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

ERIC Educational Resources Information Center

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

2002-01-01

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

Effects of Learning Styles on Online Professional Development with Educators

ERIC Educational Resources Information Center

Aden, Lori Ann Parsley

2010-01-01

Although the field of distance education is growing, according to research, most online courses only use text-based instructional strategies instead of incorporating various instructional strategies to match differing learning styles. Furthermore, studies of learning styles in online professional development courses are limited. Using a…

Professional Development that Works: Shifting Preschool Teachers' Beliefs and Use of Instructional Strategies to Promote Children's Peer Social Competence

ERIC Educational Resources Information Center

Han, Heejeong Sophia

2012-01-01

This study examined the effectiveness of a professional development (PD) experience on preschool teachers' instructional strategy development. Focusing on supporting young children's peer social competence as a common interest, preschool teachers were guided to design the specific contents of the PD workshops and were offered an on-site…

Impact of Professional Development on Preschool Teachers' Conversational Responsivity and Children's Linguistic Productivity and Complexity

ERIC Educational Resources Information Center

Piasta, Shayne B.; Justice, Laura M.; Cabell, Sonia Q.; Wiggins, Alice K.; Turnbull, Khara Pence; Curenton, Stephanie M.

2012-01-01

The present study investigated the effect of professional development (PD) on preschool teachers' conversational responsivity in the classroom, defined as teachers' use of strategies to promote children's participation in extended conversational exchanges (communication-facilitating strategies) and exposure to advanced linguistic models…

Peer Mentoring: Stories of Three Mathematics Teachers

ERIC Educational Resources Information Center

Kensington-Miller, Barbara

2011-01-01

Mentoring is a professional development strategy well documented. Peer mentoring however, is relatively new and was provided as a professional development strategy for a group of secondary school mathematics teachers working in low socio-economic schools. Through the stories of three teachers, the year-long study identifies the features critical…

Teachers' Self-Directed Professional Development: Science and Mathematics Teachers' Adoption of ICT as a Professional Development Strategy

ERIC Educational Resources Information Center

Mushayikwa, Emmanuel

2013-01-01

This paper is part of a larger study that was carried out to investigate the use of Information and Communication Technology (ICT) in the self-directed professional development on the self-directed professional development (SDPD) of mathematics and science teachers in Zimbabwe. The educational context provides an example of how teachers…

A Professional Learning Community Activity for Science Teachers: How to Incorporate Discourse-Rich Instructional Strategies into Science Lessons

ERIC Educational Resources Information Center

Lewis, Elizabeth; Baker, Dale; Watts, Nievita Bueno; Lang, Michael

2014-01-01

In this article we describe current educational research underlying a comprehensive model for building a scientific classroom discourse community. We offer a professional development activity for a school-based professional learning community, providing specific science instructional strategies within this interactive teaching model. This design…

What the Research Says about Class Size, Professional Development, and Recruitment, Induction, and Retention of Highly Qualified Teachers: A Compendium of the Evidence on Title II, Part A, Program-Funded Strategies

ERIC Educational Resources Information Center

Krasnoff, Basha

2015-01-01

States and districts have the flexibility to creatively use Title II, Part A funds to address teacher quality issues. Currently, three strategies predominate--class size reduction, professional development, and recruitment, induction, and retention of highly qualified teachers. Each strategy is implemented with the intention of improving teaching…

Adult Professional Development: Can Brain-Based Teaching Strategies Increase Learning Effectiveness?

ERIC Educational Resources Information Center

Tilton, Wendy

2011-01-01

Brain-based teaching strategies, compared to facilitative student-centered teaching strategies, were employed with 62 real estate professionals in a quasi-mixed-methods study. Participants attended a 2-day proprietary real estate continuing education course. Both the experimental and control groups received the same facilitative instruction, as…

Vocational Teacher Professional Development. Practice Application Brief No. 11.

ERIC Educational Resources Information Center

Brown, Bettina Lankard

Teacher shortages, new technologies, and vocational certification demands are directing attention to the need for professional development of vocational education (VE) teachers. VE teachers can use various strategies to enhance their performance and effectiveness through professional development. Worksite experiences give VE teachers opportunities…

Saudi Arabian Science Teachers and Supervisors' Views of Professional Development Needs

ERIC Educational Resources Information Center

Mansour, Nasser; Alshamrani, Saeed M.; Aldahmash, Abdulwali H.; Alqudah, Basil M.

2013-01-01

Problem Statement: Teacher professional development is a prominent feature in the educational landscapes of both developed and developing countries. Teacher development can be conceptualised as a mechanism for driving change in educational systems and/or as a strategy for empowering teachers to improve their professional knowledge and pedagogy. To…

Teacher Professional Development Strategies in Australian Government and Professional Associations Documents

ERIC Educational Resources Information Center

Kostina, Ludmyla

2015-01-01

Teacher in Australia is determined as an active participant of professional community with high level of collaboration, professional development coherent activities and collaborative learning practice. Thus, teacher quality is one of critical factors affecting student outcomes. The article touches upon the issue of the potential to improve…

Student and resident perspectives on professionalism: beliefs, challenges, and suggested teaching strategies.

PubMed

Salinas-Miranda, Abraham A; Shaffer-Hudkins, Emily J; Bradley-Klug, Kathy L; Monroe, Alicia D H

2014-05-10

The purpose of this study was to investigate the views of medical students and residents regarding the practice of professionalism, their perceived challenges, and ideas for the development of a new curriculum in medical professionalism. Data were collected from four focus groups comprised of 27 residents and medical students recruited from the University of South Florida Morsani School of Medicine and Residency Programs between January and March 2012. A questioning protocol was used to guide the focus group discussion. Data were transcribed for thematic analysis. Learners expressed beliefs regarding key attributes of professional behaviors, factors perceived to be associated with lapses of professional behavior, skills that need to be taught, and strategies to teach professionalism from the learners' perspective. Learners perceived that the values of professionalism are often disconnected from the reality evidenced in clinical training due to a myriad of personal and contextual challenges. Residents and students need help in negotiating some of the challenges to medical professionalism that are encountered in clinical settings. We recommend a learner's centered model of curriculum development in medical professionalism that takes into consideration perceived challenges and strategies for modeling and reinforcing medical professionalism.

A Program Evaluation of the Effects of PLCs on Direct Interactive Instruction

ERIC Educational Resources Information Center

Reyes, Deirdre

2014-01-01

Increased student achievement is the goal of all educators, and to that end, teachers must engage in professional development so that they are introduced to new strategies. Moreover, these professional development offerings must be sustained with a follow-up plan that allows teachers to practice strategies and reflect and collaborate with…

Barriers and Effective Educational Strategies to Develop Extension Agents' Professional Competencies

ERIC Educational Resources Information Center

Lakai, Dona; Jayaratne, K. S. U.; Moore, Gary E.; Kistler, Mark J.

2012-01-01

The study reported here determined the barriers and effective educational strategies to develop Extension agents' professional competencies. This was a descriptive survey research conducted with a random sample of Extension agents. Increased workload and lack of time and funding were identified as the most constraining barriers of Extension agents…

Let's Be PALS: An Evidence-Based Approach to Professional Development

ERIC Educational Resources Information Center

Dunst, Carl J.; Trivette, Carol M.

2009-01-01

An evidence-based approach to professional development is described on the basis of the findings from a series of research syntheses and meta-analyses of adult learning methods and strategies. The approach, called PALS (Participatory Adult Learning Strategy), places major emphasis on both active learner involvement in all aspects of training…

Lesson Study for Professional Development and Research

ERIC Educational Resources Information Center

Pierce, Robyn; Stacey, Kaye

2011-01-01

In this paper we demonstrate that "lesson study" may be adapted from its primary use as a professional development strategy for use as a research strategy, especially to identify principles of good lesson design. We report on a project undertaken in two Australian secondary schools where lesson study research was used to investigate the…

Measuring the Quality of Professional Development Training

ERIC Educational Resources Information Center

Gaumer Erickson, Amy S.; Noonan, Patricia M.; Brussow, Jennifer; Supon Carter, Kayla

2017-01-01

High-quality, evidence-based professional development is essential to ensure that teachers obtain the knowledge, strategies and skills necessary to positively impact student learning. While the primary form of professional development, training has rarely been evaluated for quality beyond the satisfaction of those being trained. The Observation…

Leading and Learning: Leadership, Change, and Challenge in a Professional Development Initiative

ERIC Educational Resources Information Center

Curtis, Todd A.; DiFabio, Mark L.; Fortuna, Jodi L.; Lauze, Kathleen M.; McCoy, Tina H.; Nikas, Kathryn M.

2012-01-01

Schools seeking to increase student achievement often employ professional development strategies to institute instructional reforms, yet research offers little guidance on how leadership behaviors might support professional development aimed at district reform and instructional change. This qualitative case study examined the following research…

Factors that influence the professional resilience of occupational therapists in mental health practice.

PubMed

Ashby, Samantha E; Ryan, Susan; Gray, Mel; James, Carole

2013-04-01

Mental health practice can create challenging environments for occupational therapists. This study explores the dynamic processes involved in the development and maintenance of professional resilience of experienced mental health occupational therapy practitioners. It presents the PRIOrity model that summarises the dynamic relationship between professional resilience, professional identity and occupation-based practice. A narrative inquiry methodology with two phases of interviews was used to collect the data from nine experienced mental health practitioners. Narrative thematic analysis was used to interpret the data. Professional resilience was linked to: (i) professional identity which tended to be negatively influenced in contexts dominated by biomedical models and psychological theories; (ii) expectations on occupational therapists to work outside their professional domains and use generic knowledge; and (iii) lack of validation of occupation-focussed practice. Professional resilience was sustained by strategies that maintained participants' professional identity. These strategies included seeking 'good' supervision, establishing support networks and finding a job that allowed a match between valued knowledge and opportunities to use it in practice. For occupational therapists professional resilience is sustained and enhanced by a strong professional identity and valuing an occupational perspective of health. Strategies that encourage reflection on the theoretical knowledge underpinning practice can sustain resilience. These include supervision, in-service meetings and informal socialisation. Further research is required into the role discipline-specific theories play in sustaining professional values and identity. The development of strategies to enhance occupational therapists' professional resilience may assist in the retention of occupational therapists in the mental health workforce. © 2012 The Authors Australian Occupational Therapy Journal © 2012 Occupational Therapy Australia.

Iranian senior nursing managers’ experiences and understanding of social capital in the nursing profession

PubMed Central

Manoochehri, Houman; Lolaty, Hamideh Azimi; Hassani, Parkhideh; Arbon, Paul; Shorofi, Seyed Afshin

2014-01-01

Background: This study aimed to explore the role of social capital within the context of the nursing profession in Iran, based on the experience and perspectives of senior nursing managers. Materials and Methods: The study was conducted using the Graneheim and Lundman content analysis method. Using purposive sampling, 26 senior nursing managers from the Ministry of Health and Medical Education, the College of Nursing and Midwifery, the Iranian Nursing Organization, nursing associations and hospitals were selected, who participated in semi-structured in-depth interviews. Results: Content analysis revealed three main themes (social capital deficit, applying multiple strategies, and cultivating social capital) as well as eight categories which included professional remoteness, deficiency in professional potency, deficiency in professional exchanges, accumulation of personal social capital, accumulation of professional social capital, socio-political strategies, psychological–cognitive strategies, and ethical/spiritual strategies. The results show the perceived level of social capital in nursing in Iran, the application of some key strategies, and the principal rewards accrued from active participation in improving the social capital in nursing environment and profession. Conclusions: Efforts should be made to strengthen the social capital and apply key strategies with the aim of achieving personal and professional benefits for nurses, their patients, and co-workers, and for the delivery of healthcare in general. In this respect, the role of senior managers is vital in stimulating collective action within the profession, planning for the development of a culture of participation in healthcare services, helping to develop all fields of the profession, and developing and strengthening intra- and inter-professional exchanges and networking. PMID:25400673

Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development

ERIC Educational Resources Information Center

Ebert-May, Diane; Derting, Terry L.; Henkel, Timothy P.; Maher, Jessica Middlemis; Momsen, Jennifer L.; Arnold, Bryan; Passmore, Heather A.

2015-01-01

The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development "best practices" and effective models for change difficult. We aimed to determine the extent to which…

Mathematics Coaching: A New Kind of Professional Development

ERIC Educational Resources Information Center

Obara, Samuel

2010-01-01

While millions of dollars are spent on traditional professional development each year in the USA, some school districts are trying other means to increase students' test scores. One strategy is hiring mathematics coaches as on-site professional developers. Whereas mathematics coaching is a newly investigated research area and many issues still…

The Principal as Professional Development Leader

ERIC Educational Resources Information Center

Lindstrom, Phyllis H.; Speck, Marsha

2004-01-01

Individual teachers have the greatest effect on student performance. Principals, as professional development leaders, are in the best position to provide teachers with the professional development strategies they need to improve skills and raise student achievement. This book guides readers through a step-by-step process to formulate, implement,…

Professional Development in Statistics, Technology, and Cognitively Demanding Tasks: Classroom Implementation and Obstacles

ERIC Educational Resources Information Center

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

2012-01-01

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…

Professional Identity Development: A Review of the Higher Education Literature

ERIC Educational Resources Information Center

Trede, Franziska; Macklin, Rob; Bridges, Donna

2012-01-01

This study examined the extant higher education literature on the development of professional identities. Through a systematic review approach 20 articles were identified that discussed in some way professional identity development in higher education journals. These articles drew on varied theories, pedagogies and learning strategies; however,…

Beyond "Job-Embedded": Ensuring That Good Professional Development Gets Results

ERIC Educational Resources Information Center

National Institute for Excellence in Teaching, 2012

2012-01-01

Two recent studies by Biancarosa et al. and by Saunders et al. have finally demonstrated that "job-embedded, sustained professional development" can significantly improve student achievement. But there's a catch. In both studies, effective professional development (PD) strategies were successful only under certain circumstances or only in some…

Strategies for Improving Power in School-Randomized Studies of Professional Development

ERIC Educational Resources Information Center

Kelcey, Ben; Phelps, Geoffrey

2013-01-01

Objectives: Group-randomized designs are well suited for studies of professional development because they can accommodate programs that are delivered to intact groups (e.g., schools), the collaborative nature of professional development, and extant teacher/school assignments. Though group designs may be theoretically favorable, prior evidence has…

Content Area Literacy: Relationship between Lesson Design and Professional Development

ERIC Educational Resources Information Center

Owens-Kristenson, Jodi

2013-01-01

Despite Minnesota's investment in professional development in content area literacy, secondary students are not showing expected literacy gains. A lack of literacy proficiency limits future options for students. The purpose of this study was to examine content-area literacy strategy inclusion and its relationship to professional development in the…

New strategies for higher professional education.

PubMed Central

Pietroni, R

1992-01-01

Since the original recommendation in 1968 for a period of higher professional education, the development of this form of education has been slow. However, in 1990 a working party was established by the education division of the Royal College of General Practitioners to report on higher professional education. This paper describes some of the early work of the working party and its recommendations with particular emphasis on educational strategies, assessment and accreditation. A flexible, learner centred approach needs to be developed to encourage autonomy. Educational strategies are described which value previous experience and allow for a shift of responsibility for learning from the teacher to the learner. PMID:1419264

Implementation of Formative Assessment Strategies as Perceived by High School Students and Teachers: Professional Development Implications

ERIC Educational Resources Information Center

Burns, Rosemary

2010-01-01

The purpose of this research study was to investigate the level of implementation of formative assessment strategies among Rhode Island high school teachers and students in three districts. Furthermore, the research analyzed the relationship of the disciplines taught, the amount and kinds of professional development teachers had, and district…

A Study of Chinese Engineering Students' Communication Strategies in a Mobile-Assisted Professional Development Course

ERIC Educational Resources Information Center

Cheng, Li

2016-01-01

The development of students' professional skills is an important issue in higher education in China. This research reports a 3-month study investigating engineering students' communication strategies (CSs) while they were interacting to do a 12-week mobile-assisted learning project, i.e., "Organizing and Attending a Model International…

Critical Reflections on Working with Diverse Families: Culturally Responsive Professional Development Strategies for Early Childhood and Early Childhood Special Educators

ERIC Educational Resources Information Center

Maude, Susan P.; Hodges, Lisa Naig; Brotherson, Mary Jane; Hughes-Belding, Kere; Peck, Nancy; Weigel, Cindy; Sharp, Lisa

2009-01-01

Professional development that focuses on supporting teachers' abilities to work with diverse families is keenly needed. This article outlines three instructional strategies and how they were used with undergraduate students in an inclusive early childhood teacher education program: (a) involving diverse family members as instructional supports;…

Local Strategies: Creating and Nurturing Collaborative Communities of Practice

ERIC Educational Resources Information Center

Bauer, Denise; Beaulieu, Elizabeth; Wobbe, Kristin

2017-01-01

Creating meaningful professional development opportunities for general education faculty can be particularly challenging at professionally-focused institutions where teaching liberal arts courses is sometimes viewed merely as a service requirement. Committing to sustained professional development for general education faculty can lead to…

Relationship between incivility experiences and nursing professional values among nursing students: Moderating effects of coping strategies.

PubMed

Kim, Ji-Soo

2018-06-01

During clinical practice, nursing students develop their professional role and internalize the values of the nursing profession. Unfortunately, it also often exposes them uncivil behaviors from nurses. To identify the relationship between incivility experiences and nursing professional values, and investigate the potential moderating effects of coping strategies in this relationship. This was a descriptive, cross-sectional study. Data were collected from 203 nursing students using questionnaires. The questionnaire comprised sections assessing participant characteristics, incivility experiences, coping strategies, and nursing professional values. Multiple regression analysis was used to identify the relationship between incivility experiences and nursing professional values, as well as the interaction effect of incivility experiences and coping strategies on nursing professional values. Incivility experiences were negatively related to nursing professional values. Furthermore, seeking support moderated the relationship between incivility experiences and nursing professional values. In other words, as incivility experiences increased, nursing students who used more seeking social support tended to have stronger nursing professional values than did those who used this coping strategy less. To improve the nursing professional values of nursing students, educators must inform nursing managers when nurses direct uncivil behaviors towards students. Educators should also listen to students' experiences, support them emotionally, and encourage students to engage in seeking social support. Copyright © 2018 Elsevier Ltd. All rights reserved.

Assiduous String-Savers: The Idea-Generating Strategies of Professional Expository Writers.

ERIC Educational Resources Information Center

Root, Robert L., Jr.

A study was conducted over a two-year period to investigate the idea-generating strategies of six professional writers and their implications for students. Because finding an idea that leads to a journal or newspaper column is so important to a writer, an attempt was made to learn ways professional writers establish working plans and develop a…

Offering a Geoscience Professional Development Program to Promote Science Education and Provide Hands-on Experiences for K-12 Science Educators

ERIC Educational Resources Information Center

Fakayode, Sayo O.; Pollard, David A.; Snipes, Vincent T.; Atkinson, Alvin

2014-01-01

Development of an effective strategy for promoting science education and professional development of K-12 science educators is a national priority to strengthen the quality of science, technology, engineering, and mathematics (STEM) education. This article reports the outcomes of a Geoscience Professional Development Program (GPDP) workshop…

Teacher Self-Efficacy and Cultural Proficiency: Program Evaluation for EL MAR Professional Development

ERIC Educational Resources Information Center

Davis, Catherine Hofius

2014-01-01

Many classroom teachers across the United States struggle to teach English language learners (ELLs) effectively, despite professional development in ELL strategies. This national problem is reflected in a rural middle school, the focus of this study. To address the academic needs of low-performing ELLs, the professional development model,…

A Professional Development on Autism Spectrum Disorders for Special Education Teachers

ERIC Educational Resources Information Center

Murphy, LaShunda

2016-01-01

This study examined the effects of a 2-day professional development for special education teachers of students who have Autism Spectrum Disorders (ASDs). The professional development included general knowledge of ASDs and teaching strategies that could be used in the classroom to assist children with ASDs. This study also ascertained teachers'…

Practice Brief: Faculty Perspectives on Professional Development to Improve Efficacy when Teaching Students with Disabilities

ERIC Educational Resources Information Center

Park, Hye Jin; Roberts, Kelly D.; Stodden, Robert

2012-01-01

"Innovative and Sustainable Teaching Methods and Strategies" project staff provided professional development to instructional faculty to enhance their attitudes, knowledge, and skills in meeting the diverse needs of students with disabilities. This practice brief describes one of the professional development programs, delivered over the course of…

Comparative Analysis of Participation of Teachers of STEM and Non-STEM Subjects in Professional Development

ERIC Educational Resources Information Center

Chiyaka, Edward T.; Kibirige, Joachim; Sithole, Alec; McCarthy, Peter; Mupinga, Davison M.

2017-01-01

School administrators continuously consider teacher professional development (PD) as one of the key strategies to improving teachers' pedagogical skills. Modern proposals for advancing education by improving student learning outcomes are centered on high quality professional development for teachers. However, teachers face a number of barriers…

A Face-to-Face Professional Development Model to Enhance Teaching of Online Research Strategies

ERIC Educational Resources Information Center

Terrazas-Arellanes, Fatima E.; Knox, Carolyn; Strycker, Lisa A.; Walden, Emily

2016-01-01

To help students navigate the digital environment, teachers not only need access to the right technology tools but they must also engage in pedagogically sound, high-quality professional development. For teachers, quality professional development can mean the difference between merely using technology tools and creating transformative change in…

Action Research as a School-Based Strategy in Intercultural Professional Development for Teachers

ERIC Educational Resources Information Center

Sales, Auxiliadora; Traver, Joan A.; Garcia, Rafaela

2011-01-01

Teacher professional development is a key factor for transforming professional and school culture. This article describes a case study undertaken in a Spanish school during the 2007-2008 academic year. Our aim is to explain how action research methodology was applied to encourage professional and school culture towards an intercultural and…

Middle School Mathematics Teachers' Conceptions of English Language Learners and Strategies to Support Them: An Examination of Two Professional Development Communities of Practice

ERIC Educational Resources Information Center

Roberts, Sarah Ann

2009-01-01

This study examined teachers' positioning of English language learners (ELLs) and instructional strategies to support them within the Problem Solving Cycle professional development program. Using a communities of practice lens (Wenger, 2000) and building on literature related to supporting ELLs in mathematics, Mathematics Knowledge for Teaching…

Psychological Strategies Included by Strength and Conditioning Coaches in Applied Strength and Conditioning.

PubMed

Radcliffe, Jon N; Comfort, Paul; Fawcett, Tom

2015-09-01

This study provided the basis by which professional development needs can be addressed and add to the applied sport psychology literature from an underresearched sport domain. This study endeavored to use qualitative methods to explore the specific techniques applied by the strength and conditioning professional. Eighteen participants were recruited for interview, through convenience sampling, drawn from a previously obtained sample. Included in the study were 10 participants working within the United Kingdom, 3 within the United States, and 5 within Australia offering a cross section of experience from ranging sport disciplines and educational backgrounds. Participants were interviewed using semistructured interviews. Thematic clustering was used by interpretative phonological analysis to identify common themes. The practitioners referred to a wealth of psychological skills and strategies that are used within strength and conditioning. Through thematic clustering, it was evident that a significant emphasis is on the development or maintenance of athlete self-confidence specifically with a large focus on goal setting. Similarly, albeit to a lesser extent, there was a notable attention on skill acquisition and arousal management strategies. The strategies used by the practitioners consisted of a combination of cognitive strategies and behavioral strategies. It is important to highlight the main psychological strategies that are suggested by strength and conditioning coaches themselves to guide professional development toward specific areas. Such development should strive to develop coaches' awareness of strategies to develop confidence, regulate arousal, and facilitate skill and technique development.

Professional competencies in health promotion and public health: what is common and what is specific? Review of the European debate and perspectives for professional development.

PubMed

Mereu, Alessandra; Sotgiu, Alessandra; Buja, Alessandra; Casuccio, Alessandra; Cecconi, Rosaria; Fabiani, Leila; Guberti, Emilia; Lorini, Chiara; Minelli, Liliana; Pocetta, Giancarlo; Contu, Paolo

2015-01-01

According to the Nairobi Call to Action, the growth of practitioners' skills can be favoured by setting accreditation standards and by reorienting professional competencies of current and future health workers. This will make it possible to develop a critical mass of competent practitioners, foster training, and increase visibility of the professional field. Through a review of the literature, the authors offer an overview of competency-based strategies for professional development in health promotion. The main research questions discussed were as follows: Is there a shared definition of public health?; Is there a shared definition of health promotion?; Who are the main stakeholders for public health and health promotion in Europe?; What is the meaning of professional competencies in education and practice for public health and health promotion?; Is there a shared system of professional core competencies in public health and health promotion?;What is common and what is specific between the two systems of professional competencies?; Is it useful and feasible to create specific strategies of professional development for public health and health promotion? A transformative use of competencies makes it possible to inform students, professionals, employers, and political decision-makers about what is expected from a specific profession and its values.

Mathematics and Science Teachers Professional Development with Local Businesses to Introduce Middle and High School Students to Opportunities in STEM Careers

ERIC Educational Resources Information Center

Miles, Rhea; Slagter van Tryon, Patricia J.; Mensah, Felicia Moore

2015-01-01

TechMath is a professional development program that forms collaborations among businesses, colleges, and schools for the purpose of promoting Science, Technology, Engineering, and Mathematics (STEM) careers. TechMath has provided strategies for creating highquality professional development by bringing together teachers, students, and business…

Professional Development: A Six-Year Data Evaluation of HIDTA Law Enforcement Task Force Training Programs

ERIC Educational Resources Information Center

Burnett, Larry D.

2012-01-01

This is a nationwide six-year data study of law enforcement training and professional development in relationship to workplace productivity. Why do we care about law enforcement training and professional development? Because the law enforcement environment is not standing still. Unlawful activity, and in particular drug trafficking strategies,…

Practical Approaches to Early Childhood Professional Development: Evidence, Strategies, and Resources [with CD-ROM

ERIC Educational Resources Information Center

Winton, Pamela J., Ed; McCollum, Jeanette A., Ed.; Catlett, Camille, Ed.

2007-01-01

The key to improving the early education of all young children, including those with special needs, is the effective preparation and development of the professionals who work with them. "Practical Approaches to Early Childhood Professional Development" is a comprehensive planning resource for college faculty and consultants engaged in preservice …

The Pitfalls of Focusing on Instructional Strategies in Professional Development for Teachers of English Learners

ERIC Educational Resources Information Center

Molle, Daniella

2013-01-01

For more than a decade, the professional development literature has shown that most teachers are not adequately prepared to teach English learners (ELs)--that holds true for both specialist and mainstream teachers (see, for example, August & Hakuta, 1997; Beykont, 2002). Research that focuses on professional development for teachers of ELs,…

CPD: Support Strategies for Professional Learning, National Initiatives and Major Curriculum Reform

ERIC Educational Resources Information Center

Cumming, Carol

2011-01-01

This article outlines developments in continuous professional development (CPD) for teachers, within the Scottish context. It discusses some examples of both bottom-up and top-down structures, approaches to, and opportunities for CPD within Scotland, contextualizing the importance of professional learning within global issues of educational…

Looking to the Future: Producing Transdisciplinary Professionals for Leadership in Early Childhood Settings

ERIC Educational Resources Information Center

Cartmel, Jennifer; Macfarlane, Kym; Nolan, Andrea

2013-01-01

This paper reports on an Australian initiative "Developing and Sustaining Pedagogical Leadership in Early Childhood Education and Care Professionals," where academics and professionals shared knowledge, experience and research about transdisciplinary practice. The project aimed to develop an understanding of the strategies and skills…

Teachers' Perceived Values on the Effect of Literacy Strategy Professional Development

ERIC Educational Resources Information Center

Mundy, Marie-Anne; Howe, Mary E.; Kupczynski, Lori

2015-01-01

This study examined 299 Louisiana teachers from three school districts regarding their perceptions of the value provided by specific types of professional development (PD) including professional learning communities (PLC), demonstration lessons, and in-service as well as graduate hours in reading/literacy on implementation (frequency of use),…

Professional Development in Secondary Schools.

ERIC Educational Resources Information Center

Haile, Brian

1980-01-01

Citing information gained in his study of professional development programs in industry, retailing, and banking, the author proposes a new model for staff development in England's secondary schools, one based on self-assessment of individual needs and diversified training strategies. (SJL)

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.

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

Nurses’ Clinical Judgment Development: A Qualitative Research in Iran

PubMed Central

Seidi, Jamal; Alhani, Fatemeh; Salsali, Mahvash

2015-01-01

Background: Clinical judgment development is necessary because it leads to appropriate nursing diagnoses, clinical decision-making and health promotion. Objectives: In this study we explored the process of Iranian nurses’ development in clinical judgment. Patients and Methods: This qualitative study was conducted in 2013 at hospitals of Kurdistan University of Medical Sciences, located in the Sanandaj city of Iran. The data were collected based on semi-structured interviews and the study included 24 participants. Data analysis was carried out concurrently with data collection using the grounded theory method. Results: The study participants’ main concern was ‘being non-professional in clinical judgment’. In response to this concern, they were struggling for gaining professional autonomy, striving for integrating clinical judgment skills, scrambling to make effective educational interventions and striving for professional and inter professional collaboration in clinical judgment. The core category was ‘struggling for becoming professional in clinical judgment development’. When nurses were supported professionally, they were able to develop their professional clinical judgment. Conclusions: The findings of this study provided critical information about nurses’ professionalization in clinical judgment. Accordingly, the participants adopted different strategies to develop their clinical judgment ability. Integrating these strategies into nursing theory and clinical education can improve nurses’ clinical judgment ability. PMID:26473075

Strategies for healthcare professionals to facilitate patient illness understanding.

PubMed

Nunstedt, Håkan; Rudolfsson, Gudrun; Alsén, Pia; Pennbrant, Sandra

2017-12-01

To describe how healthcare professionals facilitate patient illness understanding. Healthcare professionals and patients differ in their illness understanding. If the information provided by healthcare professionals is not adapted to the patient's daily life, it may be unusable for the patient. Previous research has found that healthcare professionals should individualise the information to enable the patient to apply the knowledge to the personal situation and to develop illness understanding. However, little is known of how healthcare professionals can facilitate patient illness understanding. A qualitative descriptive study based on individual, semi-structured, open-ended and face-to-face interviews was conducted with healthcare professionals (n = 11) concerning how they facilitate patients illness understanding. Three health centres were involved during the period of March to November 2014. The interviews were analysed with qualitative content analysis. The result identified a continuous and collaborative process with three strategies used by healthcare professionals to facilitate the patient's illness understanding: (i) assess the patient's illness understanding, (ii) interact with the patient to develop illness understanding and (iii) support the patient's personal development for illness understanding. The steps in the process depend on each other. The results of our analysis indicate that healthcare professionals can use the continuous and collaborative process to enhance the patient's self-care ability and turn his or her knowledge into action for improving illness understanding. The three continuous and collaborative process strategies involving pedagogical approaches can create conditions for healthcare professionals to obtain a holistic view of the patient's life and to be a key resource for person-centred care. © 2017 John Wiley & Sons Ltd.

Professional services contract manager development and certification strategy : spr 696 : final report.

DOT National Transportation Integrated Search

2013-02-27

SCDOT hires many consultants to provide professional services in support of its planning, design, construction and : maintenance projects. SCDOT personnel responsible for procuring and administering these professional service : contracts, especially ...

Examining teacher self-efficacy about best practices in science during a professional development series

NASA Astrophysics Data System (ADS)

Menez, Jessica L.

Using extant data that were collected as part of a larger project, the current study examined teacher self-efficacy and the teachers' intentions to implement workshop content throughout the course of a six-week professional development workshop focused on enhancing science motivation for students through the adoption of specific instructional strategies. There were a total of 20 middle and high school teacher participants. Results indicated teacher self-efficacy changed significantly from pre to post. Teachers showed higher teacher self-efficacy after the professional development, in particular for influencing student engagement. In addition, we found a moderate correlation between the level of confidence after the implementation of a strategy and teachers intention of trying the strategy again. Finally, new direction for future research topics made possible by this study are presented.

Lights, Camera, Action: Facilitating PETE Students' Reflection through Film

ERIC Educational Resources Information Center

Lee, Okseon; Ravizza, Dean; Lee, Myung-Ah

2009-01-01

Preparing teacher candidates to be reflective professionals is a critical component of physical education teacher education programs. Although many specific strategies have been developed to facilitate post-lesson reflection, strategies for reflecting on future work and professional life have not been widely explored. As a way to facilitate…

Using Coaching as a Professional Development Modality to Train Teachers in the Use of Evidence-Based Practices for Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Hollins, Samantha Marsh

2013-01-01

Professional development for teachers currently working in the classroom is an important focus of educational programs and school systems. Continuous professional development is especially important for special education teachers to maintain current information related to strategies and supports that are effective in educating students with…

An Evaluation of Professional Development to Improve Teachers' Perspectives and Behaviors: An Action Research Study

ERIC Educational Resources Information Center

Beckford-Young, Paulette Vivienne

2016-01-01

The purpose of this action research study was to conduct a professional development activity to provide content-area teachers with academic vocabulary strategies to be implemented during instruction on a daily basis. Professional development is essential for teachers to gain new knowledge and skills in order to hone their craft to improve student…

Knowing and Teaching Middle School Mathematics: A Professional Development Course for In-Service Teachers

ERIC Educational Resources Information Center

Anderson, Celia Rousseau; Hoffmeister, April M.

2007-01-01

This article describes a professional development course intended to improve the content understanding of middle school mathematics teachers. The design of the course included three professional learning strategies: problem solving, examination of student thinking, and discussion of research. The concepts studied in the course included multi-digit…

Partnerships for Knowledge Translation and Exchange in the Context of Continuing Professional Development

ERIC Educational Resources Information Center

Legare, France; Borduas, Francine; MacLeod, Tanya; Sketris, Ingrid; Campbell, Barbara; Jacques, Andre

2011-01-01

Continuing professional development (CPD) is an important vehicle for knowledge translation (KT); however, selecting CPD strategies that will impact health professionals' behavior and improve patient outcomes is complex. In response, we, KT researchers and CPD knowledge users, have recently formed a partnership known as the National Network for…

Promotores As Advocates for Community Improvement: Experiences of the Western States REACH Su Comunidad Consortium.

PubMed

Kutcher, Rachel; Moore-Monroy, Martha; Bello, Elizur; Doyle, Seth; Ibarra, Jorge; Kunz, Susan; Munoz, Rocio; Patton-Lopez, Megan; Sharkey, Joseph R; Wilger, Susan; Alfero, Charlie

2015-01-01

The REACH Su Comunidad Consortium worked with 10 communities to address disparities in access to healthy food and physical activity opportunities among Hispanic populations through policy, systems, and environmental (PSE) strategies. Community health workers took leadership roles in the implementation of PSE strategies in partnership with local multisector coalitions. This article describes the role of community health workers in PSE change, the technical and professional development support provided to the REACH Su Comunidad Communities, and highlights professional development needs of community health workers engaging in PSE strategies.

Key Strategies for Designing Professional Development for Teachers of Blended High School Courses as Perceived by California High School Principals

ERIC Educational Resources Information Center

Grado, Christopher

2014-01-01

Purpose: The purpose of this study was to identify key strategies for designing professional development for teachers of blended high school courses, as perceived by California high school principals. High schools are going to the blended model more frequently and the trend is that there will be many more such models for high school students as…

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

NASA Astrophysics Data System (ADS)

Tucker, Deborah L.

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

Professional career development for male nurses.

PubMed

Yang, Cheng-I; Gau, Meei-Ling; Shiau, Shu-Jen; Hu, Wei-Herng; Shih, Fu-Jin

2004-12-01

The aim of this paper is to report a study to: (a) explore Taiwanese male nurses' motivations for becoming a nurse; (b) reveal their professional developmental process in nursing; (c) understand the difficulties hindering their professional development from both professional and gender aspects; and (d) identify the strategies they use to cope with these difficulties. Hindered by historical, cultural, economic and warfare factors, the proportion of male nurses in Taiwan remains low. Taiwanese male nurses' career development process has not been well investigated yet. A descriptive qualitative research design was used, with a convenience sample of 15 male nurses (mean age 30.8 years) with a Bachelor's degree in Nursing Science. Data were collected by semi-structured interviews and analysed by content analysis. Taiwanese male nurses' entrance into the nursing profession involved three phases: pre-study, study and employment. The difficulties encountered during career development were related to the gender expectations of patients and the general public. The nurses received support more from superiors than from colleagues. The strategies they used included (a) improving their professional knowledge and skills to obtain higher levels of satisfaction and better opportunities for promotion; (b) thinking aggressively about job promotion; (c) choosing specialist departments as appropriate environments for graduate study and personal growth; and (d) changing their professional track for personal growth. Based on the nature of nursing work and clinical experiences, Taiwanese male nurses believed that nursing was a profession suitable for both men and women. Their preparation for career development started at the pre-study phase. The major strategies they used were related to a strong desire for personal growth and professional promotion. Finally, a conceptual framework was developed to depict this complex phenomenon.

Secondary science teachers' view toward and classroom translation of sustained professional development

NASA Astrophysics Data System (ADS)

Lewis, Elizabeth Blake

This study concerns the phenomenon of secondary science teacher learning and enacting instructional strategies learned at the Communication in Science Inquiry Project (CISIP) teacher professional development events, as well as teacher perception of, and relationship to, this year-long professional development program. The CISIP program teaches science teachers how to build scientific classroom discourse communities with their students. Some of the science teachers were previous participants in the professional development, and acted as mentor teachers. The research design employed an integrated conceptual framework of situated learning theory with an analytical lens of teachers' professional, institutional and affinity, identities. A multi-method approach was used to generate data. Throughout the 2007-2008 academic year, the teachers' fidelity to the professional development model was measured using a classroom observation instrument aligned with the professional development model. From these observation data a longitudinal model, using hierarchical linear modeling, was constructed. In addition, surveys and interview data were used to construct both whole group and case studies of two high school science teachers who taught biology at the same school. The results indicated that there was a significant difference between previous and new participants; specifically, the longer teachers had participated in the professional development, and adopted a mentorship role, the greater their fidelity of classroom instruction to the CISIP model. Additionally, the case study teacher who developed a CISIP model-aligned affinity identity implemented more of the instructional strategies than the teacher who maintained his school-based institutional identity.

Systematic review of knowledge, confidence and education in nutritional genomics for students and professionals in nutrition and dietetics.

PubMed

Wright, O R L

2014-06-01

This review examines knowledge and confidence of nutrition and dietetics professionals in nutritional genomics and evaluates the teaching strategies in this field within nutrition and dietetics university programmes and professional development courses internationally. A systematic search of 10 literature databases was conducted from January 2000 to December 2012 to identify original research. Any studies of either nutrition and/or dietetics students or dietitians/nutritionists investigating current levels of knowledge or confidence in nutritional genomics, or strategies to improve learning and/or confidence in this area, were eligible. Eighteen articles (15 separate studies) met the inclusion criteria. Three articles were assessed as negative, eight as neutral and seven as positive according to the American Dietetics Association Quality Criteria Checklist. The overall ranking of evidence was low. Dietitians have low involvement, knowledge and confidence in nutritional genomics, and evidence for educational strategies is limited and methodologically weak. There is a need to develop training pathways and material to up-skill nutrition and/or dietetics students and nutrition and/or dietetics professionals in nutritional genomics through multidisciplinary collaboration with content area experts. There is a paucity of high quality evidence on optimum teaching strategies; however, methods promoting repetitive exposure to nutritional genomics material, problem-solving, collaborative and case-based learning are most promising for university and professional development programmes. © 2013 The British Dietetic Association Ltd.

The Impact of Professional Learning Communities on Student Achievement

ERIC Educational Resources Information Center

DiNardo, Lynne M.

2010-01-01

Professional learning communities (PLC) are one strategy aimed at facilitating teacher professional development, with a focus on increasing student achievement. This mixed methods study investigated the impact of professional learning on student achievement. A total of 6 teachers and 121 students recruited from the third and fifth grades of a…

A Management Strategy for the Improvement of Private Universities Lecturers' Professional Competences

ERIC Educational Resources Information Center

Suhaemi, Mimin Emi; Aedi, Nur

2015-01-01

Lecturers are professional educators and scientists whose main job is to transform, develop, and disseminate knowledge, technology, and art through education, research and community services. As professionals, in Indonesia, lecturers are expected to possess pedagogic, personal, social, and professional competences. However, in reality, the…

Seizing the Moment: State Lessons for Transforming Professional Learning

ERIC Educational Resources Information Center

Learning Forward, 2013

2013-01-01

Explore this first look at lessons learned through Learning Forward's ongoing initiative to develop a comprehensive system of professional learning that spans the distance from the statehouse to the classroom. This policy brief underscores the importance of a coordinated state professional learning strategy, the adoption of professional learning…

Five generations in the nursing workforce: implications for nursing professional development.

PubMed

Bell, Julie A

2013-01-01

Positive patient outcomes require effective teamwork, communication, and technological literacy. These skills vary among the unprecedented five generations in the nursing workforce, spanning the "Silent Generation" nurses deferring retirement to the newest "iGeneration." Nursing professional development educators must understand generational differences; address communication, information technology, and team-building competencies across generations; and promote integration of learner-centered strategies into professional development activities.

Partnering with parents to enhance habilitation: a parent's perspective.

PubMed

Kovacs, Lisa

2012-11-01

Parents play a very important role in language habilitation for their children who are deaf or hard of hearing. However, many times parents are not aware of the difference they can make in their child's language development. It is important that professionals working with children support parents in understanding their role and identifying language learning strategies that parents can incorporate into their daily routines to increase language development opportunities. Parents also have a key role in monitoring their child's progress to assist the professionals in assessing how well the habilitation strategies they are using are working. Family support and coaching strategies that professionals can use to encourage and support the parent's role in habilitation are discussed. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Developing Electronic Performance Support Systems for Professionals.

ERIC Educational Resources Information Center

Law, Michael P.; And Others

This paper discusses a variety of development strategies and issues involved in the development of electronic performance support systems (EPSS) for professionals. The topics of front-end analysis, development, and evaluation are explored in the context of a case study involving the development of an EPSS to support teachers in the use of…

Management Development: A Need or a Luxury?

ERIC Educational Resources Information Center

Tasca, Anthony J.

1975-01-01

Focusing on management development, the article suggest alternative ways for training and development professionals to adapt to economic cycle-related periods of feast or famine. Diagnosis, personnel management strategy, measurement, and alternative strategies are topics considered. (MW)

Identification of retention strategies for neurosurgeons in Iran: Results from expert panels.

PubMed

Rafiei, Sima; Abdollahzadeh, Sina; Hashemi, Fariba; Ranjbar, Mohammad

2017-04-04

Background: The key challenge is how to encourage and retain health professionals in their work location. There is a list of policy options for this purpose but applying an appropriate and effective set of strategies requires a country level research. Our study aimed to identify retention strategies for neurosurgeons and examine both the importance and feasibility of the identified strategies using expert panels' point of view. Methods: First of all, a literature review was conducted to identify retention strategies for physicians. Then to gain consensus on the strategies and determine their importance and feasibility an expert panel was organized and a modified Delphi process was used. Results: A total of 40 strategies were identified by the panel classified in seven categories of income and economic factors, professional/job factors, clinical infrastructure, personal/family factors, living condition and welfare, educational factors and career development, governmental regulations and management policies. Conclusion: Based on the study results, three areas of economic incentives, personal and professional factors got the greatest priority in health professional planning for retention purposes.

