efforts. The result is NASA's Multiwavelength Universe, a 2-3 week online professional development experience for classroom educators. The course uses a mix of synchronous sessions (live WebEx teleconferences) and asynchronous activities (readings and activities that educators complete on their own on the Moodle, and moderated by course facilitators). The NASA SMD Astrophysics EPO community has proven expertise in providing both professional development and resources to K-12 Educators. These mission- and grant-based EPO programs are uniquely poised to foster collaboration between scientists with content expertise and educators with pedagogy expertise. We present examples of how the NASA Astrophysics EPO community and Forum engage the K-12 education community in these ways, including associated metrics and evaluation findings.

Tanzanian midwives' perception of their professional role and implications for continuing professional development education.

PubMed

Jones, Brooke; Michael, Rene; Butt, Janice; Hauck, Yvonne

2016-03-01

This study explored Tanzanian midwives' perceptions of their professional role within their local context. Findings were to inform recommendations for continuing professional development education programs by Western midwifery educators. Using focus group interviews with sixteen Tanzanian midwives, the findings revealed that the midwives' overwhelming focus was on saving lives of women and newborns. The fundamental elements of saving lives involved prioritising care through receiving handover and undertaking physical assessment. Midwives were challenged by the poor working conditions, perceived lack of knowledge and associated low status within the local community. Based upon these findings, recommendations for continuing professional development education for Tanzanian midwives must ensure that saving lives is a major focus and that strategies taught must be relevant to the low-resource context of this developing country. In recognition of the high-risk women being cared for, there needs to be a focus on the prevention and management of maternity emergencies, in collaboration with medical practitioners. Copyright © 2015 Elsevier Ltd. All rights reserved.

Ozone Implementation Regulatory Actions

EPA Pesticide Factsheets

Training courses, presentations, and other resources to help state and local air professionals learn more about NAAQS implementation, air pollution control and emissions reduction, SIP development, and public participation.

Sinusitis: Special Considerations for Aging Patients

MedlinePlus

... Humanitarian Efforts International Outreach Advocacy Board of Governors Industry Programs Professional Development Home AcademyU Home Study Course Maintenance of Certification Conferences & Events Practice Management Home Resources ...

Vocal Cord Nodules, Polyps, and Cysts

MedlinePlus

... Humanitarian Efforts International Outreach Advocacy Board of Governors Industry Programs Professional Development Home AcademyU Home Study Course Maintenance of Certification Conferences & Events Practice Management Home Resources ...

Pediatric GERD (Gastro-Esophageal Reflux Disease)

MedlinePlus

... Humanitarian Efforts International Outreach Advocacy Board of Governors Industry Programs Professional Development Home AcademyU Home Study Course Maintenance of Certification Conferences & Events Practice Management Home Resources ...

Middle Ear Infection (Chronic Otitis Media) and Hearing Loss

MedlinePlus

... Programs Professional Development Home AcademyU Home Study Course Maintenance of Certification Conferences & Events Practice Management Home Resources Quality Clinical Data Registry Research Reimbursement ...

Organization-based self-development prescriptive model for the promotion of professional development of Iranian clinical nurses.

PubMed

Rahimaghaee, Flora; Nayeri, Nahid Dehghan; Mohammadi, Eesa; Salavati, Shahram

2015-01-01

Professional development is reiterated in the new definition of modern organizations as a serious undertaking of organizations. This article aims to present and describe a prescriptive model to increase the quality of professional development of Iranian nurses within an organization-based framework. This article is an outcome of the results of a study based on grounded theory describing how Iranian nurses develop. The present study adopted purposive sampling and the initial participants were experienced clinical nurses. Then, the study continued by theoretical sampling. The present study involved 21 participants. Data were mainly collected through interviews. Analysis began with open coding and continued with axial coding and selective coding. Trustworthiness was ensured by applying Lincoln and Guba criteria such as credibility, dependability, and conformability. Based on the data gathered in the study and a thorough review of related literature, a prescriptive model has been designed by use of the methodology of Walker and Avant (2005). In this model, the first main component is a three-part structure: Reformation to establish a value-assigning structure, a position for human resource management, and a job redesigning. The second component is certain of opportunities for organization-oriented development. These strategies are as follows: Raising the sensitivity of the organization toward development, goal setting and planning the development of human resources, and improving management practices. Through this model, clinical nurses' professional development can transform the profession from an individual, randomized activity into more planned and systematized services. This model can lead to a better quality of care.

Organization-based self-development prescriptive model for the promotion of professional development of Iranian clinical nurses

PubMed Central

Rahimaghaee, Flora; Nayeri, Nahid Dehghan; Mohammadi, Eesa; Salavati, Shahram

2015-01-01

Background: Professional development is reiterated in the new definition of modern organizations as a serious undertaking of organizations. This article aims to present and describe a prescriptive model to increase the quality of professional development of Iranian nurses within an organization-based framework. Materials and Methods: This article is an outcome of the results of a study based on grounded theory describing how Iranian nurses develop. The present study adopted purposive sampling and the initial participants were experienced clinical nurses. Then, the study continued by theoretical sampling. The present study involved 21 participants. Data were mainly collected through interviews. Analysis began with open coding and continued with axial coding and selective coding. Trustworthiness was ensured by applying Lincoln and Guba criteria such as credibility, dependability, and conformability. Based on the data gathered in the study and a thorough review of related literature, a prescriptive model has been designed by use of the methodology of Walker and Avant (2005). Results: In this model, the first main component is a three-part structure: Reformation to establish a value-assigning structure, a position for human resource management, and a job redesigning. The second component is certain of opportunities for organization-oriented development. These strategies are as follows: Raising the sensitivity of the organization toward development, goal setting and planning the development of human resources, and improving management practices. Conclusions: Through this model, clinical nurses’ professional development can transform the profession from an individual, randomized activity into more planned and systematized services. This model can lead to a better quality of care. PMID:26457100

Professional development in statistics, technology, and cognitively demanding tasks: classroom implementation and obstacles

NASA Astrophysics Data System (ADS)

Foley, Gregory D.; Bakr Khoshaim, Heba; Alsaeed, Maha; Nihan Er, S.

2012-03-01

Attending professional development programmes can support teachers in applying new strategies for teaching mathematics and statistics. This study investigated (a) the extent to which the participants in a professional development programme subsequently used the techniques they had learned when teaching mathematics and statistics and (b) the obstacles they encountered in enacting cognitively demanding instructional tasks in their classrooms. The programme created an intellectual learning community among the participants and helped them gain confidence as teachers of statistics, and the students of participating teachers became actively engaged in deep mathematical thinking. The participants indicated, however, that time, availability of resources and students' prior achievement critically affected the implementation of cognitively demanding instructional activities.

Impaired Black Health Professionals: Vulnerabilities and Treatment Approaches

PubMed Central

Bell, Carl C.

1986-01-01

The impaired black health professional is in a unique position in American society. Factors that contribute to this uniqueness include: the small number of black health professionals, which limits resources for program development and referrals; overt and covert racism in society and in medical school curriculums; differences in black and white drug and alcohol abuse and suicide patterns; and upward mobility, which tends to isolate the black professional from black support systems. These factors need to be recognized by the health care profession. Bias-free investigations are needed to provide more information on ethnic differences so that impaired health professional programs and services may give more appropriate treatment. PMID:3783748

Impaired black health professionals: vulnerabilities and treatment approaches.

PubMed

Bell, C C

1986-10-01

The impaired black health professional is in a unique position in American society. Factors that contribute to this uniqueness include: the small number of black health professionals, which limits resources for program development and referrals; overt and covert racism in society and in medical school curriculums; differences in black and white drug and alcohol abuse and suicide patterns; and upward mobility, which tends to isolate the black professional from black support systems. These factors need to be recognized by the health care profession. Bias-free investigations are needed to provide more information on ethnic differences so that impaired health professional programs and services may give more appropriate treatment.

Building a sustainable Academic Health Department: the South Carolina model.

PubMed

Smith, Lillian Upton; Waddell, Lisa; Kyle, Joseph; Hand, Gregory A

2014-01-01

Given the limited resources available to public health, it is critical that university programs complement the development needs of agencies. Unfortunately, academic and practice public health entities have long been challenged in building sustainable collaborations that support practice-based research, teaching, and service. The academic health department concept offers a promising solution. In South Carolina, the partners started their academic health department program with a small grant that expanded into a dynamic infrastructure that supports innovative professional exchange and development programs. This article provides a background and describes the key elements of the South Carolina model: joint leadership, a multicomponent memorandum of agreement, and a shared professional development mission. The combination of these elements allows the partners to leverage resources and deftly respond to challenges and opportunities, ultimately fostering the sustainability of the collaboration.

Development, implementation, and process evaluation of a regional palliative care quality improvement project.

PubMed

Dudgeon, Deborah J; Knott, Christine; Chapman, Cheryl; Coulson, Kathy; Jeffery, Elizabeth; Preston, Sharon; Eichholz, Mary; Van Dijk, Janice P; Smith, Anne

2009-10-01

The delivery of optimal palliative care requires an integrated and coordinated approach of many health care providers across the continuum of care. In response to identified gaps in the region, the Palliative Care Integration Project (PCIP) was developed to improve continuity and decrease variability of care to palliative patients with cancer. The infrastructure for the project included multi-institutional and multisectoral representation on the Steering Committee and on the Development, Implementation and Evaluation Working Groups. After review of the literature, five Collaborative Care Plans and Symptom Management Guidelines were developed and integrated with validated assessment tools (Edmonton Symptom Assessment System and Palliative Performance Scale). These project resources were implemented in the community, the palliative care unit, and the cancer center. Surveys were completed by frontline health professionals (defined as health professionals providing direct care), and two independent focus groups were conducted to capture information regarding: 1) the development of the project and 2) the processes of implementation and usefulness of the different components of the project. Over 90 individuals from more than 30 organizations were involved in the development, implementation, and evaluation of the PCIP. Approximately 600 regulated health professionals and allied health professionals who provided direct care, and over 200 family physicians and medical residents, received education/training on the use of the PCIP resources. Despite unanticipated challenges, frontline health professionals reported that the PCIP added value to their practice, particularly in the community sector. The PCIP showed that a network in which each organization had ownership and where no organization lost its autonomy, was an effective way to improve integration and coordination of care delivery.

NASA's SMD Cross-Forum Resources for Supporting Scientist Engagement in Education and Public Outreach Activities

NASA Astrophysics Data System (ADS)

Buxner, S.; Cobabe-Ammann, E. A.; Hsu, B. C.; Sharma, M.; Peticolas, L. M.; Schwerin, T. G.; Shipp, S. S.; Smith, D.

