The Impact of Individual, Educational, and Workplace Factors on the Transfer of School-Based Learning into the Workplace

ERIC Educational Resources Information Center

Renta Davids, Ana Inés; Van den Bossche, Piet; Gijbels, David; Fandos Garrido, Manel

2017-01-01

The aim of this study was to investigate the transfer of learning of professional competences from vocational colleges to the workplace context in vocational education. Concretely, the study examined the relations between the professional competences learned at school and the use and further development of those competences at the workplace during…

How was the intern year?: self and clinical assessment of four cohorts, from two medical curricula

PubMed Central

2014-01-01

Background Problem-based curricula have provoked controversy amongst educators and students regarding outcome in medical graduates, supporting the need for longitudinal evaluation of curriculum change. As part of a longitudinal evaluation program at the University of Adelaide, a mixed method approach was used to compare the graduate outcomes of two curriculum cohorts: traditional lecture-based ‘old’ and problem-based ‘new’ learning. Methods Graduates were asked to self-assess preparedness for hospital practice and consent to a comparative analysis of their work-place based assessments from their intern year. Comparative data were extracted from 692 work-place based assessments for 124 doctors who graduated from the University of Adelaide Medical School between 2003 and 2006. Results Self-assessment: Overall, graduates of the lecture-based curriculum rated the medical program significantly higher than graduates of the problem-based curriculum. However, there was no significant difference between the two curriculum cohorts with respect to their preparedness in 13 clinical skills. There were however, two areas where the cohorts rated their preparedness in the 13 broad practitioner competencies as significantly different: problem-based graduates rated themselves as better prepared in their ‘awareness of legal and ethical issues’ and the lecture-based graduates rated themselves better prepared in their ‘understanding of disease processes’. Work-place based assessment: There were no significant differences between the two curriculum cohorts for ‘Appropriate Level of Competence’ and ‘Overall Appraisal’. Of the 14 work-place based assessment skills assessed for competence, no significant difference was found between the cohorts. Conclusions The differences in the perceived preparedness for hospital practice of two curriculum cohorts do not reflect the work-place based assessments of their competence as interns. No significant difference was found between the two cohorts in relation to their knowledge and clinical skills. However results suggest a trend in ‘communication with peers and colleagues in other disciplines’ (χ2 (3, N = 596) =13.10, p = 0.056) that requires further exploration. In addition we have learned that student confidence in a new curriculum may impact on their self-perception of preparedness, while not affecting their actual competence. PMID:24961171

Effects of nurses' personality traits and their environmental characteristics on their workplace learning and nursing competence.

PubMed

Takase, Miyuki; Yamamoto, Masako; Sato, Yoko

2018-04-01

A good fit between an individual's personality traits and job characteristics motivates employees, and thus enhances their work behavior. However, how nurses' personality traits and their environmental characteristics relate to nurses' engagement in workplace learning, which improves their competence, has not been investigated. The aim of this study was to investigate how nurses' personality traits, environmental characteristics, and workplace learning were related to nursing competence. A cross-sectional survey design was used. Questionnaires were distributed to 1167 Japanese registered nurses. Multiple regression analysis was used to examine the relationships between nurses' personality traits, the environmental characteristics, the nurses' engagement in workplace learning, and their competence. A total of 315 nurses returned questionnaires (i.e., a return rate of 27.0%). The results showed that both the personality traits (extraversion, conscientiousness, openness to experience) and environmental characteristics (autonomy at work and feedback given) were related to workplace learning and self-rated nursing competence. The results also showed that the relationship between extraversion (active, adventurous and ambitious dispositions of an individual) and self-rated nursing competence was moderated by environmental characteristics, and partially mediated by workplace learning. Positive personality traits, such as extraversion, conscientiousness, and openness to experience could enhance workplace learning and nursing competence. Moreover, environmental characteristics that allow nurses to express their personality traits have the potential to improve their learning and competence further. © 2017 Japan Academy of Nursing Science.

[Psychosocial Risk Evaluation in the Workplace: Expert-based Development of a Checklist for Occupational Physicians].

PubMed

Weigl, M; Müller, A; Angerer, P; Petru, R

2016-03-01

The implementation of psychosocial risk assessment at the workplace often fails in practice. One reason is the lack of competence of those who are in charge of the process. We present a checklist for the effective implementation of psychosocial risk assessment at workplace. This tool shall support occupational physicians in the preparation, planning and implementation of a psychosocial risks assessment process. Based on a stepwise development and validation process, specific steps and factors for the successful implementation were identified qualitatively with 15 occupational physicians and experts. This was conducted in a 2-stage Delphi study. In the following, the identified steps and factors were transferred into a checklist. Subsequently, the checklist was evaluated in a focus group of occupational physicians (user evaluation). Thereafter, the contents were subjected to an expert evaluation. Our checklist for the effective implementation of the process of psychosocial risk management in the workplace aims to strengthen the competence of occupational physicians, especially in the implementation of risk assessments in small and medium-sized enterprises (SMEs). © Georg Thieme Verlag KG Stuttgart · New York.

Evaluation of competencies in the field of vocational rehabilitation and the employment of persons with disabilities.

PubMed

Wltavsky, Zdenka; Lebar, Lea; Bitenc, Crtomir

2014-06-01

For decades, employment of a person with disabilities has been considered a key indicator of the success of vocational rehabilitation. There is a link between the quality of vocational rehabilitation and a better quality of life for service users; these services have a significant impact on efficiency in the field of work. Very few authors have researched the qualification and skills of rehabilitation experts essential for successfully carrying out their professional activities. The objective of the present study was to investigate the perceived importance attached to the competencies of vocational rehabilitation professionals and the frequency of their application at work in three different countries, which was conducted using a questionnaire that was prepared on the basis of a questionnaire designed by Australian researchers. Basic competencies comprise four sets: vocational counselling, professional practice, personal counselling and rehabilitation case management. Special competencies are composed of two sets: workplace disability case management and workplace intervention and programme management. The questionnaire was completed by 131 respondents, of whom 61 were from Slovenia, 34 were from Austria and 36 were from the UK. t-Tests for two independent samples (sex), analysis of variance (type of education, country) and Pearson's correlation coefficient were used to compare the perception of basic and special competencies. The respondents perceived personal counselling, vocational counselling and management of rehabilitation cases as being the most important, whereas the least importance was assigned to interventions. In practice, the respondents used personal counselling most frequently and very few interventions.

Developing a Common Language for Workplace Ethics: Comparing the Opinions of Educators and Business Representatives.

ERIC Educational Resources Information Center

Hoffman, Kenneth; Chowdhury, Mohammad

1998-01-01

Ratings of workplace ethics competencies by 67 educators and 43 industry representatives resulted in 34 competencies needed and used frequently by new workers. Educators rated 11 competencies higher than business reps, who rated 1 competency higher than teachers did. (SK)

Occupational literacy as a variable construct in the mineral extraction/energy and service industries

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

Spencer, S.J.

1987-01-01

This study of workplace literacy practices of 81 employees in the mineral extraction/energy and tourist-related industries in a southwestern Wyoming county utilized the Diehl-Mikulecky Job Literacy Survey. The purpose of the study was to determine if Diehl's (1980) findings regarding occupational literacy would generalize to mineral extraction/energy and service occupations. A literacy profile which included three components was developed. These components were attitudinal/behavioral dispositions, literacy demands of the job, and the literacy competency of workers. The results of the study indicated that almost all workers report some reading and writing done in the workplace, with a mean work reading timemore » for the sample of 91 minutes per day. Job literacy demands were found to be related to the level of occupational success but generally only those workers in the lowest quartile of success factors had significantly lower literacy demands. Job reading competency correlated with general reading competency, attitude towards the job, and job reading interest/comfort.« less

Evaluating Practice-Based Learning.

PubMed

Logue, Nancy C

2017-03-01

Practice-based learning is an essential aspect of nursing education, and evaluating this form of learning is vital in determining whether students have the competence required to enter nursing practice. However, limited knowledge exists about the influences that shape how competence development is recognized in nursing programs. The purpose of this study was to explore the evaluation of practice-based learning from the students' standpoint. A qualitative design based on institutional ethnography was used to investigate evaluation of practice-based learning with students, preceptors, and faculty in a preceptorship practicum. The findings revealed how work associated with evaluation was organized by coexisting and often disparate influences within a nursing program and the workplaces where learning took place. The implications and recommendations of the inquiry are intended to encourage dialogue and action among stakeholders from education and practice to improve evaluation practices in preparing new members of the nursing profession. [J Nurs Educ. 2017;56(3):131-138.]. Copyright 2017, SLACK Incorporated.

Workplace Literacy and Basic Skills = L'alphabetisation et les competences de base en milieu de travail.

ERIC Educational Resources Information Center

Waugh, Sue

Workplace literacy and basic skills may be defined as skills needed by employees at work: reading, writing, math, and problem solving. Workplace literacy and skill requirements are based on the needs of each workplace and its workers. These skills are important because the work force needs to be highly skilled and adaptable to compete in a global…

The use of a portfolio in postgraduate medical education - reflect, assess and account, one for each or all in one?

PubMed

Heeneman, Sylvia; Driessen, Erik W

2017-01-01

Competency-based education has become central to the training and assessment of post-graduate medical trainees or residents [1]. In competency-based education, there is a strong focus on outcomes and professional performance. Typically, holistic tasks are used to train, practice and assess the defined outcomes or competencies. In residency training, these tasks are part of the day-to-day clinical practice. The performance of residents in the workplace needs to be captured and stored. A portfolio has been used as an instrument for storage and collection of workplace-based assessment and feedback in various countries, like the Netherlands and the United States. The collection of information in a portfolio can serve or be used for a variety of purposes. These are: The collection of work samples, assessment, feedback and evaluations in a portfolio enables the learner to look back, analyze and reflect. The content is used for assessment or making decisions about progress. And the portfolio is used as an instrument for quality assurance processes. In post-graduate medical education, these purposes can be combined but this is not always reported transparently. In this paper, we will discuss the different perspectives, how a portfolio can serve these three purposes and what are opportunities and challenges of combining multiple purposes.

Detrimental Effects of Workplace Bullying: Impediment of Self-Management Competence via Psychological Distress

PubMed Central

Giorgi, Gabriele; Perminienė, Milda; Montani, Francesco; Fiz-Perez, Javier; Mucci, Nicola; Arcangeli, Giulio

2016-01-01

Emotional intelligence has been linked to various positive outcomes, such as organizational effectiveness, commitment, morale, and health. In addition, longitudinal studies demonstrate that the competencies of emotional intelligence may change and be developed over time. Researchers have argued that work relationships are important for the development of emotional competence, but their usefulness depends on the quality of the relationship. Workplace bullying is considered to be one of the most stressful phenomena in the workplace and an example of a dysfunctional and toxic relationship that has detrimental effects on an individual’s physical and psychological health. Hence, the objective of the present study was to analyze the relationship linking workplace bullying, psychological distress and the self-management competence of emotional intelligence. More specifically, we tested part of the model presented by Cherniss and Goleman (2001) in which researchers argued that individual emotional intelligence is a result of relationships at work. In addition, we extended the model by proposing that the relationship between exposure to workplace bullying and the competence of self-management is explained by psychological distress. Data analysis of 326 participants from two private sector organizations in Italy demonstrated that psychological distress fully mediated the relationship between workplace bullying and the emotional intelligence ability of self-management. The present study’s findings point to the idea that, not only may emotional intelligence assist in handling exposure to workplace bullying, but exposure to workplace bullying may impede emotional intelligence via psychological distress. PMID:26913013

Detrimental Effects of Workplace Bullying: Impediment of Self-Management Competence via Psychological Distress.

PubMed

Giorgi, Gabriele; Perminienė, Milda; Montani, Francesco; Fiz-Perez, Javier; Mucci, Nicola; Arcangeli, Giulio

2016-01-01

Emotional intelligence has been linked to various positive outcomes, such as organizational effectiveness, commitment, morale, and health. In addition, longitudinal studies demonstrate that the competencies of emotional intelligence may change and be developed over time. Researchers have argued that work relationships are important for the development of emotional competence, but their usefulness depends on the quality of the relationship. Workplace bullying is considered to be one of the most stressful phenomena in the workplace and an example of a dysfunctional and toxic relationship that has detrimental effects on an individual's physical and psychological health. Hence, the objective of the present study was to analyze the relationship linking workplace bullying, psychological distress and the self-management competence of emotional intelligence. More specifically, we tested part of the model presented by Cherniss and Goleman (2001) in which researchers argued that individual emotional intelligence is a result of relationships at work. In addition, we extended the model by proposing that the relationship between exposure to workplace bullying and the competence of self-management is explained by psychological distress. Data analysis of 326 participants from two private sector organizations in Italy demonstrated that psychological distress fully mediated the relationship between workplace bullying and the emotional intelligence ability of self-management. The present study's findings point to the idea that, not only may emotional intelligence assist in handling exposure to workplace bullying, but exposure to workplace bullying may impede emotional intelligence via psychological distress.

Ranking Workplace Competencies: Student and Graduate Perceptions.

ERIC Educational Resources Information Center

Rainsbury, Elizabeth; Hodges, Dave; Burchell, Noel; Lay, Mark

2002-01-01

New Zealand business students and graduates made similar rankings of the five most important workplace competencies: computer literacy, customer service orientation, teamwork and cooperation, self-confidence, and willingness to learn. Graduates placed greater importance on most of the 24 competencies, resulting in a statistically significant…

Transition support for new graduate and novice nurses in critical care settings: An integrative review of the literature.

PubMed

Innes, Tiana; Calleja, Pauline

2018-05-01

Transition into critical care areas for new graduate nurses may be more difficult than transitioning into other areas due to the specialised knowledge needed. It is unknown which aspects of transition programs best support new graduate nurses improve competence and confidence to transition into critical care nursing specialties. Identifying these aspects would assist to design and implement best practice transition programs for new graduates in critical care areas. Themes identified in the literature include; having a designated resource person, workplace culture, socialisation, knowledge and skill acquisition, orientation, and rotation. Allocation of a quality resource person/s, supportive workplace culture, positive socialisation experiences, knowledge and skill acquisition and structured orientation based on new graduates' learning needs all positively supported increased confidence, competence and transition into nursing practice. Rotations between areas within graduate programs can potentially have both positive and negative impacts on the transition process. Negative impacts of including a rotation component in a transition program should be carefully considered alongside perceived benefits when designing new graduate nurse transition programs. Copyright © 2018. Published by Elsevier Ltd.

Relationships between academic performance of medical students and their workplace performance as junior doctors.

PubMed

Carr, Sandra E; Celenza, Antonio; Puddey, Ian B; Lake, Fiona

2014-07-30

Little recent published evidence explores the relationship between academic performance in medical school and performance as a junior doctor. Although many forms of assessment are used to demonstrate a medical student's knowledge or competence, these measures may not reliably predict performance in clinical practice following graduation. This descriptive cohort study explores the relationship between academic performance of medical students and workplace performance as junior doctors, including the influence of age, gender, ethnicity, clinical attachment, assessment type and summary score measures (grade point average) on performance in the workplace as measured by the Junior Doctor Assessment Tool. There were two hundred participants. There were significant correlations between performance as a Junior Doctor (combined overall score) and the grade point average (r = 0.229, P = 0.002), the score from the Year 6 Emergency Medicine attachment (r = 0.361, P < 0.001) and the Written Examination in Year 6 (r = 0.178, P = 0.014). There was no significant effect of any individual method of assessment in medical school, gender or ethnicity on the overall combined score of performance of the junior doctor. Performance on integrated assessments from medical school is correlated to performance as a practicing physician as measured by the Junior Doctor Assessment Tool. These findings support the value of combining undergraduate assessment scores to assess competence and predict future performance.

The transition from student to new registered nurse in professional practice.

PubMed

Thomas, Cynthia M; Bertram, Evelyn; Allen, Roberta L

2012-01-01

This qualitative study presents the transition experience of new registered nurses during the first year of professional practice. Four themes emerged: feelings of frustration and being overwhelmed, preceptors, fear, and the orientation process. The orientation process, quality, competent preceptors, and reducing lateral violence are key strategies to successfully retain new nurses. Nurse educators have a crucial role during nurse orientation, training preceptors, and reducing violent behaviors in the workplace.

The Impact of Generic Competencies on Workplace Performance. Review of Research.

ERIC Educational Resources Information Center

Moy, Janelle

The impact of generic competencies on workplace performance was examined through a review of literature and evaluation research which focused on conceptualization and piloting of the following key competencies in Australia in 1993-1998: collecting, analyzing, and organizing information; communicating ideas and information; planning and organizing…

Power inequalities in the assessment of nursing competency within the workplace: implications for nursing management.

PubMed

Cusack, Lynette; Smith, Morgan

2010-09-01

This article explores the power implications of implementing competency-based assessments within the nursing work environment from a manager's perspective. It discusses how the implementation of competency-based assessments for continuing education may affect workplace culture, in particular, the use of power, within the nursing team. The term "managers" for the purpose of this article is defined as "nurses in senior administrative and educational positions within a health care facility." This article adds to the discourse on competency-based models by emphasizing the effect of the nursing work environment on the competency-based assessment process. It concludes by identifying strategies that can be used by nursing management when designing and implementing an effective and fair competency-based assessment for the nursing workplace. Copyright 2010, SLACK Incorporated.

On-the-job training makes the difference: healthcare assistants' perceived competence and responsibility in the care of patients with home mechanical ventilation.

PubMed

Swedberg, Lena; Michélsen, Hans; Chiriac, Eva Hammar; Hylander, Ingrid

2015-06-01

To describe and analyse perceived competence and perceived responsibility among healthcare assistants (HC assistants), caring for patients with home mechanical ventilation (HMV) and other advanced caring needs, adjusted for socio-demographic and workplace background factors. A cross-sectional study was conducted including 128 HC assistants employed in Stockholm County, Sweden. The HC assistants responded to a study-specific questionnaire on perceived competence and perceived responsibility, provided socio-demographic and workplace background data, as well as information on the patient characteristics for the understanding of their work situations. Descriptive statistics and logistic regression analyses were performed. Eighty per cent of the HC assistants rated their perceived competence as high, and fifty-nine per cent rated their perceived responsibility as high. Fifty-five per cent lacked formal healthcare training, and only one in five of the HC assistants had a formal training equivalent with a licensed practical nurse (LPN) examination. Males lacked formal training to a greater extent than females and rated their competence accordingly. On-the-job training was significantly associated with high ratings on both perceived competence and perceived responsibility, and clinical supervision was associated with high rating on perceived responsibility. HC assistants with limited formal training self-reported their competence as high, and on-the-job training was found to be important. Also, clinical supervision was found important for their perception of high responsibility. In Sweden, HC assistants have a 24-hour responsibility for the care and safety of their patient with HMV and other advanced caring needs. The study results point out important issues for further research regarding formal training requirements as well as the needs for standardised workplace training and supervision of HC assistants. The consequences of transfer of responsibility by delegation from healthcare professionals to paraprofessionals within advanced home care also need further study. © 2014 Nordic College of Caring Science.

The Workplace Learner: How to Align Training Initiatives with Individual Learning Competencies.

ERIC Educational Resources Information Center

Rothwell, William J.

This book explains how work organizations can create a workplace climate that encourages real-time, on-the-job learning and development of competent workplace learners, who are wiling and able to seize the initiative for identifying their own learning experiences and evaluating the results. The following are among the topics discussed: (1) the…

Foundational workplace safety and health competencies for the emerging workforce.

PubMed

Okun, Andrea H; Guerin, Rebecca J; Schulte, Paul A

2016-12-01

Young workers (aged 15-24) suffer disproportionately from workplace injuries, with a nonfatal injury rate estimated to be two times higher than among workers age 25 or over. These workers make up approximately 9% of the U.S. workforce and studies have shown that nearly 80% of high school students work at some point during high school. Although young worker injuries are a pressing public health problem, the critical knowledge and skills needed to prepare youth for safe and healthy work are missing from most frameworks used to prepare the emerging U.S. workforce. A framework of foundational workplace safety and health knowledge and skills (the NIOSH 8 Core Competencies) was developed based on the Health Belief Model (HBM). The proposed NIOSH Core Competencies utilize the HBM to provide a framework for foundational workplace safety and health knowledge and skills. An examination of how these competencies and the HBM apply to actions that workers take to protect themselves is provided. The social and physical environments that influence these actions are also discussed. The NIOSH 8 Core Competencies, grounded in one of the most widely used health behavior theories, fill a critical gap in preparing the emerging U.S. workforce to be cognizant of workplace risks. Integration of the NIOSH 8 Core Competencies into school curricula is one way to ensure that every young person has the foundational workplace safety and health knowledge and skills to participate in, and benefit from, safe and healthy work. Published by Elsevier Ltd.

Building organizational capacity for a healthy work environment through role-based professional practice.

PubMed

Cornett, Patricia A; O'Rourke, Maria W

2009-01-01

The professional practice of registered nurses (RNs) and their professional role competence are key variables that have an impact on quality and patient safety. Organizations in which RNs practice must have the capacity to fully support the professional role of those RNs in exercising their legitimate power derived through nurse licensing laws and professional standards and ethics. The interplay of individual RN practice and organizational practice, and measurement thereof, are the essence of organizational capacity. Two models are discussed that tie together the attributes of healthy workplace environments and provide the structure to guide and sustain organizational capacity.

Audit Workplace Simulations as a Methodology to Increase Undergraduates' Awareness of Competences

ERIC Educational Resources Information Center

Bautista-Mesa, Rafael; Molina Sánchez, Horacio; Ramírez Sobrino, Jesús Nicolás

2018-01-01

This paper describes an audit workplace simulation and investigates its effects on students' perceptions of competences, required as important in the auditing industry. Within the competence-based teaching framework, this training activity involves cooperative learning as it combines first-undergraduate and senior students within one team. First,…

Evidence Items as Signals of Marketing Competencies and Workplace Readiness: A Practitioner Perspective

ERIC Educational Resources Information Center

Honea, Heather; Castro, Iana A.; Peter, Paula

2017-01-01

Although past research has spent considerable effort identifying competencies and academic activities that are associated with workplace readiness, the literature is largely silent regarding what might best serve as evidence to employers that a graduate possesses specific marketing competencies. In the current research, we develop a comprehensive…

Assessing the impact of workplace bullying on nursing competences among registered nurses in Jordanian public hospitals.

PubMed

Al-Sagarat, Ahmad; Qan'ir, Yousef; Al-Azzam, Manar; Obeidat, Hala; Khalifeh, Anas

2018-04-23

To assess the impact of nursing competences on workplace bullying among registered nurses in Jordanian public hospitals. Workplace bullying has serious organizational and health effects on nursing staff. Little is known about the relationship between bullying and nursing competence worldwide. A cross-sectional descriptive study using a quantitative method was adopted for this study. The Negative Act Questionnaire-Revised (NAQ-R) and Nurse Professional Competence (NPC) questionnaire were used. A convenience sample of 272 nurses completed the study questionnaires. The results revealed that there were negative correlations between all NAQ scales and all NPC scales. The higher scores indicated better degrees of perceived competency, while the lower scores indicated the frequency of bullying reported by nurses. These results suggest that nurses who have more clinical competencies are less likely to experience work-related bullying. The study found that workplace bullying against nursing staff is still a considerable problem in participating Jordanian hospitals. To prohibit bullying behavior, nurse administrators have to construct a work environment that demonstrates respect and fairness and which is transmitted through nurses' communication pathways. © 2018 Wiley Periodicals, Inc.

Preparing Work-Ready Nurses: Reflexive Learning for Diverse Students in the Australian Vocational Education and Training Sector

ERIC Educational Resources Information Center

Ryan, Mary; Gwinner, Karleen; Mallan, Kerry; Livock, Cheryl

2017-01-01

This paper highlights a disjuncture between training frameworks designed to meet work-based competencies, and educational flexibility desirable to prepare diverse learners for fluid workplaces and roles. We describe a pilot study that explored teaching and learning practices in a vocational education and training Diploma of Nursing program. The…

Mental health promotion competencies in the health sector in Finland: a qualitative study of the views of professionals.

PubMed

Tamminen, Nina; Solin, Pia; Stengård, Eija; Kannas, Lasse; Kettunen, Tarja

2017-07-01

In this study, we aimed to investigate what competencies are needed for mental health promotion in health sector practice in Finland. A qualitative study was carried out to seek the views of mental health professionals regarding mental health promotion-related competencies. The data were collected via two focus groups and a questionnaire survey of professionals working in the health sector in Finland. The focus groups consisted of a total of 13 professionals. Further, 20 questionnaires were received from the questionnaire survey. The data were analysed using the qualitative data analysis software ATLAS.ti Scientific Software Development GmbH, Berlin. A content analysis was carried out. In total, 23 competencies were identified and clustered under the categories of theoretical knowledge, practical skills, and personal attitudes and values. In order to promote mental health, it is necessary to have a knowledge of the principles and concepts of mental health promotion, including methods and tools for effective practices. Furthermore, a variety of skills-based competencies such as communication and collaboration skills were described. Personal attitudes and values included a holistic approach and respect for human rights, among others. The study provides new information on what competencies are needed to plan, implement and evaluate mental health promotion in health sector practice, with the aim of contributing to a more effective workforce. The competencies provide aid in planning training programmes and qualifications, as well as job descriptions and roles in health sector workplaces related to mental health promotion.

Midwifery education roundtable discussion: transitions to the workplace.