Discursive Negotiation of Face via Email: Professional Identity Development in School Counseling Supervision

ERIC Educational Resources Information Center

Gordon, Cynthia; Luke, Melissa

2012-01-01

This article examines email exchanges between eight Master's-level school counseling student interns and their internship supervisor to investigate how politeness strategies contribute to professional identity development in supervisory discourse. Our analysis demonstrates how identity development occurs via collaborative facework accomplished…

Assessing Knowledge of Professional Burnout in College Students Entering Helping Professions: A Pilot Study Addressing the Need for Inclusion of Burnout Information in Undergraduate Curricula.

ERIC Educational Resources Information Center

Ross, Lesley A.; Attaway, Tracey L.; Staik, Irene M.; Harwell, Brad D.; Burling, John W.; Gilbert, D. Kristen.

Many Web sites and professional journal articles address professional burnout in helping professions. Professional organizations in social work, psychology, and medicine have identified stressors and developed effective coping strategies, allowing helping professionals to alleviate stress and burnout via a reactive approach. This pilot study…

Professional identity formation in medical education for humanistic, resilient physicians: pedagogic strategies for bridging theory to practice.

PubMed

Wald, Hedy S; Anthony, David; Hutchinson, Tom A; Liben, Stephen; Smilovitch, Mark; Donato, Anthony A

2015-06-01

Recent calls for an expanded perspective on medical education and training include focusing on complexities of professional identity formation (PIF). Medical educators are challenged to facilitate the active constructive, integrative developmental process of PIF within standardized and personalized and/or formal and informal curricular approaches. How can we best support the complex iterative PIF process for a humanistic, resilient health care professional? How can we effectively scaffold the necessary critical reflective learning and practice skill set for our learners to support the shaping of a professional identity?The authors present three pedagogic innovations contributing to the PIF process within undergraduate and graduate medical education (GME) at their institutions. These are (1) interactive reflective writing fostering reflective capacity, emotional awareness, and resiliency (as complexities within physician-patient interactions are explored) for personal and professional development; (2) synergistic teaching modules about mindful clinical practice and resilient responses to difficult interactions, to foster clinician resilience and enhanced well-being for effective professional functioning; and (3) strategies for effective use of a professional development e-portfolio and faculty development of reflective coaching skills in GME.These strategies as "bridges from theory to practice" embody and integrate key elements of promoting and enriching PIF, including guided reflection, the significant role of relationships (faculty and peers), mindfulness, adequate feedback, and creating collaborative learning environments. Ideally, such pedagogic innovations can make a significant contribution toward enhancing quality of care and caring with resilience for the being, relating, and doing of a humanistic health care professional.

Typology of Strategies of Personality Meaning-Making during Professional Education

ERIC Educational Resources Information Center

Shchipanova, Dina Ye.; Lebedeva, Ekaterina V.; Sukhinin, Valentin P.; Valieva, Elizaveta N.

2016-01-01

The importance of the studied issue is conditioned by the fact that high dynamic of processes in the labour market requires constant work of an individual on self-determination and search for significance of his/her professional activity. The purpose of research is theoretical development and empirical verification of the types of strategies of…

The Effect of Using Some Professional Development Strategies on Improving the Teaching Performance of English Language Student Teacher at the Faculty of Education, Helwan University in the Light of Pre-Service Teacher Standards

ERIC Educational Resources Information Center

Halim, Safaa Mahmoud Abdel

2008-01-01

The main aim of this thesis was to determine the effect of using a training program based on three professional development strategies; namely: action learning, peer coaching and study groups, on improving teaching performance of Faculty of Education, Helwan University EFL student teachers in the light of standards for teachers of English at…

Facilitating Science and Mathematics Teachers' Talk about Equity: What Are the Strengths and Limitations of Four Strategies for Professional Learning?

ERIC Educational Resources Information Center

Bianchini, Julie A.; Dwyer, Hilary A.; Brenner, Mary E.; Wearly, Alayna J.

2015-01-01

We investigated a 2.5-year professional development effort designed to support practicing science and mathematics teachers in understanding equity and enacting equitable practices. Our purpose was to inform the research base on effective equity professional development, toward the goal of better supporting science and mathematics teachers in…

Designing Professional Development for Teachers of Science and Mathematics.

ERIC Educational Resources Information Center

Loucks-Horsley, Susan; Hewson, Peter W.; Love, Nancy; Stiles, Katherine E.

This comprehensive guide discusses how to design staff development in science and math. It is tailored specifically to the needs of individual schools or departments. Vignettes from real schools illustrate concepts within the book. The book provides 15 strategies for professional development and describes each one with its underlying assumptions…

Influence of Constructivist Professional Development on Chemistry Content Knowledge and Scientific Model Development

ERIC Educational Resources Information Center

Khourey-Bowers, Claudia; Fenk, Christopher

2009-01-01

The purpose of this study was to explore the relationship between teachers' (N = 69) participation in constructivist chemistry professional development (PD) and enhancement of content (CK) and pedagogical content knowledge (PCK) (representational thinking and conceptual change strategies) and self-efficacy (PSTE). Quantitative measures assessed…

Linking Job-Embedded Professional Development and Mandated Teacher Evaluation: Teacher as Learner

ERIC Educational Resources Information Center

Derrington, Mary Lynne; Kirk, Julia

2017-01-01

This study explores the link between individualized, job-embedded professional development and teacher evaluation. Moreover, the study explores and describes job-embedded strategies that principals used to facilitate teacher development while working within a state-mandated evaluation system. The theoretical frame utilized four elements of…

Using Action Research to Engage K-6 Teachers in Nature of Science Inquiry as Professional Development

NASA Astrophysics Data System (ADS)

Cullen, Theresa A.; Akerson, Valarie L.; Hanson, Deborah L.

2010-12-01

Teachers are required to work with data on a daily basis to assess the effectiveness of their teaching strategies, but may not approach it as research. This paper presents a reflective discussion of how and when a professional development team used an action research project to help 12 K-6 teachers explore the effectiveness of reform based Nature of Science (NOS) teaching strategies in their classrooms. The team encouraged community development and provided “just in time” supports to scaffold the steps of the action research process for teachers. The discussion includes concerns they addressed and issues related to management and support of the professional development model. Evaluation results are shared to suggest how this approach can be improved in the future.

Therapeutic communication in the interaction between health workers and hypertensive patients in the family health strategy.

PubMed

Torres, Geanne Maria Costa; Figueiredo, Inês Dolores Teles; Cândido, José Auricélio Bernardo; Pinto, Antonio Germane Alves; Morais, Ana Patrícia Pereira; Araújo, Maria Fátima Maciel; Almeida, Maria Irismar de

2017-01-01

OBJECTIVE To analyze the therapeutic communication in the interaction between health professionals and hypertensive patients in the Family Health Strategy. METHODS Descriptive study with qualitative approach. The sample consisted of 14 hypertensive patients and two health professionals of the Family Health Strategy (ESF - "Estratégia Saúde Família") in a city of the state of Ceará, Brazil, in 2016. In the data collection, a checklist was used for non-participant systematic observation containing the strategies of therapeutic communication, namely: expression, clarity, validation, and a field diary, being these subjected to content analysis. RESULTS It was noted that ESF professionals do not adequately use therapeutic communication, indicating the need of investment in this device, which acts as a bridge for users, enhances care practices and opens paths that instrumentalize interpersonal relationships. CONCLUSIONS It was realized that health professionals are not fully exploring therapeutic communication strategies, therefore being necessary to develop skills to use these techniques correctly when caring for hypertensive patients.

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

Enhancing Teachers' Application of Inquiry-Based Strategies Using a Constructivist Sociocultural Professional Development Model

NASA Astrophysics Data System (ADS)

Brand, Brenda R.; Moore, Sandra J.

2011-05-01

This two-year school-wide initiative to improve teachers' pedagogical skills in inquiry-based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the impact of the professional development activities on teachers' practices, documenting changes in their philosophies, instruction, and the learning environment. This report includes teachers' accounts of philosophical as well as instructional changes and how these changes shaped the learning environment. For the teachers in this study, examining their teaching practices in learner-centered collaborative group settings encouraged them to critically analyze their instructional practices, challenging their preconceived ideas on inquiry-based strategies. Additionally, other factors affecting teachers' understanding and use of inquiry-based strategies were highlighted, such as self-efficacy beliefs, prior experiences as students in science classrooms, teacher preparation programs, and expectations due to federal, state, and local mandates. These factors were discussed and reconciled, as they constructed new understandings and adapted their strategies to become more student-centered and inquiry-based.

Strategies for Change: A Field Guide to Social Marketing for School Health Professionals

ERIC Educational Resources Information Center

American School Health Association (NJ3), 2004

2004-01-01

Strategies for Change outlines how to use social marketing strategies to influence change in the health programs in a building, district or community. Authors describe how to develop a strategy to influence district administrators, school board members, colleagues and parents. This step-by-step guide leads through the process for developing,…

Extension Professionals and Community Coalitions: Professional Development Opportunities Related to Leadership and Policy, System, and Environment Change

ERIC Educational Resources Information Center

Smathers, Carol A.; Lobb, Jennifer M.

2015-01-01

Community coalitions play an important role in community-wide strategies to promote health and wellbeing, and Extension professionals may provide leadership, technical assistance, and other support to coalitions. Extension professionals across a Midwestern state were invited to participate in an online survey about their coalition involvement and…

The impact of professional development on classroom teaching for science educators participating in a long term community of practice

NASA Astrophysics Data System (ADS)

Jensen, Aaron C.

Efforts to modify and improve science education in the United States have seen minimal success (Crawford, 2000; Borko & Putman, 1996; Puntambekar, Stylianou & Goldstein, 2007; Lustick, 2011). One important reason for this is the professional development that teachers go through in order to learn about and apply these new ideas is generally of poor quality and structured incorrectly for long-term changes in the classroom (Little, 1993; Fullen, 1996; Porter, 2000; Jeanpierre, Oberhauser, & Freeman, 2005). This grounded theory study explores a science community of practice and how the professional development achieved through participation in that community has effected the instruction of the teachers involved, specifically the incorporation of researched based effective science teaching instructional strategies. This study uses personal reflection papers written by the participants, interviews, and classroom observations to understand the influence that the science community of practice has had on the participants. Results indicate that participation in this science community of practice has significant impact on the teachers involved. Participants gained greater understanding of science content knowledge, incorporated effective science instructional strategies into their classroom, and were able to practice both content knowledge and strategies in a non-threatening environment thus gaining a greater understanding of how to apply them in the classrooms. These findings motivate continued research in the role that communities of practice may play in teacher professional develop and the effectiveness of quality professional development in attaining long-term, sustained improvement in science education.

Teacher Education. Case Studies in TESOL Practice Series.

ERIC Educational Resources Information Center

Johnson, Karen E., Ed.

Chapters in this volume include the following: "Innovations in TESOL Teacher Education: A Quiet Revolution" (Karen E. Johnson); "Building Bridges among University, School, and Community" (Donald F. Hones); "Sustainable Strategies for Professional Development in Education Reform" (Nancy Clair, Carolyn Temple Adger); "Developing Professionals:…

Developing Strategies and Practices for Culturally Diverse Classrooms. The Bill Harp Professional Teachers Library Series.

ERIC Educational Resources Information Center

Gibson, Joyce Taylor

Designed to teach educators how to consciously develop strategies and practices for cultural groups that are at risk for education failure, this book defines and describes diversity; offers a unique process for developing strategies to serve diverse populations; and provides opportunities to practice the approach through questions, exercises, and…

In Their Own Voices: Faculty Developers' Perceptions of Their Professional Identity and Knowledge Acquisition Strategies

ERIC Educational Resources Information Center

Shaffer, Christine E.

2011-01-01

As colleges and universities increase the focus on student learning, faculty development has taken a more prominent role in higher education (Barr & Tagg, 1995; Fink, 2003; Lieberman & Guskin, 2002). While a significant body of work on the practice of faculty development exists, research on faculty developers as professionals is limited. Several…

Professional Disclosure Statements and Formal Plans for Supervision: Two Strategies for Minimizing the Risk of Ethical Conflicts in Post-Master's Supervision.

ERIC Educational Resources Information Center

Cobia, Debra C.; Boes, Susan R.

2000-01-01

Discusses ethical conflicts related to issues of informed consent, due process, competence, confidentiality, and dual relationships in supervision. Proposes two strategies as ways to minimize the potential for ethical conflict in post-master's supervision: the use of professional disclosure statements by supervisors and the development of formal…

Surveying the Landscape of Professional Development Research: Suggestions for New Perspectives in Design and Research

ERIC Educational Resources Information Center

Manduca, Cathryn A.

2017-01-01

Science, technology, engineering, and mathematics (STEM) higher education is in need of improved teaching methods to increase learning for all students. Faculty professional development programs are a widespread strategy for fostering this improvement. Studies of faculty development programs have focused on program design and the impact of…

Professional Development for E-Learning: Researching a Strategy for New Zealand's Tertiary Education Sector

ERIC Educational Resources Information Center

Shephard, Kerry; Mansvelt, Juliana; Stein, Sarah; Suddaby, Gordon; Harris, Irene; O'Hara, Duncan

2011-01-01

This collaborative research project devised a framework to support professional development for e-learning within New Zealand's diverse and integrated tertiary education sector. The research was supported by New Zealand's Ministry of Education. The research included reviews of developments in the United Kingdom, Australia and New Zealand and a…

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,…

Evaluating a Professional Development Framework to Empower Chemistry Teachers to Design Context-Based Education

ERIC Educational Resources Information Center

Stolk, Machiel Johan; Bulte, Astrid; De Jong, Onno; Pilot, Albert

2012-01-01

Even experienced chemistry teachers require professional development when they are encouraged to become actively engaged in the design of new context-based education. This study briefly describes the development of a framework consisting of goals, learning phases, strategies and instructional functions, and how the framework was translated into a…

Clinicians in management: a qualitative study of managers' use of influence strategies in hospitals.

PubMed

Spehar, Ivan; Frich, Jan C; Kjekshus, Lars Erik

2014-06-13

Combining a professional and managerial role can be challenging for doctors and nurses. We aimed to explore influence strategies used by doctors and nurses who are managers in hospitals with a model of unitary and profession neutral management at all levels. We did a study based on data from interviews and observations of 30 managers with a clinical background in Norwegian hospitals. Managers with a nursing background argued that medical doctors could more easily gain support for their views. Nurses reported deliberately not disclosing their professional background, and could use a doctor as their agent to achieve a strategic advantage. Doctors believed that they had to use their power as experts to influence peers. Doctors attempted to be medical role models, while nurses spoke of being a role model in more general terms. Managers who were not able to influence the system directly found informal workarounds. We did not identify horizontal strategies in the observations and accounts given by the managers in our study. Managers' professional background may be both a resource and constraint, and also determine the influence strategies they use. Professional roles and influence strategies should be a theme in leadership development programs for health professionals.

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

PubMed

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

2017-07-24

Perinatal depression is the most common mental illness experienced by pregnant and postpartum women, yet it is often under-detected and under-treated. Some researchers suggest this may be partly influenced by a lack of education and professional development on perinatal depression among health-care providers, which can negatively affect care and contribute to stigmatization of women experiencing altered mood. Therefore, the aim of this systematic review is to provide a synthesis of educational and professional development needs and strategies for health-care providers in perinatal depression. A systematic search of the literature was conducted in seven academic health databases using selected keywords. The search was limited to primary studies and reviews published in English between January 2006 and May/June 2015, with a focus on perinatal depression education and professional development for health-care providers. Studies were screened for inclusion by two reviewers and tie-broken by a third. Studies that met inclusion criteria were quality appraised and data extracted. Results from the studies are reported through narrative synthesis. Two thousand one hundred five studies were returned from the search, with 1790 remaining after duplicate removal. Ultimately, 12 studies of moderate and weak quality met inclusion criteria. The studies encompassed quantitative (n = 11) and qualitative (n = 1) designs, none of which were reviews, and addressed educational needs identified by health-care providers (n = 5) and strategies for professional development in perinatal mental health (n = 7). Consistently, providers identified a lack of formal education in perinatal mental health and the need for further professional development. Although the professional development interventions were diverse, the majority focused on promoting identification of perinatal depression and demonstrated modest effectiveness in improving various outcomes. This systematic review reveals a lack of strong research in multi-disciplinary, sector, site, and modal approaches to education and professional development for providers to identify and care for women at risk for, or experiencing, depression. To ensure optimal health outcomes, further research comparing diverse educational and professional development approaches is needed to identify the most effective strategies and consistently meet the needs of health-care providers. A protocol for this systematic review was registered on PROSPERO (Protocol number: CRD42015023701 ), June 21, 2015.

Strategies for Improving Power in Cluster Randomized Studies of Professional Development

ERIC Educational Resources Information Center

Kelcey, Ben; Spybrook, Jessaca; Zhang, Jiaqi; Phelps, Geoffrey; Jones, Nathan

2015-01-01

With research indicating substantial differences among teachers in terms of their effectiveness (Nye, Konstantopoulous, & Hedges, 2004), a major focus of recent research in education has been on improving teacher quality through professional development (Desimone, 2009; Institute of Educations Sciences [IES], 2012; Measures of Effective…

Federal Consulting: Strategies and Tools for the Career Development Professional.

ERIC Educational Resources Information Center

Kahnweiler, Jennifer B.; Pressman, Sue

The Federal Government is America's largest employer and is expanding consulting opportunities for career development professionals. Increased Federal mandates for outsourcing have opened wide doors for the entrepreneurial-spirited career counselors and created new challenges for traditional methods of offering career services. As consultants who…

Reflective Journaling: A Tool for Teacher Professional Development

ERIC Educational Resources Information Center

Dreyer, Lorna M.

2015-01-01

This qualitative study explores the introduction of postgraduate education students to reflective journaling as a tool for professional development. Students were purposefully selected to keep a weekly journal in which they reflected in and on the activities (methodologies, techniques, strategies) they engaged in while executing a workplace…

Teachers' Attitudes toward Pedagogical Changes during Various Stages of Professional Development

ERIC Educational Resources Information Center

Maskit, Ditza

2011-01-01

This study examines teachers' attitudes toward pedagogical changes regarding various teaching strategies concerning students, content, and the teacher's educational orientation. Teachers' attitudes toward such changes are examined at different stages of their professional development. The research question is: To what extent do teachers at…

Analysis of a STEM Education Professional Development Conference for Pre-Service Educators

ERIC Educational Resources Information Center

Hardrict-Ewing, Gloria

2017-01-01

Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction…

Using Qualitative Research To Define Statewide Professional Personnel Development.

ERIC Educational Resources Information Center

Wichowski, Chester P.; Walker, Thomas J.

The Temple University Center for Vocational Education Professional Personnel Development (PPD), one of three regional centers in Pennsylvania, used qualitative strategies for steering PPD programs. Center personnel found that collecting quantitative data was absolutely necessary to determine whether objectives were being met, but was not always…

Administrative skills for academy physicians.

PubMed

Aluise, J J; Schmitz, C C; Bland, C J; McArtor, R E

To function effectively within the multifaceted environment of the academic medical center, academic physicians need to heighten their understanding of the economics of the health care system, and further develop their leadership and managerial skills. A literature base on organizational development and management education is now available, which addresses the unique nature of the professional organization, including academic medical centers. This article describes an administration development curriculum for academic physicians. Competency statements, instructional strategies, and references provide health care educators with a model for developing administrative skills programs for academic physicians and other health care professionals. The continuing success of the academic medical center as a responsive health care system may depend on the degree to which academic physicians and their colleagues in other fields gain sophistication in self-management and organizational administration. Health care educators can apply the competencies and instructional strategies offered in this article to administrative development programs for physicians and other health professionals in their institutions.

Professional Networking: A New Strategy for Improving Administrative Competence.

ERIC Educational Resources Information Center

Murphy, Peter J.

1985-01-01

A trend toward establishment of professional networks and exchanges among administrators in all kinds of educational institutions for the purpose of professional development and information exchange is emerging around the world. Although costs are high and benefits often difficult to measure, the consequences may be far-reaching. (MSE)

Rethinking Classroom Observation

ERIC Educational Resources Information Center

Grimm, Emily Dolci; Kaufman, Trent; Doty, Dave

2014-01-01

If your professional learning seems stalled, maybe you could put yourself and your colleagues in the driver's seat of professional development. The authors describe a professional learning approach that gives teachers both a say in what they focus their learning on and a chance to practice and refine teaching strategies that they hope to…

Fostering Special Education Certification through Professional Development, Learning Communities and Mentorship

ERIC Educational Resources Information Center

Trahan, Mitzi P.; Olivier, Dianne F.; Wadsworth, Donna E.

2015-01-01

The purpose of this article is to present mixed methodology evaluation data regarding a professional development initiative designed to offer non-certified special education teachers specialized classroom and teacher certification support. The project was grounded in evidence-based strategies that resulted in direct implications for teacher…

Steps to Successful Professional Development in Head Start

ERIC Educational Resources Information Center

Trivette, Carol M.; Raab, Melinda; Dunst, Carl J.

2012-01-01

This article discusses the implications of utilizing coaching-mentoring strategies with Head Start teachers identified from the results of a study which used an evidence-based approach to professional development. Early childhood and coaching practices that formed the basis of the study are explained. Implications from the study results regarding…

Reflective Dialogue: A Path to Enhanced Teacher Efficacy and Classroom Practice

ERIC Educational Resources Information Center

Isai, Shelley

2010-01-01

Literature abounds on professional development. However, teacher change is not so much the result of professional development, but rather successful implementation of strategies learned into the classroom: a mastery experience. Mastery experience, after all, is the most influential predicator of teacher efficacy, which is equated to student…

Systematic Screening for Behavior Disorders in Professional Development Schools: A Social Validity Study

ERIC Educational Resources Information Center

Caldarella, Paul; Hallam, Pamela R.; Christensen, Lynnette; Wall, Gary

2014-01-01

Professional learning communities (PLCs) are an increasingly popular strategy for improving schools. While PLCs routinely implement universal academic screening, they seldom screen for emotional and behavioral problems. This is unfortunate, as the early signs of emotional and behavioral disorders can be identified and interventions developed. The…

Collaborative Teacher Learning: Findings from Two Professional Development Projects

ERIC Educational Resources Information Center

Erickson, G.; Minnes Brandes, G.; Mitchell, I.; Mitchell, J.

2005-01-01

This article discusses two projects that were aimed at enhancing the opportunities for professional development of the participants through collaboration between classroom teachers and teacher educators. The two projects, the Australian Project for Enhancing Effective Learning (PEEL) and the Canadian Learning Strategies Group (LSG), focused on the…

From Professional Development to System Change: Teacher Leadership and Innovation

ERIC Educational Resources Information Center

Frost, David

2012-01-01

This article argues for a particular conceptualisation of teacher leadership; one that enables us to overcome the limitations of established approaches to continuing professional development as a strategy for school improvement by mobilising the massive untapped potential of teachers as leaders of innovation. In this article, teacher leadership is…

In Support of Access and Inclusion: Joint Professional Development for Science and Special Educators

ERIC Educational Resources Information Center

Brusca-Vega, Rita; Alexander, Jan; Kamin, Colleen

2014-01-01

Collaborative professional development of science and special educators leads to improved access and inclusion of students with disabilities. Yet, despite poor science achievement of students with disabilities, their increasing presence in general education science classrooms, and research that demonstrates effective teaching strategies for…

Professional Development with Video Modeling: Effects on Behavior Specific Praise in General Education Classrooms

ERIC Educational Resources Information Center

Barry, Colleen

2016-01-01

Federal mandates require teachers to implement evidence-based strategies in their classrooms; however, due to gaps between research and practice, these evidence-based practices are inconsistently implemented across educational settings. Although intended to address this, teacher professional developments are most commonly delivered in a…

Leadership Development among a Cohort of Undergraduate Interdisciplinary Students in the Health Professions

ERIC Educational Resources Information Center

McKinney, Nicole S.; Waite, Roberta

2016-01-01

Leadership content and pedagogical strategies are fundamental to health professionals' education. All health professionals must be able to lead effectively and thrive in today's complex health systems. Students must be involved in meaningful didactic and experiential leadership development early in their academic progression, and educators are…

A Study of Physics Faculty's Instructional Practices: Implications for Experiential STEM Faculty Development Model

NASA Astrophysics Data System (ADS)

Soto, Marissa; Suskavcevic, Miliana; Forrest, Rebecca; Cheung, Margaret; Kapral, Andrew; Khon, Lawrence

When teaching physics, many factors determine the final impact the course will have on a student. Using STEP, a teacher content professional development program, we are studying the incorporation of inquiry-based teaching strategies in the professional development of university professors through an active engagement program. Through the professors' involvement in the program, they gain experience with inquiry-based instruction that can be put into effect in their own classrooms to possibly create a shift in understanding and success ratesat physics undergraduate courses. This model consists of faculty peer mentoring, facilitating instruction within a community of practice, and implementation of undergraduate inquiry-based physics teaching strategies. Here, professors are facilitating the physics lessons to in-service high school teachers while using inquiry strategies and interactive activities rather than traditional lecture. This project aided the creation of an undergraduate inquiry-based physics course at the University of Houston. It could lead to a new form of professor professional development workshop that does not only benefit the professor, but also highschoolteachers not properly trained in the field of physics.

A Peer Coaching-Based Professional Development Approach to Improving the Learning Participation and Learning Design Skills of In-Service Teachers

ERIC Educational Resources Information Center

Ma, Ning; Xin, Shuang; Du, Jia-Yuan

2018-01-01

Personalized learning based on learning analytics has become increasingly important for teachers' development via providing adaptive contents and strategies for teachers by identifying their questions and needs. Currently, most studies on teachers' professional development focus on pre-service teachers, and studies on teachers' personalized…

Critical Friendship, Collaboration and Trust as a Basis for Self-Determined Professional Development: A Case of Science Teaching

ERIC Educational Resources Information Center

Ramnarain, Umesh Dewnarain; Modiba, Maropeng

2013-01-01

This paper describes the development of curriculum design expertise from the perspective of a teacher reflecting on a science lesson. His involvement in the research process resulted in a self-determined professional development strategy. The description comes from data collected through lesson observations and an in-depth stimulated recall…

From Professional Development to Classroom Instruction: Addressing Issues Related to Science Inquiry Discourse

ERIC Educational Resources Information Center

Oliveira, Alandeom W.

2009-01-01

In this rejoinder, I first provide a more detailed account of the discourse-focused professional development activities facilitated as part of the SMIT'N program, specifically addressing issues raised by van Zee with regard to the institute's overall format, goals and development strategies. Next, I resort to Peter Medawar's metaphorical view of…

SRSD in Practice: Creating a Professional Development Experience for Teachers to Meet the Writing Needs of Students with EBD

ERIC Educational Resources Information Center

McKeown, Debra; FitzPatrick, Erin; Sandmel, Karin

2014-01-01

Self-regulated strategy development (SRSD) is one of the most effective writing interventions (Graham, McKeown, Kiuhara, & Harris, 2012) and has improved the writing skills of students with emotional and behavior disorders (EBD). Practice-based professional development (PBPD) has been effective for teaching participants how to implement SRSD…

Integrating a Patient-Controlled Admission Program Into Mental Health Hospital Service: A Multicenter Grounded Theory Study.

PubMed

Ellegaard, Trine; Bliksted, Vibeke; Mehlsen, Mimi; Lomborg, Kirsten

2018-05-01

Patient-controlled admissions (PCAs) enable mental health patients by means of a contract to initiate an admission at a mental health hospital unit without using traditional admission procedures. This study was part of a 3-year Danish multicenter project, and we explored how mental health professionals experienced and managed the implementation of a PCA program. The methodology was grounded theory and the sample included 26 participants. We performed a constant comparative analysis to explore the concerns, attitudes, and strategies of mental health professionals. We developed a model of how the mental health professionals strived to integrate PCA into clinical practice. The process was motivated by the idea of establishing a partnership with patients and involved two interrelated strategies to manage (a) the patient-related duties and (b) the admission contracts. The professionals moved from a phase of professional discomfort to a phase of professional awareness, and ended up with professional comprehension.

Facilitating Professional Learning Communities among Higher Education Faculty: The Walden Junto Model

ERIC Educational Resources Information Center

Bedford, Laurie A.; Rossow, Katie A.

2017-01-01

Virtual Professional Learning Communities (PLC) have become an innovative way to meet the professional development needs of faculty in the online learning environment. Walden University's model for PLCs, the Walden Junto, uses a combination of synchronous and asynchronous online strategies and is based on a philosophy that embraces the faculty…

CALL Teacher Professional Growth through Lesson Study Practice: An Investigation into EFL Teachers' Perceptions

ERIC Educational Resources Information Center

Nami, Fatemeh; Marandi, S. Susan; Sotoudehnama, Elaheh

2016-01-01

Despite the abundance of research on the potential of lesson study for promoting teachers' professional growth through practice and collaboration, little is known on how language teachers perceive this strategy for their computer assisted language learning (CALL) professional development. In an attempt to contribute to this research base, this…

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…

Targeted Food Marketing to Youth: Engaging Professionals in an Online Environment

ERIC Educational Resources Information Center

Katras, Mary Jo; Kunkel, Kelly; Croymans, Sara R.; Routh, Brianna; Schroeder, Mary; Olson, Carrie Ann

2014-01-01

The use of technology provides unique ways to create an engaged online community of learning for professionals that can be integrated into existing and future Extension programming. The Targeted Food Marketing to Youth online professional development course uses strategies and tools to create and support an engaged online community.

Clinicians in management: a qualitative study of managers’ use of influence strategies in hospitals

PubMed Central

2014-01-01

Background Combining a professional and managerial role can be challenging for doctors and nurses. We aimed to explore influence strategies used by doctors and nurses who are managers in hospitals with a model of unitary and profession neutral management at all levels. Methods We did a study based on data from interviews and observations of 30 managers with a clinical background in Norwegian hospitals. Results Managers with a nursing background argued that medical doctors could more easily gain support for their views. Nurses reported deliberately not disclosing their professional background, and could use a doctor as their agent to achieve a strategic advantage. Doctors believed that they had to use their power as experts to influence peers. Doctors attempted to be medical role models, while nurses spoke of being a role model in more general terms. Managers who were not able to influence the system directly found informal workarounds. We did not identify horizontal strategies in the observations and accounts given by the managers in our study. Conclusions Managers’ professional background may be both a resource and constraint, and also determine the influence strategies they use. Professional roles and influence strategies should be a theme in leadership development programs for health professionals. PMID:24927743

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.

Contract Source Selection: An Analysis of Lowest Price Technically Acceptable and Tradeoff Strategies

DTIC Science & Technology

2016-06-01

thorough market research, acquisition professionals must decide at an early stage which source selection strategy (lowest price technically...minimizing risk and ensuring best value for all stakeholders. On the basis of thorough market research, acquisition professionals must decide at an early...price-based, market -driven environment from requirements development through properly disposal. Source selection must be 8 made on a ‘best value

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

PubMed

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

2015-03-01

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

Convergent Adaptation in Small Groups: Understanding Professional Development Activities through a Complex Systems Lens

ERIC Educational Resources Information Center

Yoon, Susan; Liu, Lei; Goh, Sao-Ee

2010-01-01

Understanding the dynamics of individual or group adaptation can provide valuable information for constructing professional development strategies to increase chances of instructional success. This paper reports on an exploratory study that identifies indicators of convergent vs. non-convergent adaptation in two cases of teachers working together…

Improving Vocabulary of English Language Learners through Direct Vocabulary Instruction

ERIC Educational Resources Information Center

Hunt, Meghan; Feng, Jay

2016-01-01

This is a report of a professional development project. The purpose of the project was to provide professional development to teachers in vocabulary instructional strategies and to examine vocabulary acquisition of English language learners. The participants were 8 second grade ELL students and 6 second grade teachers. The eight second grade…

Professional Development of Secondary Science Teachers of English Learners in Immigrant Communities

ERIC Educational Resources Information Center

Manzo, Rosa D.; Cruz, Lisceth; Faltis, Christian; de la Torre, Adela

2011-01-01

This is a research study of secondary science teacher professional development, in which 30 teachers learned about and implemented a series of teaching strategies aimed at increasing the participation and learning of English Learners in schools serving largely Latino immigrant communities within California's Central Valley. This study focuses on…

Evaluation of the Correlated Science and Mathematics Professional Development Model, 2009-2010 Cohort

ERIC Educational Resources Information Center

Morlier, Rebecca

2012-01-01

The purpose of this paper is to evaluate the effectiveness of the 2009-2010 iteration of the Correlated Science and Mathematics (CSM) professional development program which provides teachers and principals experience with integrated and effective science and mathematics teaching strategies and content. Archival CSM data was analyzed via mixed…

Community College Professional Development: Sharing What Works. Proceedings of a National Conference (San Antonio, Texas, October 18-19, 1991).

ERIC Educational Resources Information Center

Faulkner, Susan L.; And Others

This document contains 30 papers on professional development in community colleges. The following papers are included: "Effective Leadership Strategies for Planning and Implementing Tech Prep" (Bragg, Huffman); "Small Business Management-Tech Prep" (Harvey); "Educational Reform and the New Mission" (Hoerner);…

Effects of a Professional Development Package to Prepare Special Education Paraprofessionals to Implement Evidence-Based Practice

ERIC Educational Resources Information Center

Brock, Matthew E.; Carter, Erik W.

2015-01-01

Although paraprofessionals have become an increasingly integral part of special education services, most paraprofessionals lack training in evidence-based instructional strategies. We used a randomized contolled experimental design to examine the efficacy of a professional development training package and its individual components to equip 25…

No Panacea: Diagnosing What Ails Teacher Professional Development before Reaching for Remedies

ERIC Educational Resources Information Center

Tooley, Melissa; Connally, Kaylan

2016-01-01

Historically, states and districts have largely invested in teacher professional development (PD)--ranging from one-time workshops to collaborative peer learning communities--as the primary strategy to help teachers improve their practice. Despite its potential, in its present state, PD has gained a poor reputation among educators and those who…

Influence of Assessment for Learning Professional Development in Rural Georgia Public Schools

ERIC Educational Resources Information Center

Cole, Marianne

2010-01-01

This study investigated the effect of two models of professional development concerning Assessment for Learning on teacher perception of the effectiveness of Assessment for Learning strategies and student achievement as measured by standardized Georgia End of Course Tests. The study hypothesized that a positive relationship exists between teacher…

A Case Study of Interactive Whiteboard Professional Development for Elementary Mathematics Teachers

ERIC Educational Resources Information Center

Essig, Dawn

2011-01-01

In a northeastern US state, the higher the grade the level, the more students do not meet the state mathematics standards. Teachers need effective professional development in classroom strategies and tools, such as interactive whiteboards (IWB), to assist them in preparing students to meet state standards. Multimedia learning theory and…

Student Response Systems for Formative Assessment: Literature-Based Strategies and Findings from a Middle School Implementation

ERIC Educational Resources Information Center

Fuller, Julia S.; Dawson, Kara M.

2017-01-01

In this article we share how a district-level technology integration specialist used literature on implementing student response systems (SRS) for formative assessment, based on Desimone's (2009) core features of professional development design, Guskey's Levels of Professional Development Evaluation (1998, 2000, 2002), and Danielson's Observation…

Teachers Pursuing a Doctoral Degree: Motivations and Perceived Impact

ERIC Educational Resources Information Center

Kowalczuk-Waledziak, Marta; Lopes, Amélia; Menezes, Isabel; Tormenta, Nuna

2017-01-01

Background and purpose: In recent years, there has been a growth in international studies about the impact of different types of professional development programmes for teachers. However, few studies have directly addressed the role of higher research degrees, such as a doctorate, as a strategy for teachers' professional development, and even…

Impact Evaluation of National Writing Project Professional Development Program

ERIC Educational Resources Information Center

Gallagher, H. Alix; Woodworth, Katrina; McCaffrey, Teresa; Park, Christina J.; Wang, Haiwen

2014-01-01

Improving teacher effectiveness is a key strategy to ensure student readiness for college and careers and to address achievement gaps and persistent low performance. In response to the new Common Core State Standards for English Language Arts (CCSS-ELA) the National Writing Project (NWP) created a professional development (PD) program to support…

Professional Development in an Online Context: Opportunities and Challenges from the Voices of College Faculty

ERIC Educational Resources Information Center

Wynants, Shelli; Dennis, Jessica

2018-01-01

Given the variety of learning and engagement needs of the increasingly diverse student population in higher education, flexible approaches to teaching are critical for improving student success. Professional development that provides faculty exposure to effective, evidence-based instructional strategies in an online context may enhance their…

Evaluating New Zealand Early Childhood Education Professional Development: Access, Barriers and Effectiveness

ERIC Educational Resources Information Center

Cherrington, Sue; Wansbrough, Deborah

2010-01-01

"Pathways to the Future: Nga Huarahi Arataki," the ten year strategic plan for early childhood education (ECE) in New Zealand, identified reviewing the delivery of professional development as one strategy for "promoting the effective delivery of 'Te Whariki'"(Ministry of Education, 2002, p. 15) within the overall goal of…

Creating Meaningful Partnerships: Connecting Teaching Candidates with Professional Development Schools through Service Learning

ERIC Educational Resources Information Center

Harrison, Lisa; Reiser, Cortney; Hawk, Robin

2016-01-01

Through the use of constructed narratives, this article shares the experiences of two preservice teachers and their university professor in implementing service learning projects that took place within their Professional Development School partnerships. Findings suggest that (1) service learning was a valuable instructional strategy to enhance the…

Improving Teaching and Learning Using the Keeping Learning on Track Professional Development Program and Strategies

ERIC Educational Resources Information Center

Dobish, Melisa; Griffiths, Jacqueline; Meyer, Richard

2017-01-01

This study examines the impact of implementing the professional development program, Keeping Learning on Track (KLT), on teaching and learning in a rural school in a Midwestern state. KLT was a program developed by Dylan William and his colleagues at the Educational Training Service and published by the Northwest Evaluation Association (NWEA).…

An Implementation of a Twitter-Supported Personal Learning Network to Individualize Teacher Professional Development

ERIC Educational Resources Information Center

Deyamport, W. H., III.

2013-01-01

In this action research study, eight teachers at an elementary school were trained in the use of Twitter to support the development of a personal learning network as a strategy to address non-differentiated professional development at the school. The main research question for this study was: In what ways, if any, can the use of a…

Deliberate and emergent strategies for implementing person-centred care: a qualitative interview study with researchers, professionals and patients.

PubMed

Naldemirci, Öncel; Wolf, Axel; Elam, Mark; Lydahl, Doris; Moore, Lucy; Britten, Nicky

2017-08-04

The introduction of innovative models of healthcare does not necessarily mean that they become embedded in everyday clinical practice. This study has two aims: first, to analyse deliberate and emergent strategies adopted by healthcare professionals to overcome barriers to normalization of a specific framework of person-centred care (PCC); and secondly, to explore how the recipients of PCC understand these strategies. This paper is based on a qualitative study of the implementation of PCC in a Swedish context. It draws on semi-structured interviews with 18 researchers and 17 practitioners who adopted a model of PCC on four different wards and 20 patients who were cared for in one of these wards. Data from these interviews were first coded inductively and emerging themes are analysed in relation to normalization process theory (NPT). In addition to deliberate strategies, we identify emergent strategies to normalize PCC by (i) creating and sustaining coherence in small but continuously communicating groups (ii) interpreting PCC flexibly when it meets specific local situations and (iii) enforcing teamwork between professional groups. These strategies resulted in patients perceiving PCC as bringing about (i) a sense of ease (ii) appreciation of inter-professional congruity (ii) non-hierarchical communication. NPT is useful to identify and analyse deliberate and emergent strategies relating to mechanisms of normalization. Emergent strategies should be interpreted not as trivial solutions to problems in implementation, but as a possible repertoire of tools, practices and skills developed in situ. As professionals and patients may have different understandings of implementation, it is also crucial to include patients' perceptions to evaluate outcomes.

Using a High-Performance Planning Model to Increase Levels of Functional Effectiveness Within Professional Development.

PubMed

Winter, Peggi

2016-01-01

Nursing professional practice models continue to shape how we practice nursing by putting families and members at the heart of everything we do. Faced with enormous challenges around healthcare reform, models create frameworks for practice by unifying, uniting, and guiding our nurses. The Kaiser Permanente Practice model was developed to ensure consistency for nursing practice across the continuum. Four key pillars support this practice model and the work of nursing: quality and safety, leadership, professional development, and research/evidence-based practice. These four pillars form the foundation that makes transformational practice possible and aligns nursing with Kaiser Permanente's mission. The purpose of this article is to discuss the pillar of professional development and the components of the Nursing Professional Development: Scope and Standards of Practice model (American Nurses Association & National Nursing Staff Development Organization, 2010) and place them in a five-level development framework. This process allowed us to identify the current organizational level of practice, prioritize each nursing professional development component, and design an operational strategy to move nursing professional development toward a level of high performance. This process is suggested for nursing professional development specialists.

Expert Search Strategies: The Information Retrieval Practices of Healthcare Information Professionals.

PubMed

Russell-Rose, Tony; Chamberlain, Jon

2017-10-02

Healthcare information professionals play a key role in closing the knowledge gap between medical research and clinical practice. Their work involves meticulous searching of literature databases using complex search strategies that can consist of hundreds of keywords, operators, and ontology terms. This process is prone to error and can lead to inefficiency and bias if performed incorrectly. The aim of this study was to investigate the search behavior of healthcare information professionals, uncovering their needs, goals, and requirements for information retrieval systems. A survey was distributed to healthcare information professionals via professional association email discussion lists. It investigated the search tasks they undertake, their techniques for search strategy formulation, their approaches to evaluating search results, and their preferred functionality for searching library-style databases. The popular literature search system PubMed was then evaluated to determine the extent to which their needs were met. The 107 respondents indicated that their information retrieval process relied on the use of complex, repeatable, and transparent search strategies. On average it took 60 minutes to formulate a search strategy, with a search task taking 4 hours and consisting of 15 strategy lines. Respondents reviewed a median of 175 results per search task, far more than they would ideally like (100). The most desired features of a search system were merging search queries and combining search results. Healthcare information professionals routinely address some of the most challenging information retrieval problems of any profession. However, their needs are not fully supported by current literature search systems and there is demand for improved functionality, in particular regarding the development and management of search strategies. ©Tony Russell-Rose, Jon Chamberlain. Originally published in JMIR Medical Informatics (http://medinform.jmir.org), 02.10.2017.