2012-12-01

Sharing the excitement of ongoing scientific discoveries is an important aspect of scientific activity for researchers. Directly engaging scientists in education and public outreach (E/PO) activities has the benefit of directly connecting the public to those who engage in scientific activities. A shortage of training in education methods, public speaking, and working with various public audiences increases barriers to engaging scientists in these types in E/PO activities. NASA's Science Mission Directorate (SMD) Education and Public forums (astrophysics, earth science, heliophysics, and planetary science) support scientists currently involved in E/PO and who are interested in becoming involved in E/PO through a variety of avenues. Over the past three years, the forums have developed a variety of resources to help engage scientists in education and public outreach. We will showcase the following resources developed through the SMD E/PO cross-forum efforts: Professional development resources for writing NASA SMD E/PO proposals (webinars and other online tools), ongoing professional development at scientific conferences to increase scientist engagement in E/PO activities, toolkits for scientists interested in best practices in E/PO (online guides for K-12 education and public outreach), toolkits to inform scientists of science education resources developed within each scientific thematic community, EarthSpace (a community web space where instructors can find and share about teaching space and earth sciences in the undergraduate classroom, including class materials news and funding opportunities, and the latest education research, http://www.lpi.usra.edu/earthspace/), thematic resources for teaching about SMD science topics, and an online database of scientists interested in connecting with education programs. Learn more about the Forum and find resources at http://smdepo.org/.

Inspiring Climate Education Excellence (ICEE): Developing self-directed professional development modules for secondary science teachers

NASA Astrophysics Data System (ADS)

Buhr, S. M.; Lynds, S. E.; McCaffrey, M. S.; Morton, E.

2010-12-01

Inspiring Climate Education Excellence (ICEE) is a NASA-funded project to develop online course modules and self-directed learning resources aligned with the Essential Principles of Climate Science. Following a national needs assessment survey and a face to face workshop to pilot test topics, a suite of online modules is being developed suitable for self-directed learning by secondary science teachers. Modules are designed around concepts and topics in which teachers express the most interest and need for instruction. Module design also includes attention to effective teaching strategies, such as awareness of student misconceptions, strategies for forestalling controversy and advice from master teachers on implementation and curriculum development. The resources are being developed in partnership with GLOBE, and the National Science Digital Library (NSDL) and is informed by the work of the Climate Literacy and Energy Awareness Network (CLEAN) project. ICEE will help to meet the professional development needs of teachers, including those participating in the GLOBE Student Climate Research Campaign. Modules and self-directed learning resources will be developed and disseminated in partnership with the National Science Digital Library (NSDL). This presentation introduces the needs assessment and pilot workshop data upon which the modules are based, and describes the modules that are available and in development.

Early Development and the Brain: Teaching Resources for Educators

ERIC Educational Resources Information Center

Gilkerson, Linda, Ed.; Klein, Rebecca, Ed.

2008-01-01

This nine-unit curriculum translates current scientific research on early brain development into practical suggestions to help early childhood professionals understand the reciprocal link between caregiving and brain development. The curriculum was created and extensively field-tested by the Erikson Institute Faculty Development Project on the…

Quantitative evaluation of "Can It Happen in Kansas: Response to Terrorism and Emerging Infections".

PubMed

Ablah, Elizabeth; Molgaard, Craig A; Fredrickson, Doren D; Wetta-Hall, Ruth; Cook, David J

2005-11-01

This study describes the evaluation of a 2-year plan to train 10 percent of Kansas' multidisciplinary health professionals for response to terrorism and emerging infections. This project was part of a national effort covering 19 states funded by the Health Resources and Services Administration in 2003. The initial training occurred in six 2-day workshops. A terrorism preparedness questionnaire was developed to assess Health Resources and Services Administration terrorism response competencies/learning objectives. These were measured before, after, and 3 months after training in a hybrid cross-sectional and cohort follow-up design. Health professionals' mean scores significantly improved on all four Health Resources and Services Administration terrorism self-reported competencies from pretest to posttest. Three months posttraining, health professionals' mean scores decreased slightly but remained significantly higher than their pretest scores. This project prepared healthcare professionals to respond to the medical consequences of terrorism. The integration of core competencies into the evaluation plan allowed for trainees to evaluate their confidence and abilities. The evaluation plan and curriculum may serve as useful tools for preparation of healthcare workers nationwide, with the potential to rebuild the public health infrastructure to assume preparedness responsibilities.

Teachers as Professionals: Accountable and Autonomous? Review of the Report of the Justice Verma Commission on Teacher Education. August 2012. Department of School Education and Literacy, Ministry of Human Resource Development, Government of India

ERIC Educational Resources Information Center

Vijaysimha, Indira

2013-01-01

Concerns about the professional development of teachers have a political dimension as governments around the world engage in the discourse on global standards and want to improve the quality of their school education. Increasingly, teachers are feeling the pressure of securing high achievement scores and large-scale assessments of student learning…

Critical Spaces for Critical Times: Global Conversations in Literacy Research as an Open Professional Development and Practices Resource

ERIC Educational Resources Information Center

Albers, Peggy; Cho, A. Ram; Shin, Ji Hye; Pang, Myoung Eun; Angay-Crowder, Tuba; Jung, Jin Kyeong; Pace, Christi L.; Sena, Mandi; Turnbull, Sarah

2015-01-01

This paper reflects an OER (Open Educational Resources) critical literacy project, Global Conversations in Literacy Research (GCLR), (www.globalconversationsinliteracy.wordpress.com), now in its fourth year. GCLR annually hosts seven web seminars presented by internationally recognized literacy and education scholars. We outline key dimensions of…

References & Resources for Secretaries and Clerical Personnel, 1980. Manual 4200-1.

ERIC Educational Resources Information Center

Van Gelder, Naneene, Ed.

Developed as a resource guide for all secretaries and clerical personnel employed in the San Diego Community College District (SDCCD), this manual provides information on matters ranging from district procedures and office operations to English usage and professional growth. The manual's 21 chapters cover: (1) district history, philosophy, and…

Students as Teaching Resources; A Survey of Teaching Models Using Non-Professionals (Peer Tutoring).

ERIC Educational Resources Information Center

Klaus, David J.

This preliminary survey was designed to explore the possible use of students as teaching resources in the developing countries. In carrying out the survey, available literature was reviewed, visits made to selected ongoing projects in the United States, and interviews conducted overseas with indigenous educational researchers in Ghana, Sierra…

A Model for System-Wide Collaboration to Support Integrated Social Behavior and Literacy Evidence-Based Practices

ERIC Educational Resources Information Center

Chaparro, Erin A.; Smolkowski, Keith; Baker, Scott K.; Hanson, Natalie; Ryan-Jackson, Kathleen

2012-01-01

In the face of dwindling financial resources, educational leaders are looking to refine resource allocation while maintaining a focus on improved student outcomes. This article presents initial findings from a professional development state initiative called Effective Behavioral and Instructional Support Systems (EBISS). The EBISS initiative aims…

Cover Crop Chart: An Intuitive Educational Resource for Extension Professionals

ERIC Educational Resources Information Center

Liebig, Mark A.; Johnson, Holly; Archer, David; Hendrickson, John; Nichols, Kristine; Schmer, Marty; Tanaka, Don

2013-01-01

Interest in cover crops by agricultural producers has increased the need for information regarding the suitability of crops for addressing different production and natural resource goals. To help address this need, staff at the USDA-ARS Northern Great Plains Research Laboratory developed a decision aid called the Cover Crop Chart (CCC). Visually…

Open Access: A User Information System. Professional Paper Series, #6.

ERIC Educational Resources Information Center

Gleason, Bernard W.

Focusing on the need for information systems that provide faculty, staff, and students with open access to all necessary information resources, this paper begins by discussing the issues involved in developing such systems. A review of the traditional environment looks at the traditional centralized resources versus the current trend toward…

A Qualitative Exploration of Community-Based Organization Programs, Resources, and Training to Promote Adolescent Sexual Health

ERIC Educational Resources Information Center

McCarthy, Molly A.; Fisher, Christopher M.; Zhou, Junmin; Zhu, He; Pelster, Aja Kneip; Schober, Daniel J.; Baldwin, Kathleen; Fortenberry, J. Dennis; Goldsworthy, Richard

2015-01-01

Youth development professionals (YDPs) working at community-based organizations (CBOs) can promote adolescent sexual health through programs. This study explored the programs and resources that youth access at CBOs and training YDPs receive. Twenty-one semi-structured interviews were conducted with YDPs. Qualitative content analyses were conducted…

Facts for a Change: Citizen Action Research for Better Schools.

ERIC Educational Resources Information Center

Burges, Bill

In an action research project, local citizens and community groups (often in collaboration with school professionals) investigate community-defined issues. Action research is geared to help people think clearly about an issue and find the resources they need to face it. In such a project, citizens develop skills in organizing, finding resources,…

Exploring Teachers' Use of Resources to Integrate Geography and History

ERIC Educational Resources Information Center

Harris, Lauren McArthur; Wirz, Jennifer Palacios; Hinde, Elizabeth R.; Libbee, Michael

2015-01-01

This article describes the findings of a study involving a professional development program that prepared middle school teachers to integrate content on the earliest eras of world history and world geography. In particular, this study focused on participants' (n = 37) use of geographic resources to integrate geography and history and to encourage…

Off to the Duck Races: Planning for Inquiry in STEM

ERIC Educational Resources Information Center

Stephan, Michelle

2016-01-01

Although most tasks that STEM professionals engage in--like identifying problems, making models, and testing those models--involve inquiry, many STEM classes still rely on direct instruction. Stephan argues that even as new resources for active learning are being developed for STEM instruction, many teachers aren't using these resources and tasks…

Basic Training and Resource Connections for Novice ESL Teachers

ERIC Educational Resources Information Center

Henrichsen, Lynn

2010-01-01

A large number of teachers and tutors of English as a Second Language (ESL) lack professional-level preparation. The Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) program is being developed to prepare untrained, novice, volunteer ESL teachers to be more successful. In contrast with previous programs…

Using Personal Computers To Acquire Special Education Information. Revised. ERIC Digest #429.

ERIC Educational Resources Information Center

ERIC Clearinghouse on Handicapped and Gifted Children, Reston, VA.

This digest offers basic information about resources, available to users of personal computers, in the area of professional development in special education. Two types of resources are described: those that can be purchased on computer diskettes and those made available by linking personal computers through electronic telephone networks. Resources…

Hyperacusis: An Increased Sensitivity to Everyday Sounds

MedlinePlus

... Humanitarian Efforts International Outreach Advocacy Board of Governors Industry Programs Professional Development Home AcademyU Home Study Course Maintenance of Certification Conferences & Events Practice Management Home Resources ...

Common Problems That Can Affect Your Voice

MedlinePlus

... Humanitarian Efforts International Outreach Advocacy Board of Governors Industry Programs Professional Development Home AcademyU Home Study Course Maintenance of Certification Conferences & Events Practice Management Home Resources ...

Web-based faculty development: e-learning for clinical teachers in the London Deanery.