PubMed

Lydon-Rochelle, Mona T; Kantrowitz-Gordon, Ira; Tower, Martha J Jody; Trego, Lori; Lagerberg, Ruth

2002-01-01

A snapshot of four graduates' views on their educational experience at a research institution as well as their perspective on how it prepared them for the challenges they faced in entering the workplace is presented. Discussants stated that research knowledge is a critical aspect to clinical practice. Their educational experience provided them with the ability to understand information technology applications, identify and access relevant scientific research, evaluate the integrity and comparability of research findings, and apply research findings to clinical practice. Areas within the curriculum that were identified as needing more content and/or greater emphasis included primary health care, how to work competently and effectively with persons from diverse cultural, socioeconomic, and racial and ethnic backgrounds, experience with public health providers, and content such as intimate partner violence and adolescent behaviors.

The use of a portfolio in postgraduate medical education – reflect, assess and account, one for each or all in one?

PubMed Central

Heeneman, Sylvia; Driessen, Erik W.

2017-01-01

Competency-based education has become central to the training and assessment of post-graduate medical trainees or residents [1]. In competency-based education, there is a strong focus on outcomes and professional performance. Typically, holistic tasks are used to train, practice and assess the defined outcomes or competencies. In residency training, these tasks are part of the day-to-day clinical practice. The performance of residents in the workplace needs to be captured and stored. A portfolio has been used as an instrument for storage and collection of workplace-based assessment and feedback in various countries, like the Netherlands and the United States. The collection of information in a portfolio can serve or be used for a variety of purposes. These are: The collection of work samples, assessment, feedback and evaluations in a portfolio enables the learner to look back, analyze and reflect. The content is used for assessment or making decisions about progress. And the portfolio is used as an instrument for quality assurance processes. In post-graduate medical education, these purposes can be combined but this is not always reported transparently. In this paper, we will discuss the different perspectives, how a portfolio can serve these three purposes and what are opportunities and challenges of combining multiple purposes. PMID:29226225

A systematic review of outcome and impact of Master’s in health and health care

PubMed Central

2013-01-01

Background The ‘human resources for health’ crisis has highlighted the need for more health (care) professionals and led to an increased interest in health professional education, including master’s degree programmes. The number of these programmes in low- and middle-income countries (LMIC) is increasing, but questions have been raised regarding their relevance, outcome and impact. We conducted a systematic review to evaluate the outcomes and impact of health-related master’s degree programmes. Methods We searched the databases Scopus, Pubmed, Embase, CINAHL, ERIC, Psychinfo and Cochrane (1999 - November 2011) and selected websites. All papers describing outcomes and impact of health-related Master programmes were included. Three reviewers, two for each article, extracted data independently. The articles were categorised by type of programme, country, defined outcomes and impact, study methods used and level of evidence, and classified according to outcomes: competencies used in practice, graduates’ career progression and impact on graduates’ workplaces and sector/society. Results Of the 33 articles included in the review, most originated from the US and the UK, and only one from a low-income country. The programmes studied were in public health (8), nursing (8), physiotherapy (5), family practice (4) and other topics (8). Outcomes were defined in less than one third of the articles, and impact was not defined at all. Outcomes and impact were measured by self-reported alumni surveys and qualitative methods. Most articles reported that competencies learned during the programme were applied in the workplace and alumni reported career progression or specific job changes. Some articles reported difficulties in using newly gained competencies in the workplace. There was limited evidence of impact on the workplace. Only two articles reported impact on the sector. Most studies described learning approaches, but very few described a mechanism to ensure outcome and impact of the programme. Conclusions Evidence suggests that graduates apply newly learned competencies in the field and that they progress in their career. There is a paucity of well-designed studies assessing the outcomes and impact of health-related master’s degree programmes in low- and middle-income countries. Studies of such programmes should consider the context and define outcomes and impact. PMID:23388181

Effects of perceived workplace politics in hospitals on nurses' behavioural intentions in Ghana.

PubMed

Atinga, Roger A; Domfeh, Kwame A; Kayi, Esinam; Abuosi, Aaron; Dzansi, Gladys

2014-03-01

To examine the effects of perceived workplace politics in hospitals on nurses' job satisfaction, commitment, exit intention, job neglect, absenteeism and performance. One of the factors contributing to nurses' poor advancement in clinical practice is the existence of petty politics, which has given rise to competing self-interest. However, little evidence exists to inform policy direction on the implication of politics on nurses' behaviour. A total of 610 nurses comprising associate and nursing professionals completed a structured questionnaire modelled on workplace politics and its outcome variables. Descriptive statistics and mean comparisons were used to analyse data. A multivariate regression model was computed to examine association between perceived politics and nurses' behavioural intentions. Perceived politics potentially leads to decline in job satisfaction, commitment and work performance. However, perceived workplace politics is associated with high intention to leave, negligent behaviour and absenteeism. Measures aimed at improving nursing management and health-care delivery should be directed at minimising the use of politics to promote self-interest. Evidence-based best practices in nursing management centred on the creation of an enabling environment for nurses to participate in decision-making should be given critical attention. © 2013 John Wiley & Sons Ltd.

Cultural competence for the 21st century dermatologist practicing in the United States.

PubMed

McKesey, Jacqueline; Berger, Timothy G; Lim, Henry W; McMichael, Amy J; Torres, Abel; Pandya, Amit G

2017-12-01

Significant health disparities exist among under-represented minorities in the Unites States, which can partially be accounted for by the quality of patient-physician interaction. A distinguishing factor of this interaction is the ability of the provider to demonstrate cultural competence, or address the social, cultural, and community influences on healthcare behaviors and incorporate these elements into patient care. However, this practice has yet to be universally implemented in our healthcare system. These factors become even more important as the racial, ethnic and cultural distribution of the United States population changes. Multiple studies have suggested that cultural competence of the health care provider and staff leads to improved patient adherence, satisfaction, and ultimately, health outcome. Cultural competence in the workplace also leads to efficient and cost-effective healthcare and better community integration into healthcare systems. The purpose of this review is to help dermatologists understand the benefits of culturally competent care for their patients and themselves and identify methods and resources to achieve this goal. Copyright © 2017 American Academy of Dermatology, Inc. Published by Elsevier Inc. All rights reserved.

A competency-based approach to nurses' continuing education for clinical reasoning and leadership through reflective practice in a care situation.

PubMed

Goudreau, Johanne; Pepin, Jacinthe; Larue, Caroline; Dubois, Sylvie; Descôteaux, Renée; Lavoie, Patrick; Dumont, Katia

2015-11-01

Newly graduated nurses need to demonstrate high levels of competencies when they enter the workplace. A competency-based approach to their education is recommended to ensure patients' needs are met. A continuing education intervention consistent with the competency-based approach to education was designed and implemented in eight care units in two teaching hospitals. It consists of a series of 30-min reflective practice groups on clinical events that newly graduated nurses encountered in their practice. It was evaluated using a descriptive longitudinal evaluative research design, combining individual and group interviews with stakeholders, the analysis of facilitators' journal entries, and a research assistant's field notes. The results suggest that issues associated with the implementation of the continuing education intervention revolved around leadership for managers, flexibility for nursing staff, and role shifting for the facilitators. Newly graduated nurses who participated in the study noted that the reflective practice sessions contributed to the development of both clinical reasoning and leadership. Nursing managers stated the advantages of the intervention on nurses' professional development and for the quality and safety of care. Following the end of the study, participants from two units managed to pursue the activity during their work time. Copyright © 2015 Elsevier Ltd. All rights reserved.

Learning at work: competence development or competence-stress.

PubMed

Paulsson, Katarina; Ivergård, Toni; Hunt, Brian

2005-03-01

Changes in work and the ways in which it is carried out bring a need for upgrading workplace knowledge, skills and competencies. In today's workplaces, and for a number of reasons, workloads are higher than ever and stress is a growing concern (Health Risk Soc. 2(2) (2000) 173; Educat. Psychol. Meas. 61(5) (2001) 866). Increased demand for learning brings a risk that this will be an additional stress factor and thus a risk to health. Our research study is based on the control-demand-support model of Karasek and Theorell (Health Work: Stress, Productivity and the Reconstruction of Working Life, Basic Books/Harper, New York, 1990). We have used this model for our own empirical research with the aim to evaluate the model in the modern workplace. Our research enables us to expand the model in the light of current workplace conditions-especially those relating to learning. We report empirical data from a questionnaire survey of working conditions in two different branches of industry. We are able to define differences between companies in terms of working conditions and competence development. We describe and discuss the effects these conditions have on workplace competence development. Our research results show that increased workers' control of the learning process makes competence development more stimulating, is likely to simplify the work and reduces (learning-related) stress. It is therefore important that learning at work allows employees to control their learning and also allows time for the process of learning and reflection.

From school to work: promoting the application of pre-qualification interprofessional education in the clinical workplace.

PubMed

Murray-Davis, Beth; Marshall, Michelle; Gordon, Frances

2012-09-01

The rationale for Interprofessional Education (IPE) is based on the assumption it will improve practice. Despite evidence that it may modify attitudes and provide knowledge and skills for collaboration, there is little evidence about whether these skills can be transferred to practice. The aim of this research was to explore how midwifery students apply pre-qualification IPE learning to practice and to understand the factors in the clinical workplace that facilitate or hinder this application. A purposive sample of students, educators, Heads of Midwifery and new midwives from four universities throughout the United Kingdom participated in semi-structured interviews and focus groups. Emerging themes were developed using the principles of Grounded Theory. Participants articulated ways in which the clinical environment either promoted or prevented IPE in practice. The extent to which the clinical institution promoted IPE was made visible through the support for students during placements; the support for new midwives; and the evolution of professional roles. Buy-in for the IPE agenda in the workplace influences the ability of new midwives to apply IPE competencies to professional practice. The benefits of a theoretical foundation in interprofessional skills may be lost if students and new midwives find themselves working in contexts that do not make collaboration a priority. Copyright © 2011 Elsevier Ltd. All rights reserved.

COLLABORATE©, Part IV: Ramping Up Competency-Based Performance Management.

PubMed

Treiger, Teresa M; Fink-Samnick, Ellen

The purpose of this fourth part of the COLLABORATE© article series provides an expansion and application of previously presented concepts pertaining to the COLLABORATE paradigm of professional case management practice. The model is built upon a value-driven foundation that: PRIMARY PRACTICE SETTING(S):: Applicable to all health care sectors where case management is practiced. As an industry, health care continues to evolve. Terrain shifts and new influences continually surface to challenge professional case management practice. The need for top-performing and nimble professionals who are knowledgeable and proficient in the workplace continues to challenge human resource departments. In addition to care setting knowledge, professional case managers must continually invest in their practice competence toolbox to grow skills and abilities that transcend policies and processes. These individuals demonstrate agility in framing (and reframing) their professional practice to facilitate the best possible outcomes for their clients. Therefore, the continued emphasis on practice competence conveyed through the performance management cycle is an essential ingredient to performance management focused on customer service excellence and organizational improvement. Professional case management transcends professional disciplines, educational levels, and practice settings. Business objectives continue to drive work process and priorities in many practice settings. However, competencies that align with regulatory and accreditation requirements should be the critical driver for consistent, high-quality case management practice. Although there is inherent value in what various disciplines bring to the table, this advanced model unifies behind case management's unique, strengths-based identity instead of continuing to align within traditional divisions (e.g., discipline, work setting, population served). This model fosters case management's expanding career advancement opportunities.

Working towards Best Practice in Assessment. A Case Study Approach to Some Issues Concerning Competency-Based Assessment in the Vocational Education and Training Sector.

ERIC Educational Resources Information Center

Bloch, Barbara; Thomson, Peter

Between July and November 1993, a cross-section of Australia's school- and workplace-based vocational education and training programs was studied to identify programs using innovative assessment strategies and materials. As innovative strategies/materials were identified, the study methodology was revised and a case study approach was adopted. The…

On the Reliability of Vocational Workplace-Based Certifications

ERIC Educational Resources Information Center

Harth, H.; Hemker, B.T.

2013-01-01

The assessment of vocational workplace-based qualifications in England relies on human assessors (raters). These assessors observe naturally occurring, non-standardised evidence, unique to each learner and evaluate the learner as competent/not yet competent against content standards. Whilst these are considered difficult to measure, this study…

Status of knowledge on student-learning environments in nursing homes: A mixed-method systematic review.

PubMed

Husebø, Anne Marie Lunde; Storm, Marianne; Våga, Bodil Bø; Rosenberg, Adriana; Akerjordet, Kristin

2018-04-01

To give an overview of empirical studies investigating nursing homes as a learning environment during nursing students' clinical practice. A supportive clinical learning environment is crucial to students' learning and for their development into reflective and capable practitioners. Nursing students' experience with clinical practice can be decisive in future workplace choices. A competent workforce is needed for the future care of older people. Opportunities for maximum learning among nursing students during clinical practice studies in nursing homes should therefore be explored. Mixed-method systematic review using PRISMA guidelines, on learning environments in nursing homes, published in English between 2005-2015. Search of CINAHL with Full Text, Academic Search Premier, MEDLINE and SocINDEX with Full Text, in combination with journal hand searches. Three hundred and thirty-six titles were identified. Twenty studies met the review inclusion criteria. Assessment of methodological quality was based on the Mixed Methods Appraisal Tool. Data were extracted and synthesised using a data analysis method for integrative reviews. Twenty articles were included. The majority of the studies showed moderately high methodological quality. Four main themes emerged from data synthesis: "Student characteristic and earlier experience"; "Nursing home ward environment"; "Quality of mentoring relationship and learning methods"; and "Students' achieved nursing competencies." Nursing home learning environments may be optimised by a well-prepared academic-clinical partnership, supervision by encouraging mentors and high-quality nursing care of older people. Positive learning experiences may increase students' professional development through achievement of basic nursing skills and competencies and motivate them to choose the nursing home as their future workplace. An optimal learning environment can be ensured by thorough preplacement preparations in academia and in nursing home wards, continuous supervision and facilitation of team learning. © 2018 John Wiley & Sons Ltd.

Transforming primary care training--patient-centered medical home entrustable professional activities for internal medicine residents.

PubMed

Chang, Anna; Bowen, Judith L; Buranosky, Raquel A; Frankel, Richard M; Ghosh, Nivedita; Rosenblum, Michael J; Thompson, Sara; Green, Michael L

2013-06-01

The U.S. faces a critical gap between residency training and clinical practice that affects the recruitment and preparation of internal medicine residents for primary care careers. The patient-centered medical home (PCMH) represents a new clinical microsystem that is being widely promoted and implemented to improve access, quality, and sustainability in primary care practice. We address two key questions regarding the training of internal medicine residents for practice in PCMHs. First, what are the educational implications of practice transformations to primary care home models? Second, what must we do differently to prepare internal medicine residents for their futures in PCMHs? The 2011 Society of General Internal Medicine (SGIM) PCMH Education Summit established seven work groups to address the following topics: resident workplace competencies, teamwork, continuity of care, assessment, faculty development, 'medical home builder' tools, and policy. The output from the competency work group was foundational for the work of other groups. The work group considered several educational frameworks, including developmental milestones, competencies, and entrustable professional activities (EPAs). The competency work group defined 25 internal medicine resident PCMH EPAs. The 2011 National Committee for Quality Assurance (NCQA) PCMH standards served as an organizing framework for EPAs. The list of PCMH EPAs has the potential to begin to transform the education of internal medicine residents for practice and leadership in the PCMH. It will guide curriculum development, learner assessment, and clinical practice redesign for academic health centers.

Identification of Workplace Skills and Competencies Essential for Marketing Occupations.

ERIC Educational Resources Information Center

Ruhland, Sheila K.

A study examined the types of academic skills and workplace competencies that will be needed by persons employed in marketing occupations in the future. Three rounds of a Delphi questionnaire were mailed to 23 persons who were recommended by secondary and postsecondary marketing teachers in Missouri as having expertise in marketing occupations. In…

Project Future. A Workplace Literacy Project.

ERIC Educational Resources Information Center

Jefferson County Public Schools, Louisville, KY.

This document contains 12 units of study for a competency-based workplace literacy program, developed by Jefferson County Public Schools in Louisville, Kentucky, for a local plastics and engineering company. Each unit covers between two and nine competencies. Of the 12 units, 5 are devoted to language skills and 7 are devoted to mathematics. Each…

Acceptance of Competency-Based Workplace e-Learning Systems: Effects of Individual and Peer Learning Support

ERIC Educational Resources Information Center

Cheng, Bo; Wang, Minhong; Yang, Stephen J. H.; Kinshuk; Peng, Jun

2011-01-01

Current endeavors to integrate competency-based learning approaches with e-learning systems designed for delivery of training to adult learners in the workplace are growing. However, academic efforts in examining learners' perceptions of, and reactions toward, this technology-delivered pedagogical innovation are limited. Drawing together…

Nursing and conflict communication: avoidance as preferred strategy.

PubMed

Mahon, Margaret M; Nicotera, Anne M

2011-01-01

An exploratory study was conducted to examine nurses' (n = 57) selection of strategies to confront conflict in the workplace. Communication competence is the conceptual framework, defining competent conflict communication as joint problem-solving communication that is both effective and appropriate. Items were drawn from tools assessing nurses' conflict management strategies. Nurses reported a strong preference not to confront conflict directly; nurse managers were less likely to avoid direct communication. Nurses who do choose to confront conflict are more likely to use constructive than destructive strategies. The integration of the social science of health communication into nursing education and practice and other implications are discussed.

The Teamwork Mini-Clinical Evaluation Exercise (T-MEX): a workplace-based assessment focusing on collaborative competencies in health care.

PubMed

Olupeliyawa, Asela M; O'Sullivan, Anthony J; Hughes, Chris; Balasooriya, Chinthaka D

2014-02-01

Teamwork is an important and challenging area of learning during the transition from medical graduate to intern. This preliminary investigation examined the psychometric and logistic properties of the Teamwork Mini-Clinical Evaluation Exercise (T-MEX) for the workplace-based assessment of key competencies in working with health care teams. The authors designed the T-MEX for direct observation and assessment of six collaborative behaviors in seven clinical situations important for teamwork, feedback, and reflection. In 2010, they tested it on University of New South Wales senior medical students during their last six-week clinical term to investigate its overall utility, including validity and reliability. Assessors rated students in different situations on the extent to which they met expectations for interns for each collaborative behavior. Both assessors and students rated the tool's usefulness and feasibility. Assessment forms for 88 observed encounters were submitted by 25 students. The T-MEX was suited to a broad range of collaborative clinical practice situations, as evidenced by the encounter types and the behaviors assessed by health care team members. The internal structure of the behavior ratings indicated construct validity. A generalizability study found that eight encounters were adequate for high-stakes measurement purposes. The mean times for observation and feedback and the participants' perceptions suggested usefulness for feedback and feasibility in busy clinical settings. Findings suggest that the T-MEX has good utility for assessing trainee competence in working with health care teams. It fills a gap within the suite of existing tools for workplace-based assessment of professional attributes.

Development of a Course of Training Programs for Young Engineers at Work to Nurture the “Basic Competencies of Employees”

NASA Astrophysics Data System (ADS)

Itoh, Michiko; Jomura, Makoto; Hongo, Tetsuyuki; Chohji, Tetsuji

According to our feasibility study in 2005, many of small and medium-sized companies in and around Toyama city asked their young engineers for originality and strong will to try and solve problems positively in their workplaces. These skills have a lot in common with “Basic Competencies of Employees” advocated by the Ministry of Economy, Trade and Industry, Japan. Since Toyama National College of Technology has an accumulated educational know-how to nurture “Basic Competencies of Employees” , we have applied this to develop a course of training programs for young engineers. Through four year‧s practice and improvement, we have established and evaluated this training course. We show the details of our course in this report.

Cultural competency training of GP Registrars-exploring the views of GP Supervisors.

PubMed

Watt, Kelly; Abbott, Penny; Reath, Jenny

2015-10-06

An equitable multicultural society requires General Practitioners (GPs) to be proficient in providing health care to patients from diverse backgrounds. This requires a certain set of attitudes, knowledge and skills known as cultural competence. While training in cultural competence is an important part of the Australian GP Registrar training curriculum, it is unclear who provides this training apart from in Aboriginal and Torres Strait Islander training posts. The majority of Australian GP Registrar training takes place in a workplace setting facilitated by the GP Supervisor. In view of the central role of GP Supervisors, their views on culturally competent practice, and their role in its development in Registrars, are important to ascertain. We conducted 14 semi-structured interviews with GP Supervisors. These were audiotaped, transcribed verbatim and thematically analyzed using an iterative approach. The Supervisors interviewed frequently viewed cultural competence as adequately covered by using patient-centered approaches. The Supervisor role in promoting cultural competence of Registrars was affirmed, though training was noted to occur opportunistically and focused largely on patient-centered care rather than health disparities. Formal training for both Registrars and Supervisors may be beneficial not only to develop a deeper understanding of cultural competence and its relevance to practice but also to promote more consistency in training from Supervisors in the area, particularly with respect to self-reflection, non-conscious bias and utilizing appropriate cultural knowledge without stereotyping and assumption-making.

Work-based assessment: qualitative perspectives of novice nutrition and dietetics educators.

PubMed

Palermo, C; Beck, E J; Chung, A; Ash, S; Capra, S; Truby, H; Jolly, B

2014-10-01

The assessment of competence for health professionals including nutrition and dietetics professionals in work-based settings is challenging. The present study aimed to explore the experiences of educators involved in the assessment of nutrition and dietetics students in the practice setting and to identify barriers and enablers to effective assessment. A qualitative research approach using in-depth interviews was employed with a convenience sample of inexperienced dietitian assessors. Interviews explored assessment practices and challenges. Data were analysed using a thematic approach within a phenomenological framework. Twelve relatively inexperienced practice educators were purposefully sampled to take part in the present study. Three themes emerged from these data. (i) Student learning and thus assessment is hindered by a number of barriers, including workload demands and case-mix. Some workplaces are challenged to provide appropriate learning opportunities and environment. Adequate support for placement educators from the university, managers and their peers and planning are enablers to effective assessment. (ii) The role of the assessor and their relationship with students impacts on competence assessment. (iii) There is a lack of clarity in the tasks and responsibilities of competency-based assessment. The present study provides perspectives on barriers and enablers to effective assessment. It highlights the importance of reflective practice and feedback in assessment practices that are synonymous with evidence from other disciplines, which can be used to better support a work-based competency assessment of student performance. © 2013 The British Dietetic Association Ltd.

Workplace road safety risk management: An investigation into Australian practices.

PubMed

Warmerdam, Amanda; Newnam, Sharon; Sheppard, Dianne; Griffin, Mark; Stevenson, Mark

2017-01-01

In Australia, more than 30% of the traffic volume can be attributed to work-related vehicles. Although work-related driver safety has been given increasing attention in the scientific literature, it is uncertain how well this knowledge has been translated into practice in industry. It is also unclear how current practice in industry can inform scientific knowledge. The aim of the research was to use a benchmarking tool developed by the National Road Safety Partnership Program to assess industry maturity in relation to risk management practices. A total of 83 managers from a range of small, medium and large organisations were recruited through the Victorian Work Authority. Semi-structured interviews aimed at eliciting information on current organisational practices, as well as policy and procedures around work-related driving were conducted and the data mapped onto the benchmarking tool. Overall, the results demonstrated varying levels of maturity of risk management practices across organisations, highlighting the need to build accountability within organisations, improve communication practices, improve journey management, reduce vehicle-related risk, improve driver competency through an effective workplace road safety management program and review organisational incident and infringement management. The findings of the study have important implications for industry and highlight the need to review current risk management practices. Copyright © 2016 Elsevier Ltd. All rights reserved.

Workplace culture among operating room nurses.

PubMed

Eskola, Suvi; Roos, Mervi; McCormack, Brendan; Slater, Paul; Hahtela, Nina; Suominen, Tarja

2016-09-01

To investigate the workplace culture in the Operating Room (OR) environment and the factors associated with it. In health care, the workplace culture affects the delivery and experience of care. The OR can be a stressful practice environment, where nurses might have occasionally either job stress or job satisfaction based on their competence. A quantitative cross-sectional approach was used. The study consisted of 96 Finnish OR nurses. A Nursing Context Index instrument was used to obtain data by way of an electronic questionnaire. The primary role and working unit of respondents were the main components relating to workplace culture, and especially to job stress. Nurse anaesthetists were found to be slightly more stressed than scrub nurses. In local hospitals, job stress related to workload was perceived less than in university hospitals (P = 0.001). In addition, OR nurses in local hospitals were more satisfied with their profession (P = 0.007), particularly around issues concerning adequate staffing and resources (P = 0.001). It is essential that nurse managers learn to recognise the different expressions of workplace culture. In particular, this study raises a need to recognise the factors that cause job stress to nurse anaesthetists. © 2016 John Wiley & Sons Ltd.

Going beyond Competencies: An Exploratory Study in Defining Exemplary Workplace Learning and Performance Practitioners

ERIC Educational Resources Information Center

Smith, Terri Freeman

2009-01-01

This study was an exploratory investigation used to identify exemplary performance in four of the areas of expertise (AOEs) as described in the American Society for Training and Development's "Mapping the Future: New Workplace Learning and Performance Competencies" (2004). Qualitative data were collected from the following four AOEs: (1)…

The Study of Workplace Learning and Performance Competencies among Pakistani Practitioners

ERIC Educational Resources Information Center

Sherwani, Naseem Saeed

2010-01-01

The purpose of this study was to investigate Pakistani Workplace Learning and Performance (WLP) practitioners' perceptions of the importance of WLP competencies at the present time and in the next five years. The goals were to: (1) identify and characterize a profile of Pakistani WLP practitioners; (2) analyze perceptions of the current and future…

Construing Mathematics-Containing Activities in Adults' Workplace Competences: Analysis of Institutional and Multimodal Aspects

ERIC Educational Resources Information Center

Björklund Boistrup, Lisa; Gustafsson, Lars

2014-01-01

In this paper we propose and discuss a framework for analysing adults' work competences while construing mathematics-containing "themes" in two workplace settings: road haulage and nursing. The data consist of videos and transcribed interviews from the work of two lorryloaders, and a nurses' aide at an orthopaedic department. In the…

Validation of public health competencies and impact variables for low- and middle-income countries.