Expert Search Strategies: The Information Retrieval Practices of Healthcare Information Professionals

PubMed Central

2017-01-01

Background Healthcare information professionals play a key role in closing the knowledge gap between medical research and clinical practice. Their work involves meticulous searching of literature databases using complex search strategies that can consist of hundreds of keywords, operators, and ontology terms. This process is prone to error and can lead to inefficiency and bias if performed incorrectly. Objective The aim of this study was to investigate the search behavior of healthcare information professionals, uncovering their needs, goals, and requirements for information retrieval systems. Methods A survey was distributed to healthcare information professionals via professional association email discussion lists. It investigated the search tasks they undertake, their techniques for search strategy formulation, their approaches to evaluating search results, and their preferred functionality for searching library-style databases. The popular literature search system PubMed was then evaluated to determine the extent to which their needs were met. Results The 107 respondents indicated that their information retrieval process relied on the use of complex, repeatable, and transparent search strategies. On average it took 60 minutes to formulate a search strategy, with a search task taking 4 hours and consisting of 15 strategy lines. Respondents reviewed a median of 175 results per search task, far more than they would ideally like (100). The most desired features of a search system were merging search queries and combining search results. Conclusions Healthcare information professionals routinely address some of the most challenging information retrieval problems of any profession. However, their needs are not fully supported by current literature search systems and there is demand for improved functionality, in particular regarding the development and management of search strategies. PMID:28970190

Efficacy of Self-Regulated Strategy Development Instruction for Developing Writers with and without Disabilities in Rural Schools: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Mason, Linda H.; Cramer, Anne Mong; Garwood, Justin D.; Varghese, Cheryl; Hamm, Jill; Murray, Allen

2017-01-01

A workshop with virtual consultation practice-based professional development model for self-regulated strategy development persuasive writing instruction was evaluated in a randomized controlled trial. Nineteen general education teachers and 564 Grade 5 and 6 students in 16 low-wealth rural schools participated. Following training, teachers…

Strength in Ways: Finding Creativity in Routine Strategy Development

DTIC Science & Technology

2011-06-01

STRENGTH IN WAYS: FINDING CREATIVITY IN ROUTINE STRATEGY DEVELOPMENT BY PAUL J. MAYKISH A THESIS PRESENTED TO THE FACULTY OF THE SCHOOL...Professional Development . iv ACKNOWLEDGEMENTS I feel indebted to my country for the opportunity to study strategy for one year. It is at once too much...with research and welcoming me into one of our greatest national treasures. Lieutenant Colonel Dollar Young (USAF) introduced me to numerous key

Mobile learning: a workforce development strategy for nurse supervisors.

PubMed

Mather, Carey; Cummings, Elizabeth

2014-01-01

Digital technology provides opportunities for using mobile learning strategies in healthcare environments. To realise the vision of the National Workforce Development Strategy there needs to be innovation of health professionals to further develop knowledge and skills of clinical supervisors to access and gain an understanding of the value of mobile learning at the workplace. The use of digital technology by clinical supervisors was explored in 2012 as part of a teaching development grant to evaluate the use of Web 2.0 technology to develop a community of practice about clinical supervision. Prior to developing the virtual network of clinical supervisors, feedback about the use of Web 2.0 technology by clinicians was sought via an online survey. Over 90% of respondents used social media, 85% understood what a blog and wiki were and approximately half of the respondents used smart phones. More than one-third indicated they would participate in a virtual community of practice and would like to receive information about clinical facilitation at least once per week. Findings indicate both inhibitors and opportunities for workforce development within healthcare environments that need to be addressed. Support of graduate-ready nurses can be achieved through an integrated outlook that enables health professionals within organisations to undertake mobile learning in situ. A flexible and collaborative approach to continuing professional development within organisations could enhance practice development and could positively impact on workforce development.

Achieving change in primary care—effectiveness of strategies for improving implementation of complex interventions: systematic review of reviews

PubMed Central

Lau, Rosa; Stevenson, Fiona; Ong, Bie Nio; Dziedzic, Krysia; Treweek, Shaun; Eldridge, Sandra; Everitt, Hazel; Kennedy, Anne; Qureshi, Nadeem; Rogers, Anne; Peacock, Richard; Murray, Elizabeth

2015-01-01

Objective To identify, summarise and synthesise available literature on the effectiveness of implementation strategies for optimising implementation of complex interventions in primary care. Design Systematic review of reviews. Data sources MEDLINE, EMBASE, CINAHL, Cochrane Library and PsychINFO were searched, from first publication until December 2013; the bibliographies of relevant articles were screened for additional reports. Eligibility criteria for selecting studies Eligible reviews had to (1) examine effectiveness of single or multifaceted implementation strategies, (2) measure health professional practice or process outcomes and (3) include studies from predominantly primary care in developed countries. Two reviewers independently screened titles/abstracts and full-text articles of potentially eligible reviews for inclusion. Data synthesis Extracted data were synthesised using a narrative approach. Results 91 reviews were included. The most commonly evaluated strategies were those targeted at the level of individual professionals, rather than those targeting organisations or context. These strategies (eg, audit and feedback, educational meetings, educational outreach, reminders) on their own demonstrated a small to modest improvement (2–9%) in professional practice or behaviour with considerable variability in the observed effects. The effects of multifaceted strategies targeted at professionals were mixed and not necessarily more effective than single strategies alone. There was relatively little review evidence on implementation strategies at the levels of organisation and wider context. Evidence on cost-effectiveness was limited and data on costs of different strategies were scarce and/or of low quality. Conclusions There is a substantial literature on implementation strategies aimed at changing professional practices or behaviour. It remains unclear which implementation strategies are more likely to be effective than others and under what conditions. Future research should focus on identifying and assessing the effectiveness of strategies targeted at the wider context and organisational levels and examining the costs and cost-effectiveness of implementation strategies. PROSPERO registration number CRD42014009410. PMID:26700290

Seniors Take the Lead

ERIC Educational Resources Information Center

Cohen, Maureen

2012-01-01

Many school leaders seek new strategies from their colleagues and education literature on how to develop and sustain a positive school culture where students feel safe and are able to reach their greatest potential in academic achievement. Leadership books focus on strategies of building professional learning communities and developing capacity…

An Evaluation of the Effectiveness of Policy Communication in the Professional Development Centre's Training Programs.

ERIC Educational Resources Information Center

Rudasill, Susann E.

In the face of rising juvenile violent crime rates and media talk of waste, abuse, fraud, and ineffectiveness within the Florida Department of Health and Rehabilitative Services (HRS), the state recommended the adoption of a family-focused approach in client intervention strategy. The Florida Atlantic University Professional Development Centre…

Brazilian Physical Education Teachers' Attitudes toward Inclusion before and after Participation in a Professional Development Workshop

ERIC Educational Resources Information Center

Haegele, Justin A.; Hodge, Samuel; Filho, Paulo José Barbosa Gutierres; de Rezende, Alexandre Luiz Gonçalves

2018-01-01

The purpose of this study was to analyze the attitudes of physical education teachers about inclusion and teaching students with disabilities in Brazil before and after they participated in a professional development workshop focused on inclusive ideology and strategies. The participants were Brazilian physical education teachers (pretest sample,…

A Qualitative Review of Literature on Peer Review of Teaching in Higher Education: An Application of the SWOT Framework

ERIC Educational Resources Information Center

Thomas, Susan; Chie, Qiu Ting; Abraham, Mathew; Raj, Sony Jalarajan; Beh, Loo-See

2014-01-01

The issues of professional accountability, faculty member development, and enhancing higher education quality in universities are gaining importance. A strategy that could increase personal control over teaching practices in addition to improving professional development among faculty members is peer review of teaching (PRT). Five themes that are…

Teachers Learning to Use the iPad in Scotland and Wales: A New Model of Professional Development

ERIC Educational Resources Information Center

Beauchamp, Gary; Burden, Kevin; Abbinett, Emily

2015-01-01

In learning to use a new technology like the iPad, primary teachers adopt a diverse range of experiential, informal and playful strategies contrasting sharply with traditional models underpinning professional development which emphasise formal courses and events led by "experts" conducted in formal settings such as the school. Since…

Problem Solving as a Professional Development Strategy for Teachers: A Case Study with Fractions

ERIC Educational Resources Information Center

Perdomo-Díaz, Josefa; Felmer, Patricio; Randolph, Valeria; González, Guillermo

2017-01-01

In this paper we present a professional development course designed to impact on teachers' mathematical knowledge for teaching fractions. The main features of the course are the use of i) problem solving activities related with mathematical knowledge for teaching fractions ii) peer discussions and iii) monitor's interventions focused on answering…

Implementing a Professional Development Model Using Gifted Education Strategies with All Students.

ERIC Educational Resources Information Center

Gubbins, E. Jean; Westberg, Karen L.; Reis, Sally M.; Dinnocenti, Susan T.; Tieso, Carol L.; Muller, Lisa M.; Park, Sunghee; Emerick, Linda J.; Maxfield, Lori R.; Burns, Deborah E.

This report presents findings of a 5-year study on using professional development to extend gifted education pedagogy to regular education programs. Following an executive summary, the 15 chapters have the following titles and authors: (1) "Introduction and Overview of the 5-Year Study" (E. Jean Gubbins); (2) "Review of Literature" (Lori R.…

Engaging Preservice Teachers in Professional Development about iPads

ERIC Educational Resources Information Center

Shannon, Katheryn E.; Cullen, Theresa A.

2016-01-01

The iEducate mini-conference was a professional development approach used in a college of education that has a one to one iPad initiative. Students were strongly encouraged to attend workshops on effective iPad integration strategies for the classroom during a one-week period. A total of 87 students, faculty, staff, alumni, and community members…

Professional Training as a Strategy for Staff Development: A Study in Training Transfer in the Lebanese Context

ERIC Educational Resources Information Center

Dirani, Khalil M.

2012-01-01

Purpose: Research studies on training-job relevance continuously discuss the extent of transfer being found limited. This study aims to focus on exploring trainees' perceptions about the effects of a "Western" professional training program on their skill development and how cultural factors specific to Lebanon influence the learning.…

Enhancing Literacy Practices in Science Classrooms through a Professional Development Program for Canadian Minority-Language Teachers

ERIC Educational Resources Information Center

Rivard, Léonard P.; Gueye, Ndeye R.

2016-01-01

'Literacy in the Science Classroom Project" was a three-year professional development (PD) program supporting minority-language secondary teachers' use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted…

We Are All Talking: A Whole-School Approach to Professional Development for Teachers of English Learners

ERIC Educational Resources Information Center

Shea, Lauren M.; Sandholtz, Judith Haymore; Shanahan, Therese B.

2018-01-01

This study investigates the impact of a professional development program that included two distinct components: strategies for infusing student-talk into grade-level lessons in science and mathematics; and school-level learning communities focused on readings and discussions of student-talk research. This article reports the program's impact on…

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…

Use of Online Training Modules for Professional Development with School-Based Therapists: Outcome Project

ERIC Educational Resources Information Center

Lawdis, Katina; Baist, Heidi; Pittman, Corinthus O.

2017-01-01

This evidence-based project provided a professional development opportunity for school-based therapists to gain knowledge about evidence-based practice and learn strategies to integrate newly learned knowledge for the purpose of becoming an evidence-based practitioner. The purpose of the project was to determine whether a six-module online course…

Development of guidelines to assist organisations to support employees returning to work after an episode of anxiety, depression or a related disorder: a Delphi consensus study with Australian professionals and consumers

PubMed Central

2012-01-01

Background Mental disorders are a significant cause of disability and loss of workplace productivity. The scientific evidence for how organisations should best support those returning to work after common mental disorders is relatively limited. Therefore a Delphi expert consensus study was carried out with professional and consumer experts. Methods A systematic review of websites, books and journal articles was conducted to develop a 387 item survey containing strategies that organisations might use to support those returning to work after common mental disorders. Three panels of Australian experts (66 health professionals, 30 employers and 80 consumers) were recruited and independently rated the items over three rounds, with strategies reaching consensus on importance written into the guidelines. Results The participation rate across all three rounds was 60.2% (57.6% health professionals, 76.7% employers, 56.3% consumers). 308 strategies were endorsed as essential or important by at least 80% of all three panels. The endorsed strategies provided information on policy and procedures, the roles of supervisors, employees and colleagues in managing absence and return to work, and provision of mental health information and training. Conclusions The guidelines outline strategies for organisations supporting those returning to work after common mental disorders. It is hoped that they may be used to inform policy and practice in a variety of workplaces. PMID:22943604

Strategies for the promotion of computer applications in radiology in healthcare delivery.

PubMed

Reiner, B; Siegel, E; Allman, R

1998-08-01

The objective of this paper is to identify current trends in the development and implementation of computer applications in today's ever-changing healthcare environment. Marketing strategies are discussed with the goal of promoting computer applications in radiology as a means to advance future healthcare acceptance of technologic developments from the medical imaging field. With the rapid evolution of imaging and and information technologies along with the transition to filmless imaging, radiologists must assume a proactive role in the development and application of these advancements. This expansion can be accomplished in a number of ways including internet based educational programs, research partnerships, and professional membership in societies such as the Society of Computer Applications in Radiology (SCAR). Professional societies such as SCAR, in turn, should reach out to include other professionals from the healthcare community. These would include financial, administrative, and information systems disciplines to promote these technologies in a cost conscious and value added manner.

Transfer of training through a science education professional development program

NASA Astrophysics Data System (ADS)

Sowards, Alan Bosworth

Educational research substantiates that effective professional development models must be developed in order for reform-based teaching strategies to be implemented in classrooms. This study examined the effectiveness of an established reform-based science education professional development program, Project LIFE. The study investigated what impact Project LIFE had on participants implementation of reform-based instruction in their classroom three years after participation in the science inservice program. Participants in the case studies described use of reform-based instruction and program factors that influenced transfer of training to their classrooms. Subjects of the study were 5th--10th grade teachers who participated in the 1997--98 Project LIFE professional development program. The study employed a mixed design including both qualitative and quantitative methodology. The qualitative data was collected from multiple sources which included: an open-ended survey, classroom observations, structured interviews, and artifacts. Three purposeful selection of teachers for case studies were made with teacher approval and authorization from building principals. Interview responses from the three case studies were further analyzed qualitatively using the microcomputer software NUD*IST. Tables and figures generated from NUD*IST graphically represented the case study teachers response and case comparison to six established categories: (1) continued implementation of reform-based instruction, (2) use of reform-based instruction, (3) program factors supporting transfer of training, (4) professional development, (5) goals of Project LIFE, and (6) critical issues in science education. Paired t-tests were used to analysis the quantitative data collected from the Survey of Attitudes Toward Science and Science Teaching. The study concluded the 1997--98 Project LIFE participants continued to implement reform-based instruction in their classrooms three years later. According to the teachers the program factors having the most influence on transferring training to their classroom were the positive responses from students; reflections with other teachers regarding instructional activities and strategies; modeling of activities and strategies they received from Project LIFE staff while participating in the program; and teachers commitment to reform-based instruction. These findings are important in enhancing national science reform goals. In order for teachers to be able to implement science-reform-based instruction in their classrooms they must experience effective professional development models. Designers of professional development programs must understand which factors in staff development programs most contribute to transfer of training.

Building professional capacity in ITS : guidelines for staffing, hiring, and designing ideal project teams

DOT National Transportation Integrated Search

1999-04-01

This guide is intended to help decision makers develop strategies and programs for building and maintaining organizational professional capacity. The guide covers seven different types of local, state and federal agencies and their involvement in twe...

Improving the quality of communication in organised cervical cancer screening programmes.

PubMed

Giordano, Livia; Webster, Premila; Anthony, Charles; Szarewski, Anne; Davies, Philip; Arbyn, Marc; Segnan, Nereo; Austoker, Joan

2008-07-01

To provide health professionals involved in cervical cancer screening with an insight into the complex issues relating to communication about screening and to provide a framework for a more effective communication strategy. This paper has been compiled by a multidisciplinary pan-European group of health professionals and cancer advocates from several European screening programmes. European surveys on screening communication, literature reviews and group discussion were used for this purpose. Information on cervical screening must be accessible, relevant, comprehensible, comprehensive, client-centred, phase-specific and multilevel. An effective communication strategy should consider health professionals' screening knowledge and their communication skills, consumers' health literacy skills and the communication needs of specific sub-groups in the target population. Co-operation between screening professionals, advocacy groups and journalists should be promoted. To communicate effectively and appropriately is a complex task which can be influenced by a number of factors. Screening workers need better information themselves and must take into account the needs and characteristics of the target population. This document should provide a useful tool to help screening professionals in designing and developing good quality and effective communication strategies.

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.

The Taxonomy of Professionalism: Reframing the Academic Pursuit of Professional Development

PubMed Central

Ferrill, Mary J.

2009-01-01

Student professionalism continues to be an elusive goal within colleges and schools of pharmacy. Several reports have described the nature of professionalism and enumerated the characteristic traits of a professional, but educational strategies for inculcating pharmacy students with attitudes of professionalism have not been reliably effective. Some authors have suggested the need for a standard definition. If the goal can be more clearly conceptualized by both faculty members and students, and the moral construct of the fiduciary relationship between pharmacist and patient better understood, the development of professional values and behaviors should be easier to achieve. This paper describes a new approach to defining professionalism that is patterned after Bloom's Taxonomy of Educational Objectives. It includes the general concept of patient care advocacy as an underlying paradigm for a new pharmacy practice model, and defines 5 behavioral elements within each of the 3 domains of professionalism: competence, connection, and character. PMID:19657501

Elementary Teachers' Comprehension of Flooding through Inquiry-Based Professional Development and Use of Self-Regulation Strategies

ERIC Educational Resources Information Center

Lewis, Elizabeth B.; van der Hoeven Kraft, Katrien J.; Watts, Nievita Bueno; Baker, Dale R.; Wilson, Meredith J.; Lang, Michael

2011-01-01

This study focuses on elementary teachers' comprehension of flooding before and after inquiry-based professional development (PD). There was an improvement in teachers' understanding toward a normative view from pre- to post-test (n = 17, mean gain = 4.3, SD = 3.27). Several misunderstandings and a general lack of knowledge about flooding emerged…

A Latent Variable Analysis of Continuing Professional Development Constructs Using PLS-SEM Modeling

ERIC Educational Resources Information Center

Yazdi, Mona Tabatabaee; Motallebzadeh, Khalil; Ashraf, Hamid; Baghaei, Purya

2017-01-01

Continuing Professional Development (CPD), in the area of teacher education, refers to the procedures, programs or strategies that help teachers encounter the challenges of their work and accomplish their own and their learning center's goals. To this aim, the purpose of this study is to propose and validate an appropriate model of EFL teachers'…

Integration of Educational and Research Constituents of the Process of Specialists' Professional Training in the Universities of Developed Countries

ERIC Educational Resources Information Center

Sbruieva, Alina

2015-01-01

In the article the characteristic of strategies of the integration of educational and research constituents of the process of specialists' professional training in the universities of developed countries has been given. The relevance of the problem in the context of requirements to the graduate represented in the European qualifications framework…

A Case Study on the Professional Development of Elementary Teachers Related to Brain Research and the Strategies Used to Help Struggling Readers

ERIC Educational Resources Information Center

Denton, Valerie R.

2010-01-01

This case study examined the impact of classroom interventions for struggling readers as changed/improved by teachers who participated in ongoing professional development on brain research studies. It investigated how teachers' knowledge of brain research impacted their instruction and the interventions they implemented in elementary classrooms.…

Professional Development that Supports the Teaching of Cognitive Reading Strategy Instruction

ERIC Educational Resources Information Center

Sailors, Misty; Price, Larry R.

2010-01-01

In this article, we describe and report on the results of a study in Texas that tested 2 models of professional development for classroom teachers as a way of improving their practices and increasing the reading achievement of their students. To meet this goal, 44 participating teachers in grades 2-8 learned to teach their students cognitive…

Evaluation of Quality Teaching for English Learners (QTEL) Professional Development. Final Report. NCEE 2012-4005

ERIC Educational Resources Information Center

Bos, Johannes M.; Sanchez, Raquel C.; Tseng, Fannie; Rayyes, Nada; Ortiz, Lorena; Sinicrope, Castle

2012-01-01

To add to the evidence base on effective strategies for teaching English language learner students, the 2006-2011 REL West at WestEd conducted a rigorous study, using an intent-to-treat model, of the impact on middle grades student achievement of offering teachers the opportunity to participate in a teacher professional development program. The…

Changing Practice: An Evaluation of the Impact of a Nature of Science Inquiry-Based Professional Development Programme on Primary Teachers

ERIC Educational Resources Information Center

Murphy, Clíona; Smith, Greg; Varley, Janet; Razi, Özge

2015-01-01

This study investigates how a two-year continuing professional development (CPD) programme, with an emphasis on teaching about science through inquiry, impacted the experiences of, approaches to and attitudes towards teaching science of 17 primary teachers in Dublin. Data sources included interview, questionnaire and reflective journal strategies.…

Excerpts from inside the Black Box School District Spending on Professional Development in Education: Lessons from Five Urban Districts

ERIC Educational Resources Information Center

Miles, Karen Hawley; Odden, Allan; Fermanich, Mark; Archibald, Sarah

2005-01-01

As districts struggle to meet the demands of standards-based reform and requirements for "highly qualified" teachers in the face of increasing fiscal constraints, professional development has the potential to be a significant part of a district's improvement strategy. To use dollars effectively, districts need to think about how to best integrate…

Teacher Design Teams as a Strategy for Professional Development: The Role of the Facilitator

ERIC Educational Resources Information Center

Becuwe, Heleen; Tondeur, Jo; Pareja Roblin, Natalie; Thys, Jeroen; Castelein, Els

2016-01-01

The goal of the current study was to explore the role and importance of the facilitator in teacher design teams. The study took place in the context of a pre-service teacher education institution in Belgium, where teacher design teams were set up to facilitate the professional development of teacher educators. The findings from focus-group…

Shopping Effort Classification: Implications for Segmenting the College Student Market

ERIC Educational Resources Information Center

Wright, Robert E.; Palmer, John C.; Eidson, Vicky; Griswold, Melissa

2011-01-01

Market segmentation strategies based on levels of consumer shopping effort have long been utilized by marketing professionals. Such strategies can be beneficial in assisting marketers with development of appropriate marketing mix variables for segments. However, these types of strategies have not been assessed by researchers examining segmentation…

Implementing Elementary School Next Generation Science Standards

NASA Astrophysics Data System (ADS)

Kennedy, Katheryn B.

Implementation of the Next Generation Science Standards requires developing elementary teacher content and pedagogical content knowledge of science and engineering concepts. Teacher preparation for this undertaking appears inadequate with little known about how in-service Mid-Atlantic urban elementary science teachers approach this task. The purpose of this basic qualitative interview study was to explore the research questions related to perceived learning needs of 8 elementary science teachers and 5 of their administrators serving as instructional leaders. Strategies needed for professional growth to support learning and barriers that hamper it at both building and district levels were included. These questions were considered through the lens of Schon's reflective learning and Weick's sensemaking theories. Analysis with provisional and open coding strategies identified informal and formal supports and barriers to teachers' learning. Results indicated that informal supports, primarily internet usage, emerged as most valuable to the teachers' learning. Formal structures, including professional learning communities and grade level meetings, arose as both supportive and restrictive at the building and district levels. Existing formal supports emerged as the least useful because of the dominance of other priorities competing for time and resources. Addressing weaknesses within formal supports through more effective planning in professional development can promote positive change. Improvement to professional development approaches using the internet and increased hands on activities can be integrated into formal supports. Explicit attention to these strategies can strengthen teacher effectiveness bringing positive social change.

Undergraduate and Teaching Assistants' Perceptions of Classroom Community in Freshman Biological Sciences Laboratories and Implications for Persistence and Professional Development

NASA Astrophysics Data System (ADS)

Kardohely, Andrew

The American economy hinges on the health and production of science, technology engineering and mathematics workforce (STEM). Although this sector of the American workforce represents a substantially fewer jobs the STEM workforce fuels job growth and sustainability in the other sectors of the American workforce. Unfortunately, over the next decade the U.S. will face an additional deficit of over a million STEM professionals, thus the need is here now to fill this deficit. STEM education should, therefore, dedicated to producing graduates. One strategy to produce more STEM graduates is through retention of student in STEM majors. Retention or persistence is highly related to student sense of belonging in academic environments. This study investigates graduate teaching assistants (GTAs) perceptions of their classrooms and the implications of those perceptions on professional development. Furthermore, correlations between classroom community and student desire to persist, as measured by Rovai's Classroom Community Index (CCI) were established (P=0.0311). The interactions are described and results are discussed. Using a framework of teaching for community, and a qualitative analytic case study with memo writing about codes and themes methodology supported several themes including passion to teach and dedication to student learning, innovation in teaching practices based on evidence, an intrinsic desire to seek a diverse set of feedback, and instructors can foster community in the classroom. Using the same methodology one emergent theme, a tacit rather than explicit understanding of reading the classroom, was also present in the current study. Based on the results and using a lens for professional development, strategies and suggestions are made regarding strategies to enhance instructors' use of feedback and professional development.

Moral deliberation and nursing ethics cases: elements of a methodological proposal.

PubMed

Schneider, Dulcinéia Ghizoni; Ramos, Flávia Regina Souza

2012-11-01

A qualitative study with an exploratory, descriptive and documentary design that was conducted with the objective of identifying the elements to constitute a method for the analysis of accusations of and proceedings for professional ethics infringements. The method is based on underlying elements identified inductively during analysis of professional ethics hearings judged by and filed in the archives of the Regional Nursing Board of Santa Catarina, Brazil, between 1999 and 2007. The strategies developed were based on the results of an analysis of the findings of fact (occurrences/infractions, causes and outcomes) contained in the records of 128 professional ethics hearings and on the structural elements (statements, rules and practices) identified in five example professional ethics cases. The strategies suggested for evaluating accusations of ethics infringements and the procedures involved in deliberating on ethics hearings constitute a generic proposal that will require adaptation to the context of specific professional ethics accusations.

[Batas Nómadas in Madrid Salud: art and artists in professional community health teams].

PubMed

Castillejo, Mar; Fernández-Cedena, Jorge; Siles, Silvia; Claver, María Dolores; Ávila, Noemí

2018-06-14

This article describes the strategy of incorporating artists into the teams of community health in the city of Madrid, specifically in the Madrid Salud Centers. The artistic colletive, Batas Nómadas, formed by three artists expertized in visual arts, has developed performances and participatory aproach to explain the incorporation of art and artists in these teams of professionals of Madrid Salud. Batas Nómadas has carried out sessions in 14 work teams of the Madrid Salud Centers and has collected data in a creative way from the 179 professionals that have participated in these sessions. These actions have shown some needs in community health, and have noticed a meaningful reflection on the usefulness of the art to develop participative strategies into the Madrid Salud teams. Copyright © 2018. Publicado por Elsevier España, S.L.U.

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

PubMed

Neishabouri, M; Ahmadi, F; Kazemnejad, A

2017-09-01

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

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…

English Language Teacher Development through Teacher Associations: The Case of NELTA

ERIC Educational Resources Information Center

Gnawali, Laxman

2016-01-01

ELT teacher associations, a common phenomenon in most countries around the world, employ different strategies in order to support the professional development of their membership. These associations usually spell out member support policies and strategies in documents such as statutes and websites, and put them into action allowing teachers to…

Applying an SIOP-Based Instructional Framework for Professional Development in Korea

ERIC Educational Resources Information Center

Song, Kim Hyunsook

2016-01-01

Nonnative English speaking teachers' oral proficiency and instructional strategies are the significant factors to become effective language teachers where English is not used as a daily communication medium. The study focuses on improvement of EFL teachers' instructional strategies. The main goal of the study is to develop an EFL instructional…

10 Ways To Take Charge of the Web. Easy Strategies for Internet Smarts.

ERIC Educational Resources Information Center

Wood, Julie M.

2000-01-01

Strategies to help teachers use the Internet effectively include: explore individual interests online; develop acceptable use policies; narrow the playing field; know search engines; use filters; utilize the World Wide Web to lighten the load; teach students to investigate websites effectively; use the Web for professional development; teach…

[Work-related musculoskeletal disorders in dentistry professionals. 2. Prevention, ergonomic strategies and therapeutic programs].

PubMed

Sartorio, F; Franchignoni, F; Ferriero, G; Vercelli, S; Odescalchi, L; Augusti, D; Migliario, M

2005-01-01

In dental professionals the risk of developing work-related musculoskeletal disorders (WMSD) can be minimized through a combination of prevention, ergonomic strategies, and specific therapeutic programs. Prevention includes early identification of symptoms, analysis of working posture and activity, and the evaluation of equipment (such as dental instruments, position of the dental unit, patient and operator chairs, and lighting). The ergonomic strategies are based on identifying the best daily timetable (including periodic pauses) and most efficient team organization, as well as establishing the correct position that should be held at the patient chair. Finally specific therapeutic programs are very important in preventing or treating WMSD. In fact, fitness exercises such as mobilization, stretching or muscular and cardiovascular training are recognized as fundamental for dental professionals, and when WMSD occurs physiatric care and physical therapy are recommended.

[Health education, patient education and health promotion: educational methods and strategies].

PubMed

Sandrin, Brigitte

2013-01-01

The purpose of this paper is to help public health actors with an interest in health promotion and health care professionals involved in therapeutic education to develop and implement an educational strategy consistent with their vision of health and health care. First, we show that the Ottawa Charter for Health Promotion and the French Charter for Popular Education share common values. Second, an examination of the career and work of Paulo Freire, of Ira Shor's pedagogical model and of the person-centered approach of Carl Rogers shows how the work of educational practitioners, researchers and theorists can help health professionals to implement a truly "health-promoting" or "therapeutic" educational strategy. The paper identifies a number of problems facing health care professionals who become involved in education without reflecting on the values underlying the pedagogical models they use.

Implementation of Evidence-Based Book-Reading Strategies by Head Start Teachers: Benefits of Professional Development and Effect on Children's Literacy Outcomes

ERIC Educational Resources Information Center

Butler, Michelyn Cynthia

2012-01-01

Evidence strongly supports shared book-reading (SBR) as an opportune intervention for developing early literacy and language development in at-risk preschool-aged children. Many teachers of high-risk preschoolers, however, lack the instructional skills and evidence-based strategies essential for the most effective storybook experience.…

Inspiring Leaders: Unique Museum Programs Reinforce Professional Responsibility

ERIC Educational Resources Information Center

Ciardelli, Jennifer; Wasserman, JoAnna

2011-01-01

Since 1998, the United States Holocaust Memorial Museum has developed educational programs targeting adult audiences. Engaging public service professionals--those charged with serving and protecting our nation's democratic principles--has become a core outreach strategy to achieve the Museum's mission. This article describes the Museum's process…

Marketing: A Key Ingredient for Educational Fundraising Success.

ERIC Educational Resources Information Center

Smith, Laurence N.

1993-01-01

Marketing provides student affairs professionals with some of the most effective strategies, techniques, and actions for success. This chapter, written for professionals without a marketing background, provides a design for the development and implementation of a strategic marketing plan for student affairs educational fundraising efforts.…

Models, measurement, and strategies in developing critical-thinking skills.

PubMed

Brunt, Barbara A

2005-01-01

Health care professionals must use critical-thinking skills to solve increasingly complex problems. Educators need to help nurses develop their critical-thinking skills to maintain and enhance their competence. This article reviews various models of critical thinking, as well as methods used to evaluate critical thinking. Specific educational strategies to develop nurses' critical-thinking skills are discussed. Additional research studies are needed to determine how the process of nursing practice can nurture and develop critical-thinking skills, and which strategies are most effective in developing and evaluating critical thinking.

[The Spanish National Health System patient safety strategy, results for the period 2005-2007].

PubMed

Terol, E; Agra, Y; Fernández-Maíllo, M M; Casal, J; Sierra, E; Bandrés, B; García, M J; del Peso, P

2008-12-01

In 2005 the Spanish National Health System (SNHS) implemented a strategy aimed at improving patient safety in Spanish healthcare centres. Promote and develop knowledge of patient safety and a patient safety culture among health professionals and patients; design and implement adverse event information and reporting systems for learning purposes; introduce recommended safe practices in SNHS centres; promote patient safety research and public and patient involvement in patient safety policies. An Institutional Technical Committee was created with representatives from all the Spanish regions. All national organizations involved in healthcare quality and patient safety took part in the project. The strategy follows the WHO World Alliance for Patient Safety and Council of Europe recommendations. Budget allocated in the period 2005-2007: approximately EUR35 million. Around 5,000 health professionals were educated in PS concepts. Several studies were conducted on: adverse events in Hospitals and Primary Care, as well as studies to obtain information on health professionals' perceptions on safety, the use of medications and the situation regarding hospital-acquired infections. All the regions have introduced safe clinical practices related with the strategy. The strategy has been implemented in all the Spanish regions. Awareness was raised among health professionals and the public. A network of alliances has been set up with the regions, universities, schools, agencies and other organizations supporting the strategy.

Health workforce imbalances in times of globalization: brain drain or professional mobility?

PubMed

Marchal, Bruno; Kegels, Guy

2003-01-01

The health workforce is of strategic importance to the performance of national health systems as well as of international disease control initiatives. The brain drain from rural to urban areas, and from developing to industrialized countries is a long-standing phenomenon in the health professions but has in recent years taken extreme proportions, particularly in Africa. Adopting the wider perspective of health workforce balances, this paper presents an analysis of the underlying mechanisms of health professional migration and possible strategies to reduce its negative impact on health services. The opening up of international borders for goods and labour, a key strategy in the current liberal global economy, is accompanied by a linguistic shift from 'human capital flight' and 'brain drain' to 'professional mobility' or 'brain circulation'. In reality, this mobility is very asymmetrical, to the detriment of less developed countries, which lose not only much-needed human resources, but also considerable investments in education and fiscal income. It is argued that low professional satisfaction and the decreasing social valuation of the health professionals are important determinants of the decreasing attraction of the health professions, which underlies both the push from the exporting countries, as well as the pull from the recipient countries. Solutions should therefore be based on this wider perspective, interrelating health workforce imbalances between, but also within developing and developed countries.

Improving health service management education: the manager speaks.

PubMed

Harris, M G; Harris, R D; Tapsell, L

1993-01-01

This paper uses health service manager judgements to discuss educational approaches and environments suitable to the development of required competencies and reports barriers to and opportunities for competency development. Practising managers were found to recognise and value the educational contributions made by academic programs, health service organisations and professional associations to the development of professional competence. Academic programs are seen as the appropriate vehicle for developing conceptual, analytical, problem solving and communication competencies that require considerable maturation time. Health service organisations are seen to have a key role in promoting professional competence through maintaining a culture conductive to encouraging managers to undertake further education, supported by appropriate system strategies. Professional associations are regarded as appropriate sponsors for promoting knowledge and skill update in relation to current issues in management through short courses, conferences and timely educational meetings. Wherever possible, collaboration between professional and educational organisations was seen to be desirable.

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.

Impact of New Jersey's Legislation on Professional Development Related to HIB for Middle and High School Personnel in Four New Jersey School Districts

ERIC Educational Resources Information Center

Jones, Danielle R.

2018-01-01

It is important that school employees understand the meaning of Harassment, Intimidation, and Bullying [HIB] as defined by NJ's HIB legislation as a result of the professional development [PD] opportunities provided by their school district. Adequate training on HIB, HIB legislation, and intervention/prevention strategies is paramount in reducing…

Etude de l'apprentissage par la lecture d'etudiants en contexte d'apprentissage par problemes (APP) (A Study of Student Text-Learning Strategy).

ERIC Educational Resources Information Center

Cartier, Sylvie

2002-01-01

Examined strategies reported by students during reading to develop knowledge in their area of professional training. Discovered the reading, encoding, self-regulation, and resource management strategies used most often by students, which were not sufficient to attain effective learning. Less frequently used strategies added nuances to the…

Physiotherapists' stories about professional development.

PubMed

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

2015-01-01

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

Changing the attitudes and practices of professional developers through a constructivist model: The Technical Assistance Academy for Mathematics and Science Services

NASA Astrophysics Data System (ADS)

Charles, Karen Jungblut

For much of this century, mathematics and science have been taught in a didactic manner that is characterized by a passive student and a lecturing teacher. Since the late eighties national standards have encouraged professional developers specializing in mathematics and science education to deliver the messages of inquiry-based learning, active student engagement, and learner-constructed knowledge to the teachers they support. Follow-up studies of professional development programs, however, found that telling teachers was no more effective than telling students. Information transmitted in a passive setting was not transferring into effective classroom practices. This phenomenological case study was conducted to determine the effects of a constructivist-oriented professional development experience, the Technical Assistance Academy, in changing the practices and attitudes of mathematics and science professional developers regarding the use of constructivist strategies in workshop design. This study focused on 45 professional developers who participated in the Technical Assistance Academy. Data from a 2 1/2 year period were collected from session evaluations, journal reflections, a follow-up interview, and site visits that included observations and collaborative planning. Content analysis procedures were used to find common themes among the data. Use of new skills developed as a result of participation in the Technical Assistance Academy was determined using the Concerns-Based Adoption Model Levels of Use framework (Hall & Hord, 1987). Changes in attitude were determined by examining participants' journal reflections related to common constructivist themes such as those discussed by Fosnot (1996c): learning is developmental, disequilibrium and reflection facilitate learning, and the construction of "big ideas" results from the opportunity to struggle with new information. Results verified that all 45 participants demonstrated some level of use, and that most were in the 3 highest of 5 levels of use: mechanical (11%), routine (16%), refinement (27%), integration (24%), and renewal (22%). Participants reported valuing (a) active engagement necessary for the developmental progression of learning to occur, (b) their own disequilibrium, (c) opportunity to reflect, and they acknowledged a clearer understanding and appreciation of the big ideas in workshop design such as networking, collaboration, content and staff development standards, equity, and community building. Results support the conclusion that learning about constructivist instructional strategies in a long-term program that models them positively affects participants' attitudes and enhances their use of similar strategies in the design of professional development experiences for others. Knowledge developed in a constructivist setting transferred into effective facilitator practices.

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.

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.

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

ERIC Educational Resources Information Center

Tate, Marcia L.

2009-01-01

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

U.S. Community College Professional Staff Seek South African Doctoral Degrees: An Analysis of an International Doctoral Program Partnership

ERIC Educational Resources Information Center

Ryan, Margaret Vail

2011-01-01

Prominent challenges facing contemporary community colleges are enhancing leadership capacity and serving their diverse student populations. While doctoral education constitutes a mainstay strategy for developing community college leaders, community college professionals face constraints accessing doctoral programs. The innovation of an…

Professional Growth Plans: Possibilities and Limitations of an Organizationwide Employee Development Strategy.

ERIC Educational Resources Information Center

Fenwick, Tara J.

2003-01-01

Implementation of mandatory professional growth plans for Alberta teachers was studied through interviews with 12 teachers, 3 principals, and 5 district administrators. Benefits included increased commitment to learning, collegiality, and self-affirmation. Tensions between organizational control and individual autonomy were apparent. With trust,…

Primary Teachers' Professional Training in the System of Postgraduate Education in the Light of Differentiating Teaching: Irish Experience

ERIC Educational Resources Information Center

Gotsuliak, Kateryna

2015-01-01

Different information sources, namely National Strategy for Higher Education to 2030 (Ireland), Introduction to Primary School Curriculum (1999), (Ireland), Primary Professional Development Service--Differentiation in Action, Ireland's official postgraduate study website, the Strategic Plan 2012-2016 of Mary Immaculate College, Limerick…

Teaching and Coaching Tennis Using System 5

ERIC Educational Resources Information Center

Helfrich, Janet

2006-01-01

The United States Professional Tennis Association (USPTA) has developed a universal language for tennis instruction entitled System 5: The Five Keys to Tennis, which is extremely easy to teach and learn and covers court positioning, strategy, and stroke selection. Many professional tennis instructors have used System 5 since its inception but…

Beyond Recruitment: Retention and Promotion Strategies To Ensure Diversity and Success.

ERIC Educational Resources Information Center

Howland, Joan

1999-01-01

Discusses the need for libraries not only to recruit, but also to retain, diverse professional staffs. Topics include diversity as a multi-dimensional concept; creating an environment conducive to retention; ensuring equity in regard to promotion, professional development, and success; the tenure process in academic libraries; and mentoring…

A Case Study Investigating Secondary Science Teachers' Perceptions of Science Literacy Instruction

NASA Astrophysics Data System (ADS)

Blackmon, Phyllis Ann

This project study addressed the lack of inclusion of discipline literacy pedagogy in secondary classrooms in a rural school district in eastern North Carolina. Discipline literacy practices are recommended in the Common Core Standards for History/Social Studies, Science, and Technical Subjects. The district had implemented content area reading strategies across content areas, yet no significant progress in secondary students' reading abilities had been demonstrated in statewide or national assessments. The conceptual framework that drove this study was disciplinary literacy, founded by the literacy research of Shanahan, Shanahan, and Zygouris-Coe. Within a qualitative case study method, this investigation of 8 secondary science teachers' experiences teaching literacy during content instruction focused on practices of embedding science-specific reading strategies into lessons and factors that influence teachers' decisions to participate in professional development to advance their learning of discipline-specific literacy methods. Data were collected and triangulated using a focus group and 8 individual interviews. Data from both methods were analyzed into codes and categories that developed into emergent themes. Findings from the focus group and individual interviews revealed that the science teachers possessed limited knowledge of science-specific reading strategies; used random, general literacy practices; and had completed inadequate professional development on science-related topics. Positive change may occur if district leaders support teachers in expanding their knowledge and application of discipline literacy strategies through participation in discipline literacy-focused professional development. The study may provide educators and researchers a deeper understanding of disciplinary literacy and increase research on the topic.

Supports and Concerns for Teacher Professional Growth During the Implementation of a Science Curriculum Innovation

NASA Astrophysics Data System (ADS)

Peers, Cheryl (Shelley) E.; Diezmann, Carmel M.; Watters, James J.

2003-02-01

Internationally, considerable reform in science education is occurring which promotes constructivist philosophies and advocates constructivist-inspired pedagogical strategies that are new to many teachers. This paper reports on the supporting factors necessary for teacher professional growth and the issues of concern that were evident during one primary teacher''s successful implementation of a unit of work based on a draft of a new state-wide science syllabus which proposes such approaches. One researcher (CEP) provided guidance during the writing and implementation of the unit through professional development workshops complemented by ongoing collegial support. The analysis of the teacher''s practice reveals that professional growth required a willingness of the teacher to engage with change and modify his professional practice. The support factors for teacher growth consisted of an appropriate program of professional development, teacher understanding of the elements of the curriculum innovation, and successful experiences in implementing new approaches. In contrast, the issues of concern were: the adequacy of support for planning including the time required to understand the innovation and make changes to teaching practice; science equipment; teacher knowledge; classroom management strategies; and ways to cope with change. Understanding of these support factors and issues of concern is vital for the successful implementation of science curriculum innovations.

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

NASA Astrophysics Data System (ADS)

Garcia Arriola, Alfonso

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

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

NASA Astrophysics Data System (ADS)

Musikul, Kusalin

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

Preparing Pre-Service Special Education Teachers in Urban School Settings to Teach Content Literacy Strategies

ERIC Educational Resources Information Center

Becker, Kristin A.