PubMed

McKimm, Judy; Swanwick, Tim

2010-03-01

the London Deanery has provided a web-based resource for supporting the educational development needs of clinical teachers since 2002. This forms part of a range of resources supporting the professional development of clinical teachers and postgraduate supervisors. Following a review in 2007, the deanery commissioned a series of new e-learning modules designed as an introduction to clinical teaching. the deanery's faculty development initiatives are one response to requirements of the Postgraduate Medical Education and Training Board (PMETB), other policy drivers, workforce demands and service changes. Increasingly, doctors are required to provide an educational portfolio of evidence, and satisfy the teaching and training component of Good Medical Practice in revalidation or recertification. 'E-learning for clinical teachers' comprises 16 short, open-access, free-standing modules. The modules are built around a unifying structure, and cover core topics in clinical teaching: feedback; supervision; workplace-based learning; assessment; diversity and equal opportunities; career development; appraisal; lecturing; small group teaching; interprofessional education; and setting learning objectives. The modules can be used as a complementary resource to award-bearing programmes. On completion of a module, a certificate can be printed out for the teacher's portfolio. reflective practice and engagement with an individual's teaching practice is encouraged through self-assessment and a reflective log. The open-access, web-based format enables engagement with the material to suit a doctor's working and learning patterns, and is a valuable adjunct to other forms of learning. The site has been accessed by over 64000 health professionals (including students, trainees, qualified professionals, supervisors and staff developers) from 155 countries. Blackwell Publishing Ltd 2010.

Tutors' opinions of suitability of online learning programmes in continuing professional development for midwives.

PubMed

Gould, Dinah; Papadopoulos, Irena; Kelly, Daniel

2014-04-01

Online learning is frequently used in continuing professional development for qualified nurses and midwives. It is frequently assumed that the same package is appropriate for different groups of learners and that by reducing the need for tutorial input, tutorial time is saved. We evaluated the suitability of an online learning resource for suitability in continuing professional development for midwives. Originally developed for use as part of a work-based package for a specific audience, there had always been plans for more general use of the resource with other groups of health workers. Sequential mixed methods study. English universities. Seventy university tutors. Online questionnaire and in-depth interviews. Tutors did not consider that the online learning materials would be suitable for a wider audience without significant adaptation. They thought that uptake would increase need for tutorial input. Our findings demonstrate the pitfalls of removing learning from the context of practice. Technology customised to meet the needs of one group of learners probably does not have the potential for transfer to another group without significant adaptation. Those responsible for designing e-learning should take into account the needs of all the different audiences for whom the resource is intended from the outset, with consideration for the context in which learning will be applied to practice and how students will be supported. If the same package is to be used by different audiences and in different settings, tutors and students will require explicit instructions of how they should use the resource and depth of knowledge and level of competency that should be attained at the conclusion of the programme. Copyright © 2013 Elsevier Ltd. All rights reserved.

Child health in low-resource settings: pathways through UK paediatric training.

PubMed

Goenka, Anu; Magnus, Dan; Rehman, Tanya; Williams, Bhanu; Long, Andrew; Allen, Steve J

2013-11-01

UK doctors training in paediatrics benefit from experience of child health in low-resource settings. Institutions in low-resource settings reciprocally benefit from hosting UK trainees. A wide variety of opportunities exist for trainees working in low-resource settings including clinical work, research and the development of transferable skills in management, education and training. This article explores a range of pathways for UK trainees to develop experience in low-resource settings. It is important for trainees to start planning a robust rationale early for global child health activities via established pathways, in the interests of their own professional development as well as UK service provision. In the future, run-through paediatric training may include core elements of global child health, as well as designated 'tracks' for those wishing to develop their career in global child health further. Hands-on experience in low-resource settings is a critical component of these training initiatives.

Cross-cultural use and development of virtual patients.

PubMed

Fors, Uno G H; Muntean, Valentin; Botezatu, Mihaela; Zary, Nabil

2009-08-01

Three major issues drive the cross-cultural use of virtual patients (VPs): an increased mobility of healthcare professionals, students and patients; limited resources for developing VPs; and emerging standards for the exchange of VPs across institutions. Many students are trained in countries other than where they were born. In addition, healthcare professionals often move between countries and are today meeting more and more patients from cultures different from their own. VPs can be used both for learning a new "medical" language as well as for illustrating different perspectives on illness in the new culture. Therefore, it may be important to develop cases reflecting patients from a wide variety of regions and cultures to prepare these professionals to understand both the background of these patients as well as the different medical conditions they may present. However, the benefits of using VPs may be limited at many universities by insufficient resources to develop all the VPs needed for their curricula. The option to acquire VPs from other universities may therefore be appealing, but as these may only be available in English, it is important to consider whether VPs reflecting the local illness panoramas and medical procedures are needed.

Communication resources of managers and business professionals.

PubMed

Pedrotti, Clarissa Araujo; Behlau, Mara

2017-05-22

To analyze the communication resources reported by managers in the business environment and compare the resources used to those reported by business professionals. 82 professionals volunteered to participate in the research, divided into 50 managers (MP) and 32 business professionals (BP) from industry section in Caxias do Sul and the surrounding region (Brazil). A questionnaire with 4 topics was used: personal data, self-assessment of communicative behavior, self-assessment of communicative resources, and selection of positive and negative resources influencing communication. Regarding communicative behavior, both groups reported normal voice but with significant differences regarding the use of softness in communication, 25% of MP and only 4% of BP. Both groups selected the following main positive resources: knowledge of subject, use of proper vocabulary, and objectivity. The negative resources were, similarly, the lack of subject domain, criticism or prejudgment, and improper vocabulary. Finally, analyzing the degree of influence of each communicative resource, the MP highlighted tone of voice as an important positive resource, while the BP pointed the subject domain. Still, the monotonous voice for MP and nervousness for BP were indicated as the main negative influences. Managers value more communicative resources connected to communicative attitude, such as tone of voice and expression, while business professionals worry about demonstrating security and technical understanding of the subject.

Development, dissemination, and applications of a new terminological resource, the Q-Code taxonomy for professional aspects of general practice/family medicine.

PubMed

Jamoulle, Marc; Resnick, Melissa; Grosjean, Julien; Ittoo, Ashwin; Cardillo, Elena; Vander Stichele, Robert; Darmoni, Stefan; Vanmeerbeek, Marc

2018-12-01

While documentation of clinical aspects of General Practice/Family Medicine (GP/FM) is assured by the International Classification of Primary Care (ICPC), there is no taxonomy for the professional aspects (context and management) of GP/FM. To present the development, dissemination, applications, and resulting face validity of the Q-Codes taxonomy specifically designed to describe contextual features of GP/FM, proposed as an extension to the ICPC. The Q-Codes taxonomy was developed from Lamberts' seminal idea for indexing contextual content (1987) by a multi-disciplinary team of knowledge engineers, linguists and general practitioners, through a qualitative and iterative analysis of 1702 abstracts from six GP/FM conferences using Atlas.ti software. A total of 182 concepts, called Q-Codes, representing professional aspects of GP/FM were identified and organized in a taxonomy. Dissemination: The taxonomy is published as an online terminological resource, using semantic web techniques and web ontology language (OWL) ( http://www.hetop.eu/Q ). Each Q-Code is identified with a unique resource identifier (URI), and provided with preferred terms, and scope notes in ten languages (Portuguese, Spanish, English, French, Dutch, Korean, Vietnamese, Turkish, Georgian, German) and search filters for MEDLINE and web searches. This taxonomy has already been used to support queries in bibliographic databases (e.g., MEDLINE), to facilitate indexing of grey literature in GP/FM as congress abstracts, master theses, websites and as an educational tool in vocational teaching, Conclusions: The rapidly growing list of practical applications provides face-validity for the usefulness of this freely available new terminological resource.

Burnout in Medical Residents: A Study Based on the Job Demands-Resources Model

PubMed Central

2014-01-01

Purpose. Burnout is a prolonged response to chronic emotional and interpersonal stressors on the job. The purpose of our cross-sectional study was to estimate the burnout rates among medical residents in the largest Greek hospital in 2012 and identify factors associated with it, based on the job demands-resources model (JD-R). Method. Job demands were examined via a 17-item questionnaire assessing 4 characteristics (emotional demands, intellectual demands, workload, and home-work demands' interface) and job resources were measured via a 14-item questionnaire assessing 4 characteristics (autonomy, opportunities for professional development, support from colleagues, and supervisor's support). The Maslach Burnout Inventory (MBI) was used to measure burnout. Results. Of the 290 eligible residents, 90.7% responded. In total 14.4% of the residents were found to experience burnout. Multiple logistic regression analysis revealed that each increased point in the JD-R questionnaire score regarding home-work interface was associated with an increase in the odds of burnout by 25.5%. Conversely, each increased point for autonomy, opportunities in professional development, and each extra resident per specialist were associated with a decrease in the odds of burnout by 37.1%, 39.4%, and 59.0%, respectively. Conclusions. Burnout among medical residents is associated with home-work interface, autonomy, professional development, and resident to specialist ratio. PMID:25531003

An Exploratory Study of the Role of the Human Resource Information System Professional

ERIC Educational Resources Information Center

Bradley, Sapora L.

2017-01-01

The increasing implementation of technology applications into the workplace has substantiated the need for adept professionals who can manage HR technology for employees and provide data about the organization. For some companies, these professionals are found within the human resources department. These information systems professionals combine…

Education Requirements for Natural Resource Based Outdoor Recreation Professionals.

ERIC Educational Resources Information Center

Elsner, Gary; And Others

The Office of Personnel Management should designate a new professional series for hiring individuals in outdoor recreational management. A new professional series would help set a standard for professionals with training in both resource management and the social sciences. Recommended educational requirements for the series include: (1) natural…

The imminent healthcare and emergency care crisis in Japan.

PubMed

Suzuki, Tetsuji; Nishida, Masamichi; Suzuki, Yuriko; Kobayashi, Kunio

2008-05-01

Japan has a universal healthcare system, and this paper describes the reality of the healthcare services provided, as well as current issues with the system. Academic, government, and press reports on Japanese healthcare systems and healthcare guidelines were reviewed. The universal healthcare system of Japan is considered internationally to be both low-cost and effective because the Japanese population enjoys good health status with a long life expectancy, while healthcare spending in Japan is below the average given by the Organization for Economic Corporation and Development (OECD). However, in many regions of Japan the existing healthcare resources are seriously inadequate, especially with regard to the number of physicians and other health professionals. Because healthcare is traditionally viewed as "sacred" work in Japan, healthcare professionals are expected to make large personal sacrifices. Also, public attitudes toward medical malpractice have changed in recent decades, and medical professionals are facing legal issues without experienced support of the government or legal professionals. Administrative response to the lack of resources and collaboration among communities are beginning, and more efficient control and management of the healthcare system is under consideration. The Japanese healthcare system needs to adopt an efficient medical control organization to ease the strain on existing healthcare professionals and to increase the number of physicians and other healthcare resources. Rather than continuing to depend on healthcare professionals being able and willing to make personal sacrifices, the government, the public and medical societies must cooperate and support changes in the healthcare system.

Assessing the academic and professional needs of trauma nurse practitioners and physician assistants.