PubMed

Zwanikken, Prisca Ac; Alexander, Lucy; Huong, Nguyen Thanh; Qian, Xu; Valladares, Laura Magana; Mohamed, Nazar A; Ying, Xiao Hua; Gonzalez-Robledo, Maria Cecilia; Linh, Le Cu; Wadidi, Marwa Se Abuzaid; Tahir, Hanan; Neupane, Sunisha; Scherpbier, Albert

2014-01-20

The number of Master of Public Health (MPH) programmes in low- and middle-income countries (LMICs) is increasing, but questions have been raised regarding the relevance of their outcomes and impacts on context. Although processes for validating public health competencies have taken place in recent years in many high-income countries, validation in LMICs is needed. Furthermore, impact variables of MPH programmes in the workplace and in society have not been developed. A set of public health competencies and impact variables in the workplace and in society was designed using the competencies and learning objectives of six participating institutions offering MPH programmes in or for LMICs, and the set of competencies of the Council on Linkages Between Academia and Public Health Practice as a reference. The resulting competencies and impact variables differ from those of the Council on Linkages in scope and emphasis on social determinants of health, context specificity and intersectoral competencies. A modified Delphi method was used in this study to validate the public health competencies and impact variables; experts and MPH alumni from China, Vietnam, South Africa, Sudan, Mexico and the Netherlands reviewed them and made recommendations. The competencies and variables were validated across two Delphi rounds, first with public health experts (N = 31) from the six countries, then with MPH alumni (N = 30). After the first expert round, competencies and impact variables were refined based on the quantitative results and qualitative comments. Both rounds showed high consensus, more so for the competencies than the impact variables. The response rate was 100%. This is the first time that public health competencies have been validated in LMICs across continents. It is also the first time that impact variables of MPH programmes have been proposed and validated in LMICs across continents. The high degree of consensus between experts and alumni suggests that these public health competencies and impact variables can be used to design and evaluate MPH programmes, as well as for individual and team assessment and continuous professional development in LMICs.

Validation of public health competencies and impact variables for low- and middle-income countries

PubMed Central

2014-01-01

Background The number of Master of Public Health (MPH) programmes in low- and middle-income countries (LMICs) is increasing, but questions have been raised regarding the relevance of their outcomes and impacts on context. Although processes for validating public health competencies have taken place in recent years in many high-income countries, validation in LMICs is needed. Furthermore, impact variables of MPH programmes in the workplace and in society have not been developed. Method A set of public health competencies and impact variables in the workplace and in society was designed using the competencies and learning objectives of six participating institutions offering MPH programmes in or for LMICs, and the set of competencies of the Council on Linkages Between Academia and Public Health Practice as a reference. The resulting competencies and impact variables differ from those of the Council on Linkages in scope and emphasis on social determinants of health, context specificity and intersectoral competencies. A modified Delphi method was used in this study to validate the public health competencies and impact variables; experts and MPH alumni from China, Vietnam, South Africa, Sudan, Mexico and the Netherlands reviewed them and made recommendations. Results The competencies and variables were validated across two Delphi rounds, first with public health experts (N = 31) from the six countries, then with MPH alumni (N = 30). After the first expert round, competencies and impact variables were refined based on the quantitative results and qualitative comments. Both rounds showed high consensus, more so for the competencies than the impact variables. The response rate was 100%. Conclusion This is the first time that public health competencies have been validated in LMICs across continents. It is also the first time that impact variables of MPH programmes have been proposed and validated in LMICs across continents. The high degree of consensus between experts and alumni suggests that these public health competencies and impact variables can be used to design and evaluate MPH programmes, as well as for individual and team assessment and continuous professional development in LMICs. PMID:24438672

An assessment of workplace programmes designed to control inhalation risks using respiratory protective equipment.

PubMed

Bell, Nikki; Vaughan, Nicholas P; Morris, Len; Griffin, Peter

2012-04-01

Few studies have assessed respiratory protective equipment (RPE) failures at the organizational level despite evidence to suggest that compliance with good practice may be low. The aim of this study was to develop an understanding of what current RPE programmes look like across industry and how this compares with good practice. Twenty cross-industry site visits were conducted with companies that had RPE programmes in place. Visits involved management interviews to explore current RPE systems and procedures and the decision making underpinning these. Observations of RPE operatives were included followed by short interviews to discuss the behaviours observed. Post-site assessments jointly undertaken by an RPE scientist and psychologist produced ratings for each site on six critical aspects of RPE programmes (knowledge/awareness, selection, use, training/information, supervision, and storage/cleaning/maintenance). Overall ratings for theoretical competence (i.e. management knowledge of RPE) and practical control (i.e. actual RPE practice on the shop floor) were also given. Qualitative analysis was performed on all interview data. The performance of RPE programmes varied across industry. Fewer than half the companies visited were considered to have an acceptable level of theoretical competence and practical control. Four distinct groups emerged from the 20 sites studied, ranging from Learners (low theoretical competence and practical control--four sites), Developers (acceptable theoretical competence and low practical control--five sites), and Fortuitous (low theoretical competence and acceptable practical control--two sites), to Proficient (acceptable theoretical competence and practical control--nine sites). None of the companies visited were achieving optimal control through the use of RPE. Widespread inadequacies were found with programme implementation, particularly training, supervision, and maintenance. Our taxonomy based on the four groups (Learners, Developers, Fortuitous, and Proficient) provided a useful expert-informed tool for explaining the variation in performance of RPE programmes across industry. Although further research and development are required, this taxonomy offers a useful starting point for the development of practical tools that may assist managers in making the much-needed improvements to all facets of programme implementation, particularly training, supervision, and maintenance.

Identification and Development of Academic and Higher-Order Workplace Competencies in the Missouri Marketing Education Core Curriculum. Section I.

ERIC Educational Resources Information Center

Ruhland, Sheila K.; Wilkinson, Richard F.

This document provides an overview of a project to identify the basic academic skills, advanced academic skills, and the higher-order workplace competencies for marketing education. It describes the following project activities: review of current literature and research in the field; review by business and industry representatives of the skills…

Supervisor Assessment of Clinical and Professional Competence of Medical Trainees: A Reliability Study Using Workplace Data and a Focused Analytical Literature Review

ERIC Educational Resources Information Center

McGill, D. A.; van der Vleuten, C. P. M.; Clarke, M. J.

2011-01-01

Even though rater-based judgements of clinical competence are widely used, they are context sensitive and vary between individuals and institutions. To deal adequately with rater-judgement unreliability, evaluating the reliability of workplace rater-based assessments in the local context is essential. Using such an approach, the primary intention…

Conditions for Employee Learning and Innovation--Interweaving Competence Development Activities Provided by a Workplace Development Programme with Everyday Work Activities in SMEs

ERIC Educational Resources Information Center

Halvarsson Lundkvist, Agneta; Gustavsson, Maria

2018-01-01

The aim of this article is to investigate how the formal competence development activities provided by the Production Leap, a workplace development programme (WPDP), were interwoven with everyday work activities and to identify the conditions that enabled learning and employee-driven innovation that contributed to production improvement, in small…

Issues in developing valid assessments of speech pathology students' performance in the workplace.

PubMed

McAllister, Sue; Lincoln, Michelle; Ferguson, Alison; McAllister, Lindy

2010-01-01

Workplace-based learning is a critical component of professional preparation in speech pathology. A validated assessment of this learning is seen to be 'the gold standard', but it is difficult to develop because of design and validation issues. These issues include the role and nature of judgement in assessment, challenges in measuring quality, and the relationship between assessment and learning. Valid assessment of workplace-based performance needs to capture the development of competence over time and account for both occupation specific and generic competencies. This paper reviews important conceptual issues in the design of valid and reliable workplace-based assessments of competence including assessment content, process, impact on learning, measurement issues, and validation strategies. It then goes on to share what has been learned about quality assessment and validation of a workplace-based performance assessment using competency-based ratings. The outcomes of a four-year national development and validation of an assessment tool are described. A literature review of issues in conceptualizing, designing, and validating workplace-based assessments was conducted. Key factors to consider in the design of a new tool were identified and built into the cycle of design, trialling, and data analysis in the validation stages of the development process. This paper provides an accessible overview of factors to consider in the design and validation of workplace-based assessment tools. It presents strategies used in the development and national validation of a tool COMPASS, used in an every speech pathology programme in Australia, New Zealand, and Singapore. The paper also describes Rasch analysis, a model-based statistical approach which is useful for establishing validity and reliability of assessment tools. Through careful attention to conceptual and design issues in the development and trialling of workplace-based assessments, it has been possible to develop the world's first valid and reliable national assessment tool for the assessment of performance in speech pathology.

Building compassion literacy: Enabling care in primary health care nursing.

PubMed

Burridge, Letitia Helen; Winch, Sarah; Kay, Margaret; Henderson, Amanda

This paper introduces the concept of compassion literacy and discusses its place in nursing within the general practice setting. Compassion literacy is a valuable competency for sustaining the delivery of high quality care. Being compassion literate enables practice nurses to provide compassionate care to their patients and to recognise factors that may constrain this. A compassion literate practice nurse may be more protected from compassion fatigue and its negative consequences. Understanding how to enable self-compassion and how to support the delivery of compassionate care within the primary care team can enhance the care experienced by the patient while improving the positive engagement and satisfaction of the health professionals. The capacity to deliver compassionate care can be depleted by the day-to-day demands of the clinical setting. Compassion literacy enables the replenishing of compassion, but the development of compassion literacy can be curtailed by personal and workplace barriers. This paper articulates why compassion literacy should be an integral aspect of practice nursing and considers strategies for enabling compassion literacy to develop and thrive within the workplace environment. Compassion literacy is also a valuable opportunity for practice nurses to demonstrate their key role within the multidisciplinary team of general practice, directly enhancing the quality of the care delivered.

Common competencies for all healthcare managers: the Healthcare Leadership Alliance model.

PubMed

Stefl, Mary E

2008-01-01

Today's healthcare executives and leaders must have management talent sophisticated enough to match the increased complexity of the healthcare environment. Executives are expected to demonstrate measurable outcomes and effectiveness and to practice evidence-based management. At the same time, academic and professional programs are emphasizing the attainment of competencies related to workplace effectiveness. The shift to evidence-based management has led to numerous efforts to define the competencies most appropriate for healthcare. The Healthcare Leadership Alliance (HLA), a consortium of six major professional membership organizations, used the research from and experience with their individual credentialing processes to posit five competency domains common among all practicing healthcare managers: (1) communication and relationship management, (2) professionalism, (3) leadership, (4) knowledge of the healthcare system, and (5) business skills and knowledge. The HLA engaged in a formal process to delineate the knowledge, skills, and abilities within each domain and to determine which of these competencies were core or common among the membership of all HLA associations and which were specialty or specific to the members of one or more HLA organizations. This process produced 300 competency statements, which were then organized into the Competency Directory, a unique and interactive database that can be used for assessing individual and organizational competencies. Overall, this work helps to unify the field of healthcare management and provides a lexicon and a basis for collaboration among different types of healthcare executives. This article discusses the steps that the HLA followed. It also presents the HLA Competency Directory; its application and relevance to the practitioner and academic communities; and its strengths, limitations, and potential.

A literature review describing the role of return-to-work coordinators in trial programs and interventions designed to prevent workplace disability.

PubMed

Shaw, William; Hong, Quan-Nha; Pransky, Glenn; Loisel, Patrick

2008-03-01

Return-to-work (RTW) coordination has been suggested as an effective strategy for preventing workplace disability, but the scope of these services is not well described. The objective of this study was to describe the activities of RTW coordinators in published trials to provide a basis for establishing necessary competencies. A keyword search of MEDLINE and CINAHL databases was conducted to identify intervention studies with a RTW coordinator providing direct, on-site workplace liaison to reduce work absences associated with physical health ailments. This search yielded 2,383 titles that were inspected by two examiners. Using a stepwise process that allowed for assessment of inter-observer agreement, 90 full articles were selected and reviewed, and 40 articles (22 studies) met criteria for inclusion. All but two studies (of traumatic brain injury) focused on musculoskeletal conditions or work injuries. Twenty-nine RTW coordinator activities were identified, but there was variation in the training background, workplace activities, and contextual setting of RTW coordinators. Based on reported RTW coordinator activities, six preliminary competency domains were identified: (1) ergonomic and workplace assessment; (2) clinical interviewing; (3) social problem solving; (4) workplace mediation; (5) knowledge of business and legal aspects; and (6) knowledge of medical conditions. Principal activities of RTW coordination involve workplace assessment, planning for transitional duty, and facilitating communication and agreement among stakeholders. Successful RTW coordination may depend more on competencies in ergonomic job accommodation, communication, and conflict resolution than on medical training.

Why mentoring in the workplace works.

PubMed

Hamilton, Mary Agnes; Hamilton, Stephen F

2002-01-01

Workplaces are ideal contexts for mentoring relationships between adults and older youth. To teach the competencies required in contemporary workplaces (many of which are equally useful in other settings), mentors need to use sophisticated teaching behaviors, which the authors characterize as reflective questioning and problem solving.

Implications of early workplace experiences on continuing interprofessional education for physicians and nurses.

PubMed

Veerapen, Kiran; Purkis, Mary Ellen

2014-05-01

Formative experiences, identities and collaborative strategies of nurses and physicians need to be appreciated to develop transformative interprofessional education for them. This article develops the collaborative profiles of recently graduated physicians and nurses based on a phenomenological study conducted at tertiary training hospitals in Canada and the United Kingdom. Recent nursing and medical graduates were interviewed to study the impact of undergraduate professional education on their ability to practice collaboratively in the workplace. The impact of undergraduate professional education on teamwork was found to be diluted by internal contradictions and overshadowed by the demands and contingencies of the workplace reported here. Initiation into the workplace was frequently precipitous and for residents the workplace environment was fluid and repeatedly new, as they rotated through various disciplines in the hospital. In busy wards, interdependent but competing priorities led to the development of adversarial uniprofessional identities and derogatory stereotyping of the other. Both groups were overwhelmed by high workload, unpreparedness and responsibility. Cross generational and gender based interactions also provoked resentment. Over time collaborative attitudes became blunted and interprofessional identities were renegotiated. Continuing interprofessional education, for recent graduates that prioritises problem areas, alongside appropriate structural changes could potentially transform the prevalent culture and impact teamwork downstream.

Growth of nurse prescribing competence: facilitators and barriers during education.

PubMed

Hopia, Hanna; Karhunen, Anne; Heikkilä, Johanna

2017-10-01

To describe facilitators and barriers in relation to the growth of nurse prescribing competence from the perspective of the nurses studying in a prescribing programme. The number of nurses enrolled in a nurse prescribing programme is rapidly increasing in Finland. However, few studies on nurse prescribing education are available and therefore research is needed, particularly from the point of view of nurses studying in the programme. The descriptive, qualitative study used the text of student online learning diaries as data during a 14-month prescribing programme. The sample consisted of 31 nurses, public health nurses or midwives enrolled in a prescribing programme at a university of applied sciences. The data were analysed using the inductive analysis method. The growth of nurses' prescribing competence was facilitated by learning clinical examination of the patient, networking with peers, receiving support from the workplace and supervisors, doctors' positive attitude towards nurse prescribing and being able to apply competencies directly to nursing practice. The barriers to the growth of nurses' prescribing competence were unclear job description, incomplete care plans and concerns about how consultation with doctors will be organised and realised. The results show that, for the purpose of developing the new role and position of nurse prescribers, educators and nursing managers must invest more in staff awareness of nurse prescribing education and also offer more support to nurse prescribers in their workplaces. The results of this study can be used especially in countries where nurse prescribing education is only in the process of being planned or has just been started. Heads of nursing and educators in prescribing education will benefit from the results when creating expanded job descriptions for nurses and supporting networking between students during the period of training. © 2016 John Wiley & Sons Ltd.

Determinants and effects of medical students’ core self-evaluation tendencies on clinical competence and workplace well-being in clerkship

PubMed Central

Lin, Yung Kai

2017-01-01

Core self-evaluation (CSE) is a personality trait that involves a person’s evaluation of his or her own worth, competence, and capability. The objective of this study was to determine whether medical students’ CSEs exert beneficial effects on their adaptation to their clerkship in terms of their clinical competence and workplace well-being and whether their preclinical academic performance can be a trait-relevant situation that enhances their CSE expression. In total, 127 medical students from 2 cohorts were included as participants in this study. We analyzed complete measures of personal background, objective and subjective preclinical academic performance (course evaluation grades and self-reported efficacy), CSE tendencies, and clinical competence (as objective structured clinical examination scores) and workplace well-being (as compassion satisfaction and burnout) during their 2-year clerkship. Mixed linear models for repeated measures and multiple regressions were employed. Participants’ CSE tendencies had positive effects on their workplace compassion satisfaction and burnout but not on their clinical competence during their clerkship. Additionally, using the objective and subjective preclinical academic performance of the medical students as indicators, we observed that neither could be trait-relevant situations to enhance their CSE expression. CSE personality tendencies might be key to medical students’ ability to noncognitively adapt to clinical training during their clerkships. These tendencies should be identified earlier so that mentors can provide prompt care and support to mentees (medical students) during clerkships. PMID:29186158

Determinants and effects of medical students' core self-evaluation tendencies on clinical competence and workplace well-being in clerkship.

PubMed

Lin, Yung Kai; Chen, Der-Yuan; Lin, Blossom Yen-Ju

2017-01-01

Core self-evaluation (CSE) is a personality trait that involves a person's evaluation of his or her own worth, competence, and capability. The objective of this study was to determine whether medical students' CSEs exert beneficial effects on their adaptation to their clerkship in terms of their clinical competence and workplace well-being and whether their preclinical academic performance can be a trait-relevant situation that enhances their CSE expression. In total, 127 medical students from 2 cohorts were included as participants in this study. We analyzed complete measures of personal background, objective and subjective preclinical academic performance (course evaluation grades and self-reported efficacy), CSE tendencies, and clinical competence (as objective structured clinical examination scores) and workplace well-being (as compassion satisfaction and burnout) during their 2-year clerkship. Mixed linear models for repeated measures and multiple regressions were employed. Participants' CSE tendencies had positive effects on their workplace compassion satisfaction and burnout but not on their clinical competence during their clerkship. Additionally, using the objective and subjective preclinical academic performance of the medical students as indicators, we observed that neither could be trait-relevant situations to enhance their CSE expression. CSE personality tendencies might be key to medical students' ability to noncognitively adapt to clinical training during their clerkships. These tendencies should be identified earlier so that mentors can provide prompt care and support to mentees (medical students) during clerkships.

An evaluation of the effects of the occupational safety and health inspectors' supervision in workplaces.

PubMed

Niskanen, Toivo; Louhelainen, Kyösti; Hirvonen, Maria L

2014-07-01

The aim of this study was to investigate the effects of the administrational supervision of occupational safety and health (OSH) inspectors in the workplaces that they inspect. In the questionnaire survey, the respondents were OSH managers and workers' OSH representatives in the chemical companies' plants. For workers, the aggregated variable 'General OSH enforcement operations' was positively related to the aggregated variable 'Effects of the current OSH inspection'. In contrast, for the OSH managers, the corresponding data did not reveal any correlation. The professional competence in carrying out the OSH inspections was positively related to the different variables of the aggregated variable 'Effects of the current OSH inspection (Outputs)'. In contrast, for the workers' OSH representatives, the analysis failed to confirm this relationship. The present findings are that OSH managers and workers' OSH representatives desired that the OSH inspector should follow up more effectively that OSH management systems are being implemented in practice. They should provide more advice to workplaces in order to help them to exceed the minimum level laid down by law. Workers' OSH representatives expressed clearly that the OSH inspector should more often impose binding obligations. The professional skills of the OSH inspectors need to correspond better to the needs of today's working life and to be able to react to system changes in the workplaces. The OSH enforcement approach should become more uniform and be harmonized between the individual OSH inspectors and the OSH agencies. The development of the quality of OSH inspections and the professional competence of inspectors are important aspects from the point of the effectiveness. Copyright © 2013 Elsevier Ltd. All rights reserved.

The views of nurses regarding caring in the workplace.

PubMed

Minnaar, A

2003-05-01

This survey describes caring in the workplace in selected health services and is part of a greater study conducted in KwaZulu-Natal, South Africa. This study describes the views of nurse managers and nurses regarding caring in the workplace. Human competence, recovery and healing are central to caring. To ensure caring and healing of patients in health services it is of the utmost importance for nurse managers to ensure a healthy and caring environment in the management of nurses. When caring is present in the workplace, nurses are more able to render caring nursing practices in the patient care environment. It is clear that to become a caring person, one must be treated in a caring way and that caring may be impaired or reinforced by the environment. The environment of interest to this study was the environment in which nurses practise. A descriptive survey with a convenience sampling explored caring in the workplace of nurses. The questionnaire was divided into two sections. Section A comprised demographic information and in section B the questionnaire consisted of Likert type questions, open-ended questions and yes/no questions. Analysis included descriptive statistics. It was found that caring was not experienced in the hospitals by nurses in the major management tasks such as respect for human dignity, two-way communication, trust between nurses and nurse managers, wellness, cultural sensitivity, support and the recognition and handling of the concerns of nurses. It was clear that although nurse managers and nurses have the knowledge and structures for the implementation of caring in the hospitals, the everyday practical application of caring needs attention. Nurse managers were aware of caring practices but nurses did not always experience caring in their places of work in the hospitals. Nurse managers and nurses should all accept responsibility for finding means to improve communication and, in particular, participative leadership strategies in the hospitals. Previous research showed that a large majority of nurses agreed on which caring concepts were important aspects in nursing management.

What are the Facilitators and Obstacles to Participation in Workplace Team Sport? A Qualitative Study

PubMed Central

Brinkley, Andrew; Freeman, Josie; McDermott, Hilary; Munir, Fehmidah

2017-01-01

Working age adults are failing to meet physical activity recommendations. Inactive behaviours are increasing costs for diminished individual and organisational health. The workplace is a priority setting to promote physical activity, however there is a lack of evidence about why some employees choose to participate in novel workplace activities, such as team sport, whilst others do not. The aim of this study was to explore the complexity of facilitators and obstacles associated with participation in workplace team sport. Twenty-nine semi-structured face-to-face and telephone interviews were conducted with office workers (58% female) (36 ± 7.71) from manufacturing, public services, and educational services. Data was analysed through template analysis. Five sub-level (i.e., intrapersonal, interpersonal, organisational, community and societal influences) facilitate participation or create obstacles for participants. Participants were challenged by a lack of competence, self-efficacy, negative sporting ideals and amotivation. Unhealthy competition, an unstable work-life balance and unsupportive colleagues created obstacles to participation. An unsupportive organisation and workplace culture placed demands on workplace champions, funding, facilities and communication. Healthy competitions, high perceptions of competence and self-efficacy, and being motivated autonomously enabled participation. Further, relatedness and social support created a physical activity culture where flexible working was encouraged and team sport was promoted in accessible locations within the organisation. Researchers should consider accounting for complexity of these influences. A participatory approach may tailor interventions to individual organisations and the employees that work within them. Interventions whereby autonomy, competence and relatedness are supported are recommended. This may be achieved by adapting sports and training workplace champions. PMID:29922705

Work-based learning as a means of developing and assessing nursing competence.

PubMed

Flanagan, J; Baldwin, S; Clarke, D

2000-05-01

Work-Based Learning is the bringing together of self-knowledge, expertise at work and formal knowledge. It takes a structured and learner-managed approach to maximizing opportunities for learning and professional development in the workplace. The development and assessment of nursing competence can be facilitated through Work-Based Learning, although this may require pedagogic and structural changes within nurse education. There are a number of conditions which must accompany effective participative learning, and these are discussed in the paper in relation to examples of nursing programmes. This method of learning and assessment has potential to bridge the gap between theory and practice, and as such it can only be achieved through commitment and partnership between the individual practitioner, clinical services and universities.

The Assessment of Physiotherapy Practice (APP) is a valid measure of professional competence of physiotherapy students: a cross-sectional study with Rasch analysis.

PubMed

Dalton, Megan; Davidson, Megan; Keating, Jenny

2011-01-01

Is the Assessment of Physiotherapy Practice (APP) a valid instrument for the assessment of entry-level competence in physiotherapy students? Cross-sectional study with Rasch analysis of initial (n=326) and validation samples (n=318). Students were assessed on completion of 4, 5, or 6-week clinical placements across one university semester. 298 clinical educators and 456 physiotherapy students at nine universities in Australia and New Zealand provided 644 completed APP instruments. APP data in both samples showed overall fit to a Rasch model of expected item functioning for interval scale measurement. Item 6 (Written communication) exhibited misfit in both samples, but was retained as an important element of competence. The hierarchy of item difficulty was the same in both samples with items related to professional behaviour and communication the easiest to achieve and items related to clinical reasoning the most difficult. Item difficulty was well targeted to person ability. No Differential Item Functioning was identified, indicating that the scale performed in a comparable way regardless of the student's age, gender or amount of prior clinical experience, and the educator's age, gender, or experience as an educator, or the type of facility, university, or clinical area. The instrument demonstrated unidimensionality confirming the appropriateness of summing the scale scores on each item to provide an overall score of clinical competence and was able to discriminate four levels of professional competence (Person Separation Index=0.96). Person ability and raw APP scores had a linear relationship (r(2)=0.99). Rasch analysis supports the interpretation that a student's APP score is an indication of their underlying level of professional competence in workplace practice. Copyright © 2011 Australian Physiotherapy Association. Published by .. All rights reserved.