2013-01-01

The purpose of this concurrent mixed-method study was to explore how special education intern teachers, placed in an urban secondary special education school setting developed an ability to implement content literacy strategies after completion of a professional development graduate seminar and internship experience. This was done by studying both…

The Development and Implementation of a Teaching and Learning Strategy at a Modern Military Academy

ERIC Educational Resources Information Center

Thain, Richard Holman; McDonough, Ambrose; Priestley, Alan Duncan

2008-01-01

A strategy for teaching and learning was developed at Britannia Royal Naval College during 2006 in order to address several key issues. These included improving professional knowledge and skills retention, enhancing pedagogical practices to increase levels of student motivation, and adapting the training and educational package to an extremely…

The mediating effects of coping strategies on the relationship between secondary traumatic stress and burnout in professional caregivers in the UAE.

PubMed

Hamid, Abdalla A R M; Musa, Saif A

2017-02-01

Professional caregivers dealing with traumatized victims or mental health clients are at increased risk for developing the same symptoms as persons who are exposed directly to the trauma. This research was aimed at examining the relationship between secondary traumatic stress, burnout and coping strategies in 502 professional caregivers who work in schools, hospitals, charity institutes and welfare centers in the United Arab Emirates (UAE). A further aim was to test the mediating effect of coping on the relationship between burnout and secondary traumatic stress. Measures used in this study were the Professional Quality of Life Questionnaire (ProQOL), The General Health Questionnaire (GHQ-28), The Maslach Burnout Inventory: Human Services Survey (MBI-HSS) and Endler and Parker's Coping Inventory. Task-focused coping, personal accomplishment and compassion satisfaction were negatively associated with secondary traumatic stress. Burnout, emotion-focused and distraction coping were positively related to secondary traumatic stress. Coping partially mediated the relationship between burnout and secondary traumatic stress. There were also significant gender differences in depersonalization and distraction coping. Efforts need to focus on improvement of caregivers' work environments, enhancing their coping skills and professional development.

Perspectives of Iranian male nursing students regarding the role of nursing education in developing a professional identity: a content analysis study.

PubMed

Vaismoradi, Mojtaba; Salsali, Mahvash; Ahmadi, Fazlollah

2011-12-01

The purpose of the present study was to explore the perspectives of Iranian male nursing students regarding the role of nursing education in developing a professional identity. A qualitative design, based on the content analysis approach, was used to collect the data and analyze the perspectives of 14 Iranian male nursing students who were chosen by using a purposive sampling strategy. After the selection of the participants, semistructured interviews were held in order to collect the data. During the data analysis, three main themes emerged: "reality-expectation incompatibility", "being supported by the educational system", and "nursing image rectification". The second theme consisted of two categories: "feeling trusted" and "being defended". This study will be useful to nurse educators and administrators in relation to what constitutes nursing students' professional identity within the Iranian culture and context and how nursing education can play an effective role in developing their professional identity in order to devise strategies to attract male students to the nursing profession and promote their retention after graduation. © 2010 The Authors. Japan Journal of Nursing Science © 2010 Japan Academy of Nursing Science.

Client-centered home care: balancing between competing responsibilities.

PubMed

Schoot, Tineke; Proot, Ireen; Legius, Marja; ter Meulen, Ruud; de Witte, Luc

2006-11-01

This study explores and describes the perceptions of nurses with respect to everyday client-centered care. A grounded theory study was conducted with 10 Dutch nurses and auxiliary nurses giving home care to chronically ill clients. Participatory observations and semistructured interviews were held. Nurses perceived roles and responsibilities competing with the role as a responsive professional to the client demand: a critical professional, developer of client competencies, individual, and employee. Strategies in balancing between competing responsibilities were distinguished: pleasing, dialoguing, directing, and detaching. Directing (related to impaired client competencies) and detaching (related to organizational barriers) were also used as second choice strategies. Effectively balancing between competing responsibilities was seen in dialoguing and directing as second choice. Conditions identified related to these strategies are awareness of, and responsibility taking for competing responsibilities. Recommendations for practice concern a care relationship and a dialogue with the client, critical ethical reflection, professional autonomy, self-assertiveness and organizational support.

Responses to professional identity threat: Identity management strategies in incident narratives of health care professionals.

PubMed

van Os, Annemiek; de Gilder, Dick; van Dyck, Cathy; Groenewegen, Peter

2015-01-01

The purpose of this paper is to explore sensemaking of incidents by health care professionals through an analysis of the role of professional identity in narratives of incidents. Using insights from social identity theory, the authors argue that incidents may create a threat of professional identity, and that professionals make use of identity management strategies in response to this identity threat. The paper draws on a qualitative analysis of incident narratives in 14 semi-structured interviews with physicians, nurses, and residents at a Dutch specialist hospital. The authors used an existing framework of identity management strategies to categorize the narratives. The analysis yielded two main results. First, nurses and residents employed multiple types of identity management strategies simultaneously, which points to the possible benefit of combining different strategies. Second, physicians used the strategy of patronization of other professional groups, a specific form of downward comparison. The authors discuss the implications of the findings in terms of the impact of identity management strategies on the perpetuation of hierarchical differences in health care. The authors argue that efforts to manage incident handling may profit from considering social identity processes in sensemaking of incidents. This is the first study that systematically explores how health care professionals use identity management strategies to maintain a positive professional identity in the face of incidents. This study contributes to research on interdisciplinary cooperation in health care.

The Future LGBT Health Professional: Perspectives on Career and Personal Mentorship.

PubMed

Sánchez, Nelson F; Callahan, Edward; Brewster, Cheryl; Poll-Hunter, Norma; Sánchez, John Paul

2018-04-01

Mentorship is a critical factor contributing to career success. There is limited research on the quality of mentoring relationships for LGBT health professionals. This study explores facilitators of, obstacles to, and strategies for successful mentorship for LGBT health professional trainees. We applied a convenience sampling strategy to collect quantitative and qualitative data among LGBT health professional trainees. The authors identified trends in data using bivariate analyses and Consensual Qualitative Research methods. Seventy-five LGBT trainees completed surveys and a subset of 23 survey respondents also participated in three focus groups. Among survey participants, 100% identified along the queer spectrum; 10.7% identified along the trans spectrum; 36.0% identified as a racial or ethnic minority; and 61.3% were in MD/DO-granting programs. Eighty-eight percent of trainees reported working with at least one mentor and 48.5% of trainees had at least one mentor of the same sexual orientation. Seventy-two percent of trainees endorsed the importance of having an LGBT-identified mentor for personal development. Qualitative data showed that trainees valued such a mentor for positive role modeling and shared understanding of experiences. Fifty-nine percent of trainees felt it was important to have an LGBT-identified mentor for career development. LGBT peer networking and LGBT-related professional advice were cited as unique benefits in the qualitative findings. LGBT health professional trainees have unique personal and career development needs that may benefit from LGBT mentorship. Academic health centers that facilitate LGBT mentorship could enhance LGBT health trainees' academic productivity and personal development.

Journal Article: Using Scientists and Real-World Scenarios in Professional Development for Middle School Science Teachers

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

Morrison, Judith A.; Estes, Jeffrey C.

Middle school science teachers were involved in a problem-solving experience presented and guided by research scientists. Data on the teachers’ perspectives about this professional development and any impact it may have had on their teaching practices were collected through interviews, surveys, and classroom observations. The findings show that the professional development experience was positive, although one concern expressed by teachers was their lack of understanding of the scientists’ vocabulary. Using scientists and real-world scenarios was shown to be an effective strategy for encouraging middle school teachers to teach science as a process and help them strengthen their science content understanding.

Strategies for Success

ERIC Educational Resources Information Center

Training, 2012

2012-01-01

"Training" magazine taps 2012 Training Top 125 winners and Top 10 Hall of Famers to provide their learning and development best practices in each issue. In this article, Jamie Leitch (American Infrastructure) and Mary Beth Alexander (The Economical Insurance Group) share strategies for tuition reimbursement and professional designations.

An evaluation of a science professional development model: Examining participants' learning and use of new knowledge and skills, organizational support and change, and student learning outcomes

NASA Astrophysics Data System (ADS)

Zender, Georgi Anne

The problem of this study was to determine in what ways science professional development would support kindergarten through sixth grade teachers in their implementation of a revised curriculum. The problem centered on evaluating the relationship between professional development involvement and teachers' learning and use of new knowledge and skills, organizational support and change, and student learning outcomes. Using data derived from survey responses and other sources (e.g., test scores, financial records, etc.), this study examined use of a science course of study, use of activities/experiments from workshops, use and adequacy of materials adoptions, administrative support, and achievement scores. This research was completed using an Ex Post Facto research design. Using the General Linear Model and causal-comparative analyses, thus study significantly concluded that teachers with a higher level of involvement in science professional development were more likely to use the revised course of study for lesson planning and to perceive materials adoptions as being adequate, and that districts that had participated in science professional development to revise curriculum showed more gains in student learning outcomes. Data on teachers' learning and use of new knowledge and skills implied that districts needed to continue to design teacher leadership situations that implement long-term professional development, build capacity for shared decision making, create a supportive environment for leaders, and incorporate assessments. Teacher leaders needed to actively engage in action research as a professional development strategy to promote reflection on their teaching and student learning. Data on organizational support and change implied that without logistical and financial support for teaching and learning in terms of hands-on materials, teachers would be unable to support future curriculum improvement efforts. Building principals needed to play a more active role in the implementation of curriculum. Data on student learning outcomes implied that both content knowledge and inquiry skills were critical bases for curriculum in terms of teacher efficacy and student achievement. Teachers needed to examine student work as a professional development strategy to also promote reflection on teaching and learning. Further research and professional development in the area of science assessment, in terms of scientific content and processes, was suggested.

The role of Society for Adolescent Health and Medicine in training of health professionals.

PubMed

Ford, Carol A

2016-08-01

The Society for Adolescent Health and Medicine (SAHM) was created by health professionals committed to identifying and better addressing the health needs of adolescents and young adults, and this work has continued for nearly 50 years. The society initially focused primarily on clinical education, but has evolved to include educational activities providing clinical, research, policy, advocacy, and professional development content. Strategies have included high-quality annual meetings designed to meet the educational needs of its multi-disciplinary membership, publishing an internationally recognized journal, and developing strategic collaborations to advocate for legitimacy of the field and reform in health profession education. Historically, SAHM has been most successful at increasing specialized training in the United States among physicians, and primarily pediatricians, likely driven by the nuances of the development of adolescent medicine in this country. Successes are often linked to strategic collaborations with other professional organizations, and have been facilitated by federally funded initiatives to improve adolescent and young adult health. Recent efforts to improve professional training are focused on the use of technology, and SAHM is also currently exploring strategies to directly reach adolescents, young adults, and their parents. As the society becomes increasingly multidisciplinary and international, members have extraordinary opportunities to learn from each other, build upon lessons learned, and collaborate. Descriptions of the history of SAHM's training-focused efforts, selected highlights, and current priorities will be used to illustrate this long-standing commitment to the training of health professionals.

Cuba's Strategy for Alzheimer Disease and Dementia Syndromes.

PubMed

Bosch-Bayard, Rodolfo I; Llibre-Rodríguez, Juan J; Fernández-Seco, Alberto; Borrego-Calzadilla, Carmen; Carrasco-García, Mayra R; Zayas-Llerena, Tania; Moreno-Carbonell, Carmen R; Reymond-Vasconcelos, Ana G

2016-10-01

Dementia is a great challenge to public health in Cuba due to its impact on society and families. Cuba's National Intervention Strategy for Alzheimer Disease and Dementia Syndromes is designed to address this challenge. The Strategy includes working guidelines for primary and secondary care, education about rights of people with cognitive impairment, professional development, research, and health promotion and dementia prevention. An associated action plan, focused on primary care, includes proposals for creation of memory clinics, day centers and comprehensive rehabilitation services for cognitive stimulation. Short-term measures proposed include increasing early detection; creating a dementia morbidity and mortality registry; promoting professional training; providing support for families; and promoting basic and clinical research on dementia. Medium-term proposals aim to reduce dementia incidence and mortality by controlling risk factors and promoting healthy lifestyles, offering new treatment options and optimizing early detection. A set of indicators has been developed to evaluate strategy implementation. With this strategy, Cuba joins the small number of developing countries that have responded to WHO's call to improve care for patients with dementia and alleviate its impact on society and families. KEYWORDS Dementia, Alzheimer disease, aging, national health programs, social stigma, primary prevention, health promotion, civil rights, Cuba.

Team-based Learning Strategy in Biochemistry: Perceptions and Attitudes of Faculty and 1st-Year Medical Students.

PubMed

Chhabra, Namrata; Kukreja, Sahiba; Chhabra, Sarah; Chhabra, Sahil; Khodabux, Sameenah; Sabane, Harshal

2017-12-01

Team-based learning (TBL) strategy has been widely adapted by medical schools all over the world, but the reports regarding the perceptions and the attitudes of faculty and undergraduate medical students towards TBL approach have been conflicting. The study aimed to introduce TBL strategy in curriculum of Biochemistry after evaluating its effectiveness through perceptions and attitudes of faculty and 1 st -year medical students. One hundred and fifty students of first professional M.B.B.S and five faculty members participated in the study. Their responses regarding perceptions and attitudes towards TBL strategy were collected using structured questionnaires, focus group discussions, and in-depth interviews. Data were analyzed using Wilcoxon signed-rank test, paired sample t -test, and Mann-Whitney U-test. Majority of the students expressed satisfaction with team approach and reported improvement in the academic scores, learning styles, and development of problem-solving, interpersonal, and professional skills. The faculty, however, recommended a modified TBL approach to benefit all sections of the students for the overall success of this intervention. TBL is an effective technique to enable the students to master the core concepts and develop professional and critical thinking skills; however, for the 1 st -year medical students, a modified TBL approach might be more appropriate for the effective outcomes.

The art of professional development and caring in cancer nursing.

PubMed

Wengström, Yvonne; Ekedahl, Marieanne

2006-03-01

The impetus for this qualitative study was the premise expressed by lay people that nursing terminally ill cancer patients must be depressing and difficult to cope with. Its focus was nurses' stress and coping strategies, both secular and religious. Data was collected using a narrative life-story approach, and then Lazaruz and Folkman's coping theory and Pargament's theory on the psychology of religion were used during the analysis of the data. Several factors were identified, related to the individual and group levels, that influence a nurse's identity and professional development. A person's life orientation was suggested as a first concept for developing a professional paradigm that includes caritas as a main orienting factor. Directed by the nurse's secular and religious orientation, competence develops, making it possible to understand, analyze, manage, and appreciate the significance of the professional work of caring.

[Didactic psychodrama: strategy for the humanization of work relations].

PubMed

Saeki, Toyoko; Corrêa, Adriana Kátia; de Mello Souza, Maria Conceição Bernardo; Zanetti, Maria Lúcia

2002-01-01

The aim of this study is to analyze the use of pedagogical psychodrama as a strategy for reflecting on the humanization of health care. Five meetings were held from May to June 2000. In these meetings the following themes were developed: context of work in emergencies; updating of the personal and professional, individual and group reference, and acknowledgement of users. In view of the need of rethinking humanization in emergency care, we consider that the psychodrama approach alerted health professionals for the necessary commitment and responsibility in their work.

Leadership Educator Journeys: Expanding a Model of Leadership Educator Professional Identity Development

ERIC Educational Resources Information Center

Seemiller, Corey; Priest, Kerry L.

2017-01-01

There is a great deal of literature on leadership education best-practices (e.g., curricular considerations, teaching strategies, assessment of learning). Yet, to be a leadership educator is more than having knowledge or expertise of content and pedagogy. Perceptions, experiences, and values of leadership educators comprise a professional identity…

The Arizona Journey Schools Program: A Strategy for Change. Final Report.

ERIC Educational Resources Information Center

Laughran, Laura J.; Shaw, Jerome M.

The Arizona Journey Schools Program (JSP) was a two-year professional development experience whose stated purpose was to build the leadership capacity of school/community teams and establish a network of professionals to support teams as they bring about systemic change in mathematics and science teaching, learning, and assessment. This report…

Online Certificate Program Moves Participants to Advanced Stages of Concern for Social Marketing

ERIC Educational Resources Information Center

Chaudhary, Anil Kumar; Warner, Laura A.; Stofer, Kathryn A.

2017-01-01

Social marketing is an underused strategy that agricultural educators can employ to bring about behavior change. We designed an online certificate program for Extension professionals and other educators based on an identified need for social marketing professional development. The Concerns-Based Adoption Model (CBAM) served as the conceptual…

Central Office Leadership in Principal Professional Learning Communities: The Practice beneath the Policy

ERIC Educational Resources Information Center

Honig, Meredith I.; Rainey, Lydia R.

2014-01-01

Background/Context: Some school districts across the country have begun to convene principals in professional learning communities (PPLC) as a strategy to help principals develop as instructional leaders, and they have designated executive-level central office staff to lead the PPLCs. Extant research suggests the promise of PPLCs for supporting…

Professional Recognition: Promoting Recognition through the Higher Education Academy in a UK Higher Education Institution

ERIC Educational Resources Information Center

Thornton, Tim

2014-01-01

This study is on how one higher education institution included the United Kingdom Professional Standards Framework, developed by the Higher Education Academy, as a strategic benchmark for teaching and learning. The article outlines the strategies used to engage all academic (and academic-related) staff in achieving relevant professional…

A Quantitative Assessment of the Research Chefs Association Core Competencies for the Practicing Culinologist

ERIC Educational Resources Information Center

Bissett, Rachel L.; Cheng, Michael S. H.; Brannan, Robert G.

2010-01-01

Professional organizations have linked core competency to professional success and competitive strategy. The Research Chefs Assn. (RCA) recently released 43 core competencies for practicing culinologists. Culinology[R] is a profession that links skills of culinary arts and food science and technology in the development of food products. An online…

Professionals' Recommended Strategies to Improve Australian Adolescents' Knowledge of Nutrition and Food Systems.

PubMed

Sadegholvad, Sanaz; Yeatman, Heather; Parrish, Anne-Maree; Worsley, Anthony

2017-08-07

Education and policy measures within schools are valuable strategies to promote health. This study explored views of experienced food-related educators, researchers and policy-makers regarding their recommended strategies to improve Australian adolescents' knowledge of nutrition and food systems (N&FS). Semi-structured interviews were conducted with twenty-one experienced food-related experts from across Australia. Interviews were conducted either by telephone or face-to-face. Recorded interviews were transcribed verbatim and analyzed thematically. Five central themes and five sub-themes were identified from food professionals' suggestions for best strategies to improve adolescents' knowledge of N&FS. The central themes included: (1) specific improvements in schools' core curricula; (2) pre-service and in-service training of school teachers about N&FS; (3) training students to develop a critical mind about N&FS issues; (4) multidisciplinary collaborations to improve school-based N&FS education; and (5) a supportive N&FS education environment for students. These findings provide a guide for curriculum developers, educational policy developers, and food educators to incorporate the suggested N&FS strategies into Australian education programs in order to improve Australian adolescents' knowledge and skills of N&FS issues. The results of this investigation also may assist the development of international N&FS curricula guides.

Primary Health Care Evaluation: the view of clients and professionals about the Family Health Strategy.

PubMed

da Silva, Simone Albino; Baitelo, Tamara Cristina; Fracolli, Lislaine Aparecida

2015-01-01

to evaluate the attributes of primary health care as for access; longitudinality; comprehensiveness; coordination; family counseling and community counseling in the Family Health Strategy, triangulating and comparing the views of stakeholders involved in the care process. evaluative research with a quantitative approach and cross-sectional design. Data collected using the Primary Care Assessment Tool for interviews with 527 adult clients, 34 health professionals, and 330 parents of children up to two years old, related to 33 family health teams, in eleven municipalities. Analysis conducted in the Statistical Package for Social Sciences software, with a confidence interval of 95% and error of 0.1. the three groups assessed the first contact access - accessibility with low scores. Professionals evaluated with a high score the other attributes. Clients assigned low score evaluations for the attributes: community counseling; family counseling; comprehensiveness - services rendered; comprehensiveness - available services. the quality of performance self-reported by the professionals of the Family Health Strategy is not perceived or valued by clients, and the actions and services may have been developed inappropriately or insufficiently to be apprehended by the experience of clients.

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.

The Professional Development of High School Chemistry Coordinators

NASA Astrophysics Data System (ADS)

Hofstein, Avi; Carmeli, Miriam; Shore, Relly

2004-02-01

The implementation of new content and pedagogical standards in science education necessitates intensive, long-term professional development of science teachers. In this paper, we describe the rationale and structure of a comprehensive and intensive professional development program of school-based leaders, namely school chemistry coordinators. The year-long program was designed so that the chemistry teachers who enrolled in the program were able to develop in three interrelated aspects: content knowledge, pedagogical content knowledge, and leadership ability. Several strategies for the development of these aspects were adopted from Loucks-Horsley, Hewson, Love, & Stiles (1998). The evaluation of the program focused on the changes that participating teachers underwent regarding their personal beliefs and their functioning as school chemistry coordinators in their schools.

Electronic portfolios in nursing education: a review of the literature.

PubMed

Green, Janet; Wyllie, Aileen; Jackson, Debra

2014-01-01

As health professionals, nurses are responsible for staying abreast of current professional knowledge and managing their own career, professional growth and development, and ideally, practices to support these activities should start during their student years. Interest in electronic or eportfolios is gathering momentum as educationalists explore their potential as a strategy for fostering lifelong learning and enhancing on-going personal and professional development. In this paper, we present an overview of e-portfolios and their application to nurse education, highlighting potential benefits and considerations of useage. We argue that the e-portfolio can represent an authentic means of assessing cognitive, reflective and affective skills. Furthermore, the e-portfolio provides a means through which nurses can record and provide evidence of skills, achievements, experience, professional development and on-going learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers. Crown Copyright © 2013. Published by Elsevier Ltd. All rights reserved.

Factors promoting sustainable work in women with fibromyalgia.

PubMed

Palstam, Annie; Gard, Gunvor; Mannerkorpi, Kaisa

2013-09-01

To examine and describe the factors promoting sustainable work in women with fibromyalgia (FM). A qualitative interview study. Twenty-seven gainfully employed women with FM participated in five focus group interviews. Their median age was 52 years, ranging from 33 to 62. The interviews were recorded, transcribed verbatim and analysed by qualitative latent content analysis. Four categories were identified describing factors promoting sustainable work: the meaning of work and individual strategies were individual promoters while a favourable work environment and social support outside work were environmental promoters. The meaning of work included individual meaning and social meaning. The individual strategies included handling symptoms, the work day and long-term work life. A favourable work environment included the physical and psychosocial work environment. Social support outside work included societal and private social supports. Promoting factors for work were identified, involving individual and environmental factors. These working women with FM had developed advanced well-functioning strategies to enhance their work ability. The development of such strategies should be supported by health-care professionals as well as employers to promote sustainable work in women with FM. Work disability is a common consequence of fibromyalgia (FM). Working women with FM appear to have developed advanced well-functioning individual strategies to enhance their work ability. The development of individual strategies should be supported by health-care professionals as well as employers to promote sustainable work and health in women with FM.

Professional Development Strategies to Support the Inclusion of Infants and Toddlers with Disabilities in Infant-Family Programs

ERIC Educational Resources Information Center

Corso, Robert; Brekken, Linda; Ducey, Cheryl; Knapp-Philo, Joanne

2006-01-01

This article describes The Hilton/Early Head Start Training Program, a public-private partnership between the Conrad N. Hilton Foundation and the Head Start Bureau, U.S. Department of Health and Human Services, Administration for Children and Families. The purpose of the training program was to develop skills and strategies for including infants…

The Role of National Strategy Behaviour and Attendance Consultants with Regard to Training and Professional Development in Special Educational Needs

ERIC Educational Resources Information Center

Frost, Barry

2009-01-01

The year 2003 saw Behaviour and Attendance (B&A) consultants beginning work across the country, supporting (mostly) mainstream secondary schools. They are part of an extensive advisory team which is instrumental in improving standards in schools through the Government's Secondary National Strategy. Their brief was to develop and improve the…

Creating a Common Table: Using Peer Mediated Intervention to Promote Social Communication Skills with At-Risk and Autism Spectrum Disorder Populations

ERIC Educational Resources Information Center

Craig-Unkefer, Lesley; Loncola Walberg, Jennifer

2015-01-01

Identifying an intervention that is effective for multiple populations can be a challenge. Given the potential range of students in an inclusive setting, the need to identify common strategies that promote skill development for multiple populations is essential. Professionals need to identify those strategies that promote skill development that…

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.

Ethnic identity and mentoring among Latinas in professional roles.

PubMed

Gonzáles-Figueroa, Evelyn; Young, Angela M

2005-08-01

This study examined ethnic identity and mentoring (a known strategy to promote career success and advancement) in a sample of 103 Latina women with professional roles in the areas of business, academia, policy, and politics. Other variables examined included traditional gender roles and perceptions of professional success. Findings indicated that the women's ethnic identity was consistent with a bicultural profile; some received mentoring and, if given a choice, would prefer to be mentored by someone of similar ethnicity. This finding is critical and can allow researchers, service providers, and policy developers to apply culturally responsive strategies in communities and in organizations. Other hypotheses were not supported. A discussion of the findings, implications, and suggestions for future research are presented. (c) 2005 APA

Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development

PubMed Central

Ebert-May, Diane; Derting, Terry L.; Henkel, Timothy P.; Middlemis Maher, Jessica; Momsen, Jennifer L.; Arnold, Bryan; Passmore, Heather A.

2015-01-01

The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. PMID:26033870

Summarizing Expository Texts

ERIC Educational Resources Information Center

Westby, Carol; Culatta, Barbara; Lawrence, Barbara; Hall-Kenyon, Kendra

2010-01-01

Purpose: This article reviews the literature on students' developing skills in summarizing expository texts and describes strategies for evaluating students' expository summaries. Evaluation outcomes are presented for a professional development project aimed at helping teachers develop new techniques for teaching summarization. Methods: Strategies…

Perspective: Can emotional intelligence training serve as an alternative approach to teaching professionalism to residents?

PubMed

Taylor, Christine; Farver, Carol; Stoller, James K

2011-12-01

Of the Accreditation Council for Graduate Medical Education's six general competencies, professionalism has posed the greatest challenges for medical educators to define and teach. Currently, professionalism is largely taught experientially through role modeling, which has many shortcomings as a sole teaching strategy. Namely, role modeling does not involve an explicit curriculum, the skill is difficult to teach or develop, and physicians may be reluctant to talk about lapses in their own behaviors regarding professionalism.In this article, the authors propose instead using the model of emotional intelligence (EI) to define key elements of professionalism and as the basis for their proposed curriculum for teaching professionalism. EI is a well-developed construct and consists of four types of abilities: emotional self-awareness, self-management, social awareness, and relationship management. EI is grounded in effective performance and leadership success rather than in moral right or wrong. The authors propose that the EI abilities suggest specific curricula which, when successfully taught by faculty and learned by physicians-in-training, would allow trainees' professionalism to be recognized and measured in ways that are not currently possible with existing hidden curricula. The authors hope that those who develop policies regarding professionalism and those who train physicians will find this construct a useful way of developing curricula for the critical professionalism competency.

Financial evaluation of different vaccination strategies for controlling the bluetongue virus serotype 8 epidemic in The Netherlands in 2008.

PubMed

Velthuis, Annet G J; Mourits, Monique C M; Saatkamp, Helmut W; de Koeijer, Aline A; Elbers, Armin R W

2011-05-04

Bluetongue (BT) is a vector-borne disease of ruminants caused by bluetongue virus that is transmitted by biting midges (Culicoides spp.). In 2006, the introduction of BTV serotype 8 (BTV-8) caused a severe epidemic in Western and Central Europe. The principal effective veterinary measure in response to BT was believed to be vaccination accompanied by other measures such as movement restrictions and surveillance. As the number of vaccine doses available at the start of the vaccination campaign was rather uncertain, the Dutch Ministry of Agriculture, Nature and Food Quality and the Dutch agricultural industry wanted to evaluate several different vaccination strategies. This study aimed to rank eight vaccination strategies based on their efficiency (i.e. net costs in relation to prevented losses or benefits) for controlling the bluetongue virus serotype 8 epidemic in 2008. An economic model was developed that included the Dutch professional cattle, sheep and goat sectors together with the hobby farms. Strategies were evaluated based on the least cost - highest benefit frontier, the benefit-cost ratio and the total net returns. Strategy F, where all adult sheep at professional farms in The Netherlands would be vaccinated was very efficient at lowest costs, whereas strategy D, where additional to all adult sheep at professional farms also all adult cattle in the four Northern provinces would be vaccinated, was also very efficient but at a little higher costs. Strategy C, where all adult sheep and cattle at professional farms in the whole of The Netherlands would be vaccinated was also efficient but again at higher costs. This study demonstrates that a financial analysis differentiates between vaccination strategies and indicates important decision rules based on efficiency.

Financial Evaluation of Different Vaccination Strategies for Controlling the Bluetongue Virus Serotype 8 Epidemic in the Netherlands in 2008

PubMed Central

Velthuis, Annet G. J.; Mourits, Monique C. M.; Saatkamp, Helmut W.; de Koeijer, Aline A.; Elbers, Armin R. W.

2011-01-01

Background Bluetongue (BT) is a vector-borne disease of ruminants caused by bluetongue virus that is transmitted by biting midges (Culicoides spp.). In 2006, the introduction of BTV serotype 8 (BTV-8) caused a severe epidemic in Western and Central Europe. The principal effective veterinary measure in response to BT was believed to be vaccination accompanied by other measures such as movement restrictions and surveillance. As the number of vaccine doses available at the start of the vaccination campaign was rather uncertain, the Dutch Ministry of Agriculture, Nature and Food Quality and the Dutch agricultural industry wanted to evaluate several different vaccination strategies. This study aimed to rank eight vaccination strategies based on their efficiency (i.e. net costs in relation to prevented losses or benefits) for controlling the bluetongue virus serotype 8 epidemic in 2008. Methodology/Principal Findings An economic model was developed that included the Dutch professional cattle, sheep and goat sectors together with the hobby farms. Strategies were evaluated based on the least cost - highest benefit frontier, the benefit-cost ratio and the total net returns. Strategy F, where all adult sheep at professional farms in the Netherlands would be vaccinated was very efficient at lowest costs, whereas strategy D, where additional to all adult sheep at professional farms also all adult cattle in the four Northern provinces would be vaccinated, was also very efficient but at a little higher costs. Strategy C, where all adult sheep and cattle at professional farms in the whole of the Netherlands would be vaccinated was also efficient but again at higher costs. Conclusions/Significance This study demonstrates that a financial analysis differentiates between vaccination strategies and indicates important decision rules based on efficiency. PMID:21573195

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.

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

PubMed

Isaacson, Kris; Looman, Wendy S

2017-02-01

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

Use of Simulated Psychosocial Role-Playing to Enhance Nursing Students' Development of Soft Skills.

PubMed

Liebrecht, Christina; Montenery, Susan

2016-08-01

Effective communication and interaction enable nurses to develop caring, empathetic, and respectful relationships with patients and families. However, most nurses feel a lack of preparation in the "soft" skills of communication, professionalism, and leadership. Nurse managers are seeking graduates with strong emotional quotient characteristics such as self-awareness, motivation, self-regulation, empathy, and social skills. Assisting nursing students to develop these intangible, high-level skills presents an ongoing challenge to nurse educators. This creative teaching learning strategy examines the use of psychosocial role-playing skits to enhance nursing student development of the soft skills of nursing. In this strategy, senior level nursing students work in small groups to develop and present realistic 3- to 5-minute skits based on common nurse-patient, nurse-family, or nurse-health care team interactions that incorporate the concepts of therapeutic communication, interpersonal interaction, empathy, active listening, teamwork, delegation, and/or professionalism, followed by a debriefing session. Student feedback suggests that confidence and competence related to the skills of therapeutic communication, interpersonal interaction, empathy, active listening, teamwork, delegation, and professionalism may improve by incorporating soft skill psychosocial role-playing into a nursing education course of study.

Designing a Knowledge Mobilization Strategy: Leading through Influence

ERIC Educational Resources Information Center

Reid, Steven

2015-01-01

As district leaders consider professional learning opportunities for educators, mobilizing new thought and actions across an entire system is a vexing challenge. Classroom-based learning may unfortunately be viewed as juxtaposed to district-based learning. It becomes essential for district leaders to develop knowledge mobilization strategies which…

Implementation of an innovative web-based conference table for community-dwelling frail older people, their informal caregivers and professionals: a process evaluation

PubMed Central

2012-01-01

Background Due to fragmentation of care, continuity of care is often limited in the care provided to frail older people. Further, frail older people are not always enabled to become involved in their own care. Therefore, we developed the Health and Welfare Information Portal (ZWIP), a shared Electronic Health Record combined with a communication tool for community-dwelling frail older people and primary care professionals. This article describes the process evaluation of its implementation, and aims to establish (1) the outcomes of the implementation process, (2) which implementation strategies and barriers and facilitators contributed to these outcomes, and (3) how its future implementation could be improved. Methods Mixed methods study, consisting of (1) a survey among professionals (n = 118) and monitoring the use of the ZWIP by frail older people and professionals, followed by (2) semi-structured interviews with purposively selected professionals (n = 12). Results 290 frail older people and 169 professionals participated in the ZWIP. At the end of the implementation period, 55% of frail older people and informal caregivers, and 84% of professionals had logged on to their ZWIP at least once. For professionals, the exposure to the implementation strategies was generally as planned, they considered the interprofessional educational program and the helpdesk very important strategies. However, frail older people’s exposure to the implementation strategies was less than intended. Facilitators for the ZWIP were the perceived need to enhance interprofessional collaboration and the ZWIP application being user-friendly. Barriers included the low computer-literacy of frail older people, a preference for personal communication and limited use of the ZWIP by other professionals and frail older people. Interviewees recommended using the ZWIP for other target populations as well and adding further strategies that may help frail older people to feel more comfortable with computers and the ZWIP. Conclusions This study describes the implementation process of an innovative e-health intervention for community-dwelling frail older people, informal caregivers and primary care professionals. As e-health is an important medium for overcoming fragmentation of healthcare and facilitating patient involvement, but its adoption in everyday practice remains a challenge, the positive results of this implementation are promising. PMID:22894654

Strategies and Shoes: Can We Ever Have Enough? Teaching and Using Reading Comprehension Strategies in General and Vocational Programmes

ERIC Educational Resources Information Center

Brevik, Lisbeth M.

2017-01-01

This qualitative study examines a reading comprehension strategy use in English as a second language in upper-secondary schools one year after teachers participated in a professional development course. The data comprises observations, teacher narratives, and student interviews. A key finding is that the teachers used a repertoire of strategies…

Suicide prevention via the Internet: a descriptive review.

PubMed

Jacob, Nina; Scourfield, Jonathan; Evans, Rhiannon

2014-01-01

While concerns abound regarding the impact of the Internet on suicidal behaviors, its role as a medium for suicide prevention remains underexplored. The study examines what is currently known about the operation and effectiveness of Internet programs for suicide and self-harm prevention that are run by professionals. Systematic searches of scholarly databases and suicide-related academic journals yielded 15 studies that presented online prevention strategies. No professional programs with a sole focus on nonsuicidal self-harm were identified, thus all studies reviewed focused on suicide prevention. Studies were predominantly descriptive and summarized the nature of the strategy and the target audience. There was no formal evaluation of program effectiveness in preventing suicide. Studies either presented strategies that supported individuals at risk of suicide (n = 8), supported professionals working with those at risk (n = 6), or attempted to improve website quality (n = 1). Although the Internet increasingly serves as an important medium for suicidal individuals, and there is concern about websites that both promote and encourage suicidal activity, there is lack of published evidence about online prevention strategies. More attention is needed in the development and evaluation of such preventative approaches.

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.

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

ERIC Educational Resources Information Center

Baim, Susan A.

2016-01-01

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

Measuring value sensitivity in medicine.

PubMed

Ineichen, Christian; Christen, Markus; Tanner, Carmen

2017-01-28

Value sensitivity - the ability to recognize value-related issues when they arise in practice - is an indispensable competence for medical practitioners to enter decision-making processes related to ethical questions. However, the psychological competence of value sensitivity is seldom an explicit subject in the training of medical professionals. In this contribution, we outline the traditional concept of moral sensitivity in medicine and its revised form conceptualized as value sensitivity and we propose an instrument that measures value sensitivity. We developed an instrument for assessing the sensitivity for three value groups (moral-related values, values related to the principles of biomedical ethics, strategy-related values) in a four step procedure: 1) value identification (n = 317); 2) value representation (n = 317); 3) vignette construction and quality evaluation (n = 37); and 4) instrument validation by comparing nursing professionals with hospital managers (n = 48). We find that nursing professionals recognize and ascribe importance to principle-related issues more than professionals from hospital management. The latter are more likely to recognize and ascribe importance to strategy-related issues. These hypothesis-driven results demonstrate the discriminatory power of our newly developed instrument, which makes it useful not only for health care professionals in practice but for students and people working in the clinical context as well.

How can clinical practice guidelines be adapted to facilitate shared decision making? A qualitative key-informant study.

PubMed

van der Weijden, Trudy; Pieterse, Arwen H; Koelewijn-van Loon, Marije S; Knaapen, Loes; Légaré, France; Boivin, Antoine; Burgers, Jako S; Stiggelbout, Anne M; Faber, Marjan; Elwyn, Glyn

2013-10-01

To explore how clinical practice guidelines can be adapted to facilitate shared decision making. This was a qualitative key-informant study with group discussions and semi-structured interviews. First, 75 experts in guideline development or shared decision making participated in group discussions at two international conferences. Next, health professionals known as experts in depression or breast cancer, experts on clinical practice guidelines and/or shared decision making, and patient representatives were interviewed (N=20). Using illustrative treatment decisions on depression or breast cancer, we asked the interviewees to indicate as specifically as they could how guidelines could be used to facilitate shared decision making. Interviewees suggested some generic strategies, namely to include a separate chapter on the importance of shared decision making, to use language that encourages patient involvement, and to develop patient versions of guidelines. Recommendation-specific strategies, related to specific decision points in the guideline, were also suggested: These include structuring the presentation of healthcare options to increase professionals' option awareness; structuring the deliberation process between professionals and patients; and providing relevant patient support tools embedded at important decision points in the guideline. This study resulted in an overview of strategies to adapt clinical practice guidelines to facilitate shared decision making. Some strategies seemed more contentious than others. Future research should assess the feasibility and impact of these strategies to make clinical practice guidelines more conducive to facilitate shared decision making.

Organization and startup of The Gambia's new community-based medical programme.

PubMed

Chávez, José A; Suárez, Lázaro V; Del Rosario, Odalis; Hechavarría, Suiberto; Quiñones, Judith

2012-01-01

The shortage of health professionals in developing countries and especially in their poorest regions imperils the vision of health for all. New training policies and strategies are needed urgently to address these shortages. The Gambia's new Community-Based Medical Programme is one such strategy. KEYWORDS Medical education, access to health care, healthcare disparities, health manpower, rural health, developing countries, The Gambia.

Work and Disability: Issues and Strategies in Career Development and Job Placement.

ERIC Educational Resources Information Center

Szymanski, Edna Mora, Ed.; Parker, Randall M., Ed.

This text presents the context, theories, resources, and strategies necessary to promote the employment of people with disabilities. The book is intended for rehabilitation professionals, special educators, psychologists, social workers, mental health counselors, vocational counselors, and vocational educators. The 12 chapters are based on a model…

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...

Straight from the Professional Development Classroom: A Practical Experience

ERIC Educational Resources Information Center

Koul, Anjni

2017-01-01

This article presents an instructional strategy called Premise-Reasoning- Outcome (PRO) designed to support students in the construction of scientific explanations. Informed by the philosophy of science and linguistic studies of science, the PRO strategy involves identifying three components of a scientific explanation: (i) premise--an accepted…

Teacher? Learner? Both!

ERIC Educational Resources Information Center

Hanuscin, Deborah L.; van Garderen, Delinda; Menon, Deepika; Davis, Jeni; Lee, Eun; Smith, Rena

2011-01-01

Teachers often have questions about how the strategies they learned at a professional development (PD) workshop will work with their students. Wouldn't it be great if teachers had the opportunity to practice implementing new strategies during PD so that they could hone their skills before returning to their classrooms? That's what 35 teachers got…

Performance: A Strategy for Professional Development in Early Childhood Teacher Preparation

ERIC Educational Resources Information Center

Maude, Susan P.; Brotherson, Mary Jane; Summers, Jean Ann; Erwin, Elizabeth J.; Palmer, Susan; Peck, Nancy F.; Zheng, Yu Zhu; Kruse, Aryn; Haines, Shana J.; Weigel, Cindy J.

2011-01-01

The purpose of this article is to propose performance as a creative instructional strategy to convey complex competencies related to understanding and working effectively with families in early childhood education. Performance derives from performance ethnography, which is a qualitative research methodology. Its application to professional…

Assessing Baccalaureate Advertising Education Outcome Utilizing Marketing Education Curriculum Development Strategies.

ERIC Educational Resources Information Center

Ganahl, Dennis J.; Ganahl, Richard J., III

The purpose of this paper is to compare and contrast the mission and scope of professional/baccalaureate advertising education with Marketing Education curriculum and instruction strategies to enhance advertising students' outcome. Sixty-five colleges and universities with advertising education departments, sequences, or areas of emphasis…

Medical professionalism of foreign-born and foreign-trained physicians under close scrutiny: A qualitative study with stakeholders in Germany.

PubMed

Klingler, Corinna; Ismail, Fatiha; Marckmann, Georg; Kuehlmeyer, Katja

2018-01-01

Hospitals in Germany employ increasing numbers of foreign-born and foreign-trained (FB&FT) physicians. Studies have investigated how FB&FT physicians experience their professional integration into the German healthcare system, however, the perspectives of stakeholders working with and shaping the work experiences of FB&FT physicians in German hospitals have so far been neglected. This study explores relevant stakeholders' opinions and attitudes towards FB&FT physicians-which likely influence how these physicians settle in-and how these opinions were formed. We conducted a qualitative interview study with 25 stakeholders working in hospitals or in health policy development. The interviews were analyzed within a constructivist research paradigm using methods derived from Grounded Theory (situational analysis as well as open, axial and selective coding). We found that stakeholders tended to focus on problems in FB&FT physicians' work performance. Participants criticized FB&FT physicians' work for deviating from presumably shared professional standards (skill or knowledge and behavioral standards). The professional standards invoked to justify problem-focused statements comprised the definition of an ideal behavior, attitude or ability and a tolerance range that was adapted in a dynamic process. Behavior falling outside the tolerance range was criticized as unacceptable, requiring action to prevent similar deviations in the future. Furthermore, we derived three strategies (minimization, homogenization and quality management) proposed by participants to manage deviations from assumed professional standards by FB&FT physicians. We critically reflect on the social processes of evaluation and problematization and question the legitimacy of professional standards invoked. We also discuss discriminatory tendencies visible in evaluative statements of some participants as well as in some of the strategies proposed. We suggest it will be key to develop and implement better support strategies for FB&FT physicians while also addressing problematic attitudes within the receiving system to further professional integration.