PubMed

Wilson, Laurie N; Wainwright, Gail A; Stehly, Christy D; Stoltzfus, Jill; Hoff, William S

2013-01-01

Because of multiple changes in the health care environment, the use of services of physician assistants (PAs) and nurse practitioners (NPs) in trauma and critical care has expanded. Appropriate training and ongoing professional development for these providers are essential to optimize clinical outcomes. This study offers a baseline assessment of the academic and professional needs of the contemporary trauma PAs/NPs in the United States. A 14-question electronic survey, using SurveyMonkey, was distributed to PAs/NPs at trauma centers identified through the American College of Surgeons Web site and other online resources. Demographic questions included trauma center level, provider type, level of education, and professional affiliations. Likert scale questions were incorporated to assess level of mentorship, comfort level with training, and individual perceived needs for academic and professional development. There were 120 survey respondents: 60 NPs and 60 PAs. Sixty-two respondents (52%) worked at level I trauma centers and 95 (79%) were hospital-employed. Nearly half (49%) reported working in trauma centers for 3 years or less. One hundred nineteen respondents (99%) acknowledged the importance of trauma-specific education; 98 (82%) were required by their institution to obtain such training. Thirty-five respondents (32%) reported receiving $1000 per year or less as a continuing medical education benefit. Insufficient mentorship, professional development, and academic development were identified by 22 (18%), 16 (13%), and 30 (25%) respondents, respectively. Opportunities to network with trauma PAs/NPs outside their home institution were identified as insufficient by 79 (66%). While PAs/NPs in trauma centers recognize the importance of continued contemporary trauma care and evidence-based practices, attending trauma-related education is not universally required by their employers. Financial restrictions may pose an additional impediment to academic development. Therefore, resource-efficient opportunities should be a prime consideration for advanced practitioners education, especially since half of the reported workforce has 3 years or less experience. The Eastern Association of Trauma and other organizations can provide an ideal venue for mentorship, academic development, and networking that is vital to PA/NP professional development and, ultimately, quality patient care.

Take a Professional to Lunch: A Process to Establish a Professional Network

ERIC Educational Resources Information Center

Butler, Daniel D.

2012-01-01

A review of the marketing literature suggests that students develop personal marketing or sales plans to find their first job and subsequent career. Publishers are providing students access to online resources linked to career information. However, the person who knows most about a given career is the person who is working at that job on a daily…

The Temporal Dimension as a Dialogical Resource for Teachers' Professional Development and Fulfillment

ERIC Educational Resources Information Center

Legrottaglie, Sandra; Ligorio, Maria Beatrice

2017-01-01

This article presents the findings of a qualitative interview study of professional identity of 38 Italian teachers close to retirement. Through a dialogical analysis of the interviews, the authors trace the trajectory of the teachers' voices along a temporal axis, to retrieve the history of the voices and the connections to a specific period of…

Help Is Here! Building PLNs across Local, State, and National Professional Organizations

ERIC Educational Resources Information Center

Yates, Steven D.

2012-01-01

In this article, the author shares a story that one would tell his/her colleagues at a district professional-development meeting in his/her efforts to inspire them to move from good to great. He considers the careers of three school librarians in one school district--Amy, Brady, and Cindy--who ended up becoming strong, resourceful leaders for…

Valuable and Professional Orientations as a Social and Psychological Resource of Development of a Modern Worker

ERIC Educational Resources Information Center

Zeer, Evald F.; Bragina, Iuliia

2016-01-01

The relevance of the researched problem is caused by the fact that at present there is the sharpest shortage of highly skilled personnel at the Russian enterprises and, therefore, studying of features of valuable and professional orientations of representatives of working professions is of special interest. The purpose of the article consists in…

NCI Dictionary of Genetics Terms

Cancer.gov

A dictionary of more than 150 genetics-related terms written for healthcare professionals. This resource was developed to support the comprehensive, evidence-based, peer-reviewed PDQ cancer genetics information summaries.

Sinus Pain: Can Over-the-Counter Medications Help?

MedlinePlus

... Humanitarian Efforts International Outreach Advocacy Board of Governors Industry Programs Professional Development Home AcademyU Home Study Course Maintenance of Certification Conferences & Events Practice Management Home Resources ...

Experiences of using the Theoretical Domains Framework across diverse clinical environments: a qualitative study.

PubMed

Phillips, Cameron J; Marshall, Andrea P; Chaves, Nadia J; Jankelowitz, Stacey K; Lin, Ivan B; Loy, Clement T; Rees, Gwyneth; Sakzewski, Leanne; Thomas, Susie; To, The-Phung; Wilkinson, Shelley A; Michie, Susan

2015-01-01

The Theoretical Domains Framework (TDF) is an integrative framework developed from a synthesis of psychological theories as a vehicle to help apply theoretical approaches to interventions aimed at behavior change. This study explores experiences of TDF use by professionals from multiple disciplines across diverse clinical settings. Mixed methods were used to examine experiences, attitudes, and perspectives of health professionals in using the TDF in health care implementation projects. Individual interviews were conducted with ten health care professionals from six disciplines who used the TDF in implementation projects. Deductive content and thematic analysis were used. Three main themes and associated subthemes were identified including: 1) reasons for use of the TDF (increased confidence, broader perspective, and theoretical underpinnings); 2) challenges using the TDF (time and resources, operationalization of the TDF) and; 3) future use of the TDF. The TDF provided a useful, flexible framework for a diverse group of health professionals working across different clinical settings for the assessment of barriers and targeting resources to influence behavior change for implementation projects. The development of practical tools and training or support is likely to aid the utility of TDF.

Experiences of using the Theoretical Domains Framework across diverse clinical environments: a qualitative study

PubMed Central

Phillips, Cameron J; Marshall, Andrea P; Chaves, Nadia J; Jankelowitz, Stacey K; Lin, Ivan B; Loy, Clement T; Rees, Gwyneth; Sakzewski, Leanne; Thomas, Susie; To, The-Phung; Wilkinson, Shelley A; Michie, Susan

2015-01-01

Background The Theoretical Domains Framework (TDF) is an integrative framework developed from a synthesis of psychological theories as a vehicle to help apply theoretical approaches to interventions aimed at behavior change. Purpose This study explores experiences of TDF use by professionals from multiple disciplines across diverse clinical settings. Methods Mixed methods were used to examine experiences, attitudes, and perspectives of health professionals in using the TDF in health care implementation projects. Individual interviews were conducted with ten health care professionals from six disciplines who used the TDF in implementation projects. Deductive content and thematic analysis were used. Results Three main themes and associated subthemes were identified including: 1) reasons for use of the TDF (increased confidence, broader perspective, and theoretical underpinnings); 2) challenges using the TDF (time and resources, operationalization of the TDF) and; 3) future use of the TDF. Conclusion The TDF provided a useful, flexible framework for a diverse group of health professionals working across different clinical settings for the assessment of barriers and targeting resources to influence behavior change for implementation projects. The development of practical tools and training or support is likely to aid the utility of TDF. PMID:25834455

The Factors that Affect Science Teachers' Participation in Professional Development

NASA Astrophysics Data System (ADS)

Roux, Judi Ann

Scientific literacy for our students and the possibilities for careers available in Science, Technology, Engineering, and Mathematics (STEM) areas are important topics for economic growth as well as global competitiveness. The achievement of students in science learning is dependent upon the science teachers' effectiveness and experienced science teachers depend upon relevant professional development experiences to support their learning. In order to understand how to improve student learning in science, the learning of science teachers must also be understood. Previous research studies on teacher professional development have been conducted in other states, but Minnesota science teachers comprised a new and different population from those previously studied. The purpose of this two-phase mixed methods study was to identify the current types of professional development in which experienced, Minnesota secondary science teachers participated and the factors that affect their participation in professional development activities. The mixed-methods approach s utilized an initial online survey followed by qualitative interviews with five survey respondents. The results of the quantitative survey and the qualitative interviews indicated the quality of professional development experiences and the factors which affected the science teachers' participation in professional development activities. The supporting and inhibiting factors involved the availability of resources such as time and money, external relationships with school administrators, teacher colleagues, and family members, and personal intrinsic attributes such as desires to learn and help students. This study also describes implications for science teachers, school administrators, policymakers, and professional development providers. Recommendations for future research include the following areas: relationships between and among intrinsic and extrinsic factors, science-related professional development activities within local school districts, the use of formal and informal professional development, and the needs of rural science teachers compared to urban and suburban teachers.

Enhancing the competitiveness of skilled construction workers through collaborative education and training

NASA Astrophysics Data System (ADS)

Dardiri, Ahmad; Sutrisno, Kuncoro, Tri; Ichwanto, Muhamad Aris; Suparji

2017-09-01

Professionalism of construction workers is one of the keys to the success of infrastructure development projects. The professionalism of the workforce is demonstrated through the possession of expertise competence certificate (SKA) and/or certificates of skills (SKT) issued formally through competency tests by the National Construction Cervices Development Agency (LPJKN). The magnitude of the national skilled manpower needs has not been able to meet the availability of professional workforce. Strategies to develop the quality of resources require sufficient information on the characteristics of the resources themselves, facilities, constraints, stakeholder support, regulations, and socioeconomic as well as cultural conditions. The problems faced by Indonesia in improving the competitiveness of skilled construction workers are (1) how the level of professionalism of skill workers in construction field, (2) what the constrains on improving the quality of skilled construction workers,and(3) how the appropriate model of education and training skillfull construction work. The study was designed with quantitative and qualitative approaches. Quantitative methods were used to describe the profile of sklill constructions worker. Qualitative methods were used toidentify constraintsin improving the qualityof skilled labor, as well as formulate a viable collaborative education and training model for improving the quality of skill labor. Data were collected by documentation, observation, and interview. The result of the study indicate theat (1) the professionalism knowledge of skilled constructions worker are in still low condition, (2) the constrain faced in developing the quality of skilled construction labor cover economic and structural constrains, and (3) collaborative eduction and training model can improve the quality ods skilld labor contructions.

Professional development needs of nurse educators. An Australian case study.

PubMed

Oprescu, Florin; McAllister, Margaret; Duncan, David; Jones, Christian

2017-11-01

Because there is a global shortage of nurse educators, highly productive and committed nurse educators are needed to supply a rapidly expanding and changing health landscape. To support the aforementioned effort professional development needs of nurse educators must be systematically identified. This study explores practical issues around professional development needs of nurse educators. One hundred and thirty eight Australian nurse educators based in Queensland answered an online survey around professional development needs. Results indicate that 83% (n = 115) of the respondents were enthusiastic about nurse education yet only 45% (n = 62) were confident in their skills and less than 10% (n = 13) saw themselves as expert nurse educators. The most desired areas of future development in teaching were information technology skills, assessment and technical knowledge. There seems to be a shared need for developing global online and offline support resources and communities of practice to support nurse educators in their teaching and research endeavours. Copyright © 2017 Elsevier Ltd. All rights reserved.

To Improve the Academy: Resources for Student, Faculty, & Institutional Development, 1991.