Preparing for Workplace Numeracy: A Modelling Perspective

ERIC Educational Resources Information Center

Wake, Geoff

2015-01-01

The starting point of this article is the question, "how might we inform an epistemology of numeracy from the point of view of better preparing young people for workplace competence?" To inform thinking illustrative data from two projects that researched into mathematics in workplace activity and the teaching and learning of modelling in…

Workplace Language Teaching and the Intercultural Construction of Ideologies of Competence.

ERIC Educational Resources Information Center

Katz, Mira-Lisa

2000-01-01

Describes workplace literacy programs serving immigrants at Cableco, a cable manufacturing plant in California serving the electronics industry in Silicon valley. A workplace literacy lesson, employees responses to it, and an interview with the manufacturing manager demonstrate some of the dangers of conceiving of language as a discrete workplace…

German in the Workplace: Workplace Learning for Immigrant and/or Ethnic Workers

ERIC Educational Resources Information Center

Zimmer, Veronika; Grünhage-Monetti, Matilde

2014-01-01

Although the importance of communicative competences in the workplace is conjured up in most discussions, there is little empirical research (in Germany) describing formal and informal communications in companies and branches with a high percentage of immigrant workers, particularly in the production sector. The study group "Deutsch am…

Generic Competency Frameworks: A Brief Historical Overview

ERIC Educational Resources Information Center

Young, Jolee; Chapman, Elaine

2010-01-01

Significant efforts have now been made to identify the generic competencies required to succeed across different workplace contexts. The aims of this paper were to: (i) outline factors that contributed to the increased demand for generic competencies seen over the last three decades; and (ii) review the early generic competency frameworks…

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.

Antecedents, consequences and interventions for workplace bullying.

PubMed

Kemp, Vivien

2014-09-01

The issue of workplace bullying has become an area of research interest in the last 3 decades. Much of the extant literature is published in the business management journals. This is problematic as the targets of workplace bullying may need psychiatric treatment; as a discipline, therefore psychiatrists may benefit from a deeper understanding of the nature of workplace bullying and its sequelae. There is still no agreed upon definition, although most definitions include similar criteria. Managers and human resources personnel frequently have difficulty identifying and effectively managing workplace bullying. The consequences for the targets of bullying can be severe; they may need psychiatric treatment and it can have a lifelong impact. There is a paucity of research into effective prevention and intervention programs. Preventive measures that focus on the whole workplace culture or on targets alone have mixed results. Workplace policies and procedures may lessen the prevalence and incidence of bullying, but often competing interests of senior management, human resources personnel, supervisors and workers may mitigate any antibullying interventions. Although psychiatrists are likely to treat the targets of bullying, bullying has yet to attract much attention as a research topic in psychiatry. Although the consequences of bullying can be severe for both targets and workplaces, prevention strategies are hampered by competing interests.

Diversity and cultural competence training in health care organizations: hallmarks of success.

PubMed

Curtis, Ellen Foster; Dreachslin, Janice L; Sinioris, Marie

2007-01-01

The authors reviewed recent literature on diversity training interventions and identified effective practices for health care organizations. Self-reported satisfaction was especially likely to be found as a result of training, whereas attitude change measured by standardized instruments was mixed. Although those responsible for diversity training in the workplace agree that behavioral change is key, awareness building and associated attitude change remain the focus of most diversity training in the workplace. Consequently, the authors recommend a systems approach to diversity training interventions wherein training is a key component of a health care organization's strategic approach to organizational performance, and diversity training is linked to the organizations' strategic goals for improved quality of care. The systems approach requires these steps: determine diversity and cultural competence goals in the context of strategy, measure current performance against needs, design training to address the gap, implement the training, assess training effectiveness, and strive for continuous improvement. Higher level evaluations measuring whether employees have transferred learning from training to their jobs are paramount to the systems approach to diversity training interventions. Measuring other positive changes in a "return on investment" format can be used to convince stakeholders of training's value.

The perceived benefits of a two-year period of extended specialty training in general practice: the trainees' perspective.

PubMed

Agius, Steven; Lewis, Barry; Kirk, Bob; Hayden, Jacky

2014-01-01

Evidence suggests that, in the UK, the current three-year specialty training period in general practice is inadequate for equipping newly qualified GPs with mastery in all the necessary clinical and generic skills that would allow them to respond with optimum effect to the complexities and uncertainties of the generalist workplace. The North Western Deanery initiated an innovative pilot programme of extended (by 24 months) specialty training in general practice (GPST4-5). Nine ST3 trainees who had just 'graduated' from GPST, holding nMRCGP, were recruited, thereby formally deferring their application for a Certificate of Completion of Training (CCT). The programme was evaluated using established qualitative research techniques. Semi-structured interviews were conducted at fixed points and data were analysed for recurring discourses and themes using a framework thematic analysis. We obtained evidence of the benefits of extended specialty training in encouraging the development of clinical mastery alongside additional specialist skills, generalist and leadership competencies. We also identified the enabling factors for beneficial extended training, including workplace-based training under educational mentorship, combined with a blended learning programme and sustained expert- and peer-support.

From Bilingualism to Multilingualism in the Workplace: The Case of the Basque Autonomous Community

ERIC Educational Resources Information Center

van der Worp, Karin; Cenoz, Jasone; Gorter, Durk

2017-01-01

In this article we discuss the outcomes of a study into the languages of the workplace of internationally operating companies. Our aim is to contribute to studies of multilingualism in the workplace by adopting a holistic approach that focuses on several languages and relates the competences and attitudes of multilingual professionals to the…

Competencies Acquisition through Self-Directed Learning among Malaysian Managers

ERIC Educational Resources Information Center

Hashim, Junaidah

2008-01-01

Purpose: The purpose of this paper is to examine how Malaysian managers acquire job competencies through self-directed learning activities at their workplace. Specifically it aims to investigate what types of job competencies are required for the managers, how they learn to acquire those competencies, and whether the managers have the…

Taiwan HRD Practitioner Competencies: An Application of the ASTD WLP Competency Model

ERIC Educational Resources Information Center

Chen, Angela Shin-yih; Bian, Min-dau; Hom, Yi-ming

2005-01-01

This paper aims to identify Taiwan HRD practitioners' perceived competency levels, and to evaluate the importance of 52 workplace learning and performance (WLP) competencies. The conceptual framework is adapted from the American Society of Training and Development (ASTD) models for WLP conducted by Rothwell, Sanders and Soper (1999). The survey…

Identifying 21st Century STEM Competencies Using Workplace Data

NASA Astrophysics Data System (ADS)

Jang, Hyewon

2016-04-01

Gaps between science, technology, engineering, and mathematics (STEM) education and required workplace skills have been identified in industry, academia, and government. Educators acknowledge the need to reform STEM education to better prepare students for their future careers. We pursue this growing interest in the skills needed for STEM disciplines and ask whether frameworks for 21st century skills and engineering education cover all of important STEM competencies. In this study, we identify important STEM competencies and evaluate the relevance of current frameworks applied in education using the standardized job-specific database operated and maintained by the US Department of Labor. Our analysis of the importance of 109 skills, types of knowledge and work activities, revealed 18 skills, seven categories of knowledge, and 27 work activities important for STEM workers. We investigate the perspectives of STEM and non-STEM job incumbents, comparing the importance of each skill, knowledge, and work activity for the two groups. We aimed to condense dimensions of the 52 key areas by categorizing them according to the Katz and Kahn (1978) framework and testing for inter-rater reliability. Our findings show frameworks for 21st century skills and engineering education do not encompass all important STEM competencies. Implications for STEM education programs are discussed, including how they can bridge gaps between education and important workplace competencies.

Autonomy and Firefighting: Perceived Competence and Stress.

PubMed

Chiang, Evelyn S; Baley, John; Ponder, Joy; Padilla, Miguel A

2016-12-01

In workplace settings, autonomy is implicated in employee motivation as well as supervisor autonomy support. As a profession of risk, firefighters may experience greater levels of stress. A self-determination paradigm was applied to the firefighter workplace. Of particular interest were perceived competence (to perform job duties) and the experience of stress. Firefighters' levels of autonomous and controlled regulation were surveyed, along with their perceptions of the autonomy support of their immediate supervisor. Autonomous regulation was positively related to perceived competence, whereas controlled regulation was negatively related. Higher levels of controlled regulation were also connected with greater stress. In contrast, greater perceived autonomy support was associated with decreased stress. Both perceived competence and stress are related to firefighter motivation and autonomy support. Recommendations are offered to increase autonomy support by chief officers.

Assessment of undergraduate nursing students from an Irish perspective: Decisions and dilemmas?

PubMed

Kennedy, Sara; Chesser-Smyth, Patricia

2017-11-01

Assessment of clinical competence plays a pivotal role in the education of undergraduate nursing students in preparation for registration. The challenges that face preceptors are represented in the international literature yet few studies have focused on the factors that influence the decision-making process by preceptors when students under-perform or appear to be borderline status in relation to clinical practice. This study explored the lived experiences of the preceptors during the assessment process using a phenomenological approach. This was a qualitative study that utilised a phenomenological approach to explore the lived experiences of the preceptors in relation to student assessment of those students who were incompetent and underperformed in clinical practice. Three categories emerged from the findings: First impressions, Emotional turmoil of failing a clinical assessment and competing demands in the workplace. It is proposed that employing a tripartite approach would enhance the assessment process to ensure a more robust and decision-sharing mechanism. This would support decisions that are made in the cases of incompetent or borderline nursing students and increase the objectivity of the competency assessment to ameliorate the emotional turmoil that is experienced by preceptors. Copyright © 2017 Elsevier Ltd. All rights reserved.

Clinical communication skills and professionalism education are required from the beginning of medical training - a point of view of family physicians.

PubMed

Franco, Camila Ament Giuliani Dos Santos; Franco, Renato Soleiman; Lopes, José Mauro Ceratti; Severo, Milton; Ferreira, Maria Amélia

2018-03-20

The Brazilian undergraduate medical course is six years long. As in other countries, a medical residency is not obligatory to practice as a doctor. In this context, this paper aims to clarify what and when competencies in communication and professionalism should be addressed, shedding light on the role of university, residency and post-residency programmes. Brazilian family physicians with diverse levels of medical training answered a questionnaire designed to seek a consensus on the competencies that should be taught (key competencies) and when students should achieve them during their medical training. The data were analysed using descriptive statistics and correlation tests. A total of seventy-four physicians participated; nearly all participants suggested that the students should achieve communication and professionalism competencies during undergraduate study (twenty out of thirty competencies - 66.7%) or during residency (seven out of thirty competencies - 23.33%). When competencies were analysed in domains, the results were that clinical communication skills and professionalism competencies should be achieved during undergraduate medical education, and interpersonal communication and leadership skills should be reached during postgraduate study. The authors propose that attainment of clinical communication skills and professionalism competencies should be required for undergraduate students. The foundation for Leadership and Interpersonal Abilities should be particularly formed at an undergraduate level and, furthermore, mastered by immersion in the future workplace and medical responsibilities in residency.

Why competencies in graduate health management and policy education?

PubMed

Calhoun, Judith G; Vincent, Eric T; Calhoun, Gary L; Brandsen, Laura E

2008-01-01

During the past decade there has been a growing interest in learning and competency-based systems in various areas of education, training, and professional development. As a result, a number of competency initiatives have been undertaken across the health professions, including medicine, nursing, and pharmacy. Concurrent with these activities have been the resounding calls for: 1) both curricular content and process review in health administration and related training programs, 2) rethinking and reform of current educational practices, and 3) evidence-based, outcomes-focused education in health management and policy education. In spite of governmental mandates and accrediting body specification for educational improvement, the debate about the use of competency models, competencies themselves, and competency-based education (CBE) still continues in a number of post-secondary educational settings-both within and outside of the professions. Specifically, faculties in health management and policy educational programs, including undergraduate and graduate education across the US, have questioned the need for the evolving competencies, competency models, and outcomes-based educational processes and assessment methods currently being developed and or adopted within the profession. Outlined in this paper are four of the current inflection points related to the competency/outcomes-based movement in the professions during the past decade: 1) The Changing Workforce and Workplace, 2) Reform in the Educational Continuum, 3) Evolving Accreditation Requirements, and 4) Continuous Quality Improvement (CQI) in Health Management and Policy Education.

Turnover intention of graduate nurses in South Korea.

PubMed

Lee, Haejung; Lim, Yeonjung; Jung, Hee Young; Shin, Youn-Wha

2012-06-01

The purpose of this study was to identify the turnover intention of graduate nurses in South Korea and to explore the correlates of turnover intention. A descriptive, correlational design was used. The participants comprised 225 female nurses who were working at 13 general hospitals and who had accumulated <12 months of clinical nursing experience since their graduation. The data were collected through a structured questionnaire that was conducted from 5-31 August 2009. The mean score for turnover intention was 7.51. Turnover intention was found to be related to the number of beds in the hospital, workplace, and duration of job orientation (theory and practice), instruction by a preceptor, job stress, clinical competence, self-efficacy, and the practice environment. In the multivariate approach, the practice environment, job stress, and the workplace were found to be significantly related to turnover intention and accounted for 36% of the said intention in the studied graduate nurses. The results support that the characteristics of magnet hospitals that improve the practice environment could play a critical role in retaining nurses in hospitals. Managerial interventions that enhance the practice environment, reduce job stress, and place graduate nurses in nursing units with a single specialty could benefit the hospitals employing such nurses. Further research to explore the effects of managerial strategies on graduate nurses' turnover intention is warranted. © 2011 The Authors; Japan Journal of Nursing Science © 2011 Japan Academy of Nursing Science.

Interpersonal Relationships in the Workplace.

ERIC Educational Resources Information Center

Danner, Jean Ortowski; And Others

This curriculum guide on interpersonal relations in the workplace give techniques for instructors to use in evaluating these skills in their students. Eighteen competencies are included in this guide: adaptability; attendance; attitude; communication (nonverbal); communication (verbal); communication (written); confidence; cooperation; enthusiasm;…

Developing the Intercultural Competence of Graduate Students

ERIC Educational Resources Information Center

Dimitrov, Nanda; Dawson, Debra L.; Olsen, Karyn C.; Meadows, Ken N.

2014-01-01

This study explores how teaching development programs may facilitate the development of intercultural competence in graduate students and prepare them for communicating effectively in the global workplace after graduation. First, we describe the concept of intercultural teaching competence and examine the skills that graduate students may need to…

Developing Competence at Work

ERIC Educational Resources Information Center

Bound, Helen; Lin, Magdalene

2013-01-01

In this paper, we explore the relationship between differing conceptualisations of competence, and the implications of these differences for the enacted workplace curriculum and its pedagogical epistemologies. We argue that when competence is understood as a set of stand-alone attributes that reside within an individual, it limits and over…

Exploring Residents’ Communication Learning Process in the Workplace: A Five-Phase Model

PubMed Central

Scherpbier, Albert; van Dulmen, Sandra

2015-01-01

Context Competency-based education is a resurgent paradigm in professional medical education. However, more specific knowledge is needed about the learning process of such competencies, since they consist of complex skills. We chose to focus on the competency of skilled communication and want to further explore its learning process, since it is regarded as a main competency in medical education. Objective This study aims to explore in more detail the learning process that residents in general practice go through during workplace-based learning in order to become skilled communicators. Methods A qualitative study was conducted in which twelve GP residents were observed during their regular consultations, and were interviewed in-depth afterwards. Results Analysis of the data resulted in the construction of five phases and two overall conditions to describe the development towards becoming a skilled communicator: Confrontation with (un)desired behaviour or clinical outcomes was the first phase. Becoming conscious of one’s own behaviour and changing the underlying frame of reference formed the second phase. The third phase consisted of the search for alternative behaviour. In the fourth phase, personalization of the alternative behaviour had to occur, this was perceived as difficult and required much time. Finally, the fifth phase concerned full internalization of the new behaviour, which by then had become an integrated part of the residents’ clinical repertoire. Safety and cognitive & emotional space were labelled as overall conditions influencing this learning process. Conclusions Knowledge and awareness of these five phases can be used to adjust medical working and learning environments in such a way that development of skilled medical communication can come to full fruition and its benefits are more fully reaped. PMID:26000767

Using video-reflexive ethnography to capture the complexity of leadership enactment in the healthcare workplace.

PubMed

Gordon, Lisi; Rees, Charlotte; Ker, Jean; Cleland, Jennifer

2017-12-01

Current theoretical thinking asserts that leadership should be distributed across many levels of healthcare organisations to improve the patient experience and staff morale. However, much healthcare leadership education focusses on the training and competence of individuals and little attention is paid to the interprofessional workplace and how its inherent complexities might contribute to the emergence of leadership. Underpinned by complexity theory, this research aimed to explore how interprofessional healthcare teams enact leadership at a micro-level through influential acts of organising. A whole (interprofessional) team workplace-based study utilising video-reflexive ethnography occurred in two UK clinical sites. Thematic framework analyses of the video data (video-observation and video-reflexivity sessions) were undertaken, followed by in-depth analyses of human-human and human-material interactions. Data analysis revealed a complex interprofessional environment where leadership is a dynamic process, negotiated and renegotiated in various ways throughout interactions (both formal and informal). Being able to "see" themselves at work gave participants the opportunity to discuss and analyse their everyday leadership practices and challenge some of their sometimes deeply entrenched values, beliefs, practices and assumptions about healthcare leadership. These study findings therefore indicate a need to redefine the way that medical and healthcare educators facilitate leadership development and argue for new approaches to research which shifts the focus from leaders to leadership.

Informal Workplace Learning: An Exploration of Age Differences in Learning Competence

ERIC Educational Resources Information Center

Schulz, Melanie; Rosznagel, Christian Stamov

2010-01-01

Informal learning is becoming a standard format in companies' training and development (T&D) activities. It requires a specific learning competence comprising cognitive, metacognitive, and motivational dimensions. In the present study, it was investigated whether learning-competence variables predict success in informal learning. Given the…

Rapid Prototyping in Instructional Design: Creating Competencies

ERIC Educational Resources Information Center

Fulton, Carolyn D.

2010-01-01

Instructional designers working in rapid prototyping environments currently do not have a list of competencies that help to identify the knowledge, skills, and attitudes (KSAs) required in these workplaces. This qualitative case study used multiple cases in an attempt to identify rapid prototyping competencies required in a rapid prototyping…

Formal and Integrated Strategies for Competence Development in SMEs

ERIC Educational Resources Information Center

Kock, Henrik; Ellstrom, Per-Erik

2011-01-01

Purpose: The purpose of this paper is to increase understanding of the relationships among the workplace as a learning environment, strategies for competence development used by SMEs and learning outcomes. Specifically, there is a focus on a distinction between formal and integrated strategies for competence development, the conditions under which…

Child Health Disparities: What Can a Clinician Do?

PubMed

Cheng, Tina L; Emmanuel, Mickey A; Levy, Daniel J; Jenkins, Renee R

2015-11-01

Pediatric primary and specialty practice has changed, with more to do, more regulation, and more family needs than in the past. Similarly, the needs of patients have changed, with more demographic diversity, family stress, and continued health disparities by race, ethnicity, and socioeconomic status. How can clinicians continue their dedicated service to children and ensure health equity in the face of these changes? This article outlines specific, practical, actionable, and evidence-based activities to help clinicians assess and address health disparities in practice. These tools may also support patient-centered medical home recognition, national and state cultural and linguistic competency standards, and quality benchmarks that are increasingly tied to payment. Clinicians can play a critical role in (1) diagnosing disparities in one's community and practice, (2) innovating new models to address social determinants of health, (3) addressing health literacy of families, (4) ensuring cultural competence and a culture of workplace equity, and (5) advocating for issues that address the root causes of health disparities. Culturally competent care that is sensitive to the needs, health literacy, and health beliefs of families can increase satisfaction, improve quality of care, and increase patient safety. Clinical care approaches to address social determinants of health and interrupting the intergenerational cycle of disadvantage include (1) screening for new health "vital signs" and connecting families to resources, (2) enhancing the comprehensiveness of services, (3) addressing family health in pediatric encounters, and (4) moving care outside the office into the community. Health system investment is required to support clinicians and practice innovation to ensure equity. Copyright © 2015 by the American Academy of Pediatrics.

Precision Strike Training in Lean Manufacturing: A Workplace Literacy Guidebook [and] Final Report on Precision Strike Workplace Literacy Training at CertainTeed Corporation.

ERIC Educational Resources Information Center

National Alliance of Business, Inc., Washington, DC.

CertainTeed's Precision Strike training program was designed to close the gaps between the current status of its workplace and where that work force needed to be to compete successfully in global markets. Precision Strike included Skills and Knowledge in Lifelong Learning (SKILL) customized, computerized lessons in basic skills, one-on-one…

Technology--an actor in the ICU: a study in workplace research tradition.

PubMed

Wikström, Ann-Charlott; Larsson, Ullabeth Sätterlund

2004-07-01

The present study focuses on human-machine interaction in an intensive care unit in the West of Sweden. The aim of the present study was to explore how technology intervenes and challenges the ICU staff's knowing in practice. THEORETICAL PERSPECTIVE: The study's theoretical starting point draws on workplace research tradition. Workplace studies encompass the interaction between the actors' situated activities and the technological tools that make their activities possible. Fieldwork or in situ studies of everyday practice in an intensive care unit documented in written field notes constituted the data. The findings show first how technology intervenes in the division of labour when the taken-for-granted "old" everyday practice is disrupted when a new machine intervenes in the morning's work; secondly, it reveal how technology challenges practical knowing and thirdly, it shows how technology reformulates practice. Staff members' awareness of routine problems is often connected to the ability to see, which is always related to cultural/contextual competence. It is concluded that it is not talk alone that helps the caregivers to "(dis)solve" the problems. The ability to see the problems, the work environment and to find the relevant supporting tools for "(dis)solving" the routine problems is also crucial. But it is not possible to say that it is the skillful work of humans that solve problems, nor do we claim it is the tools that do so. Humans and tools are interwoven in the problem-solving process. Relevance to clinical practice. Routine problems in the intensive care unit are not "(dis)solved" through the cognitive work of individual staff members alone. Problems are also "(dis)solved" jointly with other staff members. Staff members "borrow" the knowing from each other and problems are re-represented through communication. The knowing has to be distributed among the intensive care unit staff to make the everyday work flexible.

Answering the Demands of a New Workplace: Using Competency-Based Vocational Education To Prepare Workers. A VES Briefing Paper.

ERIC Educational Resources Information Center

Moore, Debra M.; Pershing, James A.

Common elements of definitions of competency-based vocational education (CBVE) are: (1) CBVE is an instructional process; (2) students must develop competencies; (3) competency includes skill, knowledge, and attitudes; and (4) the outcome is successful job performance. Advantages of CBVE include: (1) students' awareness of what is expected of them…

Exploring deliberate practice in medicine: how do physicians learn in the workplace?

PubMed

van de Wiel, Margje W J; Van den Bossche, Piet; Janssen, Sandra; Jossberger, Helen

2011-03-01

Medical professionals need to keep on learning as part of their everyday work to deliver high-quality health care. Although the importance of physicians' learning is widely recognized, few studies have investigated how they learn in the workplace. Based on insights from deliberate practice research, this study examined the activities physicians engage in during their work that might further their professional development. As deliberate practice requires a focused effort to improve performance, the study also examined the goals underlying this behaviour. Semi-structured interviews were conducted with 50 internal medicine physicians: 19 residents, 18 internists working at a university hospital, and 13 working at a non-university hospital. The results showed that learning in medical practice was very much embedded in clinical work. Most relevant learning activities were directly related to patient care rather than motivated by competence improvement goals. Advice and feedback were sought when necessary to provide this care. Performance standards were tied to patients' conditions. The patients encountered and the discussions with colleagues about patients were valued most for professional development, while teaching and updating activities were also valued in this respect. In conclusion, physicians' learning is largely guided by practical experience rather than deliberately sought. When professionals interact in diagnosing and treating patients to achieve high-quality care, their experiences contribute to expertise development. However, much could be gained from managing learning opportunities more explicitly. We offer suggestions for increasing the focus on learning in medical practice and further research.

Educating for the Workplace through the Arts.

ERIC Educational Resources Information Center

Getty Education Inst. for the Arts, Los Angeles, CA.

Business leaders are increasingly realizing that arts education is beneficial in preparing young people for the workplace. Increasingly, business is acknowledging that arts education develops collaborative and teamwork skills, technological competencies, flexible thinking, and an appreciation for diversity. The need for imagination and creativity…

Professional competencies in health sciences education: from multiple intelligences to the clinic floor.

PubMed

Lane, India F

2010-03-01

Nontechnical competencies identified as essential to the health professional's success include ethical behavior, interpersonal, self-management, leadership, business, and thinking competencies. The literature regarding such diverse topics, and the literature regarding "professional success" is extensive and wide-ranging, crossing educational, psychological, business, medical and vocational fields of study. This review is designed to introduce ways of viewing nontechnical competence from the psychology of human capacity to current perspectives, initiatives and needs in practice. After an introduction to the tensions inherent in educating individuals for both biomedical competency and "bedside" or "cageside" manner, the paper presents a brief overview of the major lines of inquiry into intelligence theory and how theories of multiple intelligences can build a foundation for conceptualizing professional and life skills. The discussion then moves from broad concepts of intelligence to more specific workplace skill sets, with an emphasis on professional medical education. This section introduces the research on noncognitive variables in various disciplines, the growing emphasis on competency based education, and the SKA movement in veterinary education. The next section presents the evidence that nontechnical, noncognitive or humanistic skills influence achievement in academic settings, medical education and clinical performance, as well as the challenges faced when educational priorities must be made.