Medical professionalism of foreign-born and foreign-trained physicians under close scrutiny: A qualitative study with stakeholders in Germany

PubMed Central

Ismail, Fatiha; Marckmann, Georg; Kuehlmeyer, Katja

2018-01-01

Hospitals in Germany employ increasing numbers of foreign-born and foreign-trained (FB&FT) physicians. Studies have investigated how FB&FT physicians experience their professional integration into the German healthcare system, however, the perspectives of stakeholders working with and shaping the work experiences of FB&FT physicians in German hospitals have so far been neglected. This study explores relevant stakeholders’ opinions and attitudes towards FB&FT physicians—which likely influence how these physicians settle in—and how these opinions were formed. We conducted a qualitative interview study with 25 stakeholders working in hospitals or in health policy development. The interviews were analyzed within a constructivist research paradigm using methods derived from Grounded Theory (situational analysis as well as open, axial and selective coding). We found that stakeholders tended to focus on problems in FB&FT physicians’ work performance. Participants criticized FB&FT physicians’ work for deviating from presumably shared professional standards (skill or knowledge and behavioral standards). The professional standards invoked to justify problem-focused statements comprised the definition of an ideal behavior, attitude or ability and a tolerance range that was adapted in a dynamic process. Behavior falling outside the tolerance range was criticized as unacceptable, requiring action to prevent similar deviations in the future. Furthermore, we derived three strategies (minimization, homogenization and quality management) proposed by participants to manage deviations from assumed professional standards by FB&FT physicians. We critically reflect on the social processes of evaluation and problematization and question the legitimacy of professional standards invoked. We also discuss discriminatory tendencies visible in evaluative statements of some participants as well as in some of the strategies proposed. We suggest it will be key to develop and implement better support strategies for FB&FT physicians while also addressing problematic attitudes within the receiving system to further professional integration. PMID:29447259

Clinicians' expectations of Web 2.0 as a mechanism for knowledge transfer of stroke best practices.

PubMed

David, Isabelle; Poissant, Lise; Rochette, Annie

2012-09-13

Health professionals are increasingly encouraged to adopt an evidence-based practice to ensure greater efficiency of their services. To promote this practice, several strategies exist: distribution of educational materials, local consensus processes, educational outreach visits, local opinion leaders, and reminders. Despite these strategies, gaps continue to be observed between practice and scientific evidence. Therefore, it is important to implement innovative knowledge transfer strategies that will change health professionals' practices. Through its interactive capacities, Web 2.0 applications are worth exploring. As an example, virtual communities of practice have already begun to influence professional practice. This study was initially developed to help design a Web 2.0 platform for health professionals working with stroke patients. The aim was to gain a better understanding of professionals' perceptions of Web 2.0 before the development of the platform. A qualitative study following a phenomenological approach was chosen. We conducted individual semi-structured interviews with clinicians and managers. Interview transcripts were subjected to a content analysis. Twenty-four female clinicians and managers in Quebec, Canada, aged 28-66 participated. Most participants identified knowledge transfer as the most useful outcome of a Web 2.0 platform. Respondents also expressed their need for a user-friendly platform. Accessibility to a computer and the Internet, features of the Web 2.0 platform, user support, technology skills, and previous technological experience were found to influence perceived ease of use and usefulness. Our results show that the perceived lack of time of health professionals has an influence on perceived behavioral intention to use it despite favorable perception of the usefulness of the Web 2.0 platform. In conclusion, female health professionals in Quebec believe that Web 2.0 may be a useful mechanism for knowledge transfer. However, lack of time and lack of technological skills may limit their use of a future Web 2.0 platform. Further studies are required with other populations and in other regions to confirm these findings.

The Importance of MS PHD'S and SEEDS Mentoring and Professional Development Programs in the Retenion of Underrepresented Minorities in STEM Fields

NASA Astrophysics Data System (ADS)

Strickland, J.; Johnson, A.; Williamson Whitney, V.; Ricciardi, L.

2012-12-01

According to a recent study by the National Academy of Sciences, underrepresented minority (URM) participation in STEM disciplines represents approximately one third of the URM population in the U.S. Thus, the proportion of URM in STEM disciplines would need to triple in order to reflect the demographic makeup in the U.S. Individual programs targeting the recruitment and retention of URM students in STEM have demonstrated that principles of mentoring, community building, networking, and professional skill development are crucial in encouraging URM students to remain in STEM disciplines thereby reducing this disparity in representation. However, to paraphrase an old African proverb, "it takes a village to nurture and develop a URM student entering into the STEM community." Through programs such as the Institute for Broadening Participation's Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) Professional Development Program in Earth system science and the Ecological Society of America's Strategies for Ecology Education, Diversity and Sustainability (SEEDS), URM students are successfully identifying and benefitting from meaningful opportunities to develop the professional skills and strategies needed to achieve their academic and career goals. Both programs share a philosophy of professional development, reciprocal mentoring, field trips, internships, employment, research partnerships, collaborations, fellowships, scholarships, grants, and professional meeting travel awards to support URM student retention in STEM. Both programs share a mission to bring more diversity and inclusivity into STEM fields. Both programs share a history of success at facilitating the preparation and advancement of URM students. This success has been documented with the multitude of URM students that have matriculated through the programs and are now actively engaged in the pursuit of advanced degrees in STEM or entering the STEM workforce. Anonymous surveys from participants affirms that these programs provided an excellent environment for advancing interest in, and knowledge of STEM, and for influencing academic career goals for participants. These programs are models and reflect the importance of providing diversity, mentoring and professional development programs to broaden the participation and retention of URM students in STEM fields.

Teaching civility to undergraduate nursing students using a virtue ethics-based curriculum.

PubMed

Russell, Martha Joan

2014-06-01

As professionals, nurses are expected to engage in respectful relationships with clients, other health care professionals, and each other. Regulatory bodies set standards and codes of ethics for professional behavior in nursing that clearly communicate expectations for civility. However, the wealth of literature on incivility in the profession indicates that nurses often fall short of meeting these standards in their interactions with other nurses. Currently, few effective strategies exist for nurse educators to teach civility to nursing students and prepare them to engage in healthy relationships with their colleagues. This article argues for the use of virtue ethics as a philosophical framework for teaching civility to undergraduate nursing students. The pedagogical strategies proposed may help students contribute to the development of healthy workplaces. Copyright 2014, SLACK Incorporated.

A marketing strategy for the dental public health profession: what is it? Why is it needed?

PubMed

Simon-Rusinowitz, L

1988-01-01

A personnel management problem exists within dental public health that interferes with its mission of improving the nation's oral health. A major cause of this problem may be that many administrators who write position descriptions and hire professional staff are unaware of differences between clinical and public health dental practitioners. A marketing plan has been developed to address this lack of awareness about proper use of dental public health professionals. Its main goal is to establish more appropriate personnel and employment practices within dental public health. The expected outcomes of this plan could assist both recipients of dental public health services and members of the profession. The purpose of this article is to introduce the marketing strategy to dental public health professionals.

Impact of the Canadian Diabetes Association guideline dissemination strategy on clinician knowledge and behaviour change outcomes.

PubMed

Yu, Catherine H; Lillie, Erin; Mascarenhas-Johnson, Alekhya; Gall Casey, Carolyn; Straus, Sharon E

2018-04-04

Implementation of clinical practice guideline (CPG) into clinical practice remains limited. Using the Knowledge-To-Action framework, a guideline dissemination and implementation strategy for the Canadian Diabetes Association's 2013 CPG was developed and launched to clinicians and people with diabetes. The RE-AIM framework guided evaluation of this strategy clinician; we report here one aspect of the effectiveness dimension using mixed methods. We measured impact of the strategy on clinican knowledge and behaviour change constructs using evaluation forms, national online survey and individual interviews. After attending a lecture, clinician confidence (n = 915) increased (3.7(SD 0.7) to 4.5 (SD 0.6) on a 5-point scale (p < 0.001)), with 55% (n = 505) intending to make a practice change (e.g. clinical management regarding glycemic control). Ninety-four percent of survey respondents (n = 907) were aware of the guidelines, attributed to communications from professional associations, continuing professional development events, and colleagues. Forty to 98% of respondents (total n 462-485) were correct in their interpretation of CPG messages, and 33-65%(total n 351-651) reported that they had made changes to their practice. Interviews with 28 clinicians revealed that organizational credibility, online access to tools, clarity of tool content, and education sessions facilitated uptake; lack of time, team-based consensus, and seamless integration into care and patient complexity were barriers. The complexity of diabetes care requires systemic adoption of organization of care interventions, including interprofessional collaboration and consensus. Augmenting our strategy to include scalable models for professional development, integration of guidelines into electronic medical records, and expansion of our target audience to include health care teams and patients, may optimize guideline uptake. Copyright © 2018 Elsevier B.V. All rights reserved.

Communication & Negotiation Skills Workshop for Women I

NASA Astrophysics Data System (ADS)

2016-03-01

This workshop is designed to provide women physics students and postdocs with the professional skills they need to effectively perform research, including: negotiating a position in academia, industry or at a national lab, interacting positively on teams and with a mentor or advisor, thinking tactically, articulating goals, enhancing their personal presence, and developing alliances. We will discuss negotiation strategies and tactics that are useful for achieving professional goals. This is a highly interactive workshop where participants are invited to bring examples of difficult professional situations to discuss.

Communication & Negotiation Skills Workshop for Women II

NASA Astrophysics Data System (ADS)

2016-03-01

This workshop is designed to provide women physics students and postdocs with the professional skills they need to effectively perform research, including: negotiating a position in academia, industry or at a national lab, interacting positively on teams and with a mentor or advisor, thinking tactically, articulating goals, enhancing their personal presence, and developing alliances. We will discuss negotiation strategies and tactics that are useful for achieving professional goals. This is a highly interactive workshop where participants are invited to bring examples of difficult professional situations to discuss.

Team-based Learning Strategy in Biochemistry: Perceptions and Attitudes of Faculty and 1st-Year Medical Students

PubMed Central

Chhabra, Namrata; Kukreja, Sahiba; Chhabra, Sarah; Chhabra, Sahil; Khodabux, Sameenah; Sabane, Harshal

2017-01-01

Background: Team-based learning (TBL) strategy has been widely adapted by medical schools all over the world, but the reports regarding the perceptions and the attitudes of faculty and undergraduate medical students towards TBL approach have been conflicting. Aim: The study aimed to introduce TBL strategy in curriculum of Biochemistry after evaluating its effectiveness through perceptions and attitudes of faculty and 1st-year medical students. Materials and Methods: One hundred and fifty students of first professional M.B.B.S and five faculty members participated in the study. Their responses regarding perceptions and attitudes towards TBL strategy were collected using structured questionnaires, focus group discussions, and in-depth interviews. Data were analyzed using Wilcoxon signed-rank test, paired sample t-test, and Mann–Whitney U-test. Results: Majority of the students expressed satisfaction with team approach and reported improvement in the academic scores, learning styles, and development of problem-solving, interpersonal, and professional skills. The faculty, however, recommended a modified TBL approach to benefit all sections of the students for the overall success of this intervention. Conclusion: TBL is an effective technique to enable the students to master the core concepts and develop professional and critical thinking skills; however, for the 1st-year medical students, a modified TBL approach might be more appropriate for the effective outcomes. PMID:29344463

Understanding the ways in which health visitors manage anxiety in cross-cultural work: a qualitative study.

PubMed

Cuthill, Fiona

2014-10-01

This paper is a report of part of a study that explored the ways in which health visitors manage uncertainty and anxiety when working with clients across cultures. Internationally health care professionals are required to deliver a high standard of culturally appropriate care to increasingly diverse communities and yet problems persist. Research evidence informing cultural 'competence' is focused largely around student experience and consequently little is known about the day-to-day experiences of health professionals in diverse community settings. Anxiety and uncertainty are increasingly recognised as important emotions experienced by a variety of health care professionals when working across cultures and yet the ways in which anxiety and uncertainty is managed in practice is less well understood. Grounded theory methodology was used and 21 semi-structured interviews were conducted with participating health visitors in the North East of England between May 2008 and September 2009. All participants described themselves as white. This study identified three different positions adopted by the health visitors to manage uncertainty and anxiety in their work across cultures. Identified as, 'Fixing a culture', 'Reworking the equality agenda' and 'Asserting the professional self', these strategies identify the ways in which health visitors try to manage the uncertainty and anxiety they feel when working in diverse communities. All of these strategies attempt in different ways to negate cultural difference and to render culture as static and known. Given that health professionals report anxiety and uncertainty when working across diverse community settings, identification of the strategies used by health visitors to manage that anxiety is important for both policy and practice. New strategies need to be developed to help health professionals to manage uncertainty and anxiety in ways that promote both cultural safe care and health equity.

[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.

The Art and Science of Leadership in Learning Environments: Facilitating a Professional Learning Community across Districts

ERIC Educational Resources Information Center

Hands, Catherine; Guzar, Katlyn; Rodrigue, Anne

2015-01-01

A professional learning community (PLC) is one of the most promising strategies for effecting change in educational practices to improve academic achievement and wellbeing for all students. The PLC facilitator's role in developing and leading blended (online and face-to-face) PLCs with members from Ontario's school districts was examined through a…

In-Class Reflective Group Discussion as a Strategy for the Development of Students as Evolving Professionals

ERIC Educational Resources Information Center

Tsang, Annetta Kit Lam

2011-01-01

The primary aim of this study was to determine perceptions of three cohorts of third year undergraduate students (n = 65) on in-class reflective group discussion as a critical reflective approach for evolving professionals. Reflective group discussions were embedded into a final year course within the University of Queensland Bachelor of Oral…

Changing Roles, Changing Relationships: Parent-Professional Collaboration on Behalf of Children with Emotional Disabilities. Families as Allies Project.

ERIC Educational Resources Information Center

Vosler-Hunter, Richard W.

This handbook aims to help parents of emotionally disabled children and professionals serving emotionally disabled children to put the concept of collaboration into practice, to understand the barriers to collaboration, and to develop strategies to overcome those barriers and promote a working partnership. Factors that may influence or inhibit the…

Seeking Innovation: Librarians Help Push Organizations Ahead.

ERIC Educational Resources Information Center

Hudner, Ed

2002-01-01

Defines and discusses innovation in organizations and considers roles that information professionals can play in encouraging and supporting innovation in their organizations. Highlights include understanding future possibilities; contributing to strategy development; distilling information to create added value; developing partnerships; organizing…

Training for Faculty Fitness.

ERIC Educational Resources Information Center

Black, Susan

1995-01-01

Many school districts are acknowledging staff development's dismal record. Inservice programs traditionally operate on a deficit training model, promote awareness without classroom strategies, and are offered by traveling "experts." Teachers need time and opportunity to direct their own professional development program and "mess…

Bridging Cultures with Classroom Strategies.

ERIC Educational Resources Information Center

Rothstein-Fisch, Carrie; Greenfield, Patricia M.; Trumbull, Elise

1999-01-01

Collectivism, stressing family members' interdependence, is common to Latino cultures. In contrast, schools foster independence and individual achievement. To help teachers understand assumptions underlying these different values, the authors developed the "Bridging Cultures Project" as a research-based professional-development program.…

Science Teacher Efficacy and Extrinsic Factors Toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning

NASA Astrophysics Data System (ADS)

Annetta, Leonard A.; Frazier, Wendy M.; Folta, Elizabeth; Holmes, Shawn; Lamb, Richard; Cheng, Meng-Tzu

2013-02-01

Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based curricula was employed to determine how science teacher's attitudes and efficacy where impacted while designing science-based video games. The study's mixed-method design ascertained teacher efficacy on five factors (General computer use, Science Learning, Inquiry Teaching and Learning, Synchronous chat/text, and Playing Video Games) related to technology and gaming using a web-based survey). Qualitative data in the form of online blog posts was gathered during the project to assist in the triangulation and assessment of teacher efficacy. Data analyses consisted of an Analysis of Variance and serial coding of teacher reflective responses. Results indicated participants who used computers daily have higher efficacy while using inquiry-based teaching methods and science teaching and learning. Additional emergent findings revealed possible motivating factors for efficacy. This professional development project was focused on inquiry as a pedagogical strategy, standard-based science learning as means to develop content knowledge, and creating video games as technological knowledge. The project was consistent with the Technological Pedagogical Content Knowledge (TPCK) framework where overlapping circles of the three components indicates development of an integrated understanding of the suggested relationships. Findings provide suggestions for development of standards-based science education software, its integration into the curriculum and, strategies for implementing technology into teaching practices.

[Health professionals' opinion of the Catalan Health Plan. Basis for a reflexion on the future].

PubMed

Brugulat, P; Séculi, E; Fusté, J; Juncà, S; Martínez, V; Medina, A; Mercader, M; Sánchez, E

2003-01-01

To know health professional's opinion of the Health Plan for Catalonia (Spain) in order to get news elements for the formulation and management of new plans. Combination of quantitative and qualitative methodologies. Postal survey to doctors and nurses (multistage randomised sample). 3.223 questionnaires were obtained (response rate: 34,1%). Interview to a selected sample of 41 health care professionals and managers. 78,8% (IC95%: 1,4) of health professionals are familiar with the Health Plan, and for most of them it is valued as important. 28,9% (IC95%: 1,7) of the professionals who know the Plan consider that it has repercussions in their daily work and 51,8% (IC95%: 1,9) declare that it doesn't have any repercussions. Different issues such as the planning process, the contents, the dissemination strategy, as well as a the poor impact on the health budget are critised. Differences by age group and sex, care setting and type of health professional are observed. The implication of health professionals in the discussion, formulation and implementation of the Health Plan proposals needs to be improved. It will be necessary to make progress in identifying health problems and needs, in setting priorities and in the allocation of resources. To increase the multisectorial involvement and to develop marketing strategies directed to politicians, managers and health professionals will also be needed in order to increase the impact of the Health Plan on both the Health System and the other sectors involved in health. The role to be played by the Health Plan in the health system must be redefined and this will lead to redesigning the planning process and the implementation of health strategies.

[Sustainable Strategies for Health Promotion in Urban Districts].

PubMed

Große, J; Menkouo, C; Grande, G

2015-09-01

In a city district striving to sustainably develop into a healthy living environment for its residents, cooperation with locally active players as well as network management and the inclusion of citizens and local businesses as non-professional multipliers are particularly promising strategies for developing effective ways of promoting health and integrating them into existing structures in order to reach the target group. © Georg Thieme Verlag KG Stuttgart · New York.

Balancing the professional and personal.

PubMed

Armstrong, Alicia Y; Alvero, Ruben J; Dunlow, Susan; Nace, Mary Catherine; Baker, Valerie; Stewart, Elizabeth A

2009-01-01

To review the common roles that physicians pursue away from work and identify related challenges and potential solutions, so that individuals can develop a personalized plan for success in each of the areas. Literature review. University-based and university-affiliated medical centers. No subjects were involved in this literature review. Literature searches in Entrez PubMed and the following Websites: http://www.apgo.org, http://www.psychiatrictimes.com, as well as other data sources. Results of physician surveys and summaries of strategies for achieving work-personal life balance. According to surveys of physicians in various specialties, a majority of physicians have high levels of job, marital, and parental satisfaction. However, professional and personal challenges faced by physicians include struggle with time management, lack of mentorship, and difficulty maintaining intimate relationships. Multiple potentially effective strategies have been described in the literature, including exerting control over hours worked, taking a long view of life that acknowledges the need for changing priorities over time, developing communication skills, seeking counseling services if needed that focus on physician relationships, and simplifying home life whenever possible. Although there are unique challenges in being a physician, partner, and parent, many of the professional challenges faced by physicians are common to many adults in the United States. Self-assessment may help individuals to clarify priorities and develop strategies that can lead to improved personal satisfaction.

What is the veterinary professional identity? Preliminary findings from web-based continuing professional development in veterinary professionalism.

PubMed

Armitage-Chan, E; Maddison, J; May, S A

2016-03-26

Professionalism and professional skills are increasingly being incorporated into veterinary curricula; however, lack of clarity in defining veterinary professionalism presents a potential challenge for directing course outcomes that are of benefit to the veterinary professional. An online continuing education course in veterinary professionalism was designed to address a deficit in postgraduate support in this area; as part of this course, delegates of varying practice backgrounds participated in online discussions reflecting on the implications of professional skills for their clinical practice. The discussions surrounding the role of the veterinary professional and reflecting on strengths and weaknesses in professional skills were analysed using narrative methodology, which provided an understanding of the defining skills and attributes of the veterinary professional, from the perspectives of those involved (i.e. how vets understood their own career identity). The veterinary surgeon was understood to be an interprofessional team member, who makes clinical decisions in the face of competing stakeholder needs and works in a complex environment comprising multiple and diverse challenges (stress, high emotions, financial issues, work-life balance). It was identified that strategies for accepting fallibility, and those necessary for establishing reasonable expectations of professional behaviour and clinical ability, are poorly developed. British Veterinary Association.

Where midwives are not yet recognised: a feasibility study of professional midwives in Nepal.

PubMed

Bogren, Malin Upper; van Teijlingen, Edwin; Berg, Marie

2013-10-01

the professional midwife is a key person for promoting maternal and family health. Not all countries have yet reached the professional standard for midwives set by the International Confederation of Midwives (ICM) and Nepal is one of these countries. This study explores the feasibility to establish a professional midwifery cadre in Nepal that meets the global standards of competencies, and to define a strategy to reach this. a mixed-methods study comprised (1) policy-review (2) interviews and (3) observations. An assessment tool was designed for data collection and analysis using variables from three sources: ICM's Global Standards, the skilled birth attendant programme in Nepal, and JHPIEGO's site assessment tool for maternal health and new-born programmes. Data were collected in a desk review of education and policy documents, interviews with stakeholders, and site assessment of five higher education institutions and their hospital-based maternity departments. The analysis resulted in a recommended strategy. six levels of education of nurse staff providing midwifery care were identified; all regulated under the Nepal Nursing Council. No legislation was in place authorising midwifery as an autonomous profession. A post-basic midwifery programme on first cycle-bachelor level was under development. A well-organised midwifery association was established consisting of nurses providing maternal health care. Four university colleges offering higher education for nurses and clinicians had a capability to run a midwifery programme and the fifth had a genuine interest in starting a midwifery programme at bachelor level. The proposed strategy includes four strategic objectives and interventions in relation to four components identified by UNFPA: Legislation and regulation; Training and education; Deployment and utilisation; and Professional associations. the study has delivered a proposed strategy for the Government of Nepal for effective management of the midwifery workforce in order to enhance midwives' contribution in maternity care and thus promoting improved maternal and new-born health. The developed analytical framework could be used as an assessment tool also in other countries to establish professional midwifery cadres that meets the global standards of competencies. © 2013 Elsevier Ltd. All rights reserved.

Smoking behaviour, knowledge and attitudes among Family Medicine physicians and nurses in Bosnia and Herzegovina.

PubMed

Hodgetts, Geoffrey; Broers, Teresa; Godwin, Marshall

2004-06-11

Smoking rates among the general population in Bosnia and Herzegovina are extremely high, and national campaigns to lower smoking rates have not yet begun. As part of future activities of the Queen's University Family Medicine Development Program in the Balkans Region, technical assistance may be provided to Bosnia and Herzegovina to develop of national tobacco control strategies. This assistance may focus on training doctors and nurses on smoking cessation strategies with a view to helping their patients to stop smoking. Given this important role that health professionals have, data is needed on smoking rates as well as on smoking behaviour among doctors and nurses in Bosnia and Herzegovina. This study therefore seeks to determine the smoking rates and behaviour of family medicine physicians and nurses in Bosnia and Herzegovina and to determine how well prepared they feel with respect to counselling their patients on smoking cessation strategies. The WHO Global Health Professional Survey, a self-administered questionnaire, was distributed to physicians and nurses in 19 Family Medicine Teaching Centres in Bosnia and Herzegovina in June 2002. Smoking rates and behaviour, as well as information on knowledge and attitudes regarding smoking were determined for both physicians and nurses. Of the 273 physicians and nurses currently working in Family Medicine Teaching Centres, 209 (77%) completed the questionnaire. Approximately 45% of those surveyed currently smoke, where 51% of nurses smoked, compared to 40% of physicians. With respect to knowledge and attitudes, all respondents agreed that smoking is harmful to one's health. However, "ever" smokers, compared to "never" smokers, were less likely to agree that health professionals who smoke were less likely to advise patients to quit smoking than non-smoking health professionals. Less than half of physicians and nurses had received formal training in smoking cessations strategies, but about two thirds of health professionals felt very or somewhat prepared to counsel their patients on how to quit smoking. Our study indicates that almost half of Family Medicine health professionals in Bosnia and Herzegovina are smokers. This indicates a severe public health problem throughout the country. Steps need to be taken at a national level to address the fight against tobacco.

[Interprofessional collaboration in the Family Health Strategy: implications for the provision of care and work management].

PubMed

Matuda, Caroline Guinoza; Pinto, Nicanor Rodrigues da Silva; Martins, Cleide Lavieri; Frazão, Paulo

2015-08-01

Interprofessional collaboration is seen as a resource for tackling model of care and workforce problems. The scope of this study was to understand the perception about the shared work and interprofessional collaboration of professionals who work in primary health care. A qualitative study was conducted in São Paulo city. In-depth interviews were performed with professionals from distinct categories who worked in the Family Health Strategy and Support Center for Family Health. The results highlighted the empirical 'professional interaction' and 'production goals' categories. The forms of interaction, the role of specialized matrix support and the perspective in which production goals are perceived by the professionals pointed to tensions between traditional professional logic and collaboration logic. It also revealed the tensions between a model based on specialized procedures and a more collaborative model centered on health needs of families and of the community. The sharing of responsibilities and practices, changes in the logic of patient referral to specialized services and inadequate organizational arrangements remain major challenges to the integration of interprofessional collaboration for the development of new care practices.

Teachers' professional development needs and current practices at the Alexander Science Center School

NASA Astrophysics Data System (ADS)

Gargus, Gerald Vincent

This investigation represents an in-depth understanding of teacher professional development at the Alexander Science Center School, a dependent charter museum school established through a partnership between the California Science Center and Los Angeles Unified School District. Three methods of data collection were used. A survey was distributed and collected from the school's teachers, resulting in a prioritized list of teacher professional development needs, as well as a summary of teachers' opinions about the school's existing professional development program. In addition, six key stakeholders in the school's professional development program were interviewed for the study. Finally, documents related to the school's professional development program were analyzed. Data collected from the interviews and documents were used to develop an understand various components of the Alexander Science Center School's professional development program. Teachers identified seven areas that had a high-priority for future professional development including developing skills far working with below-grade-level students, improving the analytical skills of student in mathematics, working with English Language Learners, improving students' overall reading ability levels, developing teachers' content-area knowledge for science, integrating science across the curriculum, and incorporating hands-on activity-based learning strategies to teach science. Professional development needs identified by Alexander Science Center School teachers were categorized based on their focus on content knowledge, pedagogical content knowledge, or curricular knowledge. Analysis of data collected through interviews and documents revealed that the Alexander Science Center School's professional development program consisted of six venues for providing professional development for teachers including weekly "banked time" sessions taking place within the standard school day, grade-level meetings, teacher support meetings, classroom coaching/Big Lab co-teaching, summer institutes, and off-campus conferences and seminars. Results indicated that the effectiveness of the six venues was closely tied to the level of collaborative planning that took place between the Alexander Science Center School and the associated California Science Center. Examination of teachers' and stakeholders opinions reflect that after a year-and-a-half of operations, the school's professional development program is perceived as disjointed and ineffective, but that the foundation of a sound program has been established.

A census study exploring the training needs of nurses working in Kwong Wah Hospital and Wong Tai Sin Hospital in Hong Kong, China.

PubMed

Lai, Yuk-Wah

2013-01-01

As part of the strategic professional development plan for nurses, training needs analysis was conducted from August 2011 to February 2012, in the form of descriptive research with survey design. The aim was to support nursing staff in their professional development needs and promote staff engagement. Consecutive sampling was employed; all full time nurses working in Kwong Wah Hospital (KWH) and Wong Tai Sin Hospital (WTSH) were recruited and invited to complete a self-administered questionnaire. Based on the findings and conclusions, follow up strategies were proposed. Management then built a sustainable learning environment for KWH and WTSH nurses in the 2012-2015 professional development plan.

Job Strategies for Professionals. A Survival Guide for Experienced White-Collar Workers.

ERIC Educational Resources Information Center

Farr, J. Michael, Ed.

This book, aimed at college-educated professional people, contains nine chapters covering job loss and strategies for finding new employment. Originally published by the U.S. Employment Service under the title "Job Search Guide: Strategies for Professionals," the guide presents an overview of the job search, including handling job loss, managing…

How State Takeover School Districts Shake Up Teacher Professional Development

ERIC Educational Resources Information Center

Pennington, Kaitlin

2014-01-01

Over the past few decades, many state departments of education have taken over low-performing schools or districts as a school turnaround strategy. Recently, that strategy has shifted to creating new districts--managed by the state--that include schools and parts of districts that face challenges in performance. The governance structure brings…

Measuring the Impact of a Community of Practice in Aboriginal Health

ERIC Educational Resources Information Center

Delbridge, Robyn; Wilson, Annabelle; Palermo, Claire

2018-01-01

Effective strategies to enhance the competence of practising health professionals are limited. Communities of Practice are proposed as strategy, yet little is known about their ability to develop cultural competency and practice. This study aimed to measure the impact of a Community of Practice on the self-assessed cultural competency and change…

Encouraging Teachers' and Students' Innovation with the Support of Teacher Learning Communities

ERIC Educational Resources Information Center

Margalef García, Leonor

2011-01-01

The purpose of this paper is to share knowledge generated through the implementation of "Teaching Innovation Teams" as a strategy for teachers' professional development and innovation at the University of Alcala (Spain). We analyse the contributions of this strategy to the facilitation of curriculum innovation in higher education and…

The flipped classroom for professional development: part I. Benefits and strategies.

PubMed

McDonald, Katie; Smith, Charlene M

2013-10-01

Individualizing the educational encounter is supported by flipping the classroom experience. This column offers an overview and describes the benefits of flipping the classroom. Part II will explore the practicalities and pedagogy of lecture capture using podcasts and videos, a technology strategy used in flipping the classroom. Copyright 2013, SLACK Incorporated.

Coaching via Electronic Performance Feedback to Support Home Visitors' Use of Caregiver Coaching Strategies

ERIC Educational Resources Information Center

Krick Oborn, Kellie M.; Johnson, LeAnne D.

2015-01-01

Recommended practices for Part C early childhood special education home visitors encourage use of caregiver coaching strategies to enhance learning opportunities within the natural routines of infants and toddlers. The purpose of this study was to evaluate the effects of a multicomponent professional development intervention on home visitors' use…

Crossing the Vocabulary Bridge: Differentiated Strategies for Diverse Secondary Classrooms

ERIC Educational Resources Information Center

Herrera, Socorro G.; Kavimandan, Shabina K.; Holmes, Melissa A.

2011-01-01

In her new book, nationally known professional development consultant and literacy expert Socorro Herrera is joined by two colleagues to provide a framework for academic vocabulary and language instruction in today's diverse classrooms. The authors present a set of strategies and tools that work effectively across all content to support enhanced…

He Works, She Works: Successful Strategies for Working Couples.

ERIC Educational Resources Information Center

Carter, Jaine; Carter, James D.

This book, written jointly by a working professional couple, looks at the reality of two-career marriages and explores strategies to help couples develop optimally in their careers and in their personal lives. The book is organized in three sections. The first section examines the challenges facing working couples--their role expectations and…

American Poverty: The Role of Education, Training and Employment Strategies in the New Anti-Poverty Struggle.

ERIC Educational Resources Information Center

Evaluation Forum, 1994

1994-01-01

This document, which is directed toward employment and training professionals analyzing/researching policies and issues in education, occupational training, work and welfare, and economic development, contains feature articles, commentary, interviews, and other information on the role of education, training, and employment strategies in reducing…

Asking the Right Questions: Teachers' Questions Can Build Students' English Language Skills

ERIC Educational Resources Information Center

Hill, Jane D.; Flynn, Kathleen

2008-01-01

This article presents an instructional strategy that helps teachers engage English language learners (ELLs) in learning, thus increasing their own belief that they can effectively teach English language learners, and proposes a professional development activity that will cement this strategy in teachers' minds. By using an action research…

In-Service Teacher Training and Coaching on Marzano's Instructional Strategies: An Action Research Study

ERIC Educational Resources Information Center

Miller, Shenequa C.

2014-01-01

The focus of this action research study was the implementation of a professional development initiative comprised of two phases: a training program for teachers on Marzano's nine research-based instructional strategies, and the implementation, supported by follow-up coaching, during "Pear Mountain" High School's (a pseudonym) six-week…

Communication difficulties and strategies used by the nurses and their team in caring for the hearing impaired.

PubMed

Britto, Fernanda da Rocha; Samperiz, Maria Mercedes Fernandez

2010-03-01

To identify communication difficulties faced by the nursing staff and to learn the strategies developed for non-oral communication. This is a descriptive, exploratory, level I study with a quantitative approach. The sample group comprised 37 registered nurses and 63 licensed practical nurses of a private hospital who, after undergoing the ethical-legal procedures, answered a questionnaire to identify difficulties faced and strategies used in the care for hearing-impaired patients. Difficulty in explaining matters of interest to the patient was reported by 66% of professionals; and 32% reported difficulties in understanding patients in their way of communicate. The strategy adopted by 100% of respondents was mimicry, followed by lip reading, used by 94% of respondents; help from a person accompanying the patient was used by 65%, and written communication by 42% of respondents. Only 1% used communication via the Brazilian Sign Language (LIBRAS). The difficulties found and the strategies adopted by the nursing staff in communicating with hearing-impaired patients justify the need to train these professionals to deliver a more humanized care, developing a more inclusive society for those with special needs.

External Memory Aid Preferences of Individuals with Mild Memory Impairments.

PubMed

Lanzi, Alyssa; Wallace, Sarah E; Bourgeois, Michelle S

2018-07-01

Individuals with mild memory impairments often rely on external memory aids (EMAs) to compensate for impaired cognitive abilities and to support independent completion of activities of daily living. These strategies are evidence based; however, professionals have limited knowledge regarding individual preferences and guidance on how to incorporate a person-centered approach into the EMA development phase. The purpose of the current study was to qualitatively investigate individuals' preferences and experiences as they relate to EMAs. Data analysis included (1) evaluation of a posttreatment questionnaire to explore individual strategy preferences following intervention and (2) evaluation of group intervention videos using thematic coding to investigate individuals' experiences with strategies during intervention. Results suggest that older adults with mild memory impairments have unique preferences and experiences, despite limited variability in demographic characteristics. Some themes that emerged included memory ability awareness and attitudes toward technology. Within a person-centered approach, skilled professionals must consider individuals' unique needs, preferences, and experiences when developing strategies throughout the continuum of care to promote sustained EMA use within everyday settings. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

The Effectiveness of Professional Development in Teaching Writing-to-Learn Strategies for Science: An Evaluative Case Study

NASA Astrophysics Data System (ADS)

Kravchuk, Deborah A.

With the adoption of the Common Core Learning Standards and the release of the Next Generation Science Standards, New York State students are expected to write in science classes with science writing assessments becoming an indicator of grade level literacy proficiency. The introduction of these assessments raises questions concerning the readiness of teachers to help students learn the skills needed in order to be successful on standardized tests. While such mandates stress the need for incorporating writing into the classroom, few secondary science teachers receive content-specific training in how to teach writing strategies; rather, they often receive the same professional development as their non-science colleagues. This evaluative case study examined how eight secondary science teachers in the Hyde Park Central School District perceived student outcomes as they focused on identifying the challenges encountered and overcome by transferring writing-to-learn (WTL) strategies into the classroom. Targeted professional development (PD) allowed the group of eight secondary science teachers to research WTL strategies, practice them in the classroom, and assess their success through personal and collegial reflection. The results of this study showed a positive correlation between introducing low-stakes writing in the science classroom and increased student understanding of the content presented, that short low-stakes writing prompts helped the students focus on thinking and organizing their thoughts in the science settings (Totten, 2005), and that the secondary science teachers participating in this study perceived the inclusion writing in the classroom to have a positive effect on student outcomes.

Coping Well with Advanced Cancer: A Serial Qualitative Interview Study with Patients and Family Carers

PubMed Central

Roberts, Diane; Appleton, Lynda; Calman, Lynn; Large, Paul; Lloyd-Williams, Mari; Grande, Gunn

2017-01-01

Objectives To understand successful strategies used by people to cope well when living with advanced cancer; to explore how professionals can support effective coping strategies; to understand how to support development of effective coping strategies for patients and family carers. Design Qualitative serial (4–12 week intervals) interview study with people with advanced cancer and their informal carers followed by focus groups. The iterative design had a novel focus on positive coping strategies. Interview analysis focused on patients and carers as individuals and pairs, exploring multiple dimensions of their coping experiences. Focus group analysis explored strategies for intervention development. Participants 26 people with advanced (stage 3–4) breast, prostate, lung or colorectal cancer, or in receipt of palliative care, and 24 paired nominated informal/family carers. Setting Participants recruited through outpatient clinics at two tertiary cancer centres in Merseyside and Manchester, UK, between June 2012 and July 2013. Results 45 patient and 41 carer interviews were conducted plus 4 focus groups (16 participants). People with advanced cancer and their informal/family carers develop coping strategies which enable effective management of psychological wellbeing. People draw from pre-diagnosis coping strategies, but these develop through responding to the experience of living with advanced cancer. Strategies include being realistic, indulgence, support, and learning from others, which enabled participants to regain a sense of wellbeing after emotional challenge. Learning from peers emerged as particularly important in promoting psychological wellbeing through the development of effective ‘everyday’, non-clinical coping strategies. Conclusions Our findings challenge current models of providing psychological support for those with advanced cancer which focus on professional intervention. It is important to recognise, enable and support peoples’ own resources and coping strategies. Peer support may have potential, and could be a patient-centred, cost effective way of managing the needs of a growing population of those living with advanced cancer. PMID:28107352

Transforming physics educator identities: TAs help TAs become teaching professionals

NASA Astrophysics Data System (ADS)

Gretton, Anneke L.; Bridges, Terry; Fraser, James M.

2017-05-01

Research-based instructional strategies have been shown to dramatically improve student learning, but widespread adoption of these pedagogies remains limited. Post-secondary teaching assistants (TAs), with their current positions in course delivery and future roles as academic leaders, are an essential target group for teacher training. However, the literature suggests that successful TA professional development must address not only pedagogical practices but also the cultivation of physics educator identity. The primary goal of this study is to build a framework for TA professional development that strengthens the TA's identity as a physics educator. We base this framework on Etienne Wenger's model for communities of practice and Côté and Levine's personality and social structure identity perspective. We explore this framework in the context of a 12-week, low-cost, TA-led and TA-centered professional development intervention. Our qualitative and quantitative data suggest that this efficient community-based intervention strengthened TAs' identification as physics educators.

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

PubMed

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

2018-04-01

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

An in-depth study of a teacher engaged in an innovative primary science trial professional development project

NASA Astrophysics Data System (ADS)

Watters, James J.; Ginns, Ian S.

1997-03-01

The implementation of effective science programmes in primary schools is of continuing interest and concern for professional developers. As part of the Australian Academy of science's approach to creating an awareness of Primary Investigations, a project team trialed a series of satellite television broadcasts of lessons related to two units of the curriculum for Year 3 and 4 children in 48 participating schools. The professional development project entitled Simply Science, included a focused component for the respective classroom teachers, which was also conducted by satellite. This paper reports the involvement of a Year 4 teacher in the project and describes her professional growth. Already an experienced and confident teacher, no quantitative changes in science teaching self efficacy were detected. However, her pedagogical content knowledge and confidence to teach science in the concept areas of matter and energy were enhanced. Changes in the teacher's views about the co-operative learning strategies espoused by Primary Investigations were also evident. Implications for the design of professional development programmes for primary science teachers are discussed.

Models of Personnel Needs Assessment.

ERIC Educational Resources Information Center

Mattson, Beverly

This report presents samples of models and strategies for determining professional development needs of special education personnel. The following areas are covered: definitions of needs and the needs assessment process; personnel needs assessment regulations under the Comprehensive System of Personnel Development, the Individuals with…

Country News.

ERIC Educational Resources Information Center

Population Education in Asia and the Pacific Newsletter and Forum, 1990

1990-01-01

With respect to population education, reports concerning professional training, curriculum issues, program development, information dissemination, educational strategies, and youth counseling are included from China, Korea, Indonesia, India, Vietnam, Fiji, and the Solomon Islands. (JJK)

From Theory to Practice: Utilizing Competency-based Milestones to Assess Professional Growth and Development in the Foundational Science Blocks of a Pre-Clerkship Medical School Curriculum

PubMed Central

Pettepher, Cathleen C.; Lomis, Kimberly D.; Osheroff, Neil

2016-01-01

Physicians-in-training require skills and attitudes beyond medical knowledge in order to mature into successful clinicians. However, because assessments in pre-clerkship curricula historically have focused almost exclusively on medical knowledge, faculty contributions to early student development often have been limited. To address this challenge and enhance student progress, we re-designed our pre-clerkship curriculum to include settings in which diverse facets of student performance could be observed and fostered. Concurrently, we transitioned to an assessment strategy focused on competency-based milestones. The implementation of this strategy has allowed pre-clerkship science faculty to provide early-stage students with rich holistic feedback designed to stimulate their professional growth. PMID:27752401

From Theory to Practice: Utilizing Competency-based Milestones to Assess Professional Growth and Development in the Foundational Science Blocks of a Pre-Clerkship Medical School Curriculum.

PubMed

Pettepher, Cathleen C; Lomis, Kimberly D; Osheroff, Neil

2016-09-01

Physicians-in-training require skills and attitudes beyond medical knowledge in order to mature into successful clinicians. However, because assessments in pre-clerkship curricula historically have focused almost exclusively on medical knowledge, faculty contributions to early student development often have been limited. To address this challenge and enhance student progress, we re-designed our pre-clerkship curriculum to include settings in which diverse facets of student performance could be observed and fostered. Concurrently, we transitioned to an assessment strategy focused on competency-based milestones. The implementation of this strategy has allowed pre-clerkship science faculty to provide early-stage students with rich holistic feedback designed to stimulate their professional growth.

[Communication training MultiTANDEMplus – A contribution to improve communication between professional caregivers and physicians].