ERIC Educational Resources Information Center

Zahorski, Kenneth J., Ed.; And Others

This annual journal issue contains 22 papers on issues of faculty development, diversity, adult learners, and instructional improvement in higher education. Many of the papers were developed for the annual conference of the Professional and Organizational Development Network in Higher Education (POD). The papers are: (1) "What Theories…

Developing a workable teacher identity: Building and negotiating identity within a professional network

NASA Astrophysics Data System (ADS)

Rostock, Roseanne

The challenge of attracting and retaining the next generation of teachers who are skilled and committed to meeting the growing demands of the profession is of increasing concern to researchers and policy makers, particularly since 45--50% of beginning teachers leave the profession within five years (Ingersoll & Smith, 2003). Reasons for such attrition include compensation, status and working conditions; however, there is growing evidence that a critical factor in new teacher retention hinges on teachers' ability to accomplish the difficult task of forming a workable professional identity in the midst of competing discourses about teaching (Alsup, 2006; Britzman, 2003). There is little research on professional identity development among those beginning teachers at highest risk for attrition (secondary math and science teachers, and those with strong academic backgrounds). This study explores the professional identity development of early-career math and science teachers who are part of the Knowles Science Teaching Foundation's (KSTF) teaching fellowship program, an external support network that aims to address many of the issues leading to high attrition among this particular population of teachers. Using narrative research methods, I examine three case studies of beginning teachers, exploring how they construct professional identity in relation to various discourse communities and negotiate tensions across multiple discourses. The cases identify both dominant discourses and counter-discourses that the teachers draw upon for important identity development resources. They also demonstrate that the way a teacher manages tensions across competing discourses is important to how well one can negotiate a workable professional identity. In particular, they emphasize the importance of engaging in borderland discourses (Gee, 1996) as a way of taking agency in one's own identity development as well as in transforming one's discourse communities. These cases shed light on how these beginning teachers work to negotiate a workable professional identity that may sustain them in a teaching career. In addition, they help us understand how a support network like KSTF can serve as a resource for helping new teachers construct professional identities, therefore addressing some of the issues that may lead to attrition among this population of new teachers.

Life Science Professional Societies Expand Undergraduate Education Efforts

PubMed Central

Matyas, Marsha Lakes; Ruedi, Elizabeth A.; Engen, Katie; Chang, Amy L.

2017-01-01

The Vision and Change in Undergraduate Biology Education reports cite the critical role of professional societies in undergraduate life science education and, since 2008, have called for the increased involvement of professional societies in support of undergraduate education. Our study explored the level of support being provided by societies for undergraduate education and documented changes in support during the Vision and Change era. Society representatives responded to a survey on programs, awards, meetings, membership, teaching resources, publications, staffing, finances, evaluation, and collaborations that address undergraduate faculty and students. A longitudinal comparison group of societies responded to surveys in both 2008 and 2014. Results indicate that life science professional societies are extensively engaged in undergraduate education in their fields, setting standards for their discipline, providing vetted education resources, engaging students in both research and education, and enhancing professional development and recognition/status for educators. Societies are devoting funding and staff to these efforts and engaging volunteer leadership. Longitudinal comparison group responses indicate there have been significant and quantifiable expansions of undergraduate efforts in many areas since 2008. These indicators can serve as a baseline for defining, aligning, and measuring how professional societies can promote sustainable, evidence-based support of undergraduate education initiatives. PMID:28130272

Understanding Teacher Perceptions in a Professional Development Program for a Middle Grade Science

NASA Astrophysics Data System (ADS)

Deloney, Dericka B.

The standards-based framework requires teachers to evaluate and in some cases change their instructional approach to more student-centered and inquiry-based in an effort to help students meet the standards. The rationale for this study was to determine the skills needed for teachers to be effective in a standard-based, problem-based learning (PBL) constructivist classroom. Traditionally, teachers in this school district transitioning from teacher to student-centered classrooms need new skills when implementing this type of instruction. A qualitative case study design served to highlight the research questions for this project study. The participants in this study participated in data collection activities that include a multiple-choice survey, an interview, and the sharing of their PBL units. Artifacts, professional development teaching resources, from the workshop added credence to the survey and interview responses. The findings from each research question addressed the teachers' perception of their understanding and the obstacles of instructional design, development, and implementation the participants encountered. The results of this study indicated that teachers had problems with designing and implementing this instructional strategy due to lack of time and resources. This data assisted the development of district specific PBL sustainable professional development program that could be adaptable to other curriculums and school systems. Social change resulting from this study could include a framework for developing K-12 professional development as well as instructional programs that incorporates PBL curriculum design to enhance the student's inquiry, problem-solving, and decision-making skills that in turn should change their academic achievement and scores on high stakes test in science.

Developing a Client Base for Career Counseling Services.

ERIC Educational Resources Information Center

Werbel, James D.

1988-01-01

The author discusses how to attract clients to a career counseling practice. Topics covered include establishing referral networks with other human resources professionals and using direct marketing. (CH)

A comprehensive survey of government auditors' self-efficacy and professional development for improving audit quality.

PubMed

Lee, Shue-Ching; Su, Jau-Ming; Tsai, Sang-Bing; Lu, Tzu-Li; Dong, Weiwei

2016-01-01

Government audit authorities supervise the implementation of government budgets and evaluate the use of administrative resources to ensure that funding is used wisely, economically, and effectively. A quality audit involves reviewing policies according to international standards and perspectives, and provides insight, predictions, and warnings to related organizations. Such practice can reflect the effectiveness of a government. Professional development and self-efficacy have strong influence upon the performance of auditors. To further understand the factors that may enhance their performance and to ultimately provide practical recommendations for the audit authorities, we have surveyed about 50 % of all the governmental auditors in Taiwan using the stratified random sampling method. The result showed that any auditing experience and professionalization can positively influence the professional awareness. Also, acquired knowledge and skillset of an auditor can effectively improve ones professional judgment. We also found that professional development (including organizational culture and training opportunities) and self-efficacy (including profession and experience as well as trends and performance) may significantly impact audit quality. We concluded that to retain auditors, audit authorities must develop an attractive future outlook emphasizing feedback and learning within an organization. Our study provides a workable management guidelines for strengthening the professional development and self-efficacy of audit authorities in Taiwan.

The Relationship of HR Professionals' Online Experiences with Perceptions of Organizational Hiring and Promotion of Online Graduates

ERIC Educational Resources Information Center

Kaupins, Gundars Egons; Wanek, James Edward; Coco, Malcolm Paulin

2014-01-01

Based on a survey of 264 human resources professionals from 10 Society for Human Resource Management chapters in Texas, the authors investigated how human resources professionals accept online degrees compared to degrees based on face-to-face coursework for hiring and promotion purposes. If respondents were satisfied with their own online course…

Violence Prevention Resource Guide for Parents.

ERIC Educational Resources Information Center

Patten, Peggy; Robertson, Anne S.

Developed in response to requests from a variety of family support professionals, teachers, and parents, this sourcebook offers information on preventing violence in children at different stages of development. The introduction provides a rationale for the development of this sourcebook, discusses parental influence, and describes how parents can…

Audiology in Latin America: hearing impairment, resources and services.

PubMed

Madriz, J J

2001-01-01

Evidence is presented about the limitation of information available on prevalence/incidence of deafness and hearing impairment in the developing world; particularly in Latin America. Two questionnaires on audiological resources and services were mailed to Latin American and Caribbean countries in general and to Central American nations in particular. The information returned by Argentina, Chile, Colombia, Costa Rica, Cuba, Belize, El Salvador, Grenada, Guatemala, Honduras, Mexico, Nicaragua, Panama, Puerto Rico and Uruguay was analysed. Data was gathered about epidemiological studies on hearing impairment, about specific programmes, such as early identification of hearing impairment, national registers on deafness and programmes on hearing screening. Training programmes and availability of professionals in the field of hearing and deafness is also shown. Hearing services, hearing aids provision, hearing testing equipment, professional organization and legislation in audiology is also documented. It is our conclusion that hearing impairment is a low priority for health systems in the developing world, technology continues to be excessively costly and material and human resources are limited, and services are poor and restricted.

Motives and activities for continuing professional development: An exploration of their relationships by integrating literature and interview data.

PubMed

Pool, Inge A; Poell, Rob F; Berings, Marjolein G M C; Ten Cate, Olle

2016-03-01

To effectively enhance professional development, it is important to understand the motivational factors behind nurses' engagement in particular types of learning activities. Nurses have various motives for professional development and utilise different learning activities. Not much is known about how these relate. The aim of this study was to explore the relationship between nurses' motives and activities for continuing professional development, by examining in which types of learning activities nurses engage, with which motives, and whether certain motives are associated with certain learning activities. A qualitative study using semi-structured interviews. Twenty-one nurses in academic and general Dutch hospitals participated. Interview data on nurses' learning biographies were analysed using a literature-based framework on motives and learning activities for continuing professional development. As recent classifications of nurses' motives for professional development were absent, the literature was reviewed for motives, using three databases. The interview transcripts were analysed for motives, learning activities and their relationships. Nine motives and four categories of learning activities for continuing professional development were delineated. Increasing competence was the primary motive that stimulated nurses to engage in self-directed learning during work, and in formal learning activities. To comply with requirements, they engaged in mandatory courses. To deepen knowledge, they registered for conferences. To develop their careers, they enrolled in postgraduate education. Five other motives were not mentioned as frequently. Specific motives were found to be related to engagement in particular learning activities. Nurses could use these findings to increase their awareness of why and how they develop professionally, and managers and human resource development professionals could develop approaches that would better suit nurses' needs. Copyright © 2016 Elsevier Ltd. All rights reserved.

Rotary responds to women's health needs.

PubMed

Devlyn, F J

2000-07-01

In working to improve the health of women, particularly in developing countries, governments face a monumental challenge. Limited resources, insufficient training, and poor infrastructure are just some of the obstacles to advancements in the field of female medicine. It is a goal of Rotary International, a worldwide association of service-minded business and professional people, to facilitate efforts to bring medical care to women and girls and to help them to build all-around healthy lives. This article gives background on Rotary International and highlights some of the ways Rotarians are using their resources, their global network, and their professional expertise to advance and promote women's health.

Working toward equitable opportunities for science students with disabilities: using professional development and technology.

PubMed

Bargerhuff, Mary Ellen; Cowan, Heidi; Kirch, Susan A

2010-01-01

As a result of federal legislation, adolescents with disabilities and other exceptionalities are increasingly included in science and math classes alongside their peers who are typically developing. The effectiveness of this placement option, however, is largely dependent on the skill level of the general educator and the support afforded to this teacher through various channels. Efforts arising from two National Science Foundation grants address both skill and support. Center's Lesson Adaptations for Student Success (CLASS) project used summer professional development opportunities to equip teachers with the knowledge and skills needed to provide students with physical, sensory and learning disabilities equitable access to laboratory and field experiences. Second, to support teachers back in their classrooms, the Ohio Resource Center's Lesson Adaptations for Student Success (OR-CLASS) uses web resources to share high quality, peer-reviewed lesson plans, complete with specific recommendations on adaptations for students with a variety of exceptional learning needs.

The Internet Resource Directory for K-12 Teachers and Librarians. 97/98 Edition.

ERIC Educational Resources Information Center

Miller, Elizabeth B.

This directory is the fourth in an annual series of Internet guides for educators, librarians, and school administrators, and provides tips on access to, as well as addresses for, online resources that support and enrich the K-12 curriculum and supplement the school library core collection. Sites that help educators develop professionally are also…

Understanding Generational Diversity: Strategic Human Resource Management and Development across the Generational "Divide"

ERIC Educational Resources Information Center

Amayah, Angela Titi; Gedro, Julie

2014-01-01

There are more generations in today's workforce than ever before, which has the possibility to create challenges for Human Resource professionals. The purpose of this article is to interrogate existing stereotypes and generalities about the characteristics of different generations with respect to the workplace, and to offer suggestions for…

Professionals' perceptions about healthcare resources for co-occuring disorders in Spain.