Practice makes perfect: A systematic review of the expertise development of pharmacist and nurse independent prescribers in the United Kingdom.

PubMed

Abuzour, Aseel S; Lewis, Penny J; Tully, Mary P

2018-01-01

Prescribing is a complex and error-prone task that demands expertise. McLellan et al.'s theory of expertise development model ("the model"), developed to assess medical literature on prescribing by medical students, proposes that in order to develop, individuals should deliberately engage their knowledge, skills and attitudes within a social context. Its applicability to independent prescribers (IP) is unknown. A systematic review was conducted to explore whether the model is applicable to non-medical independent prescribing and to assess the factors underpinning expertise development reported in the literature. Six electronic databases (EMBASE, Medline, AMED, CINAHL, IPA and PsychInfo) were searched for articles published between 2006 and 2016, reporting empirical data on pharmacist and nurse IPs education or practice. Data were extracted using themes from the model and analysed using framework analysis. Thirty-four studies met the inclusion criteria. Knowledge, pre-registration education, experience, support and confidence were some of the intrinsic and extrinsic factors influencing IPs. Difficulty in transferring theory to practice was attributed to lack of basic pharmacology and bioscience content in pre-registration nursing rather than the prescribing programme. Students saw interventions using virtual learning or learning in practice as more useful with long-term benefits e.g. students were able to use their skills in history taking following the virtual learning intervention 6-months after the programme. All studies demonstrated how engaging knowledge and skills affected individuals' attitude by, for example, increasing professional dignity. IPs were able to develop their expertise when integrating their competencies in a workplace context with support from colleagues and adherence to guidelines. This is the first study to synthesize data systematically on expertise development from studies on IPs using the model. The model showed the need for stronger foundations in scientific knowledge amongst some IPs, where continuous workplace practice can improve skills and strengthen attitudes. This could facilitate a smoother transfer of learnt theory to practice, in order for IPs to be experts within their fields and not merely adequately competent. Copyright © 2017 Elsevier Inc. All rights reserved.

Hamline/3M Project: Liaison for Curricular Change

NASA Astrophysics Data System (ADS)

Rundquist, Andy

2002-03-01

This project was designed to catalyze curricular changes to better prepare students for the workplace. Industrial managers provided a list of 16 characteristics valued in the workplace: most were NOT related to science course content. The project formed 5 teams each including 3M professionals and students. Each team developed curricular changes in one of the 16 areas. Team goals were to improve skills in communication, data analysis, business/economics, team problem solving, and culture competency. Curricular changes realized include communication skill activities embodied in science courses and faculty communication teaching skill seminars, self learning tools in data analysis, statistics and model building, a new course developed with assistance from 3M personnel focussing on topics directly related to technological industries, high performance team problem solving training/coaching for faculty and workshops for students and faculty relative to importance of cultural competencies in the workplace, and a new course focusing on culture, team problem solving and conflict resolution in the technical workplace. Process for developing and content of curricular changes will be reported.

Informal learning in postgraduate medical education: from cognitivism to 'culturism'.

PubMed

Swanwick, Tim

2005-08-01

Work-based learning occupies a central role in the training and ongoing development of the medical workforce. With this arises the need to understand the processes involved, particularly those relating to informal learning. Approaches to informal learning in postgraduate medical education have tended to consider the mind as an independent processor of information. In this paper, such cognitive approaches are critiqued and an alternative socio-cultural view on informal learning described. Recent and imminent changes in postgraduate medical education are identified, namely the reduction in patient experience, the fragmentation of teaching, and the development of competency frameworks and structured curricula. It is argued that although the latter may be useful in the construction of formal learning programmes, they will do little to enhance the progression of the individual from newcomer to old-timer or the cultural assimilation of the learner into a profession. Strategies for enhancing informal learning in the workplace are recommended in which increased attention is paid to the development of the medical apprentice within a community of social practice. These include the establishment of strong goals, the use of improvised learning practices, attention to levels of individual engagement and workplace affordances, immersion in professional discourse and behaviours, support in relation to the development of a professional identity and the provision of opportunities to transform social practice.

Integrating Soft Skill Competencies through Project-Based Learning across the Information Systems Curriculum

ERIC Educational Resources Information Center

Woodward, Belle S.; Sendall, Patricia; Ceccucci, Wendy

2010-01-01

Contemporary Information Systems graduates will be more marketable in the workplace upon graduation if they have combined competencies in both technical and soft skills: interpersonal communication, teamwork, time management, planning and organizational skills. Team and project-based learning can be used to incorporate soft skill competencies with…

The West Virginia Occupational Safety and Health Initiative: practicum training for a new marketplace.

PubMed

Meyer, J D; Becker, P E; Stockdale, T; Ducatman, A M

1999-05-01

Occupational medicine practice has experienced a shift from larger corporate medical departments to organizations providing services for a variety of industries. Specific training needs will accompany this shift in practice patterns; these may differ from those developed in the traditional industrial or corporate medical department setting. The West Virginia Occupational Health and Safety Initiative involves occupational medicine residents in consultation to a variety of small industries and businesses. It uses the expertise of occupational physicians, health and safety extension faculty, and faculty in engineering and industrial hygiene. Residents participate in multidisciplinary evaluations of worksites, and develop competencies in team-building, workplace health and safety evaluation, and occupational medical consulting. Specific competencies that address requirements for practicum training are used to measure the trainee's acquisition of knowledge and skills. Particular attention is paid to the acquisition of group problem-solving expertise, skills relevant to the current market in practice opportunities, and the specific career interests of the resident physician. Preliminary evaluation indicates the usefulness of training in evaluation of diverse industries and worksites. We offer this program as a training model that can prepare residents for the challenges of a changing marketplace for occupational health and safety services.

Are We in Sync? How Industry Practitioners and Academics Profile Managerial Competencies: A Study of an Association to Advance Collegiate Schools of Business-Accredited Business School in Hong Kong

ERIC Educational Resources Information Center

Ko, Stephen; Chan, Simon C. H.

2017-01-01

The authors draw on the taxonomy of managerial competencies to assess the alignment of perceptions between industry practitioners and business academics when profiling managerial competencies required for effective performance in workplaces. Findings show that the set of managerial competency profiles, as viewed by practitioners, generally fit…

Culture and Workplace Communications: A Comparison of the Technical Communications Practices of Japanese and U.S. Aerospace Engineers and Scientists

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E. (Editor); Sato, Yuko (Editor); Barclay, Rebecca O. (Editor); Kennedy, John M. (Editor)

1997-01-01

The advent of global markets elevates the role and importance of culture as a mitigating factor in the diffusion of knowledge and technology and in product and process innovation. This is especially true in the large commercial aircraft (LCA) sector where the production and market aspects are becoming increasingly international. As firms expand beyond their national borders, using such methods as risk-sharing partnerships, joint ventures, outsourcing, and alliances, they have to contend with national and corporate cultures. Our focus is on Japan, a program participant in the production of the Boeing Company's 777. The aspects of Japanese culture and workplace communications will be examined: (1) the influence of Japanese culture on the diffusion of knowledge and technology in aerospace at the national and international levels; (2) those cultural determinants-the propensity to work together, a willingness to subsume individual interests to a greater good, and an emphasis on consensual decision making-that have a direct bearing on the ability of Japanese firms to form alliances and compete in international markets; (3) and those cultural determinants thought to influence the information-seeking behaviors and workplace communication practices of Japanese aerospace engineers and scientists. In this article, we report selective results from a survey of Japanese and U.S. aerospace engineers and scientists that focused on workplace communications. Data are presented for the following topics: importance of and time spent communicating information, collaborative writing, need for an undergraduate course in technical communication, use of libraries, use and importance of electronic (computer) networks, and the use and importance of foreign and domestically produced technical reports.

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 64: Culture and Workplace Communications: A Comparison of the Technical Communications Practices of Japanese and US Aerospace Engineers and Scientists

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Sato, Yuko; Barclay, Rebecca O.; Kennedy, John M.

1997-01-01

The advent of global markets elevates the role and importance of culture as a mitigating factor in the diffusion of knowledge and technology and in product and process innovation. This is especially true in the large commercial aircraft (LCA) sector where the production and market aspects are becoming increasingly international. As firms expand beyond their national borders, using such methods as risk-sharing partnerships, joint ventures, outsourcing, and alliances, they have to contend with national and corporate cultures. Our focus is on Japan, a program participant in the production of the Boeing Company's 777. The aspects of Japanese culture and workplace communications will be examined: 1.) the influence of Japanese culture on the diffusion of knowledge and technology in aerospace at the national and international levels; 2.) those cultural determinants-the propensity to work together, a willingness to subsume individual interests to a greater good, and an emphasis on consensual decision making-that have a direct bearing on the ability of Japanese firms to form alliances and compete in international markets; 3.) and those cultural determinants thought to influence the information-seeking behaviors and workplace communication practices of Japanese aerospace engineers and scientists. In this article, we report selective results from a survey of Japanese and U.S. aerospace engineers and scientists that focused on workplace communications. Data are presented for the following topics: importance of and time spent communicating information, collaborative writing, need for an undergraduate course in technical communication, use of libraries, use and importance of electronic (computer) networks, and the use and importance of foreign and domestically produced technical reports.

Workplace-related generational characteristics of nurses: A mixed-method systematic review.

PubMed

Stevanin, Simone; Palese, Alvisa; Bressan, Valentina; Vehviläinen-Julkunen, Katri; Kvist, Tarja

2018-06-01

The aim of this study was to describe and summarize workplace characteristics of three nursing generations: Baby Boomers, Generations X and Y. Generational differences affect occupational well-being, nurses' performance, patient outcomes and safety; therefore, nurse managers, administrators and educators are interested increasingly in making evidence-based decisions about the multigenerational nursing workforce. Mixed-method systematic review. Medline, CINAHL, PsycINFO and Scopus (January 1991-January 2017). (1) The Joanna Briggs Institute's method for conducting mixed-method systematic reviews; (2) the Preferred Reporting Items for Systematic Reviews and Meta-Analyses and (3) the Enhancing Transparency in Reporting the Synthesis of Qualitative Research guidelines. The studies' methodological quality was assessed with the Mixed-Methods Appraisal Tool. Quantitative and mixed-method studies were transformed into qualitative methods using a convergent qualitative synthesis and qualitative findings were combined with a narrative synthesis. Thirty-three studies were included with three main themes and 11 subthemes: (1) Job attitudes (work engagement; turnover intentions, reasons for leaving; reasons, incentives/disincentives to continue nursing); (2) Emotion-related job aspects (stress/resilience; well-being/job satisfaction; affective commitment; unit climate; work ethic) and (3) Practice and leadership-related aspects (autonomy; perceived competence; leadership relationships and perceptions). Baby Boomers reported lower levels of stress and burnout than did Generations X and Y, different work engagement, factors affecting workplace well-being and retention and greater intention to leave compared with Generation Y, which was less resilient, but more cohesive. Although several studies reported methodological limitations and conflicting findings, generational differences in nurses' job attitudes, emotional, practice and leadership factors should be considered to enhance workplace quality. © 2018 John Wiley & Sons Ltd.

Workplace etiquette for the medical practice employee.

PubMed

Hills, Laura

2010-01-01

Medical practice workplace etiquette is slowly being modified and fine-tuned. New workplace etiquette rules have become necessary because of advances in communications technology, shifting norms, and expectations of what constitutes good manners. Today's medical practice employees must concern themselves with traditional workplace manners but also the manners that come into play when they make or receive cell phone calls, text messages, and e-mails, and when they use social networking media outside of work. This article offers 25 rules for good manners in the medical practice that relate to the ways employees interact with people today, whether face-to-face or when using electronic communications technologies. It offers practical guidelines for making introductions both inside and outside the medical practice. This article also provides a self-quiz to help medical practice employees assess their workplace etiquette intelligence and 12 tips for good workplace table manners.

Diesel Technology: Workplace Skills. Teacher Edition and Student Edition.

ERIC Educational Resources Information Center

Kellum, Mary

This publication consists of instructional materials to provide secondary and postsecondary students with skills useful in pursuing a career in the diesel industry. Introductory materials in the teacher edition include information on use of the publication, competency profile, instructional/task analysis, related academic and workplace skills…

Are We Serious about Preparing Chemists for the 21st Century Workplace or Are We Just Teaching Chemistry?

NASA Astrophysics Data System (ADS)

Kerr, Sylvia; Runquist, Olaf

2005-02-01

What characteristics of employees do you value in the workplace? Sixteen leaders from world-class chemistry-based industries responded: "We want competent scientists who have high-level communication skills, cultural competencies, knowledge of how for-profit organizations function, excellent team problem-solving skills, broad backgrounds, strong work ethics, the ability to move effortlessly from science to business to humanitarian issues, and data-analysis skills." A wish list of 16 valued characteristics was generated. In response to the concern of industrial leaders and as a result of a National Science Foundation grant the Hamline University 3M Project was initiated. This unique project brought 3M professionals and Hamline University faculty members together in teams to address the concerns of industry leaders and to design and initiate curricular changes to better prepare students for the 21st century technological workplace. Each of five teams focused on one of five skill areas: namely, communications, team problem solving, data analysis, cultural competency, business, and economics. The Hamline 3M Project demonstrated a model for utilizing the industrial intellectual community to enhance undergraduate science education.

The field becomes the laboratory? The impact of the contextual digital footprint on the discipline of E/HF.

PubMed

Sharples, Sarah; Houghton, Robert J

2017-02-01

The increasing prevalence of affordable digital sensors, ubiquitous networking and computation puts us at what is only the start of a new era in terms of the volume, coverage and granularity of data that we can access about individuals and workplaces. This paper examines the consequences of harnessing this data deluge for the practice of E/HF. Focusing on what we term the 'contextual digital footprint', the trail of data we produce through interactions with many different digital systems over the course of even a single day, we describe three example scenarios (drawn from health care, distributed work and transportation) and examine how access to data directly drawn in considerable volume from the field will potentially change our application of design and evaluation methods. We conclude with a discussion of issues relevant to ethical and professional practice within this new environment including the increased challenges of respecting anonymity, working with n = all data-sets and the central role of ergonomists in promulgating positive uses of data while retaining a systems-based humanistic approach to work design. Practitioner summary: The paper envisions the impact of new and emerging sources of data about people and workplaces upon future practice in E/HF. We identify practical consequences for ergonomics practice, highlight new areas of professional competence likely to be required and flag both the risks and benefits of adopting a more data-driven approach.

The difference in learning culture and learning performance between a traditional clinical placement, a dedicated education unit and work-based learning.

PubMed

Claeys, Maureen; Deplaecie, Monique; Vanderplancke, Tine; Delbaere, Ilse; Myny, Dries; Beeckman, Dimitri; Verhaeghe, Sofie

2015-09-01

An experiment was carried out on the bachelor's degree course in nursing with two new clinical placement concepts: workplace learning and the dedicated education centre. The aim was to establish a learning culture that creates a sufficiently high learning performance for students. The objectives of this study are threefold: (1) to look for a difference in the "learning culture" and "learning performance" in traditional clinical placement departments and the new clinical placement concepts, the "dedicated education centre" and "workplace learning"; (2) to assess factors influencing the learning culture and learning performance; and (3) to investigate whether there is a link between the learning culture and the learning performance. A non-randomised control study was carried out. The experimental group consisted of 33 final-year nursing undergraduates who were following clinical placements at dedicated education centres and 70 nursing undergraduates who undertook workplace learning. The control group consisted of 106 students who followed a traditional clinical placement. The "learning culture" outcome was measured using the Clinical Learning Environment, Supervision and Nurse Teacher scale. The "learning performance" outcome consisting of three competencies was measured using the Nursing Competence Questionnaire. The traditional clinical placement concept achieved the highest score for learning culture (p<0.001). The new concepts scored higher for learning performance of which the dedicated education centres achieved the highest scores. The 3 clinical placement concepts showed marked differences in learning performance for the "assessment" competency (p<0.05) and for the "interventions" competency (p<0.05). Traditional clinical placement, a dedicated education centre and workplace learning can be seen as complementary clinical placement concepts. The organisation of clinical placements under the dedicated education centre concept and workplace learning is recommended for final-year undergraduate nursing students. Copyright © 2015 Elsevier Ltd. All rights reserved.

Cross-Cultural Analysis of HPT: An Empirical Investigation of HPT Competencies in the Workplace in the United States and South Asia

ERIC Educational Resources Information Center

Vadivelu, Ramaswamy N.; Klein, James D.

2008-01-01

Recent research in the areas of human performance technology (HPT), organizational development, and cross-cultural training has suggested the need for developing managerial competencies that are effective in diverse cultural settings. Some competencies such as technical proficiency, knowledge of company systems, adaptability, and the ability to…

Assessment of Student Learning Outcomes: Workplace, Family, and Community Roles

ERIC Educational Resources Information Center

Johnson, Cheryl A.; Heath, Claudia J.

2011-01-01

A project was conducted to assess Family Studies bachelor's degree graduates' use of learning outcomes from course competencies in personal finance, family lifespan development, intervention, and advocacy and policy, and to determine how they apply these learning outcomes to their workplace, family, and community roles. Alumni surveys completed by…

Wisconsin Workplace Partnership Literacy Program (WPL). Evaluation. 2nd Edition.

ERIC Educational Resources Information Center

Paris, Kathleen A.

The Wisconsin Workplace Partnership Literacy (WPL) Program provided job-specific basic skills education to employees at 11 worksites. A total of 1,441 employees were recruited to participate in on-site competency-based educational activities to upgrade their basic skills sufficiently for job retention or advancement. Participants were encouraged…

Identifying 21st Century STEM Competencies Using Workplace Data

ERIC Educational Resources Information Center

Jang, Hyewon

2016-01-01

Gaps between science, technology, engineering, and mathematics (STEM) education and required workplace skills have been identified in industry, academia, and government. Educators acknowledge the need to reform STEM education to better prepare students for their future careers. We pursue this growing interest in the skills needed for STEM…

Southern Ductile Training Manual.

ERIC Educational Resources Information Center

Alabama State Dept. of Education, Montgomery.

This instructor's manual contains the materials required to conduct the competency-based workplace literacy program that was developed to help employees at a foundry that has evolved from a small, family-owned business into a major foundry group with several automated production systems. The workplace literacy program consists of 24 lessons in…

Promoting Intercultural Competency in the Nuclear Workplace

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

Bachner K. M.

Intercultural preparedness training is a staple of many workplaces that require international competence, including government, business, and non-profits. Even highly experienced diplomats are often advised to attend training sessions on this topic. Intercultural preparedness training promises to be especially relevant and useful for professionals working in the field of nuclear nonproliferation, including in the application of international nuclear safeguards. This paper outlines the fundamental philosophies underlying a training program that will benefit professionals in the nuclear arena, whether practitioners of nonproliferation or other sub-fields relying on international cooperation and collaboration, and how such a training program might be implemented efficiently.

Using a competency-based approach to identify the management behaviours required to manage workplace stress in nursing: a critical incident study.

PubMed

Lewis, Rachel; Yarker, Joanna; Donaldson-Feilder, Emma; Flaxman, Paul; Munir, Fehmidah

2010-03-01

To identify the specific management behaviours associated with the effective management of stress in nursing; and to build a stress management competency framework that can be integrated and compared with nurse management frameworks. Workplace stress is a significant problem in healthcare, especially within nursing. While there is a reasonable consensus regarding the sources of stress and its impact on health and well-being, little is known about the specific line manager behaviours that are associated with the effective and ineffective management of stress. Semi-structured interviews using critical incident technique were conducted with 41 employees working within 5 National Health Service (NHS) trusts within the United Kingdom. Data were transcribed and analysed using content analysis. 19 competencies (or sets of behaviour) were identified in the management of stress in employees. The 3 most frequently reported competencies: managing workload and resources, individual consideration and participative approach, are discussed in detail with illustrative quotes. Managers are vital in the reduction and management of stress at work. Importantly, the 2 of the 3 dominant competencies, managing workload and resources and individual consideration, do not feature in the UK's NHS Knowledge and Skills Framework, suggesting there are important skills gaps with regard to managing workplace stress. The implications of this approach for training and development, performance appraisal and assessment are discussed. Interventions to support managers develop effective behaviours are required to help reduce and manage stress at work. Copyright 2009 Elsevier Ltd. All rights reserved.

Selection BIAS: Stereotypes and discrimination related to having a history of cancer.

PubMed

Martinez, Larry R; White, Craig D; Shapiro, Jenessa R; Hebl, Michelle R

2016-01-01

Although great strides have been made in increasing equality and inclusion in organizations, a number of stigmatized groups are overlooked by diversity initiatives, including people with a history of cancer. To examine the workplace experiences of these individuals in selection contexts, we conducted 3 complementary studies that assess the extent to which cancer is disclosed, the stereotypes associated with cancer in the workplace, and discrimination resulting from these stereotypes. In a pilot study, we surveyed 196 individuals with a history of cancer (across 2 samples) about their workplace disclosure habits. In Study 1, we explored stereotypes related to employees with a history of cancer using the framework outlined by the stereotype content model. In Study 2, we used a field study to assess the experiences of job applicants who indicated they were "cancer survivors" (vs. not) with both formal and interpersonal forms of discrimination. This research shows that cancer is disclosed at relatively high rates (pilot study), those with a history of cancer are stereotyped as being higher in warmth than competence (Study 1), and the stereotypes associated with those who have had cancer result in actual discrimination toward them (Study 2). We discuss the theory behind these findings and aim to inform both science and practice with respect to this growing workplace population. (c) 2016 APA, all rights reserved).

Best practice workplace HIV/AIDS programmes in South Africa: A review of case studies and lessons learned

PubMed Central

2009-01-01

ABSTRACT Background A group of experts attending a tripartite interregional meeting on best practices in HIV/AIDS workplace policies and programmes organised by the International Labour Organisation (ILO) in Geneva, Switzerland, identified 34 best practice workplace HIV programmes from across the world. Method The ten criteria that were used for reviewing best practice workplace HIV/AIDS programmes in South Africa include acceptability, accessibility, ethical soundness, perceived impact, relevance, appropriateness, innovativeness, efficiency, sustainability and replicability. Results More than one-third (35.3%) of the 34 best practice workplace interventions identified were found in businesses and industries in South Africa. This constitutes a significant and encouraging effort to deal with HIV/AIDS in the workplace. Approximately 16.7% of the best practice workplace HIV/AIDS interventions focused on policy and legal frameworks, 50% of these interventions focused on prevention, 16.7% provided links beyond the workplace and a further 16.7% were interventions that focused on knowledge and evidence. A third (33.3%) of practices were found in the mining industry, 16.7% in the motor industry, 16.7% from workers’ unions, and the rest (33.3%) were found in a sugar company, an electricity supply company, a pharmaceutical company and the ministry of Public Service and Administration. Conclusion It is encouraging that over one-third of all best practice workplace HIV interventions identified by the ILO experts were found in South Africa. The majority of these policies and programmes were focused on HIV prevention.

Exploring the influence of workplace supports and relationships on safe medication practice: A pilot study of Australian graduate nurses.

PubMed

Sahay, Ashlyn; Hutchinson, Marie; East, Leah

2015-05-01

Despite the growing awareness of the benefits of positive workplace climates, unsupportive and disruptive workplace behaviours are widespread in health care organisations. Recent graduate nurses, who are often new to a workplace, are particularly vulnerable in unsupportive climates, and are also recognised to be at higher risk for medication errors. Investigate the association between workplace supports and relationships and safe medication practice among graduate nurses. Exploratory study using quantitative survey with a convenience sample of 58 nursing graduates in two Australian States. Online survey focused on graduates' self-reported medication errors, safe medication practice and the nature of workplace supports and relationships. Spearman's correlations identified that unsupportive workplace relationships were inversely related to graduate nurse medication errors and erosion of safe medication practices, while supportive Nurse Unit Manager and supportive work team relationships positively influenced safe medication practice among graduates. Workplace supports and relationships are potentially both the cause and solution to graduate nurse medication errors and safe medication practices. The findings develop further understanding about the impact of unsupportive and disruptive behaviours on patient safety and draw attention to the importance of undergraduate and continuing education strategies that promote positive workplace behaviours and graduate resilience. Copyright © 2015 Elsevier Ltd. All rights reserved.

Learning beyond graduation: exploring newly qualified specialists' entrance into daily practice from a learning perspective.

PubMed

Cuyvers, Katrien; Donche, Vincent; Van den Bossche, Piet

2016-05-01

The entrance of newly qualified medical specialists into daily practice is considered to be a stressful period in which curriculum support is absent. Although engaging in both personal and professional learning and development activities is recognized fundamental for lifelong professional competence, research on medical professionals' entrance into practice is scarce. This research aims to contribute to the framework of medical professionals' informal learning and outlines the results of an exploratory study on the nature of learning in daily practice beyond postgraduate training. Eleven newly qualified physicians from different specialized backgrounds participated in a phenomenographic study, using a critical incident method and a grounded theory approach. Results demonstrated that learning in the workplace is, to a large extent, informal and associated with a variety of learning experiences. Analysis shows that experiences related to diagnostics and treatments are important sources for learning. Furthermore, incidents related to communication, changing roles, policy and organization offer learning opportunities, and therefore categorized as learning experiences. A broad range of learning activities are identified in dealing with these learning experiences. More specifically, actively engaging in actions and interactions, especially with colleagues of the same specialty, are the most mentioned. Observing others, consulting written sources, and recognizing uncertainties, are also referred to as learning activities. In the study, interaction, solely or combined with other learning activities, are deemed as very important by specialists in the initial entrance into practice. These insights can be used to develop workplace structures to support the entrance into practice following postgraduate training.