PubMed

Meyer-Kühling, Inga; Wendelstein, Britta; Pantel, Johannes; Specht-Leible, Norbert; Zenthöfer, Andreas; Schröder, Johannes

2015-10-01

Failures of communication between professional caregivers and physicians affect the quality of supply of nursing home residents. As part of a model project it was aimed to develop a training for caregivers to improve communication and promote cooperation with physicians. For the needs assessment as a basis to develop the training 56 professional caregivers and 40 physicians engaged in nursing home care answered questionnaires regarding their cooperation. Based on these results a module for communication between professional caregivers and physicians was developed and adapted the TANDEM communication training for caregivers by Haberstroh and Pantel (2011). 25 professional caregivers in leading positions have been trained as multipliers in order to provide their colleagues the communication training with the additional element (TANDEMplus). TANDEMplus was evaluated in forms of reflection rounds and feedback questionnaires. 254 professional caregivers, housekeeping staff and daytime companions participated in a complete TANDEMplus training by the multipliers until July 2014. The implementation of their developed communication strategies into practice was experienced positively by the participants. The module “communication with physicians” is relevant for professional caregivers to raise awareness of their own competence and facilitate a structured information exchange at eye level. The training of multipliers was executed in order to ensure transfer effects and sustainability.

Social capital and health: measuring and understanding social capital at a local level could help to tackle health inequalities more effectively.

PubMed

Pilkington, Paul

2002-09-01

This paper examines whether an understanding of the concept of social capital and its local measurement can help to tackle inequalities in health within and across communities. The paper concludes that the concept of social capital offers a valuable opportunity to help public health professionals understand how to approach inequalities in health with a greater awareness of the social processes affecting the health of communities. The measurement of social capital has been problematic. However, new guidance from the Health Development Agency (HDA) provides a useful tool for developing social capital research. A greater understanding of whether, and how social capital relates to health will help to improve strategies to reduce health inequalities at the community level. Public health professionals contributing to community development strategies such as Neighbourhood Renewal Projects, Community Safety Partnerships, Health Action Zones and Health Improvement Programmes (HImPs) should encourage thought to be given about the role that an understanding of social capital could play in making these strategies more effective. Using the HDA measurement tool locally could be one way of doing this.

Virtue training in medical schools: the perspective of behavioral science course directors.

PubMed

Olufowote, James Olumide

2015-01-01

Although the multidisciplinary research on physician socialization has focused on areas such as developments in learners' ideological commitments and ethics knowledge and skills, the literature on physician virtues has been anecdotal. To contribute empirical knowledge of virtue development during socialization, I performed constant comparisons on interviews with 20 directors of preclinical behavioral science courses. In discussing their courses, participants revealed foci on virtues involved in making intimate connections with patients (e.g., empathy) and "being professional" with colleagues (e.g., trustworthiness). To cultivate virtues for intimate connections, participants used the strategies of learner engagement with patients' narratives of illness, service in underserved communities, and shadowing and observing role models. To develop virtues for being professional, participants used the strategy of small learner groups, which consisted of discussions, project collaborations, and group evaluations. I conclude with implications for training students of various health sciences and managing health care teams.

Developing interpersonal relationships with adolescents with anorexia nervosa.

PubMed

Micevski, Valentina; McCann, Terence V

2005-09-01

Anorexia nervosa is a complex eating disorder that usually develops during adolescence. This paper reports how paediatric nurses develop professional interpersonal relationships with adolescent patients with anorexia nervosa. The study used a grounded theory approach to data collection and analysis. Data were collected using in-depth interviews from ten registered nurses who worked on a paediatric ward. The findings revealed two foci of care: 'interacting with nurses', and 'interacting with patients', with interrelated categories and strategies. A core category highlighted the importance of instigating an individual focus when developing professional interpersonal relationships with patients with anorexia. Contextual factors emphasise the broader influences that modified the way nurses developed relationships with these patients. The findings have implications for clinical practice, education, unit administration, and further research, and these are examined. Nurses who use this approach are better positioned to gain understanding of individuals experiencing the disorder and to develop professional interpersonal relationships.

Librarians as Advocates of Social Media for Researchers: A Social Media Project Initiated by Linköping University Library, Sweden

ERIC Educational Resources Information Center

Persson, Sassa; Svenningsson, Maria

2016-01-01

Librarians at Linköping University help researchers keep abreast of developments in their fields and to increase the visibility of their work. Strategic, professional use of social media ought to be an essential part of a researcher's communication strategy. This article investigates the level of awareness of the professional use of social media…

Assuming Agency: The Power of Strategy and Networks in the Professional Lives of Faculty

ERIC Educational Resources Information Center

Terosky, Aimee LaPointe; O'Meara, KerryAnn

2011-01-01

In this article, the authors discuss some manifestations of agency in the faculty career and the potential importance of its role in faculty career development. They define faculty professional growth as a change occurring in a person throughout his or her career and life that allows him or her to bring new and diverse knowledge, skills, values,…

A New Framework and Practice Center for Adapting, Translating, and Scaling Evidence-Based Health/Wellness Programs for People With Disabilities.

PubMed

Rimmer, James H; Vanderbom, Kerri A; Graham, Ian D

2016-04-01

Supporting the transition of people with newly acquired and existing disability from rehabilitation into community-based health/wellness programs, services, and venues requires rehabilitation professionals to build evidence by capturing successful strategies at the local level, finding innovative ways to translate successful practices to other communities, and ultimately to upgrade and maintain their applicability and currency for future scale-up. This article describes a knowledge-to-practice framework housed in a national resource and practice center that will support therapists and other rehabilitation professionals in building and maintaining a database of successful health/wellness guidelines, recommendations, and adaptations to promote community health inclusion for people with disabilities. A framework was developed in the National Center on Health, Physical Activity and Disability (NCHPAD) to systematically build and advance the evidence base of health/wellness programs, practices, and services applicable to people with disabilities. N-KATS (NCHPAD Knowledge Adaptation, Translation, and Scale-up) has 4 sequencing strategies: strategy 1-new evidence- and practice-based knowledge is collected and adapted for the local context (ie, community); strategy 2-customized resources are effectively disseminated to key stakeholders including rehabilitation professionals with appropriate training tools; strategy 3-NCHPAD staff serve as facilitators assisting key stakeholders in implementing recommendations; strategy 4-successful elements of practice (eg, guideline, recommendation, adaptation) are archived and scaled to other rehabilitation providers. The N-KATS framework supports the role of rehabilitation professionals as knowledge brokers, facilitators, and users in a collaborative, dynamic structure that will grow and be sustained over time through the NCHPAD.Video abstract available for additional insights from the authors (see Video, Supplemental Digital Content 1, http://links.lww.com/JNPT/A130).

Critical thinking in nursing: Scoping review of the literature.

PubMed

Zuriguel Pérez, Esperanza; Lluch Canut, Maria Teresa; Falcó Pegueroles, Anna; Puig Llobet, Montserrat; Moreno Arroyo, Carmen; Roldán Merino, Juan

2015-12-01

This article seeks to analyse the current state of scientific knowledge concerning critical thinking in nursing. The methodology used consisted of a scoping review of the main scientific databases using an applied search strategy. A total of 1518 studies published from January 1999 to June 2013 were identified, of which 90 met the inclusion criteria. The main conclusion drawn is that critical thinking in nursing is experiencing a growing interest in the study of both its concepts and its dimensions, as well as in the development of training strategies to further its development among both students and professionals. Furthermore, the analysis reveals that critical thinking has been investigated principally in the university setting, independent of conceptual models, with a variety of instruments used for its measurement. We recommend (i) the investigation of critical thinking among working professionals, (ii) the designing of evaluative instruments linked to conceptual models and (iii) the identification of strategies to promote critical thinking in the context of providing nursing care. © 2014 Wiley Publishing Asia Pty Ltd.

Nursing shortage: the facts and strategies in Macao society.

PubMed

Liu, Ming; Lam, Bernice; Fong, Pedro; Yuan, Hao Bin

2012-11-19

Historically, Macao, a Special Administrative Region (SAR) in the People's Republic of China, has been troubled by a shortage of nurses. This shortage became especially severe during the period immediately after the handover of Macao from Portugal to the People's Republic of China in 1999. A fast-growing population, an aging population, the risk of epidemics, and competition for personnel with other industries have all contributed to this shortage. In recent years, Macao has implemented the following successful strategies to address the shortage: increased school enrollments, benefits, and professional development, along with the development of a clinical specialist program, a transition program for new graduates, and training for more certified nursing assistants. Strong government support and collaboration among all stakeholders have also served to enhance the nursing work force. In this article, the authors describe the nursing shortage in Macao SAR, discuss factors contributing to the shortage, and present strategies used to manage the shortage. They conclude by emphasizing the importance of increasing salary and professional status and providing transition programs for new graduates.

Improving patient safety in Libya: insights from a British health system perspective.

PubMed

Elmontsri, Mustafa; Almashrafi, Ahmed; Dubois, Elizabeth; Banarsee, Ricky; Majeed, Azeem

2018-04-16

Purpose Patient safety programmes aim to make healthcare safe for both patients and health professionals. The purpose of this paper is to explore the UK's patient safety improvement programmes over the past 15 years and explore what lessons can be learnt to improve Libyan healthcare patient safety. Design/methodology/approach Publications focusing on UK patient safety were searched in academic databases and content analysed. Findings Several initiatives have been undertaken over the past 15 years to improve British healthcare patient safety. Many stakeholders are involved, including regulatory and professional bodies, educational providers and non-governmental organisations. Lessons can be learnt from the British journey. Practical implications Developing a national patient safety strategy for Libya, which reflects context and needs is paramount. Above all, Libyan patient safety programmes should reference internationally approved guidelines, evidence, policy and learning from Britain's unique experience. Originality/value This review examines patient safety improvement strategies adopted in Britain to help developing country managers to progress local strategies based on lessons learnt from Britain's unique experience.

Continuing professional development needs of nursing and allied health professionals with responsibility for prescribing.

PubMed

Weglicki, Robert S; Reynolds, Julie; Rivers, Peter H

2015-01-01

Continuing professional development (CPD) for non-medical prescribers is recognised as being pivotal in maintaining up -to -date knowledge and skills influencing prescribing competence. This study was, therefore, designed to ascertain the aspirations, priorities and preferred mode of CPD for non-medical prescribers. Qualitative data were derived from semi-structured in-depth interviews and a focus group given by 16 allied health professionals working in primary and secondary care settings. A topic guide was used to cover clinical decision-making (including difficult decisions), legal aspects of prescribing and diagnostic issues. A content analysis of the verbatim transcripts enabled four key emerging themes to be identified, thus offering a basis for developing a greater understanding of the CPD needs of non-medical prescribers. The four key emerging themes identified are the following: Theme 1: "Personal anxiety undermining confidence to prescribe", Theme 2: "External barriers and other factors that exacerbate anxiety", Theme 3: "Need for support identified through coping strategies", and Theme 4: "Preferred mode or style of learning". The findings suggest that anxiety and lack of confidence in non-medical prescribing pose a significant challenge for CPD. Strategies that are most likely to improve prescribing confidence are through a blended learning approach. Local higher education and workplace employer collaboration is an appropriate step forward to achieve this. Copyright © 2014 Elsevier Ltd. All rights reserved.

The transformation process for palliative care professionals: The metamorphosis, a qualitative research study.

PubMed

Mota Vargas, Rafael; Mahtani-Chugani, Vinita; Solano Pallero, María; Rivero Jiménez, Borja; Cabo Domínguez, Raquel; Robles Alonso, Vicente

2016-02-01

Palliative care professionals are exposed daily to high levels of suffering. This makes them particularly vulnerable to suffering from stress, which can lead to burnout and/or compassion fatigue. To analyse the professional trajectory of palliative care workers over time and the factors which influence this trajectory. A qualitative study was designed based on the Grounded Theory approach, using semi-structured individual interviews. Interviews were recorded audio-visually and transcribed verbatim for subsequent analysis using the procedure described by Miles and Huberman. This process was supported using ATLAS.ti 6 software. A total of 10 palliative care professionals from Extremadura (Spain) took part in the study. The analysis revealed a common trajectory followed by participants in their working lives: pre-palliative care/honeymoon/frustration/maturation. In addition, factors which influence this trajectory were identified. Details of the self-care strategies that these professionals have developed are described. The result of this process, which we have metaphorically termed 'metamorphosis', is the formation of a professional who can work satisfactorily within a palliative care context. During their professional activity, palliative care professionals go through a series of phases, depending on the relationship between the cost of caring and the satisfaction of caring, which can influence both the care provided to patients and families and their own personal circumstances. Being aware of this risk, and implementing self-care strategies, can protect professionals and enable them to conduct their work in an optimal manner. Reflecting on the experiences of these professionals could be useful for other health professionals. © The Author(s) 2015.

Call to action for Scottish health care.

PubMed

2001-03-07

SCOTLAND'S NEWLY published strategy for nursing and midwifery, Caring for Scotland, is a reminder of how different professional life can be for nurses across the UK. For example, while developments in telehealth and telemedicine facilities are certainly not unique to the remote rural areas of Scotland, there can be few nurses who can claim to be the sole health professional on a non-doctor island. One such district nurse looks forward with optimism to seeing the effect of the World Health Organization pilot family health nursing programme on her professional credibility. Perhaps not surprisingly, there is a fair bit of emphasis on helping nurses who work in remote and rural areas to develop their practice.

Challenges and Needed Developments in Teacher Education.

ERIC Educational Resources Information Center

Andrews, L.O.

Radically different programs must be designed to produce the kind of professional teachers needed for the 1980's. Appropriate programs must be developed for the differentiated roles: diagnostician of pupil needs and learning problems; developer, applier, and evaluator of learning strategies; instructional leader of staff groups; specialist in the…

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…

Developing Culturally Responsive Teaching through Professional Noticing within Teacher Educator Modelling

ERIC Educational Resources Information Center

Averill, Robin; Anderson, Dayle; Drake, Michael

2015-01-01

Much evidence exists that culturally responsive and equitable teaching practices are challenging to develop. Evidence exists that in-the-moment coaching of "rehearsals" of practice can help foster mathematics teaching strategies, but how such coaching can assist the development of culturally responsive practice is less clear. Drawn from…

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

PubMed

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

2012-06-01

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

A Quest for Legitimacy: On the Professionalization Policies of Sweden's Teachers' Unions

ERIC Educational Resources Information Center

Lilja, Peter

2014-01-01

The aim of this article is to contribute to the ongoing discussion on teacher professionalism by analyzing the professional strategies of Sweden's two teachers' unions from an organizational perspective. Drawing on institutional theory, the article argues that the teachers' unions' focus on strategies of professionalization has as much to do with…

Professional development that works: Impacting elementary science teachers' learning and practice during the implementation of an inquiry-oriented science curriculum

NASA Astrophysics Data System (ADS)

Schlang, Jodi A.

One of the most important factors for developing science literacy for all students is teacher knowledge of science content and pedagogy. This study was designed to evaluate the impact of professional development on teacher learning, changes in teacher behavior, and student learning. The goal was to develop a deeper understanding of how the Elementary Science Teaching and Learning (ESTL) program affected teacher learning and changed teacher behavior in the classroom. This study also provided insight into the effect of the ESTL program on student learning during the first year of the professional development. This mixed method case study was used to examine the link between participation in the ESTL program, teacher learning, changes in teacher classroom behavior, and student learning. Qualitative observations and videotaped sessions provided rich description of the professional development and implementation of inquiry-oriented strategies in participant's classrooms. Artifacts and interviews provided evidence of teacher learning and changes in teacher behaviors. Quantitative data included self-report survey data examining changes in teacher behavior and the measurement of student learning used both science district assessment scores and CSAP writing scores. Key findings include: (1) teacher learning was reported in the areas of questioning and scope and sequence of the curriculum occurred; (2) statistically significant changes teacher behavior were reported and were noted in teacher interviews; (3) participation in the ESTL program did not positively impact student learning; (4) unanticipated findings include the role of camaraderie in professional development and the role of additional training in teacher's confidence in both their own teaching and in helping others; and, (5) teacher's perceptions identified the role of inquiry-based science curriculum as providing the rich experiences necessary for improved student writing. Overall participation in the ESTL program increased the implementation of inquiry-oriented strategies and it strengthened teacher inquiry-based science teaching in the classroom even though no increases were found in student test scores.

Intermediate Teachers' Perceptions of Reading Instruction Strategies and Professional Development Needs

ERIC Educational Resources Information Center

Joyner, Barbara

2017-01-01

In 1 urban Tennessee school, students in Grades 3 through 5 had not met adequate yearly progress in reading for the past 5 years. The purpose of this case study was to explore teachers' perceptions of current district-recommended teaching practice in reading. The research questions related to current instructional strategies, teaching practices,…

A Look at Transfer: Seven Strategies That Work. The Nutshell Series

ERIC Educational Resources Information Center

Fogarty, Robin J.; Pete, Brian M.

2007-01-01

"A Look at Transfer" examines the six levels of transfer and the adult learner. The book explores the seven bridging strategies to use with adult learners as they learn how the professional development content they are learning does, indeed, transfer into their classrooms and into their life situations. Following a preface, this book is divided…

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

ERIC Educational Resources Information Center

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

2018-01-01

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

A Woman's Job Search: Five Strategies for Success.

ERIC Educational Resources Information Center

Reis, Susan L.

An alternate approach to traditional job search methods which may be helpful to women is presented. The following five strategies are considered: (1) know what you want; (2) develop a network of professional contacts to help identify the hidden job market; (3) be selective in the job search; (4) research job openings thoroughly before deciding to…

The Development of a Collegiate Recovery Program: Applying Social Cognitive Theory within a Social Ecological Framework

ERIC Educational Resources Information Center

Beeson, Eric T.; Whitney, Jennifer M.; Peterson, Holly M.

2017-01-01

Background: Collegiate recovery programs (CRPs) are emerging as a strategy to provide after-care support to students in recovery from substance use disorders (SUDs) at institutions of higher education. CRPs are an innovative strategy for Health Educators to support the personal, academic, and professional goals of students in recovery. Purpose:…

Increasing Parent Involvement Knowledge and Strategies at the Preservice Level: The Power in Using a Systematic Professional Development Approach

ERIC Educational Resources Information Center

Ferrara, Margaret M.

2009-01-01

This study describes various strategies used by a university educator to integrate parent involvement curriculum into pre-existing teacher preparation courses. This curriculum infusion was not only effective in increasing preservice teacher knowledge but also in raising course instructors' level of awareness about the importance and necessity of…

Strategic Use of Role Playing in a Training Workshop for Chemistry Laboratory Teaching Assistants

ERIC Educational Resources Information Center

Lekhi, Priyanka; Nussbaum, Sophia

2015-01-01

Many Canadian universities have created professional development programs for their teaching assistants (TA) but may be uncertain about how to bridge the gap between TAs' knowledge of effective teaching strategies and TAs' confident applications of these strategies. We present a technique used in a two-day training workshop to enhance graduate…

Let's Cooperate! Integrating Cooperative Learning Into a Lesson on Ethics.

PubMed

Reineke, Patricia R

2017-04-01

Cooperative learning is an effective teaching strategy that promotes active participation in learning and can be used in academic, clinical practice, and professional development settings. This article describes that strategy and provides an example of its use in a lesson about ethics. J Contin Nurs Educ. 2017;48(4):154-156. Copyright 2017, SLACK Incorporated.

Developing a Communication Strategy for Protecting Children. Report on Problem Definition Analysis Presented to: The Stuart Foundations.

ERIC Educational Resources Information Center

Brandon, Richard N.; Gordon, Andrew; Gordon, Margaret T.; Messerschmidt, David; Mitchell, Lorelei

The Human Services Policy Center of Washington undertook a study of communication strategies for protecting children because of the perception among many leading child protection professionals that a distorted pattern of media coverage is driving child protection policies toward responding to the small proportion of atypical cases which the media…

NASA's Kepler Mission: Lessons Learned from Teacher Professional Development Workshops

NASA Astrophysics Data System (ADS)

Devore, E.; Harman, P.; Koch, D.; Gould, A.

2010-08-01

NASA's Kepler Mission conducts teacher professional development workshops on the search for exoplanets in the habitable zone of Sun-like stars. Each is supported by a Kepler team scientist, two Education and Public Outreach staff and local hosts. Activities combine a science content lecture and discussion, making models, kinesthetic activities, and interpretation of transit data. The emphasis is on inquiry-based instruction and supports science education standards in grades 7-12. Participants' kit includes an orrery, optical sensor and software to demonstrate transit detection. The workshop plan, teaching strategies, and lessons learned from evaluation will be discussed. Future events are planned. The Kepler Mission teacher professional development workshops are designed using the best practices and principals from the National Science Education Standards and similar documents. Sharing the outcome of our plans, strategies and formative evaluation results can be of use to other Education and Public Outreach practitioners who plan similar events. In sharing our experiences, we hope to assist others, and to learn from them as well. Supported by NASA Grants to the E. DeVore, SETI Institute NAG2-6066 Kepler Education and Public Outreach and NNX08BA74G, IYA Kepler Mission Pre-launch Workshops.

Teachers' perceptions on primary science teaching

NASA Astrophysics Data System (ADS)

Kijkuakul, Sirinapa

2018-01-01

This qualitative research aimed to review what primary teachers think about how to teach science in rural school contexts. Three primary schools in Thailand were purposively chosen for this study. Eleven primary science teachers of these schools were the research participants. Questionnaires, interviews, and observations were implemented to reveal the primary school teachers' educational backgrounds, science teaching context, and need for self-driven professional development. Content and discourse analysis indicated that the non-science educational background and the science teaching context implied a need for self-driven professional development. The non-science educational background teachers were generally unfamiliar with the current national science curriculum, and that they would not be comfortable when the researcher observed their science teaching practice. They also believed that experimentation was the only one strategy for teaching science, and that the priority for their teaching support was teaching media rather than their understanding of scientific concepts or teaching strategies. As implication of this research, subsequent developments on science teacher profession in rural context, therefore, need to promote teachers' understandings of nature of science and technological and pedagogical content knowledge. In addition, they should be challenged to practice on critically participatory action research for academic growth and professional learning community.

Fostering High-Quality Teaching with an Enriched Curriculum and Professional Development Support: The Head Start REDI Program

PubMed Central

Domitrovich, Celene E.; Gest, Scott D.; Gill, Sukhdeep; Bierman, Karen L.; Welsh, Janet; Jones, Damon

2017-01-01

This randomized controlled trial tested whether teaching quality in Head Start classrooms could be improved with the addition of evidence-based curriculum components targeting emergent language/literacy and social-emotional development and the provision of associated professional development support. Participants were lead and assistant teachers in 44 Head Start classrooms. Teachers received 4 days of workshop training along with weekly in-class support from a mentor teacher. End-of-year observations indicated that, compared to the control group, intervention teachers talked with children more frequently and in more cognitively complex ways, established a more positive classroom climate, and used more preventive behavior management strategies. Results supported the conclusion that enriched curriculum components and professional development support can produce improvements in multiple domains of teaching quality. PMID:29081534

How Do Medical Schools Identify and Remediate Professionalism Lapses in Medical Students? A Study of U.S. and Canadian Medical Schools.

PubMed

Ziring, Deborah; Danoff, Deborah; Grosseman, Suely; Langer, Debra; Esposito, Amanda; Jan, Mian Kouresch; Rosenzweig, Steven; Novack, Dennis

2015-07-01

Teaching and assessing professionalism is an essential element of medical education, mandated by accrediting bodies. Responding to a call for comprehensive research on remediation of student professionalism lapses, the authors explored current medical school policies and practices. In 2012-2013, key administrators at U.S. and Canadian medical schools accredited by the Liaison Committee on Medical Education were interviewed via telephone or e-mail. The structured interview questionnaire contained open-ended and closed questions about practices for monitoring student professionalism, strategies for remediating lapses, and strengths and limitations of current systems. The authors employed a mixed-methods approach, using descriptive statistics and qualitative analysis based on grounded theory. Ninety-three (60.8%) of 153 eligible schools participated. Most (74/93; 79.6%) had specific policies and processes regarding professionalism lapses. Student affairs deans and course/clerkship directors were typically responsible for remediation oversight. Approaches for identifying lapses included incident-based reporting and routine student evaluations. The most common remediation strategies reported by schools that had remediated lapses were mandated mental health evaluation (74/90; 82.2%), remediation assignments (66/90; 73.3%), and professionalism mentoring (66/90; 73.3%). System strengths included catching minor offenses early, emphasizing professionalism schoolwide, focusing on helping rather than punishing students, and assuring transparency and good communication. System weaknesses included reluctance to report (by students and faculty), lack of faculty training, unclear policies, and ineffective remediation. In addition, considerable variability in feedforward processes existed between schools. The identified strengths can be used in developing best practices until studies of the strategies' effectiveness are conducted.

Implementation strategies to enhance management of heavy alcohol consumption in primary health care: a meta-analysis.

PubMed

Keurhorst, Myrna; van de Glind, Irene; Bitarello do Amaral-Sabadini, Michaela; Anderson, Peter; Kaner, Eileen; Newbury-Birch, Dorothy; Braspenning, Jozé; Wensing, Michel; Heinen, Maud; Laurant, Miranda

2015-12-01

Screening and brief interventions (SBI) delivered in primary health care (PHC) are cost-effective in decreasing alcohol consumption; however, they are underused. This study aims to identify implementation strategies that focus on SBI uptake and measure impact on: (1) heavy drinking and (2) delivery of SBI in PHC. Meta-analysis was conducted of controlled trials of SBI implementation strategies in PHC to reduce heavy drinking. Key outcomes included alcohol consumption, screening, brief interventions and costs in PHC. Predictor measures concerned single versus multiple strategies, type of strategy, duration and physician-only input versus that including mid-level professionals. Standardized mean differences (SMD) were calculated to indicate the impact of implementation strategies on key outcomes. Effect sizes were aggregated using meta-regression models. The 29 included studies were of moderate methodological quality. Strategies had no overall impact on patients' reported alcohol consumption [SMD=0.07; 95% confidence interval (CI)=-0.02 to 0.16], despite improving screening (SMD=0.53; 95% CI=0.28-0.78) and brief intervention delivery (SMD=0.64;95% CI=0.27-1.02). Multi-faceted strategies, i.e. professional and/or organizational and/or patient-orientated strategies, seemed to have strongest effects on patients' alcohol consumption (P<0.05, compared with professional-orientated strategies alone). Regarding SBI delivery, combining professional with patient-orientated implementation strategies had the highest impact (P<0.05). Involving other staff besides physicians was beneficial for screening (P<0.05). To increase delivery of alcohol screening and brief interventions and decrease patients' alcohol consumption, implementation strategies should include a combination of patient-, professional- and organizational-orientated approaches and involve mid-level health professionals as well as physicians. © 2015 Society for the Study of Addiction.

Psychological first aid: a consensus-derived, empirically supported, competency-based training model.

PubMed

McCabe, O Lee; Everly, George S; Brown, Lisa M; Wendelboe, Aaron M; Abd Hamid, Nor Hashidah; Tallchief, Vicki L; Links, Jonathan M

2014-04-01

Surges in demand for professional mental health services occasioned by disasters represent a major public health challenge. To build response capacity, numerous psychological first aid (PFA) training models for professional and lay audiences have been developed that, although often concurring on broad intervention aims, have not systematically addressed pedagogical elements necessary for optimal learning or teaching. We describe a competency-based model of PFA training developed under the auspices of the Centers for Disease Control and Prevention and the Association of Schools of Public Health. We explain the approach used for developing and refining the competency set and summarize the observable knowledge, skills, and attitudes underlying the 6 core competency domains. We discuss the strategies for model dissemination, validation, and adoption in professional and lay communities.

Psychological First Aid: A Consensus-Derived, Empirically Supported, Competency-Based Training Model

PubMed Central

Everly, George S.; Brown, Lisa M.; Wendelboe, Aaron M.; Abd Hamid, Nor Hashidah; Tallchief, Vicki L.; Links, Jonathan M.

2014-01-01

Surges in demand for professional mental health services occasioned by disasters represent a major public health challenge. To build response capacity, numerous psychological first aid (PFA) training models for professional and lay audiences have been developed that, although often concurring on broad intervention aims, have not systematically addressed pedagogical elements necessary for optimal learning or teaching. We describe a competency-based model of PFA training developed under the auspices of the Centers for Disease Control and Prevention and the Association of Schools of Public Health. We explain the approach used for developing and refining the competency set and summarize the observable knowledge, skills, and attitudes underlying the 6 core competency domains. We discuss the strategies for model dissemination, validation, and adoption in professional and lay communities. PMID:23865656

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

NASA Astrophysics Data System (ADS)

Furman Shaharabani, Yael; Tal, Tali

2017-10-01

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

How mentors can influence the values, behaviours and attitudes of nursing staff through positive professional socialisation.

PubMed

Norman, Kay

2015-12-01

This article explores the concept and processes involved in professional socialisation and how mentors and nurse managers can help to foster positive aspects of this in their practice. Positive professional socialisation needs champions to instil fundamental professional values and behaviours in nursing staff, and managers need to support mentors to influence and lead the way in promoting standards of excellence in the nursing profession to assure public trust and confidence, and ultimately patient safety. The time out activities will ask you to consider and develop possible strategies to help support mentors and staff, and aim to encourage you to explore the potential benefits of positive professional socialisation for your team in delivering high quality patient care.

Determinants of job satisfaction of healthcare professionals in public hospitals in Belgrade, Serbia--Cross-sectional analysis.

PubMed

Kuburović, Nina B; Dedić, Velimir; Djuricić, Slavisa; Kuburović, Vladimir

2016-01-01

The quality of health care significantly depends on the satisfaction of the employees. The objective of this study was to establish the level of professional satisfaction of healthcare professionals in state hospitals in Belgrade, Serbia, and to determine and to rank the factors which impact on their satisfaction or dissatisfaction. Professional satisfaction survey was designed and conducted as a cross-sectional study in 2008. Completed questionnaires were returned by 6,595 healthcare professionals from Belgrade's hospitals. Statistical analysis was performed using the Student's t-test, χ² test and ANOVA. Factor analysis was applied in order to define determinants of professional satisfaction, i.e. dissatisfaction. This study showed that the degree of professional satisfaction of Serbian healthcare professionals was low. The main causes of professionals'dissatisfaction were wages, equipment, the possibility of continuous medical education/training and the opportunities for professional development. Healthcare professionals with university education were more satisfied with all the individual aspects of job satisfaction than those with secondary school and college education. There were significantly more healthcare professionals satisfied with their job among males, older than 60 years, in the age group 50-59 years, with managerial function, and with 30 or more years of service. Development strategy of human resources in the Serbian health care system would significantly improve the professional satisfaction and quality of the provided health care.

Assessing Dimensions of Inquiry Practice by Middle School Science Teachers Engaged in a Professional Development Program

NASA Astrophysics Data System (ADS)

Lakin, Joni M.; Wallace, Carolyn S.

2015-03-01

Inquiry-based teaching promotes students' engagement in problem-solving and investigation as they learn science concepts. Current practice in science teacher education promotes the use of inquiry in the teaching of science. However, the literature suggests that many science teachers hold incomplete or incorrect conceptions of inquiry. Teachers, therefore, may believe they are providing more inquiry experiences than they are, reducing the positive impact of inquiry on science interest and skills. Given the prominence of inquiry in professional development experiences, educational evaluators need strong tools to detect intended use in the classroom. The current study focuses on the validity of assessments developed for evaluating teachers' use of inquiry strategies and classroom orientations. We explored the relationships between self-reported inquiry strategy use, preferences for inquiry, knowledge of inquiry practices, and related pedagogical content knowledge. Finally, we contrasted students' and teachers' reports of the levels of inquiry-based teaching in the classroom. Self-reports of inquiry use, especially one specific to the 5E instructional model, were useful, but should be interpreted with caution. Teachers tended to self-report higher levels of inquiry strategy use than their students perceived. Further, there were no significant correlations between either knowledge of inquiry practices or PCK and self-reported inquiry strategy use.

The SOBANE strategy for the management of risk, as applied to whole-body or hand-arm vibration.

PubMed

Malchaire, J; Piette, A

2006-06-01

The objective was to develop a coherent set of methods to be used effectively in industry to prevent and manage the risks associated with exposure to vibration, by coordinating the progressive intervention of the workers, their management, the occupational health and safety (OHS) professionals and the experts. The methods were developed separately for the exposure to whole-body and hand-arm vibration. The SOBANE strategy of risk prevention includes four levels of intervention: level 1, Screening; level 2, Observation; level 3, Analysis and; level 4, Expertise. The methods making it possible to apply this strategy were developed for 14 types of risk factors. The article presents the methods specific to the prevention of the risks associated with the exposure to vibration. The strategy is similar to those published for the risks associated with exposure to noise, heat and musculoskeletal disorders. It explicitly recognizes the qualifications of the workers and their management with regard to the work situation and shares the principle that measuring the exposure of the workers is not necessarily the first step in order to improve these situations. It attempts to optimize the recourse to the competences of the OHS professionals and the experts, in order to come more rapidly, effectively and economically to practical control measures.

Knowledge Translation in Job Development: Strategies for Involving Families

ERIC Educational Resources Information Center

Hall, Allison; Bose, Jennifer; Winsor, Jean; Migliore, Alberto

2014-01-01

Background: Although United States employment policies have increased support for people with disabilities working in community settings, the unemployment rate for this population remains very high, particularly for people with intellectual or developmental disabilities. Research shows that job developers (direct support professionals who assist…

Professional Development for Career Educators. ERIC Digest.

ERIC Educational Resources Information Center

Brown, Bettina Lankard

New approaches to career and technical education (CTE) create new roles for career educators, including providing career awareness, counseling, guidance, and self-education. Career educators must understand and reflect upon career development theories; teaching and learning strategies; school-to-work practices; school/business linkages; and…

Narrative reflective practice in medical education for residents: composing shifting identities

PubMed Central

Clandinin, Jean; Cave, Marie Thérèse; Cave, Andrew

2011-01-01

As researchers note, medical educators need to create situations to work with physicians in training to help them attend to the development of their professional identities. While there is a call for such changes to be included in medical education, educational approaches that facilitate attention to the development of medical students’ professional identities, that is, who they are and who they are becoming as physicians, are still under development. One pedagogical strategy involves narrative reflective practice as a way to develop physician identity. Using this approach, medical residents first write narrative accounts of their experiences with patients in what are called “parallel charts”. They then engage in a collaborative narrative inquiry within a sustained inquiry group of other residents and two researcher/facilitators (one physician, one narrative researcher). Preliminary studies of this approach are underway. Drawing on the experiences of one medical resident in one such inquiry group, we show how this pedagogical strategy enables attending to physician identity making. PMID:23745070

Narrative reflective practice in medical education for residents: composing shifting identities.

PubMed

Clandinin, Jean; Cave, Marie Thérèse; Cave, Andrew

2011-01-01

As researchers note, medical educators need to create situations to work with physicians in training to help them attend to the development of their professional identities. While there is a call for such changes to be included in medical education, educational approaches that facilitate attention to the development of medical students' professional identities, that is, who they are and who they are becoming as physicians, are still under development. One pedagogical strategy involves narrative reflective practice as a way to develop physician identity. Using this approach, medical residents first write narrative accounts of their experiences with patients in what are called "parallel charts". They then engage in a collaborative narrative inquiry within a sustained inquiry group of other residents and two researcher/facilitators (one physician, one narrative researcher). Preliminary studies of this approach are underway. Drawing on the experiences of one medical resident in one such inquiry group, we show how this pedagogical strategy enables attending to physician identity making.

Mapping the Route of Leadership Education: Caution Ahead

DTIC Science & Technology

2004-01-01

apprenticeship, and study of educational purpose. Such context -stripped research-based knowledge cannot substitute for professional knowledge.” — Joe L...concrete, ra- tional processes in high esteem . Reviewing the J9 proposal required us to step back and review educa- tional strategies for developing...tion. Those who learn and employ that knowledge in unique contexts are rightly described as professionals; in them lies the heart and soul of the

To assert or not to assert: conflict management and occupational therapy students.

PubMed

Landa-Gonzalez, Belkis

2008-01-01

As occupational therapists prepare to fulfill the vision of the profession and face the challenges of this century, asserting themselves professionally and effectively collaborating with others is of critical importance. The conflict resolution behaviors used to manage current and future practice environments have significant implications for job retention, work climate, patient care and the development of professional relationships. The literature suggests that occupational therapy students tend to use unassertive forms of conflict management. In an effort to identify potential inconsistencies between students' tendencies and professional demands, this study examined the conflict resolution behaviors that graduate, traditional, and nontraditional occupational therapy students, are likely to use (n = 145). The design of the study was descriptive and correlational. The Thomas Kilmann's MODE instrument and a Conflict Case questionnaire were used as measures of the conflict resolution styles. Results indicated that traditional students favored collaborating while nontraditional students preferred competing and avoiding. The management strategies used by the two groups differed based on the outcome focus and the power relationship between disputants. Findings are relevant for occupational therapy education and continuing professional development. Training in conflict management strategies that would strengthen students' assertiveness and interpersonal skills would be helpful in fostering the leadership needed for fulfilling the profession's vision.

Not Business-as-Usual: Resetting Expectations for Recruitment, Engagement & Professional Development of Today's URM in Geosciences

NASA Astrophysics Data System (ADS)

Auzenne, K.; Teranes, J. L.

2017-12-01

"The significant problems we have cannot be solved at the same level of thinking with which we created them." - Albert Einstein. In order to successfully recruit and retain today's URM in geosciences, we must think critically and strategically about how opportunities for professional engagement and skills-building are marketed, structured and implemented at various stages of an individual's career, and how those opportunities may be viewed and/or experienced differently by URM students and professionals. This presentation will discuss how modern professional development strategies for URMs should include: (1) clearly defined expectations that acknowledge cultural differences and challenges; (2) supportive exposure to experiences and individuals, such as role models, mentors and potential advisors; (3) constructive skill-building experiences that foster confidence and a sense of belonging, and (4) a demonstrated institutional commitment to diversity and inclusion from leadership that translates into visible resources and support. The presentation will highlight examples of these efforts and outcomes at the Scripps Institution of Oceanography, including the Scripps Undergraduate Research Fellowship (SURF) Program, a NSF-funded Research Experiences for Undergraduates (REU). With a commitment to enhancing diversity and inclusion, the SURF program has used the strategies above to help recruit and retain URM, women and veterans in graduate school and careers in the geosciences.

Struggling for a Balanced Life as a President.

ERIC Educational Resources Information Center

Basinger, Julianne

2001-01-01

Describes how women who lead colleges are forming networks to find moral support and develop their own strategies for solving professional problems and addressing the issues of juggling work and private demands. (EV)

[Innovative care and self-care strategies for people with chronic diseases in Latin America].

PubMed

Sapag, Jaime C; Lange, Ilta; Campos, Solange; Piette, John D

2010-01-01

To identify innovative strategies for improved care and self-care of patients with chronic diseases (CD) in Latin America and to explore interest in creating a Latin American network of professionals in this field. A descriptive study based on a survey of key experts with recognized national or regional leadership in CD patient care. The 25-question questionnaire sought information on their experiences with care and self-care initiatives for CD patients, descriptions of successful initiatives, the perceived ability of countries to innovate in this area, their interest in participating in a network of Latin American professionals in this field, and more. Content analysis was performed to develop recommendations for the Region. Responses were obtained from 17 (37.8%) of the 45 experts approached; 82.4% confirmed their knowledge of of involvement with an innovative initiative related to the subject. Initial development does exist in each of the three innovative strategy types: peer care, informal caregivers, and telenursing, the latter being the least explored. There is real interest in forming a Latin American network that focuses on development of innovative self-care strategies for CD patients. Support for a joint network is promising. Priorities are building skills in this area and developing innovative proposals for improved CD patient care in the Region. Innovative measures should be complementary and adapted to the specific context of each scenario.

Learning science as a potential new source of understanding and improvement for continuing education and continuing professional development.

PubMed

Van Hoof, Thomas J; Doyle, Terrence J

2018-01-15

Learning science is an emerging interdisciplinary field that offers educators key insights about what happens in the brain when learning occurs. In addition to explanations about the learning process, which includes memory and involves different parts of the brain, learning science offers effective strategies to inform the planning and implementation of activities and programs in continuing education and continuing professional development. This article provides a brief description of learning, including the three key steps of encoding, consolidation and retrieval. The article also introduces four major learning-science strategies, known as distributed learning, retrieval practice, interleaving, and elaboration, which share the importance of considerable practice. Finally, the article describes how learning science aligns with the general findings from the most recent synthesis of systematic reviews about the effectiveness of continuing medical education.

Change Management in Dental Education: A Professional Learning Community.

PubMed

Palatta, Anthony M

2018-06-01

Professional learning communities (PLCs) are defined as "a group of people sharing and critically interrogating their practice in an ongoing, reflective, collaborative, inclusive, learning-oriented, growth-promoting way." PLCs have been found to be an effective change management strategy in business and education when confronted by rapid change. The American Dental Education Association's Commission on Change and Innovation in Dental Education new national program-ADEA CCI 2.0-includes the development of a PLC. By employing an "engage and learn" model PLC centered on continuous quality improvement and systems thinking, dental faculty can identify internal and external barriers to change that could lead to innovative solutions to complex issues. This article argues that a PLC is a viable change management strategy to counteract the effect of multiple external forces impacting dental education and thus to develop future-ready faculty.

The use of a mobile assistant learning system for health education based on project-based learning.

PubMed

Wu, Ting-Ting

2014-10-01

With the development of mobile devices and wireless technology, mobile technology has gradually infiltrated nursing practice courses to facilitate instruction. Mobile devices save manpower and reduce errors while enhancing nursing students' professional knowledge and skills. To achieve teaching objectives and address the drawbacks of traditional education, this study presents a mobile assistant learning system to help nursing students prepare health education materials. The proposed system is based on a project-based learning strategy to assist nursing students with internalizing professional knowledge and developing critical thinking skills. Experimental results show that the proposed mobile system and project-based learning strategy can promote learning effectiveness and efficiency. Most nursing students and nursing educators showed positive attitudes toward this mobile learning system and looked forward to using it again in related courses in the future.

Implementation of pregnancy weight management and obesity guidelines: a meta-synthesis of healthcare professionals' barriers and facilitators using the Theoretical Domains Framework.

PubMed

Heslehurst, N; Newham, J; Maniatopoulos, G; Fleetwood, C; Robalino, S; Rankin, J

2014-06-01

Obesity in pregnancy is rising and is associated with severe health consequences for both the mother and the child. There is an increasing international focus on guidelines to manage the clinical risks of maternal obesity, and for pregnancy weight management. However, passive dissemination of guidelines is not effective and more active strategies are required for effective guideline implementation into practice. Implementation of guidelines is a form of healthcare professional behaviour change, and therefore implementation strategies should be based on appropriate behaviour change theory. This systematic review aimed to identify the determinants of healthcare professionals' behaviours in relation to maternal obesity and weight management. Twenty-five studies were included. Data synthesis of the existing international qualitative and quantitative evidence base used the Theoretical Domains Framework to identify the barriers and facilitators to healthcare professionals' maternal obesity and weight management practice. The domains most frequently identified included 'knowledge', 'beliefs about consequences' and 'environmental context and resources'. Healthcare professionals' weight management practice had the most barriers compared with any other area of maternal obesity practice. The results of this review will be used to inform the development of an intervention to support healthcare professional behaviour change. © 2014 The Authors. obesity reviews © 2014 International Association for the Study of Obesity.

Group supervision for healthcare professionals within primary care for patients with psychosomatic health problems: a pilot intervention study.