PubMed

Roncero, Carlos; Vega, Pablo; Martínez-Raga, Jose; Barral, Carmen; Basurte-Villamor, Ignacio; Rodríguez-Cintas, Laia; Mesías, Beatriz; Grau-López, Lara; Casas, Miguel; Szerman, Nestor

2014-01-01

Since provision of integrated services for patients with dual pathology or dual disorders (coexistence of an addictive disorder and other psychiatric disorders) constitutes an important challenge, this study compared the perceptions of health-care professionals with the existing, current state of specific resources for patients with dual pathology in Spain. Epidemiological, observational, cross-sectional, multicenter study with a large, representative sample of health care professionals attending patients with dual pathology in treatment resources throughout Spain. Participants completed a specifically designed ad-hoc on-line questionnaire about their perceptions on the existence of available resources and treatment needs for patients with dual pathology. To compare professionals' perceptions with existing available resources, the same on-line questionnaire was also completed by commissioners and managers responsible for national and regional healthcare plans on drug abuse. A total of 659 professionals, mostly psychologists (43.40%) or psychiatrists (32.93%) agreed to participate in the study. The highest degree of concordance between the perceptions of professional and the actual situation was found regarding the existence of mental health and addiction networks (either separately or unified) (74.48%), followed by specific workshops (73.08%) and sub-acute inpatient units (67.38%), specific hospitalization units (66.26%), detoxification units (63.15%) and outpatient programs (60.73%). We detected a lower degree of agreement regarding specific occupational rehabilitation centers (59.34%) day hospitals (58.93%), day centers (57.88%), outpatient intermediate resources (48.87%), psychiatric acute admission units (46.54%) and therapeutic communities (43.77%). In addition, on average, health care professionals underestimated the number of resources present in their respective communities. Relevant differences exist between the perceptions of professional and existing available resources for dual pathology patients in Spain, thus supporting the need of additional efforts and strategies to establish a registry and clearly inform about available resources for patients with dual diagnosis.

Developing a bilingual "persian cued speech" website for parents and professionals of children with hearing impairment.

PubMed

Movallali, Guita; Sajedi, Firoozeh

2014-03-01

The use of the internet as a source of information gathering, self-help and support is becoming increasingly recognized. Parents and professionals of children with hearing impairment have been shown to seek information about different communication approaches online. Cued Speech is a very new approach to Persian speaking pupils. Our aim was to develop a useful website to give related information about Persian Cued Speech to parents and professionals of children with hearing impairment. All Cued Speech websites from different countries that fell within the first ten pages of Google and Yahoo search-engines were assessed. Main subjects and links were studied. All related information was gathered from the websites, textbooks, articles etc. Using a framework that combined several criteria for health-information websites, we developed the Persian Cued Speech website for three distinct audiences (parents, professionals and children). An accurate, complete, accessible and readable resource about Persian Cued Speech for parents and professionals is available now.

Examining a math-science professional development program for teachers in grades 7-12 in an urban school district in New York State

NASA Astrophysics Data System (ADS)

Kaszczak, Lesia

With the adoption of the Common Core State Standards in New York State and the Next Generation Science Standards, it is more important than ever for school districts to develop professional development programs to provide teachers with the resources that will assist them in incorporating the new standards into their classroom instruction. This study focused on a mathematics and science professional development program known as STEMtastic STEM. The two purposes of the study were: to determine if there is an increase in STEM content knowledge of the participants involved in year two of a three year professional development program and to examine the teachers' perceptions of the impact of the professional development program on classroom instruction. The sample included teachers of grades 7-12 from an urban school district in New York State. The scores of a content knowledge pre-test and post-test were analyzed using a paired sample t-test to determine any significant differences in scores. In order to determine mathematics and science teachers' perceptions of the impact of the professional development program, responses from a 22 item Likert-style survey were analyzed to establish patterns of responses and to determine positive and negative perceptions of participants of the professional development program. A single sample t-test was used to determine if the responses were significantly positive. The results of this study indicated that there was no significant increase in content knowledge as a result of participation in the STEMtastic STEM professional development program. Both mathematics and science teachers exhibited significant positive perceptions of items dealing with hands-on participation during the professional development; support provided by STEMtastic STEM specialists; and the support provided by the administration. It was concluded that both mathematics and science teachers responded positively to the training they received during the professional development sessions, but that their classroom practices did not change as a result of the professional development program.

www.elearnSCI.org: a global educational initiative of ISCoS.

PubMed

Chhabra, H S; Harvey, L A; Muldoon, S; Chaudhary, S; Arora, M; Brown, D J; Biering-Sorensen, F; Wyndaele, J J; Charlifue, S; Horsewell, J; Ducharme, S; Green, D; Simpson, D; Glinsky, J; Weerts, E; Upadhyay, N; Aito, S; Wing, P; Katoh, S; Kovindha, A; Krassioukov, A; Weeks, C; Srikumar, V; Reeves, R; Siriwardane, C; Hasnan, N; Kalke, Y B; Lanig, I

2013-03-01

To develop a web-based educational resource for health professionals responsible for the management of spinal cord injury (SCI). The resource:www.elearnSCI.org is comprised of seven learning modules, each subdivided into various submodules. Six of the seven modules address the educational needs of all disciplines involved in comprehensive SCI management. The seventh module addresses prevention of SCI. Each submodule includes an overview, activities, self-assessment questions and references. Three hundred and thirty-two experts from The International Spinal Cord Society (ISCoS) and various affiliated societies from 36 countries were involved in developing the resource through 28 subcommittees. The content of each submodule was reviewed and approved by the Education and Scientific Committees of ISCoS and finally by an Editorial Committee of 23 experts. The content of the learning modules is relevant to students and to new as well as experienced SCI healthcare professionals. The content is applicable globally, has received consumer input and is available at no cost. The material is presented on a website underpinned by a sophisticated content-management system, which allows easy maintenance and ready update of all the content. The resource conforms to key principles of e-learning, including appropriateness of curriculum, engagement of learners, innovative approaches, effective learning, ease of use, inclusion, assessment, coherence, consistency, transparency, cost effectiveness and feedback. www.elearnSCI.org provides a cost effective way of training healthcare professionals that goes beyond the textbook and traditional face-to-face teaching.

Professional Development Opportunities for Two-Year College Geoscience Faculty: Issues, Opportunities, and Successes

NASA Astrophysics Data System (ADS)

Baer, E. M.; Macdonald, H.; McDaris, J. R.; Granshaw, F. D.; Wenner, J. M.; Hodder, J.; van der Hoeven Kraft, K.; Filson, R. H.; Guertin, L. A.; Wiese, K.

2011-12-01

Two-year colleges (2YCs) play a critical role in geoscience education in the United States. Nearly half of the undergraduate students who take introductory geoscience do so at a 2YC. With awide reach and diverse student populations, 2YCs may be key to producing a well-trained, diverse and sufficiently large geoscience workforce. However, faculty at 2YCs often face many barriers to professional development including lack of financial resources, heavy and inflexible teaching loads, lack of awareness of opportunities, and few professional development resources/events targeted at their needs. As an example, at the 2009 GSA meeting in Portland, fewer than 80 of the 6500 attendees were from community colleges, although this was more than twice the 2YC faculty attendance the previous year. Other issues include the isolation described by many 2YC geoscience faculty who may be the only full time geoscientist on a campus and challenges faced by adjunct faculty who may have even fewer opportunities for professional development and networking with other geoscience faculty. Over the past three years we have convened several workshops and events for 2YC geoscience faculty including technical sessions and a workshop on funding opportunities for 2YC faculty at GSA annual meetings, a field trip and networking event at the fall AGU meeting, a planning workshop that examined the role of 2YCs in geoscience education and in broadening participation in the geosciences, two workshops supporting use of the 'Math You Need, When You Need It' educational materials that included a majority of 2YC faculty, and marine science summer institutes offered by COSEE-Pacific Partnerships for 2YC faculty. Our experience indicates that 2YC faculty desire professional development opportunities when the experience is tailored to the needs and character of their students, programs, and institutions. The content of the professional development opportunity must be useful to 2YC faculty -workshops and materials aimed at K-12 or at faculty teaching geoscience majors tend not to attract 2YC faculty. Conducting a needs assessment and including 2YC faculty in workshop planning helps ensure that the outcomes of professional development opportunities for 2YC faculty are achieved. Financial support for travel seems to be important, although typically it is not necessary to compensate 2YC faculty beyond expenses. 2YC faculty availability varies significantly during the summer as well as during the academic year, so offering multiple opportunities throughout the year and/or virtual events is important. The Geo2YC website at SERC is a resource for geoscience education at two-year colleges and the associated Geo2YC mailing has facilitated the targeted marketing of opportunities for this important group of educators.

Twitter and Public Health (Part 1): How Individual Public Health Professionals Use Twitter for Professional Development.

PubMed

Hart, Mark; Stetten, Nichole E; Islam, Sabrina; Pizarro, Katherine

2017-09-20

The use of social networking sites is increasingly being adopted in public health, in part, because of the barriers to funding and reduced resources. Public health professionals are using social media platforms, specifically Twitter, as a way to facilitate professional development. The objective of this study was to identify public health professionals using Twitter and to analyze how they use this platform to enhance their formal and informal professional development within the context of public health. Keyword searches were conducted to identify and invite potential participants to complete a survey related to their use of Twitter for public health and professional experiences. Data regarding demographic attributes, Twitter usage, and qualitative information were obtained through an anonymous Web-based survey. Open-response survey questions were analyzed using the constant comparison method. "Using Twitter makes it easier to expand my networking opportunities" and "I find Twitter useful for professional development" scored highest, with a mean score of 4.57 (standard deviation [SD] 0.74) and 4.43 (SD 0.76) on a 5-point Likert scale. Analysis of the qualitative data shows the emergence of the following themes for why public health professionals mostly use Twitter: (1) geography, (2) continuing education, (3) professional gain, and (4) communication. For public health professionals in this study, Twitter is a platform best used for their networking and professional development. Furthermore, the use of Twitter allows public health professionals to overcome a series of barriers and enhances opportunities for growth. ©Mark Hart, Nichole E Stetten, Sabrina Islam, Katherine Pizarro. Originally published in JMIR Public Health and Surveillance (http://publichealth.jmir.org), 20.09.2017.