[How to promote health competence at work].

PubMed

Eickholt, Clarissa; Hamacher, W; Lenartz, N

2015-09-01

Health competence is a key concept in occupational health and safety and workplace health promotion for maintaining and enhancing health resources. The effects of governmental or occupational measures to protect or improve health fall short of what is required with regard to the challenges of a changing workplace, e.g., due to the delimitation of work. To secure employability it is becoming more and more important to encourage the personal responsibility of employees. To offer new conclusions on how employers and employees can promote health competence, a survey is required of the research within the fields of health competence and competence development, and of the status quo in enterprises. In this context, a Delphi Study provides an important contribution, with a focus on small and medium-sized enterprises. The development of an extensive understanding of health competence is essential in a work-related context. Beyond knowledge-based health literacy, an action-oriented concept of competence implies the ability and willingness to act in a reasonable and creative manner in complex situations. The development of health competence requires learning embedded in working processes, which challenges competent behaviour. Enabling informal learning is a promising innovative approach and therefore coordinated operational activities are necessary. Ultimately, this is a matter of suitable organisational measures being implemented to meet the health competence needs of an enterprise. Even though the each individual employee bears his or her own health competence, the development potential lies largely within the prevailing working conditions.

The Development of Teachers' Intercultural Competence Using a Change Laboratory Method

ERIC Educational Resources Information Center

Teras, Marianne; Lasonen, Johanna

2013-01-01

Immigration is an integral phenomenon of our globalising world. The increasing flow of people creates new challenges for educational institutions and workplaces. The purpose of this article is to address challenges that vocational teachers face with diversity at colleges and workplaces. Two research questions are addressed: how do teachers prepare…

Students' Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review

ERIC Educational Resources Information Center

Schaap, Harmen; Baartman, Liesbeth; de Bruijn, Elly

2012-01-01

Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational…

Psychological and Organizational Variables Associated with Workplace Learning in Small and Medium Manufacturing Businesses in Korea

ERIC Educational Resources Information Center

Moon, Se-Yeon; Na, Seung-Il

2009-01-01

The purpose of this study was to determine the relationship between workplace learning and psychological variables, such as learning competency, motivation, curiosity, self-esteem and locus of control, and organizational variables, such as centralization of power, formality, merit system and communication. The studied population consisted entirely…

From Silence to Noise: The Writing Center as Critical Exile

ERIC Educational Resources Information Center

Welch, Nancy

2010-01-01

In this article, the author focuses on one student, Margie, who sought to write about her experience with workplace sexual harassment but who also struggled as she wrote with competing off-stage voices. Those voices--from the conversations in her classrooms, former workplace, a campus women's group, newspapers, and the televised Anita…

Using Video-Reflexive Ethnography to Capture the Complexity of Leadership Enactment in the Healthcare Workplace

ERIC Educational Resources Information Center

Gordon, Lisi; Rees, Charlotte; Ker, Jean; Cleland, Jennifer

2017-01-01

Current theoretical thinking asserts that leadership should be distributed across many levels of healthcare organisations to improve the patient experience and staff morale. However, much healthcare leadership education focusses on the training and competence of individuals and little attention is paid to the interprofessional workplace and how…

Hamline/3M Corp. Project: Liason for Curricular Change*

NASA Astrophysics Data System (ADS)

Artz, Jerry L.

2002-04-01

This project was designed to catalyze curricular changes to better prepare students for the workplace. Industrial managers provided a list of 16 characteristics valued in the workplace; most were NOT related to science course content. The project formed 5 teams each including 3M professionals and students. Each team developed curricular changes in one of the 16 areas. Team goals were to improve skills in communication, data analysis, business/economics, team problem solving, and cultural competency. Curricular changes realized include communication skill activities embodied in science courses and faculty communication teaching skill seminars; self learning tools in data analysis, statistics and model building; a new course developed with assistance from 3M personnel focusing on topics directly related to technological industries; high performance team problem solving training/coaching for faculty; workshops for students and faculty relative to importance of cultural competencies in the workplace; and a new course focusing on culture, team problem solving and conflict resolution in the technical workplace. Process for developing and content of curricular changes will be reported. *Thanks to: NSF GOALI CHE-99010782

Chinese nurses' ethical concerns in a neurological ward.

PubMed

Tang, Ping Fen; Johansson, Camilla; Wadensten, Barbro; Wenneberg, Stig; Ahlström, Gerd

2007-11-01

Our aim was to describe Chinese nurses' experiences of workplace distress and ethical dilemmas on a neurological ward. Qualitative interviews were performed with 20 nurses. On using latent content analysis, themes emerged in four content areas: ethical dilemmas, workplace distress, quality of nursing and managing distress. The ethical dilemmas were: (1) conflicting views on optimal treatment and nursing; (2) treatment choice meeting with financial constraints; and (3) misalignment of nursing responsibilities, competence and available resources. The patients' relatives lacked respect for the nurses' skills. Other dilemmas could be traced to the transition from a planned to a market economy, resulting in an excessive workload and treatment withdrawal for financial reasons. Lack of resources was perceived as an obstacle to proper patient care in addition to hospital organization, decreasing the quality of nursing, and increasing moral and workplace distress. The nurses managed mainly by striving for competence, which gave them hope for the future.

A 2-year study of patient safety competency assessment in 29 clinical laboratories.

PubMed

Reed, Robyn C; Kim, Sara; Farquharson, Kara; Astion, Michael L

2008-06-01

Competency assessment is critical for laboratory operations and is mandated by the Clinical Laboratory Improvement Amendments of 1988. However, no previous reports describe methods for assessing competency in patient safety. We developed and implemented a Web-based tool to assess performance of 875 laboratory staff from 29 laboratories in patient safety. Question categories included workplace culture, categorizing error, prioritization of patient safety interventions, strength of specific interventions, and general patient safety concepts. The mean score was 85.0%, with individual scores ranging from 56% to 100% and scores by category from 81.3% to 88.6%. Of the most difficult questions (<72% correct), 6 were about intervention strength, 3 about categorizing error, 1 about workplace culture, and 1 about prioritization of interventions. Of the 13 questions about intervention strength, 6 (46%) were in the lowest quartile, suggesting that this may be a difficult topic for laboratory technologists. Computer-based competency assessments help laboratories identify topics for continuing education in patient safety.

[The role of "competent physician" for prevention of accidents at work].

PubMed

Ramistella, E; Bergamaschi, A; Mosconi, G; Rossi, O; Sallese, D

2008-01-01

Using at best the professional and legal tools at his/her disposal, the "competent physician" can have a relevant role in reducing accidents in the workplace. In assessing the worker's suitability to specific tasks, the competent physician checks the presence of pathologies or functional impairments of organs or apparatuses that can be an additional risk for the occurrence of accidents at work. The activity aimed to preventing accidents at work translates also in taking part in the planning and implementation of information activities and workers' training within the company. The various risk factors inherent in the workplace and so-called "human factors" can interact in a negative way to the point of becoming a cause of accidents. The human variables of accident risk at the industrial, occupational and even individual level, may be numerous. In this paper we shall review these important aspects and attempt to clarify the role that can be played by the competent physician in the prevention of accidents at work.

Association among components of resilience and workplace violence-related depression among emergency department nurses in Taiwan: a cross-sectional study.

PubMed

Hsieh, Hsiu-Fen; Chen, Yao-Mei; Wang, Hsiu-Hung; Chang, Shu-Chen; Ma, Shu-Ching

2016-09-01

This correlation study examined the relationship among recently workplace violence, depressive tendency, social support, and resilience of victimised nurses, and we also tried to identify protective factors and potential targets for preventive interventions for these nurses. Workplace violence in hospitals negatively affects occupational health and safety of medical professionals, especially for emergency department nurses. A cross-sectional, correlation research design was applied. Hierarchical regression was used to examine data which were collected from June 2013 to December 2013 from emergency departments in Taiwan. One hundred and eighty nurses were recruited from two hospitals. Structured interviews and questionnaires were applied to collect data, including the Social Support Scale, the Resilience Scale and the Center for Epidemiologic Studies Depression. A total of 159 (88·33%) nurses had suffered from physical or verbal violence by patients or their family. Resilience and peer support were significantly higher in the group without depressive tendency. Components of resilience of personal strength, social competence, structure style and religious beliefs were significant factors which accounted for 46·0% of variance in depressive tendency. Three of the five components of resilience: personal strength, social competence and structured style were found to have profounder effects against depressive tendency than peer support. Hospital managers should establish a safer working environment for emergency department nurses and reinforce their resilience against depression when they encounter workplace violence. This study showed that three of the five components of resilience: personal strength, social competence and structured style are protective factors against depressive tendency in victimised nurses. Improving these three components with coping and problem-solving skills by healthcare manager would be effective measures for enhancing their resilience in situations of workplace violence. © 2016 John Wiley & Sons Ltd.

Entering a world of uncertainty: community nurses' engagement with information and communication technology.

PubMed

Courtney-Pratt, Helen; Cummings, Elizabeth; Turner, Paul; Cameron-Tucker, Helen; Wood-Baker, Richard; Walters, Eugene Haydn; Robinson, Andrew Lyle

2012-11-01

Achieving adoption, use, and integration of information and communication technology by healthcare clinicians in the workplace is recognized as a challenge that requires a multifaceted approach. This article explores community health nurses' engagement with information and communication technology as part of a larger research project that investigated the delivery of self-management support to people with chronic obstructive pulmonary disease. Following a survey of computer skills, participants were provided with computer training to support use of the project information system. Changes in practice were explored using action research meetings and individual semistructured interviews. Results highlight three domains that affected nurses' acceptance, utilization, and integration of information and communication technology into practice; environmental issues; factors in building capacity, confidence, and trust in the technology; and developing competence. Nurses face individual and practice challenges when attempting to integrate new processes into work activities, and the use of participatory models to support adoption is recommended.

Workplace bullying--what's it got to do with general practice?

PubMed

Askew, Deborah A; Schluter, Philip J; Dick, Marie-Louise

2013-04-01

Workplace bullying is repeated systematic, interpersonal abusive behaviours that negatively affect the targeted individual and the organisation in which they work. It is generally the result of actual or perceived power imbalances between perpetrator and victim, and includes behaviours that intimidate, offend, degrade or humiliate a worker. It is illegal, and bullied employees can take legal action against their employers for a breach of implied duty of trust and confidence. Despite this, workplace bullying occurs in many Australian workplaces, including Australian general practices. This article explores the issue of workplace bullying with particular reference to bullying within general practice and provides a framework for managing these situations. All general practices need organisation-wide anti-bullying policies that are endorsed by senior management, clearly define workplace bullying, and provide a safe procedure for reporting bullying behaviours. General practitioners should investigate whether workplace issues are a potential contributor to patients who present with depression and/or anxiety and assess the mental health of patients who do disclose that they are victims of workplace bullying, Importantly, the GP should reassure their patient that bullying is unacceptable and illegal, and that everyone has the right to a safe workplace free from violence, harassment and bullying. The time has come for all workplaces to acknowledge that workplace bullying is unacceptable and intolerable.

The future of diabetes education: expanded opportunities and roles for diabetes educators.

PubMed

Martin, Annette Lenzi; Lipman, Ruth D

2013-01-01

The purpose of the article is to explore challenges and opportunities associated with the state of practice for diabetes education and diabetes educators. Observations, assumptions, predictions, and recommendations based on a literature review and the 2011 workforce study and workforce summit held by the American Association of Diabetes Educators (AADE) are presented. Demand for diabetes educators is projected to increase. The employer base will broaden beyond traditional outpatient venues and extend into industry, retail pharmacy clinics, and community-based organizations. Increasing roles in management, quality assurance, and technology interface design are possible for diabetes educators. Challenges limiting diabetes education such as poor understanding of what diabetes educators do and underutilization of diabetes education continue to need redress. Increasing utilization of diabetes education and insight about health care trends can allow diabetes educators to thrive in the workplace of the future. Diabetes educators are urged to promote the evidence concerning the benefits of diabetes education, to work to increase physician referrals, and to acquire needed competencies for the workplace of the future.

"The Eyes of the Power Company": Workplace Information Practices of a Vault Inspector

ERIC Educational Resources Information Center

Veinot, Tiffany C.

2007-01-01

To date, LIS studies of workplace information practices have primarily focused on occupations that require a university education, and, consequently, little is known about the information practices of blue-collar workers. This study uses a qualitative case study approach to examine the workplace information practices of a blue-collar worker--a…

Managers' social support: Facilitators and hindrances for seeking support at work.

PubMed

Lundqvist, Daniel; Fogelberg Eriksson, Anna; Ekberg, Kerstin

2018-01-01

Previous research has shown that social support is important for health and performance at work, but there is a lack of research regarding managers' social support at work, and if it needs to be improvedOBJECTIVE:To investigate managers' perception of work-related social support, and facilitators and hindrances that influence their seeking of social support at work. Semi-structured interviews with sixty-two managers in two Swedish organizations. Work-related support, which strengthened their managerial image of being competent, was sought from sources within the workplace. Sensitive and personal support, where there was a risk of jeopardizing their image of being competent, was sought from sources outside the workplace. Access to arenas for support (location of the workplace, meetings, and vocational courses) and the managerial role could facilitate their support-seeking, but could also act as hindrances. Because attending different arenas for support were demanding, they refrained from seeking support if the demands were perceived as too high. Different supportive sources are distinguished based on what supportive function they have and in which arenas they are found, in order to preserve the confidence of the closest organization and to maintain the image of being a competent and performing manager.

Evaluating a novel approach to enhancing dysphagia management: workplace-based, blended e-learning.

PubMed

Ilott, Irene; Bennett, Bev; Gerrish, Kate; Pownall, Sue; Jones, Amanda; Garth, Andrew

2014-05-01

To evaluate the learning effect and resource use cost of workplace-based, blended e-learning about dysphagia for stroke rehabilitation nurses. Dysphagia is a potentially life-threatening problem that compromises quality of life. In many countries, nurses play a crucial role in supporting the management of patients with swallowing problems, yet the literature reports a need for training. A single-group, pre- and post-study with mixed methods. Each blended e-learning session comprised a needs analysis, e-learning programmes, practical skills about modifying fluids and action planning to transfer learning into practice. Participants were the population of registered nurses (n = 22) and healthcare assistants (n = 10) on a stroke rehabilitation ward in a large, teaching hospital in England between August 2010-March 2011. Data collection comprised observation (34 hours), questionnaires administered at four time points to examine change in attitude, knowledge and practice, and estimating the resource use cost for the service. Nonparametric tests and content analysis were used to analyse the data. All participants achieved a nationally recognised level of competence. The learning effect was evident on the post- and follow-up measures, with some items of dysphagia knowledge and attitude achieving significance at the p ≤ 0·05 level. The most common self-reported changes in practice related to medicines management, thickening fluids and oral hygiene. The resource use cost was estimated at £2688 for 108 hours training. Workplace-based, blended e-learning was an acceptable, cost effective way of delivering essential clinical knowledge and skills about dysphagia. Dysphagia should be viewed as a patient safety issue because of the risks of malnutrition, dehydration and aspiration pneumonia. As such, it is pertinent to many members of the interdisciplinary team. Consideration should be given to including dysphagia management in initial education and continuing professional development programmes. © 2013 John Wiley & Sons Ltd.

Pragmatic Competence and Social Power Awareness: The Case of Written and Spoken Discourse in Non-Native English Environments

ERIC Educational Resources Information Center

Pérez-Sabater, Carmen; Montero-Fleta, Begoña

2014-01-01

Following one of the new challenges suggested by the Common European Framework of Reference for Languages, a treatment was developed to enhance pragmatic competence, since this competence is not easy to acquire by non-native speakers. Within this context, we focused on pragmatic awareness in the workplace, an area of expertise in growing demand…

Progress and Proficiency: Redesigning Grading for Competency Education. CompetencyWorks Issue Brief

ERIC Educational Resources Information Center

Sturgis, Chris

2014-01-01

This paper is part of a series investigating the implementation of competency education. The purpose of the paper is to explore how districts and schools can redesign grading systems to best help students to excel in academics and to gain the skills that are needed to be successful in college, the community, and the workplace. In order to make the…

Development and evaluation of a clinical simulation for new graduate nurses: A multi-site pilot study.

PubMed

Jung, Dukyoo; Lee, Soon Hee; Kang, Sook Jung; Kim, Jung-Hee

2017-02-01

New nursing graduates have revealed that they perceive a gap between theory and practice with reference to their education and the real workplace setting. Additionally, many nurses experience a reality shock when they participate in clinical practice. The purpose of this study was to develop and test the effects of a scenario-based simulation training program on new graduate nurses' competency, critical thinking dispositions, and interpersonal communication skills. This pilot multi-site study used a pretest-posttest control group design. It was conducted at four sites of a university-affiliated simulation center in Korea. Participants were recruited utilizing a convenience sample from four tertiary hospitals in Korea. Twenty-four new graduate nurses participated in this study. At the three-month follow-up, the levels of communication skills used in practice among the intervention group were statistically significantly higher than those of the control group participants (U=151.50, p=.005). However, there were no significant differences between the groups in changes in nursing competency (U=287.50, p=.992) or critical thinking disposition scores (U=269.50, p=.702). The participants' mean rating scores concerning the objectives, intentions, and recommendations for other nurses were positive and high. The involvement of current practicing of nursing in certain scenarios and the implementation of simulation learning could enhance the readiness of new graduate nurses. Copyright © 2016 Elsevier Ltd. All rights reserved.

Stakeholder Perspectives on Workplace-Based Performance Assessment: Towards a Better Understanding of Assessor Behaviour

ERIC Educational Resources Information Center

de Jonge, Laury P. J. W. M.; Timmerman, Angelique A.; Govaerts, Marjan J. B.; Muris, Jean W. M.; Muijtjens, Arno M. M.; Kramer, Anneke W. M.; van der Vleuten, Cees P. M.

2017-01-01

Workplace-Based Assessment (WBA) plays a pivotal role in present-day competency-based medical curricula. Validity in WBA mainly depends on how stakeholders (e.g. clinical supervisors and learners) use the assessments--rather than on the intrinsic qualities of instruments and methods. Current research on assessment in clinical contexts seems to…

Linguistic Diversity in the International Workplace: Language Ideologies and Processes of Exclusion

ERIC Educational Resources Information Center

Lønsmann, Dorte

2014-01-01

This article draws on a study of language choice and language ideologies in an international company in Denmark. It focuses on the linguistic and social challenges that are related to the diversity of language competences among employees in the modern workplace. Research on multilingualism at work has shown that employees may be excluded from…

Invited Reaction: Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

ERIC Educational Resources Information Center

Cseh, Maria; Manikoth, Nisha N.

2011-01-01

As the authors of the preceding article (Choi and Jacobs, 2011) have noted, the workplace learning literature shows evidence of the complementary and integrated nature of formal and informal learning in the development of employee competencies. The importance of supportive learning environments in the workplace and of employees' personal learning…

Job satisfaction of people with intellectual disabilities: the role of basic psychological need fulfillment and workplace participation.

PubMed

Akkerman, Alma; Kef, Sabina; Meininger, Herman P

2018-05-01

Knowledge on what contributes to job satisfaction of people with intellectual disabilities is limited. Using self-determination theory, we investigated whether fulfillment of basic psychological needs (i.e., autonomy, relatedness, competence) affected job satisfaction, and explored associations between workplace participation, need fulfillment and job satisfaction. A total of 117 persons with intellectual disabilities, recruited from a Dutch care organization, were interviewed on need fulfillment at work and job satisfaction. Data on workplace participation was obtained from staff. Questionnaires were based on well-established instruments. Basic psychological need fulfillment predicted higher levels of job satisfaction. Level of workplace participation was not associated with need fulfillment or job satisfaction. Allowing workers with intellectual disabilities to act with a sense of volition, feel effective, able to meet challenges, and connected to others is essential and contributes to job satisfaction. It is needed to pay attention to this, both in selection and design of workplaces and in support style. Implications for rehabilitation Knowledge on factors that contribute to job satisfaction is necessary to improve employment situations and employment success of people with intellectual disabilities. In order to achieve job satisfaction, it is essential that workplaces allow for fulfillment of the basic psychological needs for autonomy, relatedness, and competence of people with intellectual disabilities. People with intellectual disabilities are able to report on their needs and satisfaction, and it is important that their own perspective is taken into account in decisions regarding their employment situation.

Mathematics Competency Test: User's Manual.

ERIC Educational Resources Information Center

Vernon, P. E.; And Others

The Mathematics Competency Test is a 46-question written test assessing mathematics achievement for groups or individuals aged 11 to adult. It is suitable for use with groups or individuals in school, college and workplace contexts. The questions are open-ended and require constructed responses rather than recognition of a correct answer in a…

The Bases of Competence. Skills for Lifelong Learning and Employability.

ERIC Educational Resources Information Center

Evers, Frederick T.; Rush, James C.; Berdrow, Iris

This book, which is intended primarily for instructional development specialists, academic leaders, and faculty members in all types of postsecondary institutions, explains what skills and competencies students need to succeed in today's workplace and details how colleges and universities can strengthen the curriculum to cultivate those skills in…

Skills Certificates Signal Competencies in a Demand-Driven Economy.

ERIC Educational Resources Information Center

WorkAmerica, 2000

2000-01-01

This issue focuses on the National Alliance of Business's work with employers to sort out how certificates can most effectively indicate workplace skills and requirements and confirm that certified individuals possess them. "Skills Certificates Signal Competencies in a Demand-Driven Economy" discusses the needs to which certificates respond; how…

Are Agricultural Graduates Meeting Employers' Expectations? A Perspective from Iran

ERIC Educational Resources Information Center

Alibeigi, Amir Hossein; Zarafshani, Kiumars

2006-01-01

A high level of personal capacity, the relevant professional competence and technical skills are essential for a graduate's successful transition to the workplace. The purpose of this survey was to identify the main competencies that higher agricultural education graduates should possess, based on the perceptions of potential agricultural…

Residential and Light Commercial HVAC. Teacher Edition and Student Edition. Second Edition.

ERIC Educational Resources Information Center

Stephenson, David

This package contains teacher and student editions of a residential and light commercial heating, ventilation, and air conditioning (HVAC) course of study. The teacher edition contains information on the following: using the publication; national competencies; competency profile; related academic and workplace skills list; tools, equipment, and…

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 60: Culture and Workplace Communications: A Comparison of the Technical Communications Practices of Japanese and US Aerospace Engineers and Scientists

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Sato, Yuko; Barclay, Rebecca O.; Kennedy, John M.

1997-01-01

The advent of global markets elevates the role and importance of culture as a mitigating factor in the diffusion of knowledge and technology and in product and process innovation. This is especially true in the Large Commercial Aircraft (LCA) sector where the production and market aspects are becoming increasingly international. As firms expand beyond their national borders, using such methods as risk- sharing partnerships, joint ventures, outsourcing, and alliances, they have to contend with national and corporate cultures. Our focus is on Japan, a 'program participant' in the production of the Boeing Company's 777; the influence of Japanese culture on the diffusion of knowledge and technology in aerospace at the national and international levels; those cultural determinants-the propensity to work together, a willingness to subsume individual interests to a greater good, and an emphasis on consensual decisionmaking-that have a direct bearing on the ability of Japanese firms to form alliances and compete in international markets; and those cultural determinants thought to influence the information- seeking behaviors and workplace communication practices of Japanese aerospace engineers and scientists. In this paper, we report selective results from a survey of Japanese and U.S. aerospace engineers and scientists that focused on workplace communications. Data are presented for the following topics: importance of and time spent communicating information, collaborative writing, need for an undergraduate course in technical communication, use of libraries, use and importance of electronic (computer) networks, and the use and importance of foreign and domestically produced technical reports.

Palliative sedation challenging the professional competency of health care providers and staff: a qualitative focus group and personal written narrative study.

PubMed

Leboul, Danièle; Aubry, Régis; Peter, Jean-Michel; Royer, Victor; Richard, Jean-François; Guirimand, Frédéric

2017-04-11

Despite recent advances in palliative medicine, sedating a terminally ill patient is regarded as an indispensable treatment to manage unbearable suffering. With the prospect of widespread use of palliative sedation, the feelings and representations of health care providers and staff (carers) regarding sedation must be carefully explored if we are to gain a better understanding of its impact and potential pitfalls. The objective of the study was to provide a comprehensive description of the opinions of carers about the use of sedation practices in palliative care units (PCU), which have become a focus of public attention following changes in legislation. Data were collected using a qualitative study involving multi-professional focus groups with health care providers and staff as well as personal narratives written by physicians and paramedical staff. A total of 35 medical and paramedical providers volunteered to participate in focus group discussions in three Palliative Care Units in two French hospitals and to write personal narratives. Health care provider and staff opinions had to do with their professional stance and competencies when using midazolam and practicing sedation in palliative care. They expressed uncertainty regarding three aspects of the comprehensive care: biomedical rigour of diagnosis and therapeutics, quality of the patient/provider relationship and care to be provided. Focusing on the sedative effect of midazolam and continuous sedation until death, the interviewed health care providers examined the basics of their professional competency as well as the key role played by the health care team in terms of providing support and minimizing workplace suffering. Nurses were subject to the greatest misgivings about their work when they were called upon to sedate patients. The uncertainty experienced by the carers with regard to the medical, psychosocial and ethical justification for sedation is a source of psychological burden and moral distress, and it has proved to be a major source of suffering in the workplace. Lastly, the study shows the uncertainty can have the positive effect of prompting the care team to devise ways to deal with it.