PubMed

Bullington, Jennifer; Cronqvist, Agneta

2018-03-01

In primary health care, efficacious treatment strategies are lacking for these patients, although the most prominent symptoms accounting for consultation in primary care often cannot be related to any biological causes. The aim was to explore whether group supervision from a specific phenomenological theory of psychosomatics could provide healthcare professionals treating patients with psychosomatic health issues within primary care a deeper understanding of these conditions and stimulate profession-specific treatment strategies. Our research questions were as follows: (i) What is the healthcare professionals' understanding of psychosomatics before and after the intervention? (ii) What are the treatment strategies for this group of patients before and after the intervention? The study was an explorative qualitative intervention pilot study. The six participants from a primary healthcare setting in a medium-sized city in Sweden participated in the study. A supervision group was formed, based on a mix of professions, age, gender and years of clinical experience. Supervision consisted of one 75-minutes meeting every month during the course of 6 months. Participants were interviewed before and after the supervision intervention. The study showed two distinct categories emerged from the data. One category of healthcare professionals espoused a psycho-educative approach, while the other lacked a cohesive approach. The supervision improved the second category of healthcare professionals' understanding of psychosomatics. The psycho-educative group did not change their understanding of psychosomatics, although they felt strengthened in their approach by the supervision. Profession-specific strategies were not developed. This pilot study indicates that a relatively short supervision intervention can aid clinicians in their clinical encounters with these patients; however, further research is necessary to ascertain the value of the specific phenomenologically based supervision intervention. © 2017 Nordic College of Caring Science.

A model of professional competences in mathematics to update mathematical and didactic knowledge of teachers

NASA Astrophysics Data System (ADS)

Díaz, Verónica; Poblete, Alvaro

2017-07-01

This paper describes part of a research and development project carried out in public elementary schools. Its objective was to update the mathematical and didactic knowledge of teachers in two consecutive levels in urban and rural public schools of Region de Los Lagos and Region de Los Rios of southern Chile. To that effect, and by means of an advanced training project based on a professional competences model, didactic interventions based on types of problems and types of mathematical competences with analysis of contents and learning assessment were designed. The teachers' competence regarding the didactic strategy used and its results, as well as the students' learning achievements are specified. The project made possible to validate a strategy of lifelong improvement in mathematics, based on the professional competences of teachers and their didactic transposition in the classroom, as an alternative to consolidate learning in areas considered vulnerable in two regions of the country.

The effectiveness of a long-term professional development program on teachers' self-efficacy, attitudes, skills, and knowledge using a thematic learning approach

NASA Astrophysics Data System (ADS)

Tinnin, Richard Kinna

The purpose of this research study was to determine the effectiveness of a long-term professional development program on self-efficacy beliefs, science attitudes, skills, and knowledge of elementary teachers. The target school was located in the Lower Rio Grande Valley of Texas. Major elements of the study included the use of thematic science strands, use of the 5E constructivist-oriented instructional model, a focus on the interdisciplinary nature of the science process skills, and guided, inquiry-based learning experiences. These elements mirror the principles identified as being essential components of effective professional development for mathematics, and science education (Fullan, 1985; Sparks & Loucks-Horsley, 1990; Loucks-Horsley, 1997). The research team was actively involved with the participants for a total of 30 days at their school over the 24 months of the study. During each training, the research team modeled the 5E constructivist-oriented instructional strategy, and the interdisciplinary nature of the science process skills, set up a wide variety of activity centers, and provided the teachers with opportunities to improve their attitudes, skills, and knowledge of the science content, and teaching strategies. The 15 participants completed pre-, post-, and post-post-Leadership Team Surreys. Quantitative data analyses of gain scores measuring level of confidence to teach Marine and Earth Science, content knowledge, and teaching strategies were significant, p < .001. The participants' efficacy-beliefs and outcome expectancy were assessed with a pre- and posttest Science Teacher Self-Efficacy Beliefs Instrument that measures both elements. Self-efficacy beliefs were significant at p < .001. Outcome expectancies were not significant, p > .05. Qualitative analysis of reflective journal comments, classroom observations, and the participants understanding, and use of science process skills across the curriculum supported the quantitative data results. The data demonstrate significant improvement in the self-efficacy beliefs, attitudes, skills, and knowledge toward teaching science of the Pre-Kindergarten--2nd -grade teachers who participated in this long-term professional development study.

A Strategy to Support Educational Leaders in Developing Countries to Manage Contextual Challenges

ERIC Educational Resources Information Center

Wolhuter, Charl; van der Walt, Hannes; Steyn, Hennie

2016-01-01

The central theoretical argument of this paper is that educational leadership and organisational development and change in educational institutions in developing countries will not be effective unless school leaders are aware of the challenges posed by contextual factors that might have an impact on their professional activities. The article…

The "Starving Time" Wikinquiry: Using a Wiki to Foster Historical Inquiry

ERIC Educational Resources Information Center

Stoddard, Jeremy D.; Hofer, Mark J.; Buchanan, Molly G.

2008-01-01

During our careers as teachers, professional development specialists, and teacher educators, we have made perpetual attempts to develop instructional strategies and tools for engaging students in historical inquiry. Emphasis in recent years in the field of social studies education has been on the development and use of digitized historical…

Awakening Teacher Voice and Student Voice: The Development of a Feminist Pedagogy

ERIC Educational Resources Information Center

Weisner, Jill

2004-01-01

In this paper, the author presents a narrative describing both her personal life and professional life, sharing the development of her teaching strategies and their relationship to feminism. She details how her background, politics, insecurities, strengths, and values directly influenced the development of her teaching pedagogy, asserting that,…

The Strategic Value of HRD in Lean Strategy Implementation

ERIC Educational Resources Information Center

Alagaraja, Meera; Egan, Toby

2013-01-01

Central to the relevance of HRD is the inclusion of HRD professionals and functions in organizational strategy. Understanding how HRD units and professionals contribute to or hinder organizational strategy is important for the field. We describe an organizational case in which a systemic strategic initiative involving "Lean strategy" is deployed…

Learning to reason: a journey of professional socialisation.

PubMed

Ajjawi, Rola; Higgs, Joy

2008-05-01

One of the key attributes that health professional students and new graduates develop during professional socialisation is clinical reasoning ability. Clinical reasoning is a complex skill that is essential for professional practice. There is limited research specifically addressing how physiotherapists learn to reason in the workplace. The research reported in this paper addressed this gap by investigating how experienced physiotherapists learned to reason in daily practice. This learning journey was examined in the context of professional socialisation. A hermeneutic phenomenological research study was conducted using multiple methods of data collection including observation, written reflective exercises and repeated, semi-structured interviews. Data were analysed using phenomenological and hermeneutic strategies involving in-depth, iterative reading and interpretation to identify themes in the data. Twelve physiotherapists with clinical and supervisory experience were recruited from the areas of cardiopulmonary, musculoskeletal and neurological physiotherapy to participate in this study. Participants' learning journeys were diverse, although certain episodes of learning were common or similar. Role models, mentors and colleagues were found to be influential in the development of reasoning. An important implication for the professional socialisation of physiotherapists and other health professionals and for those involved in practice development is the need to recognise and enhance the role of practice communities in the explicit learning of clinical reasoning skills.

Professionalization as an Advocacy Strategy: A Content Analysis of Canadian Child Care Social Movement Organizations' 2008 Discursive Resources

ERIC Educational Resources Information Center

Langford, Rachel; Prentice, Susan; Albanese, Patrizia; Summers, Bernadette; Messina-Goertzen, Brianne; Richardson, Brooke

2013-01-01

Do early childhood education and care (ECEC) professionals make good advocates? Canadian advocates have fought for better child care policies since the mid-1940s. What has happened to this advocacy with the recent increased professionalization of the ECEC sector? How does increased professionalization limit, innovate or expand advocacy strategies?…

Learning and Development.

ERIC Educational Resources Information Center

Woodard, Dudley B., Jr.; Love, Patrick; Komives, Susan R

2000-01-01

An emphasis on learning and development is a student-centered focus. It is essential for student affairs professionals to keep the resources of the institution focused on the student experience. Student affairs personnel need to map the learning and developmental agenda for students and identify the educational strategies needed to help learners…

Action Learning--An Experience Working with Executives at the IBM Corporation

ERIC Educational Resources Information Center

Tracy, Marianne

2011-01-01

The increasing emphasis on innovation in executive development has important implications for contemporary organizations talent professionals and strategy creators. Providing an experience that addresses individual and team development, strategic innovation, organizational alignment and the integration of values is the objective of the action…

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…

Strategies, Use, and Impact of Social Media for Supporting Teacher Community within Professional Development: The Case of One Urban STEM Program

ERIC Educational Resources Information Center

Rosenberg, Joshua M.; Greenhalgh, Spencer P.; Wolf, Leigh Graves; Koehler, Matthew J.

2017-01-01

This paper examines the use of social media to foster community connections within the MSU Urban Science, Technology, Engineering, and Mathematics (STEM) program. We describe the strategies employed by the program and the technologies employed by instructors to provide support, build community, and showcase learning. We highlight three particular…

Pathways to Thinking: Strategies for Developing Independent Learners K-8. Expanded Professional Version.

ERIC Educational Resources Information Center

Ross, Elinor Parry

Learning how to think is essential for children to grow into responsible citizens and contribute to society. Schools need curricula that support a variety of thinking strategies as students read, write, and study content-area subjects, and learn to evaluate and manage what they do. This book for teachers provides a framework for creating a…

Service-Learning by Doing: How a Student-Run Consulting Company Finds Relevance and Purpose in a Business Strategy Capstone Course

ERIC Educational Resources Information Center

Robinson, David F.; Sherwood, Arthur Lloyd; DePaolo, Concetta A.

2010-01-01

A challenge for undergraduate learning in strategy is that the students lack professional work experiences. Without a rich background of experience, many strategic management topics are difficult to grasp. Our solution has been to develop a strategic management capstone course that combines service-learning and problem-based learning. The…

Engaging Parents in Parentline Plus' Time to Talk Community Programme as Part of England's Teenage Pregnancy Strategy: Lessons for Policy and Practice

ERIC Educational Resources Information Center

Cullen, Mairi Ann; Davis, Liz; Lindsay, Geoff; Davis, Hilton

2012-01-01

Based on 65 interviews with professionals and parents conducted during 2007-2008, this 16-month, mainly qualitative evaluation of Parentline Plus' Time to Talk Community Programme (a preventative initiative within England's teenage pregnancy strategy) found that a community development approach and an ethos of partnership with parents and…

Project CRISS[R] (CReating Independence through Student-owned Strategies). What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

Project CRISS[R] (CReating Independence through Student-owned Strategies) is a professional development program for teachers that aims to improve reading, writing, and learning for 3rd- through 12th-grade students. The implementation of Project CRISS[R] does not require a change in the curriculum or materials being used in the classroom, but…

Literacy Coaching: A Case Study of How a Literacy Coach Provides Support for a Kindergarten Teacher and a Second Grade Teacher

ERIC Educational Resources Information Center

Hung, Carrie

2012-01-01

Coaching is a professional development approach that is utilized to support classroom teachers' implementation of research-based teaching strategies and methods. Studies have shown that coaching supports classroom teachers' implementation of teaching strategies and methods; however, there is little research on what coaches do to support…

The Monets, Van Goghs, and Renoirs of Science Education: Writing Impressionist Tales as a Strategy for Facilitating Prospective Teachers' Reflections on Science Experiences

ERIC Educational Resources Information Center

Bryan, Lynn A.; Tippins, Deborah J.

2005-01-01

A particularly useful pedagogical strategy for beginning a dialogue with prospective teachers about the ways in which their experiences and beliefs shape their development of professional knowledge is writing impressionist tales. Impressionist tales are a form of autobiography that portrays one highly personal perspective on a significant moment…

Conflict on interprofessional primary health care teams--can it be resolved?

PubMed

Brown, Judith; Lewis, Laura; Ellis, Kathy; Stewart, Moira; Freeman, Thomas R; Kasperski, M Janet

2011-01-01

Increasingly, primary health care teams (PHCTs) depend on the contributions of multiple professionals. However, conflict is inevitable on teams. This article examines PHCTs members' experiences with conflict and responses to conflict. This phenomenological study was conducted using in-depth interviews with 121 participants from 16 PHCTs (10 urban and 6 rural) including a wide range of health care professionals. An iterative analysis process was used to examine the verbatim transcripts. The analysis revealed three main themes: sources of team conflict; barriers to conflict resolution; and strategies for conflict resolution. Sources of team conflict included: role boundary issues; scope of practice; and accountability. Barriers to conflict resolution were: lack of time and workload; people in less powerful positions; lack of recognition or motivation to address conflict; and avoiding confrontation for fear of causing emotional discomfort. Team strategies for conflict resolution included interventions by team leaders and the development of conflict management protocols. Individual strategies included: open and direct communication; a willingness to find solutions; showing respect; and humility. Conflict is inherent in teamwork. However, understanding the potential barriers to conflict resolution can assist PHCTs in developing strategies to resolve conflict in a timely fashion.

Ecological strategies to promote healthy body image among children.

PubMed

Evans, Retta R; Roy, Jane; Geiger, Brian F; Werner, Karen A; Burnett, Donna

2008-07-01

Personal habits of children and adolescents related to healthy body image (BI) are influenced by various determinants in the micro- and macroenvironment. These include attitudes and behaviors about eating; exercise and physical appearance modeled by parents, teachers, and peers; as well as opportunities to learn new habits and social praise for healthy choices. The coordinated school health program (CSHP) is compatible with the 5 levels of an ecological approach to developing new health behaviors. Authors systematically applied the ecological model to all 8 components of coordinated school health. Next, strategies for each of the components were developed using the professional literature as well as author expertise in the areas of health education, exercise science, and dietetics. For each strategy, applicable health and physical education standards, as well as goals for each strategy and additional Web resources, were provided to assist educators and administrators in supporting healthy BI among students. Educators may effectively use a coordinated approach to guide multiple intervention activities aimed at increasing healthy habits among adolescents and their families. The strength of the CSHP is its collaborative nature with active participation by students, faculty members, family caregivers, agency professionals, community residents, and health care providers.

Living with digestive stomas: strategies to cope with the new bodily reality1

PubMed Central

Bonill-de-las-Nieves, Candela; Celdrán-Mañas, Miriam; Hueso-Montoro, César; Morales-Asencio, José Miguel; Rivas-Marín, Concha; Fernández-Gallego, Magdalena Cuevas

2014-01-01

Objective the objective in this study was to describe the strategies developed by digestive stoma patients to cope with their situation. Method a qualitative and descriptive study was undertaken, involving 21 stoma patients living in the provinces of Málaga and Granada (Spain). The informants were selected in accordance with criteria of appropriateness and diversity, through intentional sampling. The data were collected by means of semistructured interviews. Results the content analysis revealed three categories around which the distinct strategies were developed: Self-care, Adaptation to the bodily change and Self-help. Conclusion the strategies developed are focusing on achieving the effective management of the stoma and are closely linked with the achievement of autonomy. Discovering the strategies applied is fundamental for the nursing professionals to offer high-quality care, centered on people and their process. PMID:25029049

Stepping up to the challenge: the development, implementation, and assessment of a statewide, regional, leadership program for school nutrition directors.

PubMed

Bergman, Jacqueline J; Briggs, Marilyn M; Beall, Deborah L; Curwood, Sandy; Gray, Pilar; Soiseth, Scott; Taylor, Rodney K; Zidenberg-Cherr, Sheri

2015-01-01

A statewide professional development program was developed and implemented throughout California for school nutrition directors with the goal of creating healthy school environments and regional networks for collaboration and healthy school environment sustainability. Needs of school nutrition directors were identified through a needs assessment questionnaire. Results of the needs assessment questionnaire (n = 256) identified (a) planning cost-effective menus; (b) reducing calories, sodium, saturated fat, and trans fat in menus; and (c) using U.S. Department of Agriculture foods cost-effectively as the most useful topics. Highest rated topics informed the content of the professional development program. A post-professional development questionnaire identified key "insights, inspirations, and strategies" as (a) marketing of school foods program, (b) expansion of salad bars, and (c) collaboration with community partners. A 6-month follow-up questionnaire identified that 86% of participants made progress toward implementing at least one of their five insights, inspirations, and strategies in their school districts. Most common areas that were implemented were marketing and branding (32%), revamping salad bars (18%), and motivating staff (16%). School and Community Actions for Nutrition survey analysis showed a significant increase in the use of marketing methods in school nutrition programs from baseline to 6-month post-program implementation (p = .024). © 2014 Society for Public Health Education.

A Balanced Scorecard With Strategy Map: Measuring the Value of a Nursing Sabbatical.

PubMed

Embree, Jennifer L; Swenty, Constance F; Schaar, Gina

2015-01-01

Seasoned nurses frequently resign from their positions due to burnout. An innovative idea that could support nurse retention is nurse sabbaticals. Balanced scorecards with strategy maps can display financial benefit, positive customer experience, and operational and human capital development required to initiate and sustain a professional nurse sabbatical. A balanced scorecard with strategy map is an effective tool that demonstrates connection between the organizational mission and the outcomes of a nurse sabbatical program.

Using lifestyle analysis to develop wellness marketing strategies for IT professionals in India.

PubMed

Suresh, Sathya; Ravichandran, Swathi

2010-01-01

Revenues for the information technology (IT) industry have grown 10 times over the past decade in India. Although this growth has resulted in increased job opportunities, heavy workloads, unhealthy eating habits, and reduced family time are significant downfalls. To understand lifestyle choices of IT professionals, this study segmented and profiled wellness clients based on lifestyle. Data were collected from clients of five wellness centers. Cluster and discriminant analyses revealed four wellness consumer segments based on lifestyle. Results indicated a need for varying positioning approaches, segmentation, and marketing strategies suited for identified segments. To assist managers of wellness centers, four distinct packages were created that can be marketed to clients in the four segments.

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.

Innovations in Public Health Education: Promoting Professional Development and a Culture of Health

PubMed Central

Gentry, Daniel; Klesges, Lisa M.

2015-01-01

As the field of public health advances toward addressing complex, systemic problems, future public health professionals must be equipped with leadership and interprofessional skills that support collaboration and a culture of health. The University of Memphis School of Public Health has infused innovative strategies into graduate education via experiential learning opportunities to enhance leadership, collaboration, and professional development. Novel training programs such as Day One, Public Health Interdisciplinary Case Competition, and Memphis Healthy U support Association of Schools and Programs of Public Health cross-cutting competencies and prepare Master of Public Health and Master of Health Administration graduates to function effectively at the outset of their careers and become catalysts for creating a culture of health. PMID:25706016

Innovations in public health education: promoting professional development and a culture of health.

PubMed

Levy, Marian; Gentry, Daniel; Klesges, Lisa M

2015-03-01

As the field of public health advances toward addressing complex, systemic problems, future public health professionals must be equipped with leadership and interprofessional skills that support collaboration and a culture of health. The University of Memphis School of Public Health has infused innovative strategies into graduate education via experiential learning opportunities to enhance leadership, collaboration, and professional development. Novel training programs such as Day One, Public Health Interdisciplinary Case Competition, and Memphis Healthy U support Association of Schools and Programs of Public Health cross-cutting competencies and prepare Master of Public Health and Master of Health Administration graduates to function effectively at the outset of their careers and become catalysts for creating a culture of health.

Advancing Climate Change Education: Student Engagement and Teacher Talk in the Classroom

NASA Astrophysics Data System (ADS)

Holthuis, N.; Saltzman, J.; Lotan, R.; Mastrandrea, M. D.; Diffenbaugh, P.; Gray, S.; Kloser, M.

2011-12-01

Stanford's Global Climate Change: Professional Development for K-12 Teachers is a unique collaboration between the Stanford School of Education and School of Earth Sciences to provide teacher professional development on the science of global climate change, pedagogical strategies, and curriculum materials. Scientists and education specialists developed a curriculum for middle and high school science classrooms. It addresses the fundamental issues of climate science, the impacts of climate change on society and on global resources, mitigation and adaptation strategies. This project documents in detail the full circle of curriculum development, teacher professional development, classroom implementation, analysis of student achievement data, and curriculum revision. Ongoing evaluation has provided understanding of the unique conditions and requirements of climate change education. In a sample of 750 secondary students in 25 Bay Area classrooms, we found statistically significant differences between post- (x=11.56, sd=4.75) and pre- (x=8.64, sd=4.58) test scores on standardized items and short open-ended essay questions. Through systematic classroom observations (300 observations in 25 classrooms), we documented student engagement and interactions, and the nature of teachers' talk in the classroom. We found that on average, 73.4% of the students were engaged, 14.4% were interacting with peers, and about 12.1% were disengaged. We also documented teacher talk (165 observations) and found that on the average, teachers delivered factual content and talked about classroom processes and spent less time on scientific argumentation, reasoning and/ or analysis. We documented significant differences in the quality of implementation among the teachers. Our study suggests that in addition to strengthening content knowledge and pedagogical content knowledge, professional development for teachers needs to include classroom management strategies, explicit modeling of collaborative work, and greater attention to the quality of teachers' questions and interactions with the students to enhance the quality of student talk and understanding. In our final year of the project, we will focus our observations more tightly on the nature of teacher and student talk to explore student understanding of climate change.

Motivating Staff--A Problem for the School Administrator.

ERIC Educational Resources Information Center

Batchler, Merv

1981-01-01

Examines the implications for educators of the "Motivation-Hygiene Theory" proposed by Frederick Herzberg. Suggests increasing staff opportunities for goal setting, decision making, and expanded professional competence as strategies for developing staff motivation. (Author/MLF)

Enhancing global health and education in Malawi, Zambia, and the United States through an interprofessional global health exchange program.

PubMed

Wilson, Lynda Law; Somerall, D'Ann; Theus, Lisa; Rankin, Sally; Ngoma, Catherine; Chimwaza, Angela

2014-05-01

This article describes participant outcomes of an interprofessional collaboration between health professionals and faculty in Malawi, Zambia, and the United States (US). One strategy critical for improving global health and addressing Millennium Development goals is promotion of interprofessional education and collaboration. Program participants included 25 health professionals from Malawi and Zambia, and 19 faculty/health professionals from Alabama and California. African Fellows participated in a 2 week workshop on Interprofessional Education in Alabama followed by 2 weeks working on individual goals with faculty collaborators/mentors. The US Fellows also spent 2 weeks visiting their counterparts in Malawi and Zambia to develop plans for sustainable partnerships. Program evaluations demonstrated participants' satisfaction with the program and indicated that the program promoted interprofessional and cross-cultural understanding; fostered development of long-term sustainable partnerships between health professionals and educators in Zambia and the US; and created increased awareness and use of resources for global health education. © 2014.

Smoking behaviour, knowledge and attitudes among Family Medicine physicians and nurses in Bosnia and Herzegovina

PubMed Central

Hodgetts, Geoffrey; Broers, Teresa; Godwin, Marshall

2004-01-01

Background Smoking rates among the general population in Bosnia and Herzegovina are extremely high, and national campaigns to lower smoking rates have not yet begun. As part of future activities of the Queen's University Family Medicine Development Program in the Balkans Region, technical assistance may be provided to Bosnia and Herzegovina to develop of national tobacco control strategies. This assistance may focus on training doctors and nurses on smoking cessation strategies with a view to helping their patients to stop smoking. Given this important role that health professionals have, data is needed on smoking rates as well as on smoking behaviour among doctors and nurses in Bosnia and Herzegovina. This study therefore seeks to determine the smoking rates and behaviour of family medicine physicians and nurses in Bosnia and Herzegovina and to determine how well prepared they feel with respect to counselling their patients on smoking cessation strategies. Methods The WHO Global Health Professional Survey, a self-administered questionnaire, was distributed to physicians and nurses in 19 Family Medicine Teaching Centres in Bosnia and Herzegovina in June 2002. Smoking rates and behaviour, as well as information on knowledge and attitudes regarding smoking were determined for both physicians and nurses. Results Of the 273 physicians and nurses currently working in Family Medicine Teaching Centres, 209 (77%) completed the questionnaire. Approximately 45% of those surveyed currently smoke, where 51% of nurses smoked, compared to 40% of physicians. With respect to knowledge and attitudes, all respondents agreed that smoking is harmful to one's health. However, "ever" smokers, compared to "never" smokers, were less likely to agree that health professionals who smoke were less likely to advise patients to quit smoking than non-smoking health professionals. Less than half of physicians and nurses had received formal training in smoking cessations strategies, but about two thirds of health professionals felt very or somewhat prepared to counsel their patients on how to quit smoking. Conclusions Our study indicates that almost half of Family Medicine health professionals in Bosnia and Herzegovina are smokers. This indicates a severe public health problem throughout the country. Steps need to be taken at a national level to address the fight against tobacco. PMID:15193160

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.

Applied Theatre Facilitates Dialogue about Career Challenges for Scientists.

PubMed

Segarra, Verónica A; Zavala, MariaElena; Hammonds-Odie, Latanya

2017-04-01

The design of programs in support of a strong, diverse, and inclusive scientific workforce and academe requires numerous difficult conversations about sensitive topics such as the challenges scientists can face in their professional development. Theatre can be an interactive and effective way to foster discussion around such subjects. This article examines the implementation and benefits of such interactive strategies in different contexts, including the benefits of getting early career academics and professionals talking about some of the situations that women and underrepresented minorities face in the workplace, while allowing more seasoned professionals and colleagues to join in the conversation.

Applied Theatre Facilitates Dialogue about Career Challenges for Scientists†

PubMed Central

Segarra, Verónica A.; Zavala, MariaElena; Hammonds-Odie, Latanya

2017-01-01

The design of programs in support of a strong, diverse, and inclusive scientific workforce and academe requires numerous difficult conversations about sensitive topics such as the challenges scientists can face in their professional development. Theatre can be an interactive and effective way to foster discussion around such subjects. This article examines the implementation and benefits of such interactive strategies in different contexts, including the benefits of getting early career academics and professionals talking about some of the situations that women and underrepresented minorities face in the workplace, while allowing more seasoned professionals and colleagues to join in the conversation. PMID:28656070

Kepler Mission IYA Teacher Professional Development Workshops

NASA Astrophysics Data System (ADS)

Devore, E. K.; Harman, P.; Gould, A. D.; Koch, D.

2009-12-01

NASA's Kepler Mission conducted six teacher professional development workshops on the search for Earth-size in the habitable zone of Sun-like stars. The Kepler Mission launched in March, 2009. As a part of International Year of Astronomy 2009, this series of one-day workshops were designed and presented for middle and high school teachers, and science center and planetarium educators prior to and after the launch. The professional development workshops were designed using the best practices and principals from the National Science Education Standards and similar documents. Sharing the outcome of our plans, strategies and formative evaluation results can be of use to other Education and Public Outreach practitioners who plan similar trainings. Each event was supported by a Kepler team scientist, two Education & Public Outreach staff and local hosts. The workshops combined a science content lecture and discussion, making models, kinesthetic activities, and interpretation of transit data. The emphasis was on inquiry-based instruction and supported science education standards in grades 7-12. Participants’ kit included an orrery, optical sensor and software to demonstrate transit detection. The workshop plan, teaching strategies, and lessons learned from evaluation will be discussed. Future events are planned. Kepler's Education and Public Outreach program is jointly conducted by the SETI Institute and Lawrence Hall of Science at UC Berkeley in close coordination with the Kepler Mission at NASA Ames Research Center. The IYA Kepler Teacher Professional Development workshops were supported by NASA Grants to the E. DeVore, SETI Institute NAG2-6066 Kepler Education and Public Outreach and NNX08BA74G, IYA Kepler Mission Pre-launch Workshops. Teachers participate in human orrery.

Assessing faculty professional development in STEM higher education: Sustainability of outcomes.

PubMed

Derting, Terry L; Ebert-May, Diane; Henkel, Timothy P; Maher, Jessica Middlemis; Arnold, Bryan; Passmore, Heather A

2016-03-01

We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices.

Assessing faculty professional development in STEM higher education: Sustainability of outcomes

PubMed Central

Derting, Terry L.; Ebert-May, Diane; Henkel, Timothy P.; Maher, Jessica Middlemis; Arnold, Bryan; Passmore, Heather A.

2016-01-01

We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices. PMID:27034985

Establishing space activities in non-space faring nations: An example of university-based strategic planning

NASA Astrophysics Data System (ADS)

Faure, Pauline; Cho, Mengu; Maeda, George

2018-07-01

In 2015, Kyushu Institute of Technology initiated the Joint Global Multi-Nation Birds Satellite (BIRDS) program. As of September 2017, young professionals from Bangladesh, Ghana, Nigeria, Thailand, Mongolia, Philippines, Malaysia, and Bhutan are being involved in BIRDS program. To help the young professionals acquiring the right tools and preparing them to successfully establish indigenous space activities, the space strategic planning project was established in February 2017. During the project, young professionals from Bangladesh, Ghana, Mongolia, and Bhutan were invited to think about the strategy their home country should be following in the next ten years to achieve their country's goals in terms of space sciences, engineering, and utilization, while respecting the country needs and constraints. In this paper, the efforts undertaken by the different young professionals are reported and the guidelines for each country space strategic planning are described. From this work, the authors aim at promoting space activities development in non-space faring nations and encouraging non-space faring nations to find their right strategy to achieve sustainable indigenous space activities despite the nation's constraints.

Minimizing medical litigation, Part 1.

PubMed

Harold, Tan Keng Boon

2006-01-01

The global rise in medical litigation has led to defensive medical practices and rising malpractice insurance premiums. There is a need to review all possible factors influencing litigiousness of the society and to develop strategies to control such factors. Some of the contributory causes of rising litigiousness include higher patients' expectations, poor provider-patient communication, and adversarial legalism of the society. A good combination of system, professional, and legislative strategies may keep medical litigation in check. Part 2 of this article will address the development of a dispute resolution framework.

Single-Family Energy Auditor Job Task Analysis

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

Head, Heather R.; Kurnik, Charles W.

The National Renewable Energy Laboratory (NREL) is contracted by the U.S. Department of Energy (DOE) Weatherization Assistance Program (WAP) to develop and maintain the resources under the Guidelines for Home Energy Professionals (GHEP) project. As part of the GHEP strategy to increase the quality of work conducted for single-family, residential energy-efficiency retrofits, the Home Energy Professionals Job Task Analysis are used as the foundation for quality training programs and trainers.

Single-Family Quality Control Inspector Job Task Analysis

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

Head, Heather R; Kurnik, Charles W

The National Renewable Energy Laboratory (NREL) is contracted by the U.S. Department of Energy (DOE) Weatherization Assistance Program (WAP) to develop and maintain the resources under the Guidelines for Home Energy Professionals (GHEP) project. As part of the GHEP strategy to increase the quality of work conducted for single-family, residential energy-efficiency retrofits, the Home Energy Professionals Job Task Analysis are used as the foundation for quality training programs and trainers.

Refining a taxonomy for guideline implementation: results of an exercise in abstract classification

PubMed Central

2013-01-01

Background To better understand the efficacy of various implementation strategies, improved methods for describing and classifying the nature of these strategies are urgently required. The aim of this study was to develop and pilot the feasibility of a taxonomy to classify the nature and content of implementation strategies. Methods A draft implementation taxonomy was developed based on the Cochrane Effective Practice and Organisation of Care (EPOC) data collection checklist. The draft taxonomy had four domains (professional, financial, organisational and regulatory) covering 49 distinct strategies. We piloted the draft taxonomy by using it to classify the implementation strategies described in the conference abstracts of the implementation stream of the 2010 Guideline International Network Conference. Five authors classified the strategies in each abstract individually. Final categorisation was then carried out in a face-to-face consensus meeting involving three authors. Results The implementation strategies described in 71 conference abstracts were classified. Approximately 15.5% of abstracts utilised strategies that could not be categorised using the draft taxonomy. Of those strategies that could be categorised, the majority were professionally focused (57%). A total of 41% of projects used only one implementation strategy, with 29% using two and 31% three or more. The three most commonly used strategies were changes in quality assurance, quality improvement and/or performance measurement systems, changes in information and communication technology, and distribution of guideline materials (via hard-copy, audio-visual and/or electronic means). Conclusions Further refinement of the draft taxonomy is required to provide hierarchical dimensions and granularity, particularly in the areas of patient-focused interventions, those concerned with audit and feedback and quality improvement, and electronic forms of implementation, including electronic decision support. PMID:23497520

Refining a taxonomy for guideline implementation: results of an exercise in abstract classification.

PubMed

Mazza, Danielle; Bairstow, Phillip; Buchan, Heather; Chakraborty, Samantha Paubrey; Van Hecke, Oliver; Grech, Cathy; Kunnamo, Ilkka

2013-03-15

To better understand the efficacy of various implementation strategies, improved methods for describing and classifying the nature of these strategies are urgently required. The aim of this study was to develop and pilot the feasibility of a taxonomy to classify the nature and content of implementation strategies. A draft implementation taxonomy was developed based on the Cochrane Effective Practice and Organisation of Care (EPOC) data collection checklist. The draft taxonomy had four domains (professional, financial, organisational and regulatory) covering 49 distinct strategies. We piloted the draft taxonomy by using it to classify the implementation strategies described in the conference abstracts of the implementation stream of the 2010 Guideline International Network Conference. Five authors classified the strategies in each abstract individually. Final categorisation was then carried out in a face-to-face consensus meeting involving three authors. The implementation strategies described in 71 conference abstracts were classified. Approximately 15.5% of abstracts utilised strategies that could not be categorised using the draft taxonomy. Of those strategies that could be categorised, the majority were professionally focused (57%). A total of 41% of projects used only one implementation strategy, with 29% using two and 31% three or more. The three most commonly used strategies were changes in quality assurance, quality improvement and/or performance measurement systems, changes in information and communication technology, and distribution of guideline materials (via hard-copy, audio-visual and/or electronic means). Further refinement of the draft taxonomy is required to provide hierarchical dimensions and granularity, particularly in the areas of patient-focused interventions, those concerned with audit and feedback and quality improvement, and electronic forms of implementation, including electronic decision support.

Incentives for non-physician health professionals to work in the rural and remote areas of Mozambique--a discrete choice experiment for eliciting job preferences.

PubMed

Honda, Ayako; Vio, Ferruccio

2015-04-26

Successfully motivating and retaining health workers is critical for the effective performance of health systems. In Mozambique, a shortage of health care professionals and low levels of staff motivation in rural and remote areas pose challenges to the provision of equitable health care delivery. This study provides quantitative information on the job preferences of non-physician health professionals in Mozambique, examining how different aspects of jobs are valued and how health professionals might respond to policy options that would post them to district hospitals in rural areas. The study used a discrete choice experiment (DCE) to elicit the job preferences of non-physician health professionals. Data collection took place in four Mozambique provinces: Maputo City, Maputo Province, Sofala and Nampula. DCE questionnaires were administered to 334 non-physician health professionals with specialized or university training ('mid-level specialists' and N1 and N2 categories). In addition, questionnaires were administered to 123 N1 and N2 students to enable comparison of the results for those with work experience with those without and determine how new N1 and N2 graduates can be attracted to rural posts. The results indicate that the provision of basic government housing has the greatest impact on the probability of choosing a job at a public health facility, followed by the provision of formal education opportunities and the availability of equipment and medicine at a health facility. The sub-group analysis suggests that job preferences vary according to stage of life and that incentive packages should vary accordingly. Recruitment strategies to encourage non-clinical professionals to work in rural/remote areas should also consider birthplace, as those born in rural/remote areas are more willing to work remotely. The study was undertaken within an overarching project that aimed to develop incentive packages for non-physician health professionals assigned to work in remote/rural areas. Based on the DCE results, the project team, together with the Mozambique Ministry of Health, has developed a range of health workforce retention strategies focusing on the provision of housing benefits and professional development opportunities to be utilized when assigning non-physician health professionals to rural/remote areas.

PEPNet 2000 Innovation in Education. Conference Proceedings (Denver, Colorado, April 5-8, 2000).

ERIC Educational Resources Information Center

Jursik, Kay B., Ed.

This proceedings focuses on the best practices and most effective strategies for meeting the needs of postsecondary students who are deaf and hard of hearing. Presentations address professional development, access to programs and services, teaching methods, using technology, student preparation for college, program development, working with…

Personal Agency in Leadership Learning Using an Australian Heuristic

ERIC Educational Resources Information Center

Lovett, Susan; Dempster, Neil; Flückiger, Bev

2015-01-01

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

MOOCs and Museums: Not Such Strange Bedfellows

ERIC Educational Resources Information Center

Mazzola, Lisa

2015-01-01

In April 2013, The Museum of Modern Art entered into a partnership with MOOC (Massive Open Online Course) provider Coursera to offer professional development opportunities for K-12 teachers all over the world. Since entering into that partnership, MoMA has developed two MOOCs: "Art and Inquiry: Museum Teaching Strategies for Your…

Teacher Perceptions towards ICT Integration: Professional Development through Blended Learning

ERIC Educational Resources Information Center

Qasem, Arwa Ahmed Abdo; Viswanathappa, G.

2016-01-01

Integrating Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators' attention in recent years. Teachers need to be involved in collaborative projects and development of intervention change strategies, which include teaching partnerships with ICT as a tool. Teacher perceptions…

Creating a Culture of Language Awareness in Content-Based Contexts

ERIC Educational Resources Information Center

Lindahl, Kristen; Watkins, Naomi M.

2015-01-01

A "toolkit" approach to professional development is frequently used to assist teachers of English language learners (ELLs), wherein teachers are provided a grab bag of activities and strategies to implement in their classrooms. However, today's heightened language demands call for teachers to develop teacher language awareness (TLA), a…

Playing without Pain: Strategies for the Developing Instrumentalist

ERIC Educational Resources Information Center

Dawson, William J.

2006-01-01

Adult instrumental musicians are not the only ones to develop painful problems that interfere with their practice and performance--young musicians are affected, too. In fact, some young instrumentalist are more likely than their elders to be bothered by these painful conditions. Health professionals who frequently see musicians in their offices…

Strategies for Developing a Positive Parent-School Partnership.

ERIC Educational Resources Information Center

Wagonseller, Bill R.

A "grassroots" model for developing a parent-school partnership to help communities achieve the national Education 2000 goals is presented in this paper. The model is based on two assumptions about parenting: (1) parents are responsible for child-rearing; and (2) professionals are responsible for educating parents. Recommendations for a…

How do professionals assess the quality of life of children with advanced cancer receiving palliative care, and what are their recommendations for improvement?

PubMed

Avoine-Blondin, Josianne; Parent, Véronique; Fasse, Léonor; Lopez, Clémentine; Humbert, Nago; Duval, Michel; Sultan, Serge

2018-05-08

It is known that information regarding the quality of life of a patient is central to pediatric palliative care. This information allows professionals to adapt the care and support provided to children and their families. Previous studies have documented the major areas to be investigated in order to assess the quality of life, although it is not yet known what operational criteria or piece of information should be used in the context of pediatric palliative care. The present study aims to: 1) Identify signs of quality of life and evaluation methods currently used by professionals to assess the quality of life of children with cancer receiving palliative care. 2) Collect recommendations from professionals to improve the evaluation of quality of life in this context. We selected a qualitative research design and applied an inductive thematic content analysis to the verbal material. Participants included 20 members of the Department of Hematology-Oncology at CHU Sainte-Justine from various professions (e.g. physicians, nurses, psychosocial staff) who had cared for at least one child with cancer receiving palliative care in the last year. Professionals did not have access to pre-established criteria or to a defined procedure to assess the quality of life of children they followed in the context of PPC. They reported basing their assessment on the child's non-verbal cues, relational availability and elements of his/her environment. These cues are typically collected through observation, interpretation and by asking the child, his/her parents, and other members of the care. To improve the assessment of quality of life professionals recommended optimizing interdisciplinary communication, involving the child and the family in the evaluation process, increasing training to palliative care in hematology/oncology, and developing formalized measurement tools. The formulation of explicit criteria to assess the quality of life in this context, along with detailed recommendations provided by professionals, support the development of systematic measurement strategy. Such a strategy would contribute to the development of common care goals and further facilitate communication between professionals and with the family.

Strategies and challenges for communicating the diagnosis of cancer in cross-cultural clinical settings-Perspectives from South African healthcare professionals.

PubMed

Brown, Ottilia; Goliath, Veonna; van Rooyen, Dalena R M; Aldous, Colleen; Marais, Leonard Charles

2017-01-01

Communicating the diagnosis of cancer in cross-cultural clinical settings is a complex task. This qualitative research article describes the content and process of informing Zulu patients in South Africa of the diagnosis of cancer, using osteosarcoma as the index diagnosis. We used a descriptive research design with census sampling and focus group interviews. We used an iterative thematic data analysis process and Guba's model of trustworthiness to ensure scientific rigor. Our results reinforced the use of well-accepted strategies for communicating the diagnosis of cancer. In addition, new strategies emerged which may be useful in other cross-cultural settings. These strategies included using the stages of cancer to explain the disease and its progression and instilling hope using a multidisciplinary team care model. We identified several patients, professionals, and organizational factors that complicate cross-cultural communication. We conclude by recommending the development of protocols for communication in these cross-cultural clinical settings.

The Ontario Osteoporosis Strategy: implementation of a population-based osteoporosis action plan in Canada.

PubMed

Jaglal, S B; Hawker, G; Cameron, C; Canavan, J; Beaton, D; Bogoch, E; Jain, R; Papaioannou, A

2010-06-01

In the last decade, there have been a number of action plans published to highlight the importance of preventing osteoporosis and related fractures. In the province of Ontario Canada, the Ministry of Health provided funding for the Ontario Osteoporosis Strategy. The goal is to reduce morbidity, mortality, and costs from osteoporosis and related fractures through an integrated and comprehensive approach aimed at health promotion and disease management. This paper describes the components of the Ontario Osteoporosis Strategy and progress on implementation efforts as of March 2009. There are five main components: health promotion; bone mineral density testing, access, and quality; postfracture care; professional education; and research and evaluation. Responsibility for implementation of the initiatives within the components is shared across a number of professional and patient organizations and academic teaching hospitals with osteoporosis researchers. The lessons learned from each phase of the development, implementation, and evaluation of the Ontario Osteoporosis Strategy provides a tremendous opportunity to inform other jurisdictions embarking on implementing similar large-scale bone health initiatives.

Professional Development and Use of Digital Technologies by Science Teachers: a Review of Theoretical Frameworks

NASA Astrophysics Data System (ADS)

Fernandes, Geraldo W. Rocha; Rodrigues, António M.; Ferreira, Carlos Alberto

2018-03-01

This article aims to characterise the research on science teachers' professional development programs that support the use of Information and Communication Technologies (ICTs) and the main trends concerning the theoretical frameworks (theoretical foundation, literature review or background) that underpin these studies. Through a systematic review of the literature, 76 articles were found and divided into two axes on training science teachers and the use of digital technologies with their categories. The first axis (characterisation of articles) presents the category key features that characterise the articles selected (major subjects, training and actions for the professional development and major ICT tools and digital resources). The second axis (trends of theoretical frameworks) has three categories organised in theoretical frameworks that emphasise the following: (a) the digital technologies, (b) prospects of curricular renewal and (c) cognitive processes. It also characterised a group of articles with theoretical frameworks that contain multiple elements without deepening them or that even lack a theoretical framework that supports the studies. In this review, we found that many professional development programs for teachers still use inadequate strategies for bringing about change in teacher practices. New professional development proposals are emerging with the objective of minimising such difficulties and this analysis could be a helpful tool to restructure those proposals.