AACP Strategy for Addressing the Professional Development Needs of Department Chairs

PubMed Central

Rodriguez, Tobias E.; Weinstein, George; Sorofman, Bernard A.; Bosso, John A.; Kerr, Robert A.; Haden, N. Karl

2012-01-01

Objectives. Characterize the skills and abilities required for department chairs, identify development needs, and then create AACP professional development programs for chairs. Methods. A 30-question electronic survey was sent to AACP member department chairs related to aspects of chairing an academic department. Results. The survey identified development needs in the leadership, management, and personal abilities required for effective performance as department chair. The information was used to prioritize topics for subsequent AACP development programs. Subsequent programs conducted at AACP Interim and Annual Meetings were well attended and generally received favorable reviews from participants. A list of development resources was placed on the AACP website. Conclusions. This ongoing initiative is part of an AACP strategy to identify and address the professional development needs of department chairs. Survey results may also inform faculty members and other academic leaders about the roles and responsibilities of department chairs. PMID:22919099

Building Research Capacity of Medical Students and Health Professionals in Rural Communities: Leveraging a Rural Clinical School's Resources to Conduct Research Skills Workshops

ERIC Educational Resources Information Center

Lasserre, Kaye E.; Moffatt, Jennifer J.

2013-01-01

The paper reports on a project where the objective was for the Rural Clinical School, The University of Queensland, Australia, to design an acceptable model of research skills workshops for medical students and rural health professionals. Eight, interactive research skills workshops focused on skill development were conducted in rural Queensland,…

The Role of Demographics as Predictors of Successful Performance of Sales Professionals in Business-to-Business Sales Organizations

ERIC Educational Resources Information Center

Frino, Michael G.; Desiderio, Katie P.

2013-01-01

The purpose of this study was to examine the impact demographic variables of gender and sales experience have on the performance of business-to-business (B2B) sales professionals. If a deeper understanding can be established of how gender and sales experience variables relate to B2B sales performance, human resource development (HRD) and human…

Making the GeoConnection: Web 2.0-based support for early-career geoscientists (Invited)

NASA Astrophysics Data System (ADS)

Martinez, C. M.; Gonzales, L. M.; Keane, C. M.

2010-12-01

The US Bureau of Labor estimates that there will be an 18% increase in geoscience jobs between 2008 and 2018 in the United States, and demand for geoscientists is expected to rise worldwide as scientists tackle global challenges related to resources, hazards and climate. At the same time, the geoscience workforce is aging, with approximately half of the current workforce reaching retirement age within the next 10-15 years. A new generation of geoscientists must be ready to take the reins. To support this new generation, AGI’s geoscience workforce outreach programs were designed to help retain geoscience students through their degree programs and into careers in the field. These resources include support for early-career professional development and career planning. AGI’s GeoConnection Network for the Geosciences provides a venue for informal dissemination of career information and professional resources. The network links Web 2.0 platforms, including a Facebook page, YouTube Channel and Twitter feed, to build a robust geoscience community of geoscientists at all stages of their careers. Early-career geoscientists can participate in GeoConnection to network with other scientists, and to receive information about professional development and job opportunities. Through GeoConnection packets, students can join professional societies which will assist their transition from school to the workplace. AGI’s member societies provide professional development course work, field trips, career services, interviewing opportunities, and community meetings. As part of the GeoConnection Network, AGI hosts informational webinars to highlight new workforce data, discuss current affairs in the geosciences, and to provide information about geoscience careers. Between December 2009 and August 2010, AGI hosted 10 webinars, with more than 300 total participants for all the webinars, and 5 additional webinars are planned for the remainder of the year. The webinars offer early-career scientists the opportunity to understand global geoscience workforce concerns and to interact with geoscience professionals through question and answer sessions. Recordings of the live webinar presentations are posted online and may be accessed at any time.

Federal Information Resources for Professional Counselors. A Sourcebook of Free and Low-Cost Resources To Support and Enrich Your Work as a Professional Counselor.

ERIC Educational Resources Information Center

Lum, Christie

This publication is a sourcebook of free and low-cost resources to support the work of professional counselors. The information includes: (1) synthesis of current research, statistics, and research reports; (2) background material about current and emerging policy issues; (3) information about model programs and policies; (4) materials and…

Federal Information Resources for Professional Counselors: A Sourcebook of Free and Low-Cost Resources To Support and Enrich Your Work as a Professional Counselor, 2002.

ERIC Educational Resources Information Center

Lum, Christie

The federal government supports many information clearinghouses and research institutions that produce free and low-cost publications and materials that can support and enrich the work of a professional counselor. This sourcebook is designed to help tap into and take greater advantage of these resources. The sourcebook provides syntheses of…

Federal Information Resources for Professional Counselors. A Sourcebook of Free and Low-Cost Resources To Support and Enrich Your Work as a Professional Counselor.

ERIC Educational Resources Information Center

Lum, Christie

The federal government supports many information clearinghouses and research institutions that produce free and low-cost publications and materials that can support and enrich the work of a professional counselor. This sourcebook is designed to help tap into and take greater advantage of these resources. The sourcebook provides syntheses of…

Federal Information Resources for Professional Counselors: A Sourcebook of Free and Low-Cost Resources To Support and Enrich Your Work as a Professional Counselor.

ERIC Educational Resources Information Center

Lum, Christie

The Federal government supports many information clearinghouses and research institutions that produce free and low-cost publications and materials that can support and enrich the work of a professional counselor. This sourcebook is designed to help tap into and take greater advantage of these resources. The sourcebook provides syntheses of…

On the Ideological Conditions of Canadian Independence

ERIC Educational Resources Information Center

Lawson, Robert F.

1975-01-01

Article focused on the effect of international professional migration as that migration raises critical questions of appropriate human resource utilization for economically progressive and politically automnomous development in Canada. (Author/RK)

Comparing Recruitment and Retention Strategies for Rehabilitation Professionals among Hospital and Home Care Employers

PubMed Central

Tran, Diem; Davis, Aileen; McGillis Hall, Linda

2012-01-01

ABSTRACT Purpose: The objective of this study was to compare hospital and home care employers' rankings of both the importance and the feasibility of workforce strategies for recruiting and retaining rehabilitation professionals. Methods: An online self-administered questionnaire was distributed to all employers of rehabilitation professionals in Ontario hospitals (n=144) and Community Care Access Centre home care providers (n=34). Importance and feasibility rankings were based on the percentage of high ratings; 95% CIs were used to determine significant differences between hospital and home care rankings of recruitment and retention strategies. Results: The response rate was 50% (72/144) from hospitals and 73.5% (25/34) from home-care settings. The recruitment and retention strategies considered most important and feasible for rehabilitation therapists, regardless of setting, were communication between employer and worker, compensation packages, access to research, and professional development in budget planning. Tangible resources, support personnel, work safety, and marketing rehabilitation careers to high school students were ranked significantly higher by hospitals than by home care providers. Conclusions: Similarities exist between hospital and home care employers in terms of the importance and feasibility of recruitment and retention strategies for rehabilitation professionals. However, when developing a rehabilitation health human resources plan, the strategies identified as different between hospital and home care settings should be taken into account. PMID:23277683

Professional Development: Designing Initiatives to Meet the Needs of Online Faculty

ERIC Educational Resources Information Center

Elliott, Marquita; Rhoades, Nicole; Jackson, Christina M.; Mandernach, B. Jean

2015-01-01

The increasing prevalence of online courses mandates an examination of the similarities--and differences--in the faculty training and development needs of those teaching online. With institutions facing increasingly limited resources, there is a need to prioritize faculty development initiatives that will encourage faculty participation. An…

Rewarding and Developing Staff in Higher Education: Invitation To Apply for Funds.

ERIC Educational Resources Information Center

Higher Education Funding Council for England, Bristol.

This document provides feedback on the Higher Education Funding Council for England (HEFCE) consultation (questionnaire responses about professional development in higher education) and invites higher education institutions to apply for special funding to support the development and implementation of human resource strategies. Responses to the…

The Relevancy of Graduate Curriculum to Human Resource Professionals' Electronic Communication.

ERIC Educational Resources Information Center

Hoell, Robert C.; Henry, Gordon O.

2003-01-01

Electronic communications of human resource professionals and the content of 23 university human resource management courses were categorized using the Human Resource Certification Institute's body of knowledge. Differences between proportion of topics discussed and topics covered in curricula suggest some topics are over- or undertaught.…

Professional nursing values: A concept analysis.

PubMed

Schmidt, Bonnie J; McArthur, Erin C

2018-01-01

The aim of this concept analysis is to clarify the meaning of professional nursing values. In a time of increasing ethical dilemmas, it is essential that nurses internalize professional values to develop and maintain a professional identity. However, nursing organizations and researchers provide different conceptions of professional nursing values, leading to a lack of clarity as to the meaning and attributes of this construct. Walker and Avant's (2011) method was used to guide an analysis of this concept. Resources published from 1973 to 2016 were identified via electronic databases and hand-searching of reference lists. A review of the literature was completed and the data were analyzed to identify uses of the concept; the defining attributes of the concept; borderline, related, contrary, and illegitimate examples; antecedents and consequences; and empirical referents. Professional nursing values were defined as important professional nursing principles of human dignity, integrity, altruism, and justice that serve as a framework for standards, professional practice, and evaluation. Further research is needed in the development and testing of professional nursing values theory, and the reassessment of values instruments. Core professional values that are articulated may help unify the profession and demonstrate the value of nursing to the public. © 2017 Wiley Periodicals, Inc.

Evaluating Career Development Resources: Lessons from the Earth Science Women's Network (ESWN)

NASA Astrophysics Data System (ADS)

Kogan, M.; Laursen, S. L.

2010-12-01

Retention of geoscientists throughout the professional pipeline is especially challenging in the case of groups that are already underrepresented in science, including racial minorities and women. The Earth Science Women’s Network (ESWN) is a professional network of early-career female geoscientists that provides its members with a variety of career resources, through both informal, online and in-person networking and formal career development workshops. The group’s members are of diverse nationalities and racial/ethnic backgrounds, of various age cohorts and career stages, but primarily graduate students, postdocs, and early-career researchers. With funding from an NSF ADVANCE grant to ESWN, we have conducted a detailed survey of ESWN members as part of an evaluation-with-research study that aims to determine the career needs of young geoscientists. The survey data provide information about members’ personal and professional situations, their professional development needs, and obstacles they face as young women scientists. ESWN members indicated a variety of areas of professional growth that would advance their scientific careers, but at all career stages, members chose expanding their professional networks as among their top career needs. Professional networking has established benefits for retention of people from groups underrepresented in science, including women: it introduces young scientists to career best practices and advancement opportunities, provides access to role models, and creates a sense of community. ESWN members strongly indicate that their professional networks benefited from their involvement with the Network. The community aspect of network-building is especially important for people from underrepresented groups, as they often feel alone due to the lack of role models. The intimate character of the ESWN discussion list greatly contributes to its members’ sense of community. Moreover, personal concerns and professional success are inextricably linked for women scientists, who still perform a disproportionate share of domestic and parenting duties, as our data show. ESWN members of all career stages cited work/life balance as among their top career obstacles. Here the intimate tone of ESWN discussion list proves helpful once again: women feel safe to exchange their experiences and suggestions for handling a variety of work/life dilemmas. Our data offer a snapshot of the population that is not well documented by researchers so far - young women scientists at various early-career stages, ranging from graduate students and postdocs to young faculty. We will offer a glimpse of their career needs and present the strategies that have enabled ESWN to provide them with relevant career resources through establishing a supportive community, as well as suggest future directions for the Network to develop. These lessons learned from ESWN should be helpful to all interested in supporting young scientists through critical career junctures.