The Textualization of Problem Handling: Lean Discourses Meet Professional Competence in Eldercare and the Manufacturing Industry

ERIC Educational Resources Information Center

Karlsson, Anna-Malin; Nikolaidou, Zoe

2016-01-01

This article reports on research addressing the role of incident reporting at the workplace as a textual representation of lean management techniques. It draws on text and discourse analysis as well as on ethnographic data, including interviews, recorded interaction, and observations, from two projects on workplace literacy in Sweden: a study in…

Beyond Competencies: What Higher Education Assessment Could Offer the Workplace and the Practitioner-Researcher

ERIC Educational Resources Information Center

Harvey, Morag; Norman, Lyn

2007-01-01

This article is based on research and development carried out at the Centre for Outcomes-Based Education at the Open University (OU). It explores the way in which higher education (HE) assessment could meet specific criteria in order to assess the unique qualities that underpin the relationship between practitioner-researchers and the workplace.…

Learning through Engaging in Retrospective Reflection on a Change Process in an English Course on Workplace Communication

ERIC Educational Resources Information Center

Lu, Yi-Ling

2017-01-01

This study describes a change process of implementing role-plays in a course on workplace communication in English, and of engaging in retrospective reflection. Considering that English education for nursing students in Taiwan has focused on the development of medical terminology and that students' communicative competence is the main deficiency,…

Workplace violence and psychiatric practice.

PubMed

Beck, J C; Schouten, R

2000-01-01

The authors provide an overview of what is known about workplace violence and discuss how to deal with issues of workplace violence that arise in clinical practice. They review myths and facts about workplace violence, including research on prevention. Legal issues relating to the psychiatrist as employer and the Americans with Disability Act are presented. General principles of violence assessment are reviewed and the authors then discuss the psychiatrist as consultant to the workplace and as clinician treating a victim or perpetrator of workplace violence. Three cases illustrate the general principles provided.

A Practice-Based Approach to Student Reflection in the Workplace during a Work-Integrated Learning Placement

ERIC Educational Resources Information Center

Sykes, Christopher; Dean, Bonnie Amelia

2013-01-01

In the Work-Integrated Learning (WIL) curriculum, reflection on workplace activities is widely used to support student learning. Recent critiques have demonstrated the limitations of current approaches to support students' reflective learning of workplace practices. By employing a practice-based approach, we seek to refocus WIL reflection on…

Outcome and impact of Master of Public Health programs across six countries: education for change

PubMed Central

2014-01-01

Background The human resources for health crisis has highlighted the need for high-level public health education to add specific capacities to the workforce. Recently, it was questioned whether Master of Public Health (MPH) training prepared graduates with competencies relevant to low- and middle-income countries (LMICs). This study aims to examine the influence of the MPH programs geared towards LMICs offered in Vietnam, China, South Africa, Mexico, Sudan, and the Netherlands on graduates’ careers, application of acquired competencies, performance at the workplace, and their professional contribution to society. Methods A self-administered questionnaire was sent to graduates from six MPH programs. Frequency distributions of the answers were calculated, and a bivariate analysis and logistic regression of certain variables was performed. Results The response rate was 37.5%. Graduates reported change in leadership (69%), in technical position (69%), acquiring new responsibilities (80%), and increased remuneration (63%); they asserted that MPH programs contributed significantly to this. Graduates’ attribution of their application of 7 key competencies ‘substantially to the MPH program’ ranged from 33% to 48%. Of the 26 impact variables, graduates attributed the effect they had on their workplace substantially to the MPH program; the highest rated variable ranged from 31% to 73% and the lowest ranged from 9% to 43%. Of the 10 impact variables on society, graduates attributed the effect they had on society substantially to the MPH program; for the highest rated variable (13% to 71%); for the lowest rated variable (4% to 42%). Candidates’ attribution of their application of acquired competencies as well as their impact at the workplace varied significantly according to institution of study and educational background. Conclusions This study concludes that these MPH programs contribute to improving graduates’ careers and to building leadership in public health. The MPH programs contribute to graduates’ application of competencies. MPH programs contribute substantially towards impact variables on the workplace, such as development of research proposals and reporting on population health needs, and less substantially to their impact on society, such as contributing equitable access to quality services. Differences reported between MPH programs merit further study. The results can be used for curriculum reform. PMID:25099707

Occupational sun protection: workplace culture, equipment provision and outdoor workers' characteristics.

PubMed

Reeder, Anthony I; Gray, Andrew; McCool, Judith P

2013-01-01

The aim of this study was to describe outdoor workers' sun-protective practices, workplace sun-safety culture and sun-protective equipment provision; investigate the association of demographic, personal and occupational factors with sun-protective practices; and identify potential strategies for improving workers' sun protection. The present study used a clustered survey design with randomly identified employers in nine occupations. Employees provided questionnaire measures of demographics, personal characteristics (skin type, skin cancer risk perceptions, tanning attitudes, sun-exposure knowledge), personal occupational sun protection practices (exposure reduction, use of sun-protective clothing, sunscreen and shade), workplace sun-protective equipment provision and perceived workplace sun-safety culture. Summative scores were calculated for attitudes, knowledge, workplace provision and culture. A multivariable model was built with worker and workplace variables as plausible predictors of personal sun protection. In this study, 1,061 workers (69% participation) from 112 workplaces provided sufficient information for analysis. Sex, age, prioritized ethnicity, education and risk perception differed significantly between occupational groups (p<0.001), as did workers' sun-protective practices and workplace sun-protection equipment provision and supportive culture. After adjustment, each one-point increase in Workplace Sun-safety Culture 2013Score (range 12 points) was associated with a 0.16 higher Personal Sun-Protection Score (p<0.001), and each one-point increase in Workplace Provision Score (range 4 points) was associated with a 0.14 higher score (p<0.001). Sun Protection Score was significantly associated with skin response to sun exposure (p<0.001), female sex (p=0.021), tanning attitudes (p=0.022) and occupation (p=0.049), but not ethnicity, age education, knowledge or skin cancer risk perception. Protective equipment provision and sun-protective workplace culture are promising components for the development of comprehensive programmes to improve outdoor workers' sun-protective practices.

Competency-Based Education: What Is the Issue and Why Does It Matter? Policy Snapshot

ERIC Educational Resources Information Center

Anderson, Lexi

2017-01-01

The increasing need for highly-skilled employees in the workplace has policymakers and higher education leaders focused on innovative ways for students to access postsecondary education. These access points can include online programs, prior learning assessments and, the subject of this snapshot, competency-based education. The National Center for…

Graduates' Competence on Employability Skills and Job Performance

ERIC Educational Resources Information Center

Abas, Maripaz C.; Imam, Ombra A.

2016-01-01

One critical measure of success in workplaces is an employee's ability to use competently the knowledge, skills and values that match the needs of his job, satisfy the demands of his employer, and contribute to the overall achievement of institutional goals. An explanatory-correlational research design was used to determine the extent of…

Workplace-Based Competence Measurement: Developing Innovative Assessment Systems for Tomorrow's VET Programmes

ERIC Educational Resources Information Center

Achtenhagen, Frank; Winther, Esther

2014-01-01

As a consequence of the large-scale assessment studies (TIMMS; PISA) in compulsory schooling, attention is now being given to the modelling and measurement of competencies in initial vocational education and training. This new output-led perspective of teaching/training and learning/working processes demands new approaches to research. Using the…

Service-Learning: A Tool to Develop Employment Competencies for College Students

ERIC Educational Resources Information Center

Ramson, Amy J.

2014-01-01

College students will face a workplace transformed even from the one that existed five years ago. Public and private organizations presently require employees to possess highly developed core competencies. This shift in expectations, exacerbated by high unemployment among recent college graduates, has made accountability a hot issue for higher…

Standardisation of delivery and assessment of research training for specialty trainees based on curriculum requirements: recommendations based on a scoping review.

PubMed

Rangan, Amar; Pitchford, James; Williams, Penny; Wood, Brian; Robson, Stephen

2017-02-06

(1) To conduct a scoping review of postgraduate specialty training (ST) curricula for doctors within Health Education England in order to identify common themes and variations in requirements for training and assessment of research competencies. (2) To make recommendations on standardisation of training for clinical research across ST programmes. Health Education England North East and National Institute for Health Research Clinical Research Network (CRN)-North East and North Cumbria. Annual Review of Competence Progression (ARCP); Certificate of Completion of Training (CCT) checklists and curricula for ST were obtained from Health Education England North East and reviewed between June and September 2015. Research competence requirements based on knowledge, skills or behaviour-based domains were identified and entered onto a spreadsheet for analysis. Common themes with levels of competence required were identified. This information was used to construct and propose a model for delivery of training in clinical research across ST programmes. Sixty-two ST curricula were reviewed and seven common themes for research training were found in up to 97% of the curricula. Requirement for good clinical practice (GCP) in research training was included in 15% of curricula. One of the common themes involved knowledge-based competency, and three each of the remaining seven involved skills or behaviour-based competencies. There was less clarity and larger variation between specialties in how research competencies were assessed; and what evidence was required for ARCP and CCT to assure competence. 63% (19/30) of curricula from medical specialties had no mention of research requirements within their ARCP guidelines. Given that the majority of specialty curricula contain consistent themes around core research knowledge, consideration should be given to standardising the delivery and assessment of generic research competencies within ST. Our recommendations from this review could form the basis for developing structured research training for specialty trainees involving: (1) a taught course for knowledge-based competencies; (2) clinical placements with CRN teams for practical workplace-based experience and (3) developing research tutors to help support placements and assessment of these competencies. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Programmatic assessment of competency-based workplace learning: when theory meets practice

PubMed Central

2013-01-01

Background In competency-based medical education emphasis has shifted towards outcomes, capabilities, and learner-centeredness. Together with a focus on sustained evidence of professional competence this calls for new methods of teaching and assessment. Recently, medical educators advocated the use of a holistic, programmatic approach towards assessment. Besides maximum facilitation of learning it should improve the validity and reliability of measurements and documentation of competence development. We explored how, in a competency-based curriculum, current theories on programmatic assessment interacted with educational practice. Methods In a development study including evaluation, we investigated the implementation of a theory-based programme of assessment. Between April 2011 and May 2012 quantitative evaluation data were collected and used to guide group interviews that explored the experiences of students and clinical supervisors with the assessment programme. We coded the transcripts and emerging topics were organised into a list of lessons learned. Results The programme mainly focuses on the integration of learning and assessment by motivating and supporting students to seek and accumulate feedback. The assessment instruments were aligned to cover predefined competencies to enable aggregation of information in a structured and meaningful way. Assessments that were designed as formative learning experiences were increasingly perceived as summative by students. Peer feedback was experienced as a valuable method for formative feedback. Social interaction and external guidance seemed to be of crucial importance to scaffold self-directed learning. Aggregating data from individual assessments into a holistic portfolio judgement required expertise and extensive training and supervision of judges. Conclusions A programme of assessment with low-stakes assessments providing simultaneously formative feedback and input for summative decisions proved not easy to implement. Careful preparation and guidance of the implementation process was crucial. Assessment for learning requires meaningful feedback with each assessment. Special attention should be paid to the quality of feedback at individual assessment moments. Comprehensive attention for faculty development and training for students is essential for the successful implementation of an assessment programme. PMID:24020944

Impact of illness and its treatment on workplace costs: regulatory and measurement issues.

PubMed

Greenberg, P E; Birnbaum, H G; Kessler, R C; Morgan, M; Stang, P

2001-01-01

In an attempt to document a broader spectrum of the benefits of their pharmaceutical products, drug companies increasingly seek to include productivity claims in their promotional campaigns. We describe the existing regulatory framework of the Food and Drug Administration (FDA) for considering productivity claims, distinguishing between the traditional "substantial evidence" standard and the "competent and reliable scientific evidence" standard. But the notion of competent and reliable scientific evidence may itself be problematic, even when it is the appropriate regulatory standard, because there exists no consistent measurement approach across diseases, workplaces, jobs, and worker capabilities that is widely accepted in this emerging area of health outcomes research. We examine the various measurement approaches that have been used to quantify the impact of illness and its treatment on workplace productivity, and we describe some of the shortcomings associated with each alternative. This discussion highlights the possible difficulties faced by the FDA in reviewing productivity-based promotional claims. Finally, we suggest possible strategies for furthering this field of investigation.

Disability management practices in Ontario workplaces: employees' perceptions.

PubMed

Westmorland, Muriel G; Williams, Renee M; Amick, Ben C; Shannon, Harry; Rasheed, Farah

2005-07-22

The purpose of this study was to obtain employees' perceptions about disability management (DM) at their workplaces. Data were obtained from focus group interviews and individual telephone interviews with 58 employees who had sustained a work-related injury or disability in Ontario, Canada. Participants also completed a 22-item Organizational Policies and Practices (OPP) Questionnaire that asked questions about workplace DM practices. Respondents emphasized the need for job accommodation, the importance of open and clear communication and the necessity of job retraining. The provision of ergonomic modifications to their worksites and the development of meaningful and specific DM policies and procedures were seen as key to a comprehensive workplace DM program. Education about health and safety also was identified as an important component of creating a supportive workplace environment. The OPP questionnaire showed good internal consistency (Cronbach's alpha=0.95) and discriminant validity. This study demonstrates the importance of workplaces communicating with their employees and respecting their opinions when establishing and carrying out DM policies and practices. The OPP Questionnaire is useful in determining how DM is managed in the workplace.

Knowledge and Understanding of 21st Century Skills through Educator Externships: Programs in Southern New England

ERIC Educational Resources Information Center

Gibson-Cayouette, Lizann R.

2010-01-01

An acute shortage of a competent, highly-skilled workforce faces the United States workplace. Studies and reports from 1983 to present, repeatedly state that the education system in the United States must change to prepare the emergent workforce for success in the 21st century global challenges of both post-secondary education and the workplace.…

Workplace culture and the practice experience of midwifery students: A meta-synthesis.

PubMed

Arundell, Fiona; Mannix, Judy; Sheehan, Athena; Peters, Kath

2018-04-01

To describe midwifery students' practice experience and to explore facilitators and barriers to positive clinical learning experiences. Practice experience is a vital component of every midwifery course. Course dissatisfaction and attrition of midwifery students has been attributed to sub-optimal practice experiences. Events or actions experienced by midwifery students that trigger dissatisfaction and attrition need to be identified. A meta-synthesis was based on that developed by Noblit and Hare. Students perceive workplaces as poorly prepared for their arrival and subsequent support. Students' experience in the practice setting is influenced by the existing workplace culture. Workplace culture influences institutional functioning and individuals within the culture. Enculturation of students into the midwifery culture and subsequent learning is affected by the support received. The practice experience of midwifery students was profoundly influenced by workplace culture. Students tended to have polarized accounts of their experience that were predominantly negative. To provide an optimal environment for midwifery students; midwifery managers and individual midwives need to be aware of the facilitators and barriers to midwifery student development in the practice setting. © 2017 John Wiley & Sons Ltd.

Rethinking Productivity from a Workplace Perspective. CPRN Discussion Paper.

ERIC Educational Resources Information Center

Gunderson, Morley

The issue of increasing productivity was examined from an interdisciplinary perspective focusing on the impact of workplace practices on various productivity-related outcomes. First, the following methodological issues were discussed: defining workplace practices that affect productivity; linking employer behavior and organizational performance;…

Understanding work contextual factors: a short-cut to evidence-based practice?

PubMed

Wallin, Lars; Ewald, Uwe; Wikblad, Karin; Scott-Findlay, Shannon; Arnetz, Bengt B

2006-01-01

It has become increasingly clear that workplace contextual factors make an important contribution to provider and patient outcomes. The potential for health care professionals of using research in practice is also linked to such factors, although the exact factors or mechanisms for enhancing this potential are not understood. From a perspective of implementing evidence-based nursing practice, the authors of this article report on a study examining contextual factors. The objective of this study was to identify predictors of organizational improvement by measuring staff perceptions of work contextual factors. The Quality Work Competence questionnaire was used in a repeated measurement survey with a 1-year break between the two periods of data collection. The sample consisted of 134 employees from four neonatal units in Sweden. Over the study period significant changes occurred among staff perceptions, both within and between units, on various factors. Changes in staff perceptions on skills development and participatory management were the major predictors of enhanced potential of overall organizational improvement. Perceived improvement in skills development and performance feedback predicted improvement in leadership. Change in commitment was predicted by perceived decreases in work tempo and work-related exhaustion. These findings indicate the potential for organizational improvement by developing a learning and supportive professional environment as well as by involving staff in decision-making at the unit level. Such initiatives are also likely to be of importance for enhanced use of research in practice and evidence-based nursing. On the other hand, high levels of work tempo and burnout appear to have negative consequences on staff commitment for improving care and the work environment. A better understanding of workplace contextual factors is necessary for improving the organizational potential of getting research into practice and should be considered in future implementation projects.

Interactive tele-education applied to a distant clinical microbiology specialization university course.

PubMed

Andreazzi, Denise B; Rossi, Flávia; Wen, Chao L

2011-09-01

The microbiology laboratory provides a strategic support for infectious disease diagnosis and also alerts the medical community about bacterial resistance to antibiotics. The microbiologists' training is a challenge in Brazil, a country with an extensive territory, a diverse population, and disparity of resource allocation. The aim of this study was to implement an interactive tele-educational course in clinical microbiology to reach distant laboratory workers and to improve their professional skills. The course scientific content was defined according to competences associated, distributed in 560 h, with laboratory practices (knowledge matrix-contextual education). The 11-module course structure comprised 70% distance learning, 22% on campus (integrated modules), and 8% monographs. The group included 7 physicians and 21 microbiologists from 20 different Brazilian cities. The time flexibility and location were the two main reasons for student participation, thus decreasing absences to the workplace, different from the traditional teaching methodologies. The group performance was measured by monthly evaluations, and 1 year postcourse, the researcher visited their workplace. There was significant improvement in microbiological practices performed before compared with after group participation. Therefore, 76.9% of laboratory practices were modified because of the knowledge acquired in the course. Students showed behavioral changes in relation to performance in infection control as well as on the dissemination of their knowledge. This specialization course using distance education did not compromise the quality. This educational methodology represents an alternative to teach clinical microbiology to laboratory workers from remote hospitals, as a nationwide continuing educational strategy.

Task-shifting challenges for provision of skilled birth attendance: a qualitative exploration.

PubMed

Chandhiok, Nomita; Joglekar, Neelam; Shrotri, Aparna; Choudhury, Panna; Chaudhury, Nayanjeet; Singh, Shalini

2015-05-01

Shortage of skilled birth attendants (SBA) is one of the determinants of maternal mortality in India. To combat this shortage, innovative task-shifting strategies to engage providers of the Indian system of medicine (Ayurveda and Homeopathy), called AYUSH practitioners (AP), to provide SBA services is being implemented. Engagement of APs for SBA service provision was assessed in 3 states of India (Maharashtra, Rajasthan and Odisha) through 73 in-depth interviews (37 with APs and 36 with programme managers). The interviews explored the providers' SBA training experience, barriers for SBA service provision, workplace and community acceptance, and the perspective of programme managers on the competence and quality of SBA services provided. SBA training led to skill enhancement with adoption of appropriate maternal and newborn care practices. A dedicated trainer, more hands-on practice, and strengthening training on newborn care practices and management of complications emerged as the training needs. Conditional involvement in SBA-related work, a discriminatory attitude at the workplace and lack of legal/regulatory authorisation were identified as barriers to the inclusion of APs in SBA service provision. Quality skill enhancement measures, an enabling work environment, a systematic task-shifting process, role definition, supportive supervision and credentialing could be key for the integration of APs and their acceptance in the health system. © The Author 2014. Published by Oxford University Press on behalf of Royal Society of Tropical Medicine and Hygiene. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

A multilevel health promotion intervention in minority-owned workplaces

PubMed Central

Bowen, Deborah J.; Briant, Katherine J.; Harris, Jeffrey; Hannon, Peggy; Buchwald, Dedra

2015-01-01

Introduction Changing health behaviors and health-related environments is important in reducing chronic disease. Minority workplaces are potential venues to provide regular, effective health promotion opportunities to underserved individuals. The purpose of this study was to test the feasibility of changing workplace policy, programs, and practices in minority-owned workplaces. Methods Four minority Native American-owned businesses were recruited to participate in this study. The intervention was a set of recommended standards and guidelines gleaned from the US Preventive Task Force and The Community Guide relevant to workplaces. Each workplace selected between 4 and 6 target areas to improve over the year-long intervention period. The evaluation tool was a semi-structured survey conducted at baseline and at one-year follow-up, with workplace staff responsible for benefits and services to employees. Feasibility was evaluated by assessing the likelihood that the workplaces implemented health promotion activities in the year-long intervention. Results Several practices and policies changed significantly during the intervention in the four workplaces, including coverage for nicotine replacement therapy (NRT), elimination of out of pocket costs for screening and tobacco cessation, accountability systems for providers, posted stair use, cessation line availability that included NRT, offering weight loss programs, offering physical activity programs, and conducting targeted communication programs about health promotion. Other practices and polices changed in the expected direction, but were not significant. Conclusion Changing workplace programs, practices, and policies is feasible in minority workplaces, with support and tools provided by outside organizations. These findings could drive a full-scale test of the intervention in minority businesses in order to improve the health of disadvantaged workers. PMID:26693135

We have much in common: the similar inter-generational work preferences and career satisfaction among practicing radiologists.

PubMed

Moriarity, Andrew K; Brown, Manuel L; Schultz, Lonni R

2014-04-01

There are many reported generational differences regarding workplace motivators, but these have not been previously studied in radiologists. The aim of this study was to assess for generational differences in workplace satisfaction and desired workplace characteristics among practicing radiologists. An electronic survey distributed to ACR, Society of Chairs of Academic Radiology Departments, and Association of Program Directors in Radiology members generated 1,577 responses from baby boom (BG) and generation X (GX) radiologists in active practice. Nineteen workplace characteristics and their associations with workplace satisfaction were tested in a univariate analysis using χ(2) tests and in a multiple logistic regression model to test for associations with satisfaction. Workplace satisfaction among BG and GX radiologists was 78% and 80%, respectively. Both generations reported higher satisfaction if they were optimistic about the future of radiology (87% of BG vs 85% of GX radiologists), believed the difference in the desired versus expected age of retirement was narrow (1.5 ± 3.3 years for BG radiologists vs 3.0 ± 4.1 years for GX radiologists), felt that social interactions in the workplace were important (81% of BG vs 83% of GX radiologists), and believed that professionalism in their peers was important (79% of BG vs 82% of GX radiologists). BG radiologists were more satisfied if they valued staff diversity, while GX radiologists were more satisfied if they felt that job security and the amount of compensation were important. There was no significant association of satisfaction with generation, gender, practice setting, or additional administrative work. Workplace satisfaction among practicing radiologists remains high but has decreased compared with prior surveys. The two dominant generations of practicing radiologists have similar workplace satisfaction rates and desired workplace characteristics. Copyright © 2014 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Healthcare managers' roles, competencies, and outputs in organizational performance improvement.

PubMed

Wallick, William G

2002-01-01

Healthcare CEOs recognize that managers are under increasing pressure to work smarter and more efficiently with fewer available resources. Jobs in the healthcare industry are in a constant state of change, requiring a workforce that is not only prepared to adjust quickly to the changing environment but to simultaneously maintain or improve overall organizational performance. Traditionally, trainers were viewed as the people with the primary responsibility for improving organizational performance. Today some CEOs believe healthcare managers should own that responsibility, and other CEOs believe the responsibility should be shared among healthcare managers and trainers. This shift in how accountability is viewed poses at least two important questions. Are managers aware of the various roles they need to enact to achieve successful organizational performance improvement? Do managers possess the competencies associated with those roles? The seven most contemporary trainer roles, now referred to as workplace learning and performance roles, are examined in this article to help managers increase their knowledge of the roles, competencies, and outputs expected of them. Based on findings of a study conducted to examine CEO's perceptions of managers' roles in the performance improvement process, this article provides theoretical backgrounds, includes verbatim study comments, and offers practical recommendations or tips for managers.

Building community and public health nursing capacity: a synthesis report of the National Community Health Nursing Study.