Strategies for Improving Power in School-Randomized Studies of Professional Development.

PubMed

Kelcey, Ben; Phelps, Geoffrey

2013-12-01

Group-randomized designs are well suited for studies of professional development because they can accommodate programs that are delivered to intact groups (e.g., schools), the collaborative nature of professional development, and extant teacher/school assignments. Though group designs may be theoretically favorable, prior evidence has suggested that they may be challenging to conduct in professional development studies because well-powered designs will typically require large sample sizes or expect large effect sizes. Using teacher knowledge outcomes in mathematics, we investigated when and the extent to which there is evidence that covariance adjustment on a pretest, teacher certification, or demographic covariates can reduce the sample size necessary to achieve reasonable power. Our analyses drew on multilevel models and outcomes in five different content areas for over 4,000 teachers and 2,000 schools. Using these estimates, we assessed the minimum detectable effect sizes for several school-randomized designs with and without covariance adjustment. The analyses suggested that teachers' knowledge is substantially clustered within schools in each of the five content areas and that covariance adjustment for a pretest or, to a lesser extent, teacher certification, has the potential to transform designs that are unreasonably large for professional development studies into viable studies. © The Author(s) 2014.

Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs

NASA Astrophysics Data System (ADS)

Shea, Nicole A.; Mouza, Chrystalla; Drewes, Andrea

2016-04-01

In this work, we present the design, implementation, and initial outcomes of the Climate Academy, a hybrid professional development program delivered through a combination of face-to-face and online interactions, intended to prepare formal and informal science teachers (grades 5-16) in teaching about climate change. The Climate Academy was designed around core elements of successful environmental professional development programs and aligned with practices advocated in benchmarked science standards. Data were collected from multiple sources including observations of professional development events, participants' reflections on their learning, and collection of instructional units designed during the Academy. Data were also collected from a focal case study teacher in a middle school setting. Case study data included classroom observations, teacher interviews, and student beliefs toward climate change. Results indicated that the Climate Academy fostered increased learning among participants of both climate science content and pedagogical strategies for teaching about climate change. Additionally, results indicated that participants applied their new learning in the design of climate change instructional units. Finally, results from the case study indicated positive impacts on student beliefs and greater awareness about climate change. Results have implications for the design of professional development programs on climate change, a topic included for the first time in national standards.

The Public Discourse of U.S. Graduate Employee Unions: Social Movement Identities, Ideologies, and Strategies.

ERIC Educational Resources Information Center

Rhoades, Gary; Rhoads, Robert A.

2003-01-01

Drew on extensive archives from 10 graduate employee unions' Web sites to examine their publicly presented identities (marginalized workers and future professionals), ideologies (traditional and professional unionism with little focus on social justice), and strategies (disruptive protest and professional politics locally). (EV)

Reflective education for professional practice: discovering knowledge from experience.

PubMed

Lyons, J

1999-01-01

To continually develop as a discipline, a profession needs to generate a knowledge base that can evolve from education and practice. Midwifery reflective practitioners have the potential to develop clinical expertise directed towards achieving desirable, safe and effective practice. Midwives are 'with woman', providing the family with supportive and helpful relationships as they share the deep and profound experiences of childbirth. To become skilled helpers students need to develop reflective skills and valid midwifery knowledge grounded in their personal experiences and practice. Midwife educators and practitioners can assist students and enhance their learning by expanding the scope of practice, encouraging self-assessment and the development of reflective and professional skills. This paper explores journal writing as a learning strategy for the development of reflective skills within midwifery and explores its value for midwifery education. It also examines, through the use of critical social theory and adult learning principles, how midwives can assist and thus enhance students learning through the development of professional and reflective skills for midwifery practice.

Strategies for Supporting Physician-Scientists in Faculty Roles: A Narrative Review With Key Informant Consultations.

PubMed

Lingard, Lorelei; Zhang, Peter; Strong, Michael; Steele, Margaret; Yoo, John; Lewis, James

2017-10-01

Physician-scientists are a population in decline globally. Solutions to reverse this decline often have focused on the training pipeline. Less attention has been paid to reducing attrition post training, when physician-scientists take up faculty roles. However, this period is a known time of vulnerability because of the pressures of clinical duties and the long timeline to securing independent research funding. This narrative review explored existing knowledge regarding how best to support physician-scientists for success in their faculty roles. The authors searched the Medline, Embase, ERIC, and Cochrane Library databases for articles published from 2000 to 2016 on this topic and interviewed key informants in 2015 to solicit their input on the review results. The authors reviewed 78 articles and interviewed 16 key informants. From the literature, they developed a framework of organizational (facilitate mentorship, foster community, value the physician-scientist role, minimize financial barriers) and individual (develop professional and research skills) strategies for supporting physician-scientists. They also outlined key knowledge gaps representing topics either rarely or never addressed in the reviewed articles (percent research time, structural hypocrisy, objective assessment, group metrics, professional identity). The key informants confirmed the identified strategies and discussed how the gaps were particularly important and impactful. This framework offers a basis for assessing an organization's existing support strategies, identifying outstanding needs, and developing targeted programming. The identified gaps require attention, as they threaten to undermine the benefits of existing support strategies.

Breaking the cycle: future faculty begin teaching with learner-centered strategies after professional development.

PubMed

Ebert-May, Diane; Derting, Terry L; Henkel, Timothy P; Middlemis Maher, Jessica; Momsen, Jennifer L; Arnold, Bryan; Passmore, Heather A

2015-01-01

The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development "best practices" and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. © 2015 D. Ebert-May et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

A Tale of Two Countries: Innovation and Collaboration Aimed at Changing the Culture of Medicine in Uruguay.

PubMed

Dapueto, Juan J; Viera, Mercedes; Samenow, Charles; Swiggart, William H; Steiger, Jeffrey

2018-05-11

This is a case study of a program to address professionalism at the Universidad de la República in Uruguay. We describe a five-year ongoing international collaboration. Relevant characteristics of the context, the program components, activities, and results were analyzed. The expected outcomes were to introduce standards of professional practices in the curricula of medical students and residents and the implementation of a program that might lead to a significant change in the culture of medicine in the University. Traditional didactics, interactive theater, and professional development workshops, issues such as teamwork and communication, professional behavior, and the culture of medicine, and physician wellness were addressed. A total of 359 faculty members, general practitioners, stakeholders, and other healthcare professionals (nurses, psychologists, social workers) participated in the intervention. The process led to specific achievements including new content in the curricula, the use of educational innovations to address issues of professionalism, a growing institutional culture of accountability, and the establishment of new rules and regulations. The strategies and interventions followed in the case of Uruguay can serve as a model to other developing countries to promote physician professionalism, wellness, and joy.

Exploring a Model of Situated Professional Development: Impact on Classroom Practice

NASA Astrophysics Data System (ADS)

Singer, Jonathan; Lotter, Christine; Feller, Robert; Gates, Harry

2011-04-01

A hallmark of current science education reform involves teaching through inquiry. However, the widespread use of inquiry-based instruction in many classrooms has not occurred (Roehrig and Luft in Int J Sci Educ 26:3-24, 2004; Schneider et al. in J Res Sci Teach 42:283-312, 2005). The purpose of this study was to investigate the impact of a professional development program on middle school science teachers' ability to enact inquiry-based pedagogical practices. Data were generated through evaluation of teacher practice using the Reformed Teaching Observation Protocol (RTOP) (Sawada et al. in School Sci Math 102:245-253, 2002) at three distinct junctures, before, during, and after the professional development treatment. Analysis of teacher-participant post-institute reflections was then utilized to determine the perceived role of the various institute components. Statistical significant changes in RTOP scores indicated that the teachers were able to successfully transfer the enactment of the inquiry-based practices into their classrooms. The subsequent discussion provides connection between these pedagogical changes with use of professional development strategies that provide a situated learning environment.

Science and Mathematics Teachers Working Toward Equity Through Teacher Research: Tracing Changes Across Their Research Process and Equity Views

NASA Astrophysics Data System (ADS)

Brenner, Mary E.; Bianchini, Julie A.; Dwyer, Hilary A.

2016-12-01

We investigated secondary science and mathematics teachers engaged in a two-and-a-half-year professional development effort focused on equity. We examined how teachers conducting research on their own instructional practices—a central learning strategy of the professional development project—informed and/or constrained their views related to three strands of equity: teachers and teaching, students and learning, and students' families and communities. Data collected included recordings of professional development seminars and school-site meetings, three sets of individual interviews with teacher researchers, and drafts and final products of the classroom research teachers conducted. From our qualitative analyses of data, we found that most teachers addressed at least two of the three equity strands in researching their own practice. We also found that most transformed their understandings of teachers and students as a result of their teacher research process. However, teachers' views of families and communities changed in less substantive ways. We close with recommendations for other researchers and professional developers intent on supporting science and mathematics teachers in using teacher research to work toward equity.

Development of guidelines for tertiary education institutions to assist them in supporting students with a mental illness: a Delphi consensus study with Australian professionals and consumers.

PubMed

Reavley, Nicola J; Ross, Anna M; Killackey, Eoin; Jorm, Anthony F

2013-01-01

Background. The age at which most young people are in tertiary education is also the age of peak onset for mental illness. Because mental health problems can have adverse effects on students' academic performance and welfare, institutions require guidance how they can best provide support. However, the scientific evidence for how best to do this is relatively limited. Therefore a Delphi expert consensus study was carried out with professional and consumer experts. Methods. A systematic review of websites, books and journal articles was conducted to develop a 172 item survey containing strategies that institutions might use to support students with a mental illness. Two panels of Australian experts (74 professionals and 35 consumers) were recruited and independently rated the items over three rounds, with strategies reaching consensus on importance written into the guidelines. Results. The overall response rate across three rounds was 83% (80% consumers, 85% professionals). 155 strategies were endorsed as essential or important by at least 80% of panel members. The endorsed strategies provided information on policy, measures to promote support services, service provision, accessibility of support services, relationships between services, other types of support and issues associated with reasonable adjustments. They also provided guidance on the procedures the institutions should have for making staff aware of issues associated with mental illness, mental illness training, support for staff and communicating with a student with a mental illness. They also covered student rights and responsibilities, the procedures the institutions should have for making students aware of issues associated with mental illness, dealing with mental health crises, funding and research and evaluation. Conclusions. The guidelines provide guidance for tertiary institutions to assist them in supporting students with a mental illness. It is hoped that they may be used to inform policy and practice in tertiary institutions.

Development of guidelines for tertiary education institutions to assist them in supporting students with a mental illness: a Delphi consensus study with Australian professionals and consumers

PubMed Central

Ross, Anna M.; Killackey, Eoin; Jorm, Anthony F.

2013-01-01

Background. The age at which most young people are in tertiary education is also the age of peak onset for mental illness. Because mental health problems can have adverse effects on students’ academic performance and welfare, institutions require guidance how they can best provide support. However, the scientific evidence for how best to do this is relatively limited. Therefore a Delphi expert consensus study was carried out with professional and consumer experts. Methods. A systematic review of websites, books and journal articles was conducted to develop a 172 item survey containing strategies that institutions might use to support students with a mental illness. Two panels of Australian experts (74 professionals and 35 consumers) were recruited and independently rated the items over three rounds, with strategies reaching consensus on importance written into the guidelines. Results. The overall response rate across three rounds was 83% (80% consumers, 85% professionals). 155 strategies were endorsed as essential or important by at least 80% of panel members. The endorsed strategies provided information on policy, measures to promote support services, service provision, accessibility of support services, relationships between services, other types of support and issues associated with reasonable adjustments. They also provided guidance on the procedures the institutions should have for making staff aware of issues associated with mental illness, mental illness training, support for staff and communicating with a student with a mental illness. They also covered student rights and responsibilities, the procedures the institutions should have for making students aware of issues associated with mental illness, dealing with mental health crises, funding and research and evaluation. Conclusions. The guidelines provide guidance for tertiary institutions to assist them in supporting students with a mental illness. It is hoped that they may be used to inform policy and practice in tertiary institutions. PMID:23638380

Peer-professional workgroups in palliative care: a strategy for advancing professional discourse and practice.

PubMed

Byock, Ira; Twohig, Jeanne Sheils; Merriman, Melanie; Collins, Karyn

2006-08-01

As part of a comprehensive national effort to improve care at the end of life, the Promoting Excellence in End-of-Life Care program of The Robert Wood Johnson Foundation convened "national peer-professional workgroups" of recognized authorities or leaders to advance palliative aspects of practice in their respective specialties or fields. The conveners' goals were to establish research and practice agendas to integrate palliative care within selected fields and health care settings, and to expand delivery of palliative care to special patient populations that have been underserved by palliative care. We hypothesized that leading professionals within specific fields, chartered to achieve clear goals, and then provided with sufficient administrative and logistical support, could develop recommendations for expanding access to, quality of and financing for palliative care within their disciplines. Staff at the national program office of Promoting Excellence in End-of-Life Care convened eight disease-based, specialty-based or issue-based workgroups (the selected workgroup topics were amyotrophic lateral sclerosis, cost accounting, critical care, end-stage renal disease, human immunodeficiency virus/acquired immune deficiency syndrome [HIV/AIDS] disease, Huntington's disease, pediatric care, and surgical palliative care). The national program office implemented a small group process design in convening the groups, and provided coordination, oversight and administrative support, along with funds to support meetings (telephone and in-person). A workgroup "charter" guided groups in determining the scope of efforts and set specific, time-limited goals. From the outset, the workgroups developed plans for dissemination of workgroup recommendations to defined stakeholder audiences, including health care providers, policy-makers, payers, researchers, funders, educators, professional organizations and patient advocacy groups. Groups averaged 25 members and met for an average of 24 months. Promoting Excellence leadership chose workgroup topic areas that addressed patient populations underserved for palliative care, and corresponding professional specialties with demonstrated interest and readiness to improve education, evidence base, and professional expertise in palliative aspects of care. Each workgroup was highly productive and advanced changes in respective fields through developing and disseminating recommendations to their respective fields regarding practice, education, clinical and health service research and policy. Beyond their chartered responsibilities, workgroups also developed educational programs and curricula and a wide array of resources. The workgroups also authored articles for publication, intended to stimulate professional discourse and influence clinical norms and culture. The national peer-professional workgroup model exceeded original expectations and produced well-considered Recommendations to the Field as well as a body of resources for professionals in expanding access to and quality of palliative care. Results of this experimental venture in professional change suggest that the workgroup model may be a useful, cost-effective, rapid-change strategy for quality improvement in other areas of professional practice and service delivery.

Beyond knowledge and skills: the use of a Delphi study to develop a technology-mediated teaching strategy.

PubMed

Rowe, Michael; Frantz, Jose; Bozalek, Vivienne

2013-04-10

While there is evidence to suggest that teaching practices in clinical education should include activities that more accurately reflect the real world, many educators base their teaching on transmission models that encourage the rote learning of knowledge and technical skills. Technology-mediated instruction may facilitate the development of professional attributes that go beyond "having" knowledge and skills, but there is limited evidence for how to integrate technology into these innovative teaching approaches. This study used a modified Delphi method to help identify the professional attributes of capable practitioners, the approaches to teaching that may facilitate the development of these attributes, and finally, how technology could be integrated with those teaching strategies in order to develop capable practitioners. Open-ended questions were used to gather data from three different expert panels, and results were thematically analysed. Clinical educators should not view knowledge, skills and attitudes as a set of products of learning, but rather as a set of attributes that are developed during a learning process. Participants highlighted the importance of continuing personal and professional development that emphasised the role of values and emotional response to the clinical context. To develop these attributes, clinical educators should use teaching activities that are learner-centred, interactive, integrated, reflective and that promote engagement. When technology-mediated teaching activities are considered, they should promote the discussion of clinical encounters, facilitate the sharing of resources and experiences, encourage reflection on the learning process and be used to access content outside the classroom. In addition, educational outcomes must drive the integration of technology into teaching practice, rather than the features of the technology. There is a need for a cultural change in clinical education, in which those involved with the professional training of healthcare professionals perceive teaching as more than the transmission of knowledge and technical skills. Process-oriented teaching practices that integrate technology as part of a carefully designed curriculum may have the potential to facilitate the development of capable healthcare graduates who are able to navigate the complexity of health systems and patient management in ways that go beyond the application of knowledge and skills.

Beyond knowledge and skills: the use of a Delphi study to develop a technology-mediated teaching strategy

PubMed Central

2013-01-01

Background While there is evidence to suggest that teaching practices in clinical education should include activities that more accurately reflect the real world, many educators base their teaching on transmission models that encourage the rote learning of knowledge and technical skills. Technology-mediated instruction may facilitate the development of professional attributes that go beyond “having” knowledge and skills, but there is limited evidence for how to integrate technology into these innovative teaching approaches. Methods This study used a modified Delphi method to help identify the professional attributes of capable practitioners, the approaches to teaching that may facilitate the development of these attributes, and finally, how technology could be integrated with those teaching strategies in order to develop capable practitioners. Open-ended questions were used to gather data from three different expert panels, and results were thematically analysed. Results Clinical educators should not view knowledge, skills and attitudes as a set of products of learning, but rather as a set of attributes that are developed during a learning process. Participants highlighted the importance of continuing personal and professional development that emphasised the role of values and emotional response to the clinical context. To develop these attributes, clinical educators should use teaching activities that are learner-centred, interactive, integrated, reflective and that promote engagement. When technology-mediated teaching activities are considered, they should promote the discussion of clinical encounters, facilitate the sharing of resources and experiences, encourage reflection on the learning process and be used to access content outside the classroom. In addition, educational outcomes must drive the integration of technology into teaching practice, rather than the features of the technology. Conclusions There is a need for a cultural change in clinical education, in which those involved with the professional training of healthcare professionals perceive teaching as more than the transmission of knowledge and technical skills. Process-oriented teaching practices that integrate technology as part of a carefully designed curriculum may have the potential to facilitate the development of capable healthcare graduates who are able to navigate the complexity of health systems and patient management in ways that go beyond the application of knowledge and skills. PMID:23574731

Advancing Health Equity Through Student Empowerment and Professional Success: A Statewide Approach.

PubMed

Noone, Joanne; Wros, Peggy; Cortez, David; Najjar, Rana; Magdaleno, Leela

2016-06-01

A lack of diversity in the nursing workforce nationally has been identified by Oregon state leaders as a factor contributing to health inequity. The goal of Advancing Health Equity Through Student Empowerment and Professional Success (HealthE STEPS) is to graduate nursing students from disadvantaged backgrounds to improve health equity within their communities. A comprehensive plan of evidence-based strategies was developed based on social determinants of health and addresses academic socialization, learning support, financial resources, networking, curriculum development, and campus culture. Ninety undergraduate nursing students participated in the program during a 2-year period. Retention of participants was 97% with graduation rates of 94%. First-time licensure pass rates were 82% and 96% of participating graduates employed in a medically underserved community. This comprehensive innovative program of evidence-based strategies addresses health equity by developing a diverse nursing workforce to practice in medically underserved communities. [J Nurs Educ. 2016;55(6):316-322.]. Copyright 2016, SLACK Incorporated.

Putting a Face on the Issue: Corporate Stakeholder Mobilization in Professional Grassroots Lobbying Campaigns.

PubMed

Walker, Edward T

2012-12-01

Business scholars pay increasing attention to the expanded influence of stakeholders on firm strategies, legitimacy, and competitiveness. At the same time, analysts have noted that the transformed regulatory and legislative environments of recent decades have encouraged firms to become much more politically active. Surprisingly, relatively little research has tied together these two trends. The present study integrates perspectives on stakeholder management with research on corporate political activity to develop an understanding of the structural sources of stakeholder mobilization in professional grassroots lobbying campaigns. This study employs a unique, original data source to consider how the adoption of grassroots lobbying by a firm relates to its industry, degree of inside lobbying, partisan PAC contributions, and more. This research shows that corporate grassroots lobbying is shaped most significantly by a firm's degree of inside lobbying, as highly active firms take a diversified strategy for gaining influence. Firms in industries with a heavy public presence as well as those concerned with taxation, government appropriations, and economic development also adopt these strategies readily. PAC contributions to Republican, but not Democratic, candidates also heighten firms' propensity to lobby the public.

A marketing model: applications for dietetic professionals.

PubMed

Parks, S C; Moody, D L

1986-01-01

Traditionally, dietitians have communicated the availability of their services to the "public at large." The expectation was that the public would respond favorably to nutrition programs simply because there was a consumer need for them. Recently, however, both societal and consumer needs have changed dramatically, making old communication strategies ineffective and obsolete. The marketing discipline has provided a new model and new decision-making tools for many health professionals to use to more effectively make their services known to multiple consumer groups. This article provides one such model as applied to the dietetic profession. The model explores a definition of the business of dietetics, how to conduct an analysis of the environment, and, finally, the use of both in the choice of new target markets. Further, the model discusses the major components of developing a marketing strategy that will help the practitioner to be competitive in the marketplace. Presented are strategies for defining and re-evaluating the mission of the profession, for using future trends to identify new markets and roles for the profession, and for developing services that make the profession more competitive by better meeting the needs of the consumer.

Highly Relevant Mentoring (HRM) as a Faculty Development Model for Web-Based Instruction

ERIC Educational Resources Information Center

Carter, Lorraine; Salyers, Vincent; Page, Aroha; Williams, Lynda; Albl, Liz; Hofsink, Clarence

2012-01-01

This paper describes a faculty development model called the highly relevant mentoring (HRM) model; the model includes a framework as well as some practical strategies for meeting the professional development needs of faculty who teach web-based courses. The paper further emphasizes the need for faculty and administrative buy-in for HRM and…

Strategies for Developing Sustainable Design Practice for Students and SME Professionals

ERIC Educational Resources Information Center

de Eyto, A.; Mc Mahon, M.; Hadfield, M.; Hutchings, M.

2008-01-01

Designers and engineers seem finally to be awakening to the challenge that sustainable development has given. Educators and students alike are keenly aware of the need to become more effective in the training and practice of their specific disciplines with respect to sustainability. In the past four years since this research has developed, there…

Sources of Self-Efficacy: Four Professional Development Formats and Their Relationship to Self-Efficacy and Implementation of a New Teaching Strategy

ERIC Educational Resources Information Center

Tschannen-Moran, Megan; McMaster, Peggy

2009-01-01

This quasi-experimental study tested the potency of different sources of self-efficacy beliefs. Respondents were primary teachers (N = 93) in 9 schools who completed surveys of their self-efficacy beliefs and level of implementation of a new teaching strategy for beginning readers before and after participating in 1 of 4 formats of professional…

Designing an implementation strategy to improve interprofessional shared decision making in sciatica: study protocol of the DISC study.

PubMed

Hofstede, Stefanie N; Marang-van de Mheen, Perla J; Assendelft, Willem J J; Vleggeert-Lankamp, Carmen L A; Stiggelbout, Anne M; Vroomen, Patrick C A J; van den Hout, Wilbert B; Vliet Vlieland, Thea P M; van Bodegom-Vos, Leti

2012-06-15

Sciatica is a common condition worldwide that is characterized by radiating leg pain and regularly caused by a herniated disc with nerve root compression. Sciatica patients with persisting leg pain after six to eight weeks were found to have similar clinical outcomes and associated costs after prolonged conservative treatment or surgery at one year follow-up. Guidelines recommend that the team of professionals involved in sciatica care and patients jointly decide about treatment options, so-called interprofessional shared decision making (SDM). However, there are strong indications that SDM for sciatica patients is not integrated in daily practice. We designed a study aiming to explore the barriers and facilitators associated with the everyday embedding of SDM for sciatica patients. All related relevant professionals and patients are involved to develop a tailored strategy to implement SDM for sciatica patients. The study consists of two phases: identification of barriers and facilitators and development of an implementation strategy. First, barriers and facilitators are explored using semi-structured interviews among eight professionals of each (para)medical discipline involved in sciatica care (general practitioners, physical therapists, neurologists, neurosurgeons, and orthopedic surgeons). In addition, three focus groups will be conducted among patients. Second, the identified barriers and facilitators will be ranked using a questionnaire among a representative Dutch sample of 200 GPs, 200 physical therapists, 200 neurologists, all 124 neurosurgeons, 200 orthopedic surgeons, and 100 patients. A tailored team-based implementation strategy will be developed based on the results of the first phase using the principles of intervention mapping and an expert panel. Little is known about effective strategies to increase the uptake of SDM. Most implementation strategies only target a single discipline, whereas multiple disciplines are involved in SDM among sciatica patients. The results of this study can be used as an example for implementing SDM in other patient groups receiving multidisciplinary complex care (e.g., elderly) and can be generalized to other countries with similar context, thereby contributing to a worldwide increase of SDM in preference sensitive choices.

The impact of the introduction of market incentives on occupational health services and occupational health professionals: experiences from The Netherlands.

PubMed

Plomp, Harmen Nico

2008-10-01

This paper describes the reform of the regulations on safety and health in the Netherlands towards a more competitive market and its impact on occupational health services (OHSs) and the health professionals over the period 1994-2005. Aims are to identify the crucial factors that bring about the intended effects (such as lower disability rates) and to evaluate the outcomes from the perspective of the occupational health professional. The paper contributes to the discussion of how the professionals could define and contain their professional identity and credibility in competitive circumstances. Open interviews were completed with 12 key persons and secondary analyses were made on documents and various monitors. The reform changed the OHS safety market fundamentally. OHSs were transformed from medium sized regional units into business organizations mostly operating on a national level. Private insurance companies became key players. Only after the development of an effective social infrastructure, however, intended effects (lower absenteeism and disability) occurred. Occupational health professionals were initially opposed but by redefining their professional domain and identity, they finally succeeded in gaining negotiating power in order to preserve and develop expertise and professional integrity. The effectiveness of the introduction of market incentives depends strongly on their social embeddedness. Health professionals should adapt their strategy to the conditions of the competitive market, in order to preserve a credible and professional identity.

Paediatric death and dying: exploring coping strategies of health professionals and perceptions of support provision.

PubMed

Forster, Elizabeth; Hafiz, Alaa

2015-06-01

Without question a child's death is a devastating event for parents and families. Health professionals working with the dying child and family draw upon their expertise and experience to engage with children, parents and families on this painful journey. This is a delicate and sensitive area of practice and has strong and penetrating effects on health professionals. They employ physical, emotional, spiritual and problem solving strategies to continue to perform this role effectively and to protect their continued sense of wellbeing. To explore health professionals' perceptions of bereavement support surrounding the loss of a child. The research was underpinned by social constructionism. Semi-structured interviews were held with 10 health professionals including doctors, nurses and social workers who were directly involved in the care of the dying child and family in 7 cases of paediatric death. Health professional narratives were analysed consistent with Charmarz's (2006) approach. For health professionals, constructions around coping emerged as peer support, personal coping strategies, family support, physical impact of support and spiritual beliefs. Analysis of the narratives also revealed health professionals' perceptions of their support provision. Health professionals involved in caring for dying children and their families use a variety of strategies to cope with the emotional and physical toll of providing support. They also engage in self-assessment to evaluate their support provision and this highlights the need for self-evaluation tools in paediatric palliative care.

[Development of nursing key performance indicators for an intensive care unit by using a balanced scorecard].

PubMed

Choi, Yun Jeong; Lim, Ji Young; Lee, Young Whee; Kim, Hwa Soon

2008-10-01

The purpose of this study was to develop visions of nursing service, nursing strategies and key performance indicators (KPIs) for an intensive care unit (ICU) based on a Balanced Scorecard (BSC). This study was undertaken by using methodological research. The development process consisted of four phases; the first phase was to develop the vision of nursing in ICUs. The second phase was to develop strategies according to 4 perspectives of a BSC. The third phase was to develop KPIs according to the 4 perspectives of BSC and the final phase was to combine the nursing visions, strategies and KPIs of ICUs. Two main visions of nursing service for ICUs were established. These were 'realization of harmonized professional nursing with human respect' and 'recovery of health through specialized nursing' respectively. In order to reach the aim of developing nursing visions, thirteen practical strategies and nineteen KPIs were developed by four perspectives of the BSC. The results will be used as objective fundamental data to attain business outcomes for the achievement of nursing visions and strategies of ICUs.

Designing a theory-informed, contextually appropriate intervention strategy to improve delivery of paediatric services in Kenyan hospitals.

PubMed

English, Mike

2013-03-28

District hospital services in Kenya and many low-income countries should deliver proven, effective interventions that could substantially reduce child and newborn mortality. However such services are often of poor quality. Researchers have therefore been challenged to identify intervention strategies that go beyond addressing knowledge, skill, or resource inadequacies to support health systems to deliver better services at scale. An effort to develop a system-oriented intervention tailored to local needs and context and drawing on theory is described. An intervention was designed to improve district hospital services for children based on four main strategies: a reflective process to distill root causes for the observed problems with service delivery; developing a set of possible intervention approaches to address these problems; a search of literature for theory that provided the most appropriate basis for intervention design; and repeatedly moving backwards and forwards between identified causes, proposed interventions, identified theory, and knowledge of the existing context to develop an overarching intervention that seemed feasible and likely to be acceptable and potentially sustainable. In addition to human and resource constraints key problems included failures of relevant professionals to take responsibility for or ownership of the challenge of pediatric service delivery; inadequately prepared, poorly supported leaders of service units (mid-level managers) who are often professionally and geographically isolated and an almost complete lack of useful information for routinely monitoring or understanding service delivery practice or outcomes. A system-oriented intervention recognizing the pivotal role of leaders of service units but addressing the outer and inner setting of hospitals was designed to help shape and support an appropriate role for these professionals. It aims to foster a sense of ownership while providing the necessary understanding, knowledge, and skills for mid-level managers to work effectively with senior managers and frontline staff to improve services. The intervention will include development of an information system, feedback mechanisms, and discussion fora that promote positive change. The vehicle for such an intervention is a collaborative network partnering government and national professional associations. This case is presented to promote discussion on approaches to developing context appropriate interventions particularly in international health.

A Strategy for Improving US Middle School Student Mathematics Word Problem Solving Performance

NASA Technical Reports Server (NTRS)

Thomas, Valerie L.

2004-01-01

U.S. middle school students have difficulty understanding and solving mathematics word problems. Their mathematics performance on the Third International Mathematics and Science Study (TIMMS) is far below their international peers, and minority students are less likely than high socioeconomic status (SES) White/Asian students to be exposed to higher-level mathematics concepts. Research literature also indicates that when students use both In-School and Out-of-School knowledge and experiences to create authentic mathematics word problems, student achievement improves. This researcher developed a Strategy for improving mathematics problem solving performance and a Professional Development Model (PDM) to effectively implement the Strategy.

Development and Evaluation of a Systems Thinking Education Strategy for Baccalaureate Nursing Curriculum: A Pilot Study.

PubMed

Fura, Louise A; Wisser, Kathleen Z

Nurse educators are charged to develop and evaluate curricula on systems thinking to prepare future nurses to provide safe nursing care. The goal of this pilot study was to design and evaluate a four-hour educational strategy that prepares future professional nurses to use systems thinking approaches in the delivery of safe patient care. This study exposed prelicensure baccalaureate nursing students to systems thinking principles, which included didactic and experiential activities. A descriptive design was used to determine the effect of an on-campus educational strategy. A paired samples t-test revealed statistical significance from pretest to posttest.

Constructing constructivism: The voyage of elementary science teachers

NASA Astrophysics Data System (ADS)

Freed, Andrea Beth

This study examined how participation in a professional development institute, which provided a constructivist learning environment affected the interactions between teachers and students in elementary science classrooms. The investigation considered teacher gender and experience, and also compared the less experienced participants with their non-participating mentors. A multiple case study design was utilized. Six self-selected teachers participated. Data was gathered through videotaped observations of science lessons and audiotaped teacher interviews. The research was guided by the following questions: (1) How do teachers perceive changes in their own teaching as a result of participation in a two week professional development institute using constructivist strategies? (2) How do teachers' perceptions of the changes in their teaching as a result of the summer institute measure against what is seen during the observations? (3) Are the teaching strategies of the less experienced participating teachers distinguishable from the strategies used by the non-participating teachers who were judged similar in style prior to the institute, but did not attend the institute? (4) Do differences emerge based on length of teaching experience? This study revealed some interesting findings: (1) results based on gender indicated that the women in the study interacted approximately twice as often as the men; (2) a marked difference existed between the interactions of TASK participants compared with the interactions of the non-TASK participants; and (3) a professional development experience that provides a constructivist learning environment for participants may be effective in helping teachers to transfer the experience to their classrooms or in reinforcing and validating teachers' current practices.

Can Source Triangulation Be Used to Overcome Limitations of Self-Assessments? Assessing Educational Needs and Professional Competence of Pharmacists Practicing in Qatar.

PubMed

Kheir, Nadir; Al-Ismail, Muna Said; Al-Nakeeb, Reem

2017-01-01

Continuing professional development activities should be designed to meet the identified personal goals of the learner. This article aims to explore the self-perceived competency levels and the professional educational needs of pharmacists in Qatar and to compare these with observations of pharmacy students undergoing experiential training in pharmacies (students) and pharmacy academics, directors, and managers (managers). Three questionnaires were developed and administered to practicing pharmacists, undergraduate pharmacy students who have performed structured experiential training rotations in multiple pharmacy outlets in Qatar and pharmacy managers. The questionnaires used items extracted from the National Association of Pharmacy Regulatory Authorities (NAPRA) Professional competencies for Canadian pharmacists at entry to practice and measured self- and observed pharmacists' competency and satisfaction with competency level. Training and educational needs were similar between the pharmacists and observers, although there was trend for pharmacists to choose more fact-intensive topics compared with observers whose preferences were toward practice areas. There was no association between the competency level of pharmacists as perceived by observers and as self-assessed by pharmacists (P ≤ .05). Pharmacists' self-assessed competency level was consistently higher than that reported by students (P ≤ .05). The results suggest that the use of traditional triangulation might not be sufficient to articulate the professional needs and competencies of practicing pharmacists as part of a strategy to build continuing professional development programs. Pharmacists might have a limited ability to accurately self-assess, and observer assessments might be significantly different from self-assessments which present a dilemma on which assessment to consider closer to reality. The processes currently used to evaluate competence may need to be enhanced through the use of well-designed rubrics or other strategies to empower and to better inform respondents and subsequently improve their ability to self-assess their competencies.

Injury rates and risk factors in competitive professional boxing.

PubMed

Zazryn, Tsharni R; McCrory, Paul R; Cameron, Peter A

2009-01-01

To determine injury rates and risk factors for injury in a cohort of professional boxers. Retrospective cohort design reporting on data collected for a fight statistics database maintained by the Professional Boxing and Combat Sports Board of Victoria, Australia. Data were extracted for the years January 1997 through June 2005. Victoria, Australia. 545 professional boxers (age, 18 to 43 years) who participated in a total of 907 fights over the study period. Independent variables under investigation included age, gender, weight, bout exposure, and location of the bout (within or outside of the State of Victoria). Physician-reported acute boxing injuries occurring during bouts of any region or nature. 214 injuries were sustained over the 8.5 years, corresponding to an injury rate of 23.6 per 100 professional fights. The majority of these injuries were lacerations to the head and face. An increasing age and an increasing number of fights were both significant predictors of injury. Injury reduction strategies for professional boxing might include restrictions of eligibility to fight based on age and boxing bout exposure. Future research using prospective cohort designs and standardized injury definitions are needed to confirm these results. Greater mechanistic detail and more complete data entry are necessary to ensure that optimal injury prevention strategies can be developed and implemented. Upon confirmation of the results of this study, the Professional Boxing and Combat Sports Board of Victoria may consider different criteria upon which to sanction a fight.

Dos Hermanas Chicanas: Overcoming Barriers to Professional Advancement

ERIC Educational Resources Information Center

Prospero, Moises

2007-01-01

Women and ethnic minorities face steep barriers to professional advancement, and those who rise to the executive level typically use a variety of strategies to overcome obstacles in their way. This study first reviewed the literature on barriers to professional advancement for women and ethnic minorities and the strategies that they report using…

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

PubMed

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

2013-03-01

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

The essential role of medical ethics education in achieving professionalism: the Romanell Report.

PubMed

Carrese, Joseph A; Malek, Janet; Watson, Katie; Lehmann, Lisa Soleymani; Green, Michael J; McCullough, Laurence B; Geller, Gail; Braddock, Clarence H; Doukas, David J

2015-06-01

This article-the Romanell Report-offers an analysis of the current state of medical ethics education in the United States, focusing in particular on its essential role in cultivating professionalism among medical learners. Education in ethics has become an integral part of medical education and training over the past three decades and has received particular attention in recent years because of the increasing emphasis placed on professional formation by accrediting bodies such as the Liaison Committee on Medical Education and the Accreditation Council for Graduate Medical Education. Yet, despite the development of standards, milestones, and competencies related to professionalism, there is no consensus about the specific goals of medical ethics education, the essential knowledge and skills expected of learners, the best pedagogical methods and processes for implementation, and optimal strategies for assessment. Moreover, the quality, extent, and focus of medical ethics instruction vary, particularly at the graduate medical education level. Although variation in methods of instruction and assessment may be appropriate, ultimately medical ethics education must address the overarching articulated expectations of the major accrediting organizations. With the aim of aiding medical ethics educators in meeting these expectations, the Romanell Report describes current practices in ethics education and offers guidance in several areas: educational goals and objectives, teaching methods, assessment strategies, and other challenges and opportunities (including course structure and faculty development). The report concludes by proposing an agenda for future research.

[Sexual and reproductive health in Roma women: the family planning programme of Polígono Sur in Seville (Spain)].

PubMed

Escobar-Ballesta, Marta; García-Ramírez, Manuel; Albar-Marín, M ª Jesús; Paloma, Virginia

2018-04-05

To describe the challenges, resources and strategies of the staff of the family planning programme of the Polígono Sur Healthcare Centre in Seville (Spain) in their care of Roma women. This is a descriptive study in which in-depth interviews and discussion groups were held with all programme professionals, including a documentary review of the programme. The information was analyzed based on the Roma Health Integration Policy Index, a tool that evaluates the entitlement, accessibility, sensitivity and capacity for change of health programmes for the Roma population. The professionals encountered multiple challenges to implement the family planning programme with Roma women due to the characteristics of the users and the low sensitivity of the programme towards them. The absence of specific actions for Roma women within the family planning programme, agreed to by the healthcare district, obliges professionals to develop adaptations and strategies to ensure quality sexual and reproductive health services for their users. It is necessary to adapt sexual and reproductive health programmes targeted at Roma women by (a) detecting, evaluating, systematizing and disseminating good practices, (b) developing actions that address the multiple vulnerabilities of Roma women, (c) acknowledging professionals who advocate for the health of these women within their organizations, and (d) promoting reproductive justice as the goal of these programmes. Copyright © 2018 SESPAS. All rights reserved.

A mixed-methods systematic review protocol to examine the use of physical restraint with critically ill adults and strategies for minimizing their use.

PubMed

Rose, Louise; Dale, Craig; Smith, Orla M; Burry, Lisa; Enright, Glenn; Fergusson, Dean; Sinha, Samir; Wiesenfeld, Lesley; Sinuff, Tasnim; Mehta, Sangeeta

2016-11-21

Critically ill patients frequently experience severe agitation placing them at risk of harm. Physical restraint is common in intensive care units (ICUs) for clinician concerns about safety. However, physical restraint may not prevent medical device removal and has been associated with negative physical and psychological consequences. While professional society guidelines, legislation, and accreditation standards recommend physical restraint minimization, guidelines for critically ill patients are over a decade old, with recommendations that are non-specific. Our systematic review will synthesize evidence on physical restraint in critically ill adults with the primary objective of identifying effective minimization strategies. Two authors will independently search from inception to July 2016 the following: Ovid MEDLINE, CINAHL, Embase, Web of Science, Cochrane Library, PROSPERO, Joanna Briggs Institute, grey literature, professional society websites, and the International Clinical Trials Registry Platform. We will include quantitative and qualitative study designs, clinical practice guidelines, policy documents, and professional society recommendations relevant to physical restraint of critically ill adults. Authors will independently perform data extraction in duplicate and complete risk of bias and quality assessment using recommended tools. We will assess evidence quality for quantitative studies using the Grading of Recommendations Assessment, Development and Evaluation (GRADE) approach and for qualitative studies using the Confidence in the Evidence from Reviews of Qualitative Research (CERQual) guidelines. Outcomes of interest include (1) efficacy/effectiveness of physical restraint minimization strategies; (2) adverse events (unintentional device removal, psychological impact, physical injury) and associated benefits including harm prevention; (3) ICU outcomes (ventilation duration, length of stay, and mortality); (4) prevalence, incidence, patterns of use including patient and treatment characteristics and chemical restraint; (5) barriers and facilitators to minimization; (6) patient, family, and healthcare professional perspectives; (7) professional society-endorsed recommendations; and (8) evidence gaps and research priorities. We will use our systematic review findings to produce updated guidelines on physical restraint use for critically ill adults and to develop a professional society-endorsed position statement. This will foster patient and clinician safety by providing clinicians, administrators, and policy makers with a tool to promote minimal and safe use of physical restraint for critically ill adults. PROSPERO CRD42015027860.

Development of a theory-based intervention to increase prescription of inspiratory muscle training by health professionals in the management of people with chronic obstructive pulmonary disease.

PubMed

Simms, Alanna M; Li, Linda C; Reid, W Darlene

2011-01-01

The purpose of this paper is twofold: (1) to provide an overview of the literature on barriers to evidence-based practice (EBP) and the effectiveness of implementation interventions in health care; and (2) to outline the development of an implementation intervention for improving the prescription of inspiratory muscle training (IMT) by physical therapists and other health professionals for people with chronic obstructive pulmonary disease (COPD). Individuals, organizations, and the research itself present barriers to EBP in physical therapy. Despite the evidence supporting the use of IMT, this treatment continues to be under-used in managing COPD. Current health services research shows that traditional information-based approaches to implementation, such as didactic lectures, do not adequately address the challenges health professionals face when trying to make changes in practice. We propose the development of a theory-based intervention to improve health professionals' use of IMT in the management of COPD. It is postulated that a behavioural intervention, based on the theory of planned behaviour (TPB), may be more effective than an information-based strategy in increasing the prescription of IMT by health professionals. TPB may be used to understand the antecedents of health professionals' behaviour and to guide the development of implementation interventions. Further research is needed to evaluate the effectiveness of this proposed intervention in the management of people with COPD.

Taking a Comprehensive Approach to Common Core Rollout

ERIC Educational Resources Information Center

Illingworth, Amy

2016-01-01

One district, South Bay Union School District, devises and executes a comprehensive strategy that includes training for district staff, teachers and coaches, including using PLCs and professional development in the implementation of Common Core English language arts standards.

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

PubMed

Cant, Sarah; Watts, Peter; Ruston, Annmarie

2011-02-01

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