Utilizing Model Eliciting Activities (MEA's) to engage middle school teachers and students in storm water management practices to mitigate human impacts of land development

NASA Astrophysics Data System (ADS)

Tazaz, A.; Wilson, R. M.; Schoen, R.; Blumsack, S.; King, L.; Dyehouse, M.

2013-12-01

'The Integrating STEM Project' engaged 6-8 grade teachers through activities incorporating mathematics, science and technology incorporating both Next Generation Science Standards (NGSS) and Common Core State Standards-Mathematics (CCSS-Math). A group of researchers from Oceanography, Mathematics, and Education set out to provide middle school teachers with a 2 year intensive STEM integration professional development with a focus on environmental topics and to monitor the achievement outcomes in their students. Over the course of 2 years the researchers created challenging professional development sessions to expand teacher knowledge and teachers were tasked to transform the information gained during the professional development sessions for classroom use. One lesson resource kit presented to the teachers, which was directly applicable to the classroom, included Model Eliciting Activities (MEA's) to explore the positive and negative effects land development has on climate and the environment, and how land development impacts storm water management. MEA's were developed to encourage students to create models to solve complex problems and to allow teachers to investigate students thinking. MEA's are a great curriculum technique used in engineering fields to help engage students by providing hands on activities using real world data and problems. We wish to present the Storm Water Management Resource toolkit including the MEA and present the outcomes observed from student engagement in this activity.

To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, 1982.

ERIC Educational Resources Information Center

Professional and Organizational Development Network in Higher Education.

This annual journal issue contains 21 papers, many of which were developed as background pieces for sessions of the annual conferences of the Professional and Organizational Development Network in Higher Education (POD). Papers are grouped into four sections on: personal reflections, faculty development, evaluation of teaching practices, and…

To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, 1994.

ERIC Educational Resources Information Center

Wadsworth, Emily C., Ed.; And Others

This annual journal issue contains 24 papers on issues of faculty development, instructional improvement, knowledge and teaching, and communication in higher education. Many of the papers were developed for the annual conference of the Professional and Organizational Development Network in Higher Education (POD). The papers are: (1) "Teaching…

To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, 1993.

ERIC Educational Resources Information Center

Wright, Delivee L., Ed.; And Others

This annual journal issue contains 20 papers on issues of faculty community, the inclusive institution, instruction, and faculty development in higher education. Many of the papers were developed for the annual conference of the Professional and Organizational Development Network in Higher Education (POD). The papers are: (1) "The Spirit of…

Collaboration with HEIs: A Key Capacity Building Block for the Uganda Water and Sanitation Public Sector

ERIC Educational Resources Information Center

Kayaga, Sam

2007-01-01

The capacity of public service staff in developing countries is crucial for achieving the Millennium Development Goals. Literature from developed countries shows that, working with higher education institutions (HEIs), industries have improved their human resource capacity through continuing professional development. This paper reports on research…

A professional development model for medical laboratory scientists working in the microbiology laboratory.

PubMed

Amerson, Megan H; Pulido, Lila; Garza, Melinda N; Ali, Faheem A; Greenhill, Brandy; Einspahr, Christopher L; Yarsa, Joseph; Sood, Pramilla K; Hu, Peter C

2012-01-01

The University of Texas M.D. Anderson Cancer Center, Division of Pathology and Laboratory Medicine is committed to providing the best pathology and medicine through: state-of-the art techniques, progressive ground-breaking research, education and training for the clinical diagnosis and research of cancer and related diseases. After surveying the laboratory staff and other hospital professionals, the Department administrators and Human Resource generalists developed a professional development model for Microbiology to support laboratory skills, behavior, certification, and continual education within its staff. This model sets high standards for the laboratory professionals to allow the labs to work at their fullest potential; it provides organization to training technologists based on complete laboratory needs instead of training technologists in individual areas in which more training is required if the laboratory needs them to work in other areas. This model is a working example for all microbiology based laboratories who want to set high standards and want their staff to be acknowledged for demonstrated excellence and professional development in the laboratory. The PDM model is designed to focus on the needs of the laboratory as well as the laboratory professionals.

A Case Study of URM Retention through IBP's Professional Development and Mentoring Activities

NASA Astrophysics Data System (ADS)

Johnson, A.; Williamson Whitney, V.; Ricciardi, L.; Detrick, L.; Siegfried, D.; Fauver, A.; Ithier-Guzman, W.; Thomas, S. H.; Valaitis, S.

2012-12-01

As a free-standing not for profit organization, the Institute for Broadening Participation (IBP) hosts a variety of initiatives designed to increase the retention of underrepresented minority (URM) students pursuing pathways in STEM. Successful initiatives include virtual and face-to-face components that bring together URM students with established URM and other scientists in academia, government and industry. These connections provide URM students with supportive mentoring, networking opportunities, and professional skill development contributing to an overall improved retention rate of URM students majoring in STEM degrees. IBP's initiatives include the NASA One Stop Shopping Initiative (NASA OSSI), Pathways to Ocean Science, Pathways to Engineering, and the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) Professional Development program in Earth System Science (ESS). The NASA OSSI initiative recruits and facilitates student engagement in NASA student education and employment opportunities. Through IBP's virtual and person-to-person communications, students learn how to identify, apply to, and participate in NASA programs. Pathways to Ocean Science connects and supports URM students with REU programs in the Ocean Sciences while serving as a resource for REU program directors. As one of IBP's newest initiatives, Pathways to Engineering has synthesized mentoring resources into an online mentoring manual for URM STEM students that has been extensively vetted by mentoring experts throughout the country. The manual which is organized by user groups serves as an e-forum providing undergraduates, graduates, postdocs, faculty members and project directors with valuable resources to facilitate a positive REU experience. This mentoring initiative also provides a mechanism for submitting new resources and inviting feedback in mentoring best practices throughout the STEM community. MS PHD'S, one of IBP's longest running and most successful initiatives, focuses on increasing the retention rate of URM students receiving advanced degrees in Earth system science. Through a three-phase structure of activities, the program addresses major barriers to retention in ESS including isolation, lack of preparation and professional development, and lack of mentoring. Program activities center on peer-to-peer community building, professional development exercises, networking experiences, one-on-one mentoring, and a facilitated virtual community. MS PHD'S participants report a reduced sense of isolation, an increased sense of community, and a higher level of confidence about their ability to succeed in their chosen field. As of August 2012, 189 students have participated in the program. 60 of those students are currently enrolled in a PhD. program. Another 35 have completed their PhD and are actively engaged in the ESS workforce.

The use of public health e-learning resources by pharmacists in Wales: a quantitative evaluation.

PubMed

Evans, Andrew; Evans, Sian; Roberts, Debra

2016-08-01

The aim of this study was to examine how communicable disease e-learning resources were utilised by pharmacy professionals and to identify whether uptake of the resources was influenced by disease outbreaks. Retrospective analysis of routine data regarding the number of individuals completing e-learning resources and statutory notifications of communicable disease. A high proportion of pharmacy professionals in Wales (38.8%, n = 915/2357) accessed the resources; around one in six completed multiple resources (n = 156). The most commonly accessed were those where there had been a disease outbreak during the study period. There was a strong positive correlation between e-learning uptake and number of disease cases; this was observed both for measles and scarlet fever. Communicable disease e-learning appears to be an acceptable method for providing communicable disease information to pharmacy professionals. Study findings suggest that e-learning uptake is positively influenced by disease outbreaks this reflects well both on pharmacy professionals and on the e-learning resources themselves. © 2016 Royal Pharmaceutical Society.

U.S. Pacific Command > Resources > Useful Links

Science.gov Websites

PACOM Professional Development Reading List History Defense Strategic Guidance (PDF) USPACOM Area of Speeches / Testimony Freedom of Information Act FOIA - Reading Room Submit FOIA Request Request Status FOIA

Implementation Training and Assistance for State and Local Air Agencies

EPA Pesticide Factsheets

Training courses, presentations, and other resources to help state and local air professionals learn more about NAAQS implementation, air pollution control and emissions reduction, SIP development, and public participation.

Structural empowerment and burnout among Portuguese nursing staff: An explicative model.

PubMed

Orgambídez-Ramos, Alejandro; Borrego-Alés, Yolanda; Vázquez-Aguado, Octavio; March-Amegual, Jaume

2017-11-01

Kanter's structural empowerment model was used to assess the influence of access to opportunities, resources, information and support on core burnout through global empowerment in a nursing sample in Portugal. The empowerment experience increases the levels of nursing professionals' satisfaction and performance preventing the emergence of burnout. However, the relationship between structural empowerment and burnout has been scarcely studied in Portugal. We conducted a cross-sectional correlational study assessing a final sample of 297 participants (62.13% response rate, 63.64% women). Model fit and mediation test were examined using structural equation modelling (path analysis). Access to opportunities and access to support had direct impact, through global empowerment, on core burnout, whereas access to resources had both direct and indirect impact on core burnout. The results validated the structural empowerment model and its application in nursing staff in Portugal. Professional training plans, the development of formal and informal support networks, and the availability of resources increase the levels of empowerment and decrease the likelihood of experiencing burnout in nursing professionals. © 2017 John Wiley & Sons Ltd.

An interventional model to develop health professionals in West Africa.

PubMed

Sanou, Anselme Simeon; Awoyale, Florence Adeola; Diallo, Abdoulaye

2014-01-01

The health sector is characterized by a human resource base lacking in numbers, specialized skills, and management skills. West African Health Organization (WAHO) recognizes the need within the West Africa sub-region for bilingual professionals who are skilled in public health, management, leadership, and information technology to build human capacity in public health and developed the Young Professionals Internship Program (YPIP). Our study explores the evolution of the programme. YPIP program has successfully carried out its original aims and objectives to equip young professionals with basic principles of public health, management, and leadership, acquire competence in a second official language (French, English, and Portuguese), information and communication technology. Contributing factors towards this successful evaluation included positive ratings and commentary from previous interns about the relevance, usefulness, and quality of the programme, encouraging feedback from WAHO management, trainers, administrators, and intern employers on the impact of the YPIP program on young professionals, supporting evidence that demonstrates increased knowledge in professional skills and language competency.

An interventional model to develop health professionals in West Africa

PubMed Central

Sanou, Anselme Simeon; Awoyale, Florence Adeola; Diallo, Abdoulaye

2014-01-01

The health sector is characterized by a human resource base lacking in numbers, specialized skills, and management skills. West African Health Organization (WAHO) recognizes the need within the West Africa sub-region for bilingual professionals who are skilled in public health, management, leadership, and information technology to build human capacity in public health and developed the Young Professionals Internship Program (YPIP). Our study explores the evolution of the programme. YPIP program has successfully carried out its original aims and objectives to equip young professionals with basic principles of public health, management, and leadership, acquire competence in a second official language (French, English, and Portuguese), information and communication technology. Contributing factors towards this successful evaluation included positive ratings and commentary from previous interns about the relevance, usefulness, and quality of the programme, encouraging feedback from WAHO management, trainers, administrators, and intern employers on the impact of the YPIP program on young professionals, supporting evidence that demonstrates increased knowledge in professional skills and language competency. PMID:25419290