PubMed

Underwood, Jane M; Mowat, David L; Meagher-Stewart, Donna M; Deber, Raisa B; Baumann, Andrea O; MacDonald, Mary B; Akhtar-Danesh, Noori; Schoenfeld, Bonnie M; Ciliska, Donna K; Blythe, Jennifer M; Lavoie-Tremblay, Mélanie; Ehrlich, Anne S; Knibbs, Kristin M; Munroe, Valerie J

2009-01-01

1) To describe the community health nursing workforce in Canada; 2) To compare, across political jurisdictions and community health sectors, what helps and hinders community nurses to work effectively; 3) To identify organizational attributes that support one community subsector--public health nurses--to practise the full scope of their competencies. Our study included an analysis of the Canadian Institute for Health Information nursing databases (1996-2007), a survey of over 13,000 community health nurses across Canada and 23 focus groups of public health policy-makers and front-line public health nurses. Over 53,000 registered and licensed practical nurses worked in community health in Canada in 2007, about 16% of the nursing workforce. Community nurses were older on average than the rest of their profession. Typical practice settings for community nurses included community health centres, home care and public health units/departments. To practise effectively, community nurses need professional confidence, good team relationships, supportive workplaces and community support. Most community nurses felt confident in their practice and relationships with other nurses and professionals, though less often with physicians. Their feelings about salary and job security were mixed, and most community nurses would like more learning opportunities, policy and practice information and chances to debrief about work. They needed their communities to do more to address social determinants of health and provide good quality resources. Public health nursing needs a combination of factors to succeed: sound government policy, supportive organizational culture and good management practices. Organizational attributes identified as supports for optimal practice include: flexibility in funding, program design and job descriptions; clear organizational vision driven by shared values and community needs; coordinated public health planning across jurisdictions; and strong leadership that openly promotes public health, values their staff's work and invests in education and training. The interchangeable and inconsistent use of titles used by community nurses and their employers makes it difficult to discern differences within this sector such as home care, public health, etc. Our studies also revealed that community nurses: thrive in workplaces where they share the vision and goals of their organization and work collaboratively in an atmosphere that supports creative, autonomous practice; work well together, but need time, flexible funding and management support to develop relationships with the community and their clients, and to build teams with other professionals; could sustain their competencies and confidence in their professional abilities with more access to continuing education, policies, evidence and debriefing sessions.

Integrating Information Technology's Competencies into Academic Nursing Education--An Action Study

ERIC Educational Resources Information Center

Gonen, Ayala; Sharon, Dganit; Lev-Ari, Lilac

2016-01-01

Today, in the digital age, we are committed to prepare the future nurse for the information technology-rich workplace, and to help them reducing the "shock reality" upon arriving at the clinical setting. The main aim of the study is to promote the knowledge of Information Competencies Technology among nurses' educators and student. The…

The Impact of Elderly Care Competence and Quality Improvement Programme in Four Swedish Municipalities

ERIC Educational Resources Information Center

Westerberg, Kristina; Hjelte, Jan

2013-01-01

During a number of years Swedish municipalities have work with improvement of competence and long-term quality in elderly care. The overall aim of the present study was to compare different learning activities (workplace improvement and/or courses), and to relate these activities to learning climate, learning strategies, and perception of care…

Developing People's Ability To Learn. European Perspectives on Self-Learning Competency and Technological Change.

ERIC Educational Resources Information Center

Nyhan, Barry

This book outlines the process and outcomes of the EUROTECNET Self-Learning Competency research project that was launched in 1989. (EUROTECNET is a program designed to promote educational responses that will enable the European Community to create technological innovations in the workplace.) Part I, Technological Change and the Need for a…

Can Competency-Based Training Fly?: An Overview of Key Issues for "Ab Initio" Pilot Training

ERIC Educational Resources Information Center

Franks, Peter; Hay, Stephen; Mavin, Tim

2014-01-01

Competency-based training (CBT) for pilots was formally introduced in 1999 by the Civil Aviation Safety Authority (CASA) for training leading to the issue of aeroplane private and commercial pilot licences. This initiative followed the Australian government's introduction of CBT policy for vocational and workplace training in the late 1980's.…

Enhancing Professional Self-Efficacy: Factors Contributing to Successful Implementation of Articulated Workplace Intentions

ERIC Educational Resources Information Center

Kile, Kimberly S.

2012-01-01

Competency-based education programs foster participants' abilities to perform or implement a skill taught within the curriculum. A competency-based course enhances a participant's professional self-efficacy by imparting in them the confidence to successfully implement one or more of the skills taught within the course. The Career…

How Technology Changes Demands for Human Skills. OECD Education Working Papers, No. 45

ERIC Educational Resources Information Center

Levy, Frank

2010-01-01

This paper places the competencies to be measured by the OECD's Programme for the International Assessment of Adult Competencies (PIAAC) in the context of the technological developments which are reshaping the nature of the workplace and work in the 21st century. The largest technological force currently shaping work is the computer. Computers are…

Evaluating the Impact of Role-Playing Simulations on Global Competency in an Online Transnational Engineering Course

ERIC Educational Resources Information Center

Wold, Kari

2013-01-01

Successfully interacting with those from different cultures is essential to excel in any field, particularly when global, transnational collaborations in the workplace are increasingly common. However, many higher education students in engineering are not explicitly taught how to display the global competency skills desired by future employers. To…

Administrative Staff Members' Job Competency and Their Job Satisfaction in a Korean Research University

ERIC Educational Resources Information Center

Jung, Jisun; Shin, Jung Cheol

2015-01-01

The purpose of this study is to explore the impact of administrative staff's job competency on their job satisfaction in a Korean research university. We conceptualized job satisfaction into three subcomponents: satisfaction in the job field, in the workplace, and with the actual task. In the regression analysis, we included demographics, inner…

The Pragmatics of Making Requests in the L2 Workplace: A Case Study of Language Socialization.

ERIC Educational Resources Information Center

Li, Duanduan

2000-01-01

An ethnographic case study focuses on the pragmatics of higher-stakes social communications. Illustrates how, through exposure to social interactions and assistance from more competent peers, an immigrant woman came to internalize target language and cultural norms and develop communicative competence in English as a Second Language in the…

Relationships of Mathematics Anxiety, Mathematics Self-Efficacy and Mathematics Performance of Adult Basic Education Students

ERIC Educational Resources Information Center

Watts, Beverly Kinsey

2011-01-01

Competent mathematical skills are needed in the workplace as well as in the college setting. Adults in Adult Basic Education classes and programs generally perform below high school level competency, but very few studies have been performed investigating the predictors of mathematical success for adults. The current study contributes to the…

Developing Intercultural Competence through Blended Learning: The Role of Peer Interaction

ERIC Educational Resources Information Center

Risner, Mary E.

2011-01-01

The need to increase US competitiveness in the world economy is a driving factor in the recent push to internationalize university campuses across the country. Technical and subject area expertise are no longer sufficient to succeed in the 21st-century global workplace. Intercultural competence is becoming more valued as part of the desired…

Moral Development in Business Education--Social Conditions Influencing Moral Judgement Competence

ERIC Educational Resources Information Center

Bienengräber, Thomas

2014-01-01

Workplace relations like any social relation first and foremost have a moral dimension. Thus, if vocational education sees one of its major goals in helping apprentices to deal with moral issues, one of the core objectives in vocational education is the support of the apprentice's development of moral judgement competence. Since Lawrence Kohlberg…

Teaching and Assessing Professionalism in Radiology: Resources and Scholarly Opportunities to Contribute to Required Expectations.

PubMed

Kelly, Aine Marie; Mullan, Patricia B

2018-05-01

Teaching and assessing trainees' professionalism now represents an explicit expectation for Accreditation Council Graduate Medical Education-accredited radiology programs. Challenges to meeting this expectation include variability in defining the construct of professionalism; limits of traditional teaching and assessment methods, used for competencies historically more prominent in medical education, for professionalism; and emerging expectations for credible and feasible professionalism teaching and assessment practices in the current context of health-care training and practice. This article identifies promising teaching resources and methods that can be used strategically to augment traditional teaching of the cognitive basis for professionalism, including role modeling, case-based scenarios, debriefing, simulations, narrative medicine (storytelling), guided discussions, peer-assisted learning, and reflective practice. This article also summarizes assessment practices intended to promote learning, as well as to inform how and when to assess trainees as their professional identities develop over time, settings, and autonomous practice, particularly in terms of measurable behaviors. This includes assessment tools (including mini observations, critical incident reports, and appreciative inquiry) for authentic assessment in the workplace; engaging multiple sources (self-, peer, other health professionals, and patients) in assessment; and intentional practices for trainees to take responsibility for seeking our actionable feedback and reflection. This article examines the emerging evidence of the feasibility and value added of assessment of medical competency milestones, including professionalism, coordinated by the Accreditation Council Graduate Medical Education in radiology and other medical specialties. Radiology has a strategic opportunity to contribute to scholarship and inform policies in professionalism teaching and assessment practices. Copyright © 2018 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

'So I forgot to use 1.5 line spacing! It doesn't make me a bad nurse!' The attitudes to and experiences of a group of Norwegian postgraduate nurses to academic writing.

PubMed

Johansen, Edda; Harding, Thomas

2013-09-01

To describe the experience of a group of postgraduate Norwegian nurses with academic writing and its impact on their engagement with continuing education. Nurses are required to be lifelong learners and increasing numbers are seeking further knowledge and skills for clinical practice through courses in institutions of higher education. In higher education they are often being assessed on their ability to produce an academic essay not on the development of their clinical competence. A descriptive design was used, where participants were asked to complete in writing two open-ended statements. The data was then subject to inductive content analysis to extract categories and themes to describe the phenomenon. Participants had little experience and were challenged by academic writing. It was perceived as difficult, time consuming and of little relevance to their clinical practice. There is disconnection between the assessment of learning in higher education and increased workplace competency. Rather than promoting a deep approach to learning educators may be creating barriers to engagement with lifelong learning through using traditional assessment practices. There is an imperative to develop assessments which allow demonstration of understanding, ability to use current evidence and the development of critical analytic skills for reflection on problems encountered in participants' work lives. Copyright © 2012 Elsevier Ltd. All rights reserved.

The reliability of workplace-based assessment in postgraduate medical education and training: a national evaluation in general practice in the United Kingdom.

PubMed

Murphy, Douglas J; Bruce, David A; Mercer, Stewart W; Eva, Kevin W

2009-05-01

To investigate the reliability and feasibility of six potential workplace-based assessment methods in general practice training: criterion audit, multi-source feedback from clinical and non-clinical colleagues, patient feedback (the CARE Measure), referral letters, significant event analysis, and video analysis of consultations. Performance of GP registrars (trainees) was evaluated with each tool to assess the reliabilities of the tools and feasibility, given raters and number of assessments needed. Participant experience of process determined by questionnaire. 171 GP registrars and their trainers, drawn from nine deaneries (representing all four countries in the UK), participated. The ability of each tool to differentiate between doctors (reliability) was assessed using generalisability theory. Decision studies were then conducted to determine the number of observations required to achieve an acceptably high reliability for "high-stakes assessment" using each instrument. Finally, descriptive statistics were used to summarise participants' ratings of their experience using these tools. Multi-source feedback from colleagues and patient feedback on consultations emerged as the two methods most likely to offer a reliable and feasible opinion of workplace performance. Reliability co-efficients of 0.8 were attainable with 41 CARE Measure patient questionnaires and six clinical and/or five non-clinical colleagues per doctor when assessed on two occasions. For the other four methods tested, 10 or more assessors were required per doctor in order to achieve a reliable assessment, making the feasibility of their use in high-stakes assessment extremely low. Participant feedback did not raise any major concerns regarding the acceptability, feasibility, or educational impact of the tools. The combination of patient and colleague views of doctors' performance, coupled with reliable competence measures, may offer a suitable evidence-base on which to monitor progress and completion of doctors' training in general practice.

Integrating School and Workplace Learning in Canada: Principles and Practices of Alternation Education and Training.

ERIC Educational Resources Information Center

Schuetze, Hans G., Ed.; Sweet, Robert, Ed.

This volume discusses "alternation," various combinations of classroom (organized, theoretical) knowledge and workplace (practical) learning in Canada intended to adequately prepare secondary and postsecondary graduates for work in the new economy. Following an introduction, "Integrating School and Workplace Learning in Canada: An…

AIDS: Workplace Issues. INFO-LINE. Practical Guidelines for Training and Development Professionals. Issue 9208.

ERIC Educational Resources Information Center

American Society for Training and Development, Alexandria, VA.

Practical guidelines are presented for training and development professionals dealing with acquired immune deficiency syndrome (AIDS) in the workplace. The following topics are covered: AIDS in the workplace; AIDS basics, including information on the required corporate commitment and transmission of human immunodeficiency virus (HIV); employment…

Workplace Educators' Interpretations of Their Assessment Practices: A View through a Critical Practice Lens

ERIC Educational Resources Information Center

Trede, Franziska; Smith, Megan

2014-01-01

In this paper, we examine workplace educators' interpretations of their assessment practices. We draw on a critical practice lens to conceptualise assessment practice as a social, relational and situated practice that becomes critical through critique and emancipation. We conducted semi-structured interviews followed by roundtable discussions with…

Problematising Practice, Learning and Change: Practice-Theory Perspectives on Professional Learning

ERIC Educational Resources Information Center

Reich, Ann; Hager, Paul

2014-01-01

Purpose: This paper aims to problematise practice and contribute to new understandings of professional and workplace learning. Practice is a concept which has been largely taken for granted and under-theorised in workplace learning and education research. Practice has usually been co-located with classifiers, such as legal practice, vocational…

Exploring Environmental Factors in Nursing Workplaces That Promote Psychological Resilience: Constructing a Unified Theoretical Model.

PubMed

Cusack, Lynette; Smith, Morgan; Hegney, Desley; Rees, Clare S; Breen, Lauren J; Witt, Regina R; Rogers, Cath; Williams, Allison; Cross, Wendy; Cheung, Kin

2016-01-01

Building nurses' resilience to complex and stressful practice environments is necessary to keep skilled nurses in the workplace and ensuring safe patient care. A unified theoretical framework titled Health Services Workplace Environmental Resilience Model (HSWERM), is presented to explain the environmental factors in the workplace that promote nurses' resilience. The framework builds on a previously-published theoretical model of individual resilience, which identified the key constructs of psychological resilience as self-efficacy, coping and mindfulness, but did not examine environmental factors in the workplace that promote nurses' resilience. This unified theoretical framework was developed using a literary synthesis drawing on data from international studies and literature reviews on the nursing workforce in hospitals. The most frequent workplace environmental factors were identified, extracted and clustered in alignment with key constructs for psychological resilience. Six major organizational concepts emerged that related to a positive resilience-building workplace and formed the foundation of the theoretical model. Three concepts related to nursing staff support (professional, practice, personal) and three related to nursing staff development (professional, practice, personal) within the workplace environment. The unified theoretical model incorporates these concepts within the workplace context, linking to the nurse, and then impacting on personal resilience and workplace outcomes, and its use has the potential to increase staff retention and quality of patient care.

Workplace exposures and protective practices of Hispanic warehouse workers.

PubMed

Livaudais, Jennifer C; Thompson, Beti; Islas, Ilda; Ibarra, Genoveva; Anderson, Jennifer; Coronado, Gloria D

2009-04-01

This study was undertaken to assess workplace hazards and protective practices among Hispanic men and women working post-harvest in asparagus, apple and pear packaging warehouses. Three focus groups were conducted in July 2003 with 25 workers (20 women, 5 men) recruited from communities in the Yakima Valley, Washington. Focus group content informed the design of an in-person structured interview administered to 50 additional warehouse workers from August to November 2006. Focus group participants reported difficult working conditions, exposure to chemicals, adverse health effects and use of work and home protective practices to minimize exposures for themselves and their families. Structured interview participants reported few workplace exposures to chemicals although many reported engaging in workplace and home protective practices. Findings from this research can direct initial efforts to determine if and how interventions for warehouse workers may be designed to protect against hazardous workplace exposures.

Identifying critical success factors for designing selection processes into postgraduate specialty training: the case of UK general practice.

PubMed

Plint, Simon; Patterson, Fiona

2010-06-01

The UK national recruitment process into general practice training has been developed over several years, with incremental introduction of stages which have been piloted and validated. Previously independent processes, which encouraged multiple applications and produced inconsistent outcomes, have been replaced by a robust national process which has high reliability and predictive validity, and is perceived to be fair by candidates and allocates applicants equitably across the country. Best selection practice involves a job analysis which identifies required competencies, then designs reliable assessment methods to measure them, and over the long term ensures that the process has predictive validity against future performance. The general practitioner recruitment process introduced machine markable short listing assessments for the first time in the UK postgraduate recruitment context, and also adopted selection centre workplace simulations. The key success factors have been identified as corporate commitment to the goal of a national process, with gradual convergence maintaining locus of control rather than the imposition of change without perceived legitimate authority.

Practicing What We Teach? An Autobiographical Reflection on Navigating Academia as a Single Mother

ERIC Educational Resources Information Center

Schlehofer, Michele

2012-01-01

Despite the contributions of feminist theory and practice to improve workplace conditions in various sectors of business and industry, academic workplaces largely remain structured around a traditionally hierarchical, male workplace model and culture, which can inhibit women's career advancement. Using autobiographical narrative, I draw upon my…

Redesigning High Schools to Prepare Students for the Future. Education Policy Briefs. Volume 2, Number 6, Winter 2004

ERIC Educational Resources Information Center

Plucker, Jonathan A.; Zapf, Jason S.; Spradlin, Terry E.

2004-01-01

To be successful in the workforce or in postsecondary education, high school graduates must have achieved competency in the areas of reading, writing, mathematics, and science. Yet, many students leave high school without competency in these areas, putting them at a significant disadvantage both in the workplace and in postsecondary education…

Educational interventions to enhance competencies for interprofessional collaboration among nurse and physician managers: An integrative review.

PubMed

Clausen, Christina; Cummins, Kelly; Dionne, Kelley

2017-11-01

Collaborative leadership and management structures are critical to transforming care delivery. Both nurse and physician managers are uniquely positioned to co-lead. However, little is known on how to prepare and support individuals for these co-leader arrangements. The re-design of healthcare professional education focuses on interprofessional collaboration, mutual learning, and a competency-based approach. While competencies for interprofessional collaboration have been delineated, competencies for collaborative management practice have yet to be addressed. An integrative review of empirical studies on existing educational interventions was conducted to critically appraise and synthesise the results regarding collaborative competence among nurse and physician leaders. We reviewed how these interventions have been designed, implemented, and evaluated within workplace settings in order to inform our understanding of what components are effective or ineffective for the future development of an educational programme. This review reports on key characteristics of nine empirical studies and emphasises that: a uniprofessional approach to leadership development is predominant within educational programmes and that the assessment of shared learning experiences are not addressed; there are inconsistency in terms used to describe competencies by individual researchers and limitations within the competency frameworks used in the studies reviewed; and there is a lack of suitable instruments available to assess whether competencies have been achieved through the educational programmes. None of the studies discussed the process of how individuals learned specific competencies or whether learning outcome were achieved. Educational programmes were developed based on a perceived lack of leadership preparation and orientation programmes for leaders in formal management positions and used multiple interventions. Only two of the programmes involved organisational or systems level competencies. Interprofessional co-leading requires enhanced capabilities and capacity for managers. There is a need for developing an in-action education intervention that addresses the unique learning needs of co-leader arrangements particularly among nurses and physicians who are new to their role.

Workplace Learning as a Cultural Technology.

ERIC Educational Resources Information Center

Solomon, Nicky

2001-01-01

Despite the raised status of learning in workplace culture, workplace learning may be experienced as oppressive or disempowering when it must conform to cultural norms or learner differences are made invisible. Workplace educators should understand culture as an evolving entity and challenge oppressive workplace practices. (Contains 16…

Workplace-based assessment for vocational registration of international medical graduates.

PubMed

Lillis, Steven; Van Dyk, Valencia

2014-01-01

Medical regulatory authorities need efficient and effective methods of ensuring the competence of immigrating international medical graduates (IMGs). Not all IMGs who apply for specialist vocational registration will have directly comparable qualifications to those usually accepted. As general licensure examinations are inappropriate for these doctors, workplace-based assessment (WBA) techniques would appear to provide a solution. However, there is little published data on such outcomes. All cases of WBA (n = 81) used for vocational registration of IMGs in New Zealand between 2008 and 2013 were collated and analyzed. The successful completion rate of IMGs through the pathway was 87%. The majority (64%) undertook the year of supervised practice and the final assessment in a provincial center. For those unsuccessful in the pathway, inadequate clinical knowledge was the most common deficit found, followed by poor clinical reasoning. A WBA approach for assessing readiness of IMGs for vocational registration is feasible. The constructivist theoretical perspective of WBA has particular advantages in assessing the standard of practice for experienced practitioners working in narrow scopes than traditional methods of assessment. The majority of IMGs undertook both the clinical year and the assessment in provincial hospitals, thus providing a workforce for underserved areas. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Leading into the future: coaching and mentoring Generation X employees.

PubMed

Weston, M J

2001-09-01

Managers who recognize that Generation X employees are looking for workplaces that allow them to develop their competencies as well as have a balance in their personal and professional lives, are more successful in attracting and retaining employees in this age group. Savvy managers understand that adapting to meet the needs of Generation X employees also assists the manager in transitioning into the Information Age and the workplace of the future.

Exploring Environmental Factors in Nursing Workplaces That Promote Psychological Resilience: Constructing a Unified Theoretical Model

PubMed Central

Cusack, Lynette; Smith, Morgan; Hegney, Desley; Rees, Clare S.; Breen, Lauren J.; Witt, Regina R.; Rogers, Cath; Williams, Allison; Cross, Wendy; Cheung, Kin

2016-01-01

Building nurses' resilience to complex and stressful practice environments is necessary to keep skilled nurses in the workplace and ensuring safe patient care. A unified theoretical framework titled Health Services Workplace Environmental Resilience Model (HSWERM), is presented to explain the environmental factors in the workplace that promote nurses' resilience. The framework builds on a previously-published theoretical model of individual resilience, which identified the key constructs of psychological resilience as self-efficacy, coping and mindfulness, but did not examine environmental factors in the workplace that promote nurses' resilience. This unified theoretical framework was developed using a literary synthesis drawing on data from international studies and literature reviews on the nursing workforce in hospitals. The most frequent workplace environmental factors were identified, extracted and clustered in alignment with key constructs for psychological resilience. Six major organizational concepts emerged that related to a positive resilience-building workplace and formed the foundation of the theoretical model. Three concepts related to nursing staff support (professional, practice, personal) and three related to nursing staff development (professional, practice, personal) within the workplace environment. The unified theoretical model incorporates these concepts within the workplace context, linking to the nurse, and then impacting on personal resilience and workplace outcomes, and its use has the potential to increase staff retention and quality of patient care. PMID:27242567

Barriers to Implementation of Optimal Laboratory Biosafety Practices in Pakistan

PubMed Central

Shafaq, Humaira; Hasan, Rumina; Qureshi, Shahida M.; Dojki, Maqboola; Hughes, Molly A.; Zaidi, Anita K. M.; Khan, Erum

2016-01-01

The primary goal of biosafety education is to ensure safe practices among workers in biomedical laboratories. Despite several educational workshops by the Pakistan Biological Safety Association (PBSA), compliance with safe practices among laboratory workers remains low. To determine barriers to implementation of recommended biosafety practices among biomedical laboratory workers in Pakistan, we conducted a questionnaire-based survey of participants attending 2 workshops focusing on biosafety practices in Karachi and Lahore in February 2015. Questionnaires were developed by modifying the BARRIERS scale in which respondents are required to rate barriers on a 1-4 scale. Nineteen of the original 29 barriers were included and subcategorized into 4 groups: awareness, material quality, presentation, and workplace barriers. Workshops were attended by 64 participants. Among barriers that were rated as moderate to great barriers by at least 50% of respondents were: lack of time to read biosafety guidelines (workplace subscale), lack of staff authorization to change/improve practice (workplace subscale), no career or self-improvement advantages to the staff for implementing optimal practices (workplace subscale), and unclear practice implications (presentation subscale). A lack of recognition for employees' rights and benefits in the workplace was found to be a predominant reason for a lack of compliance. Based on perceived barriers, substantial improvement in work environment, worker facilitation, and enabling are needed for achieving improved or optimal biosafety practices in Pakistan. PMID:27400192

Exploring informal workplace learning in primary healthcare for continuous professional development.

PubMed

Joynes, Viktoria; Kerr, Micky; Treasure-Jones, Tamsin

2017-07-01

All health and social care professionals learn on the job through both formal and informal learning processes, which contributes to continuous professional development (CPD). This study explored workplace learning in General Practices, specifically looking at the role of informal learning and the workplace practices that appear to support or restrict that learning, as well as how technology was integrated into these learning processes. Three focus groups with general practitioners, practice nurses, managerial and administrative staff were conducted followed by twelve individual semi-structured interviews with participants drawn from the focus groups. Three observations of multi-disciplinary team meetings were used to establish potential team-based learning activities. Triggers for informal workplace learning included patients presenting challenging or unusual conditions; exposure to others' professional practice; and policy driven changes through revised guidance and protocols. By exploring how these triggers were acted upon, we identified mechanisms through which the primary care workplace supports or restricts informal learning through working practices, existing technologies and inter-professional structures. Informal workplace learning was identified as arising from both opportunistic encounters and more planned activities, which are both supported and restricted through a variety of mechanisms. Maximising informal learning opportunities and removing barriers to doing so should be a priority for primary care practitioners, managers and educators.

Workplace Democracy: A Review of Literature and Implications for Human Resource Development

ERIC Educational Resources Information Center

Hatcher, Tim

2007-01-01

A review of workplace democracy revealed that both practice and research need updating. The results are discussed in terms of history, theory, research and practice. Implications for human resource development research and practice are also included. (Contains 2 tables.)

Impact of human resource management practices on nursing home performance.

PubMed

Rondeau, K V; Wagar, T H

2001-08-01

Management scholars and practitioners alike have become increasingly interested in learning more about the ability of certain 'progressive' or 'high-performance' human resource management (HRM) practices to enhance organizational effectiveness. There is growing evidence to suggest that the contribution of various HRM practices to impact firm performance may be synergistic in effect yet contingent on a number of contextual factors, including workplace climate. A contingency theory perspective suggests that in order to be effective, HMR policies and practices must be consistent with other aspects of the organization, including its environment. This paper reports on empirical findings from research that examines the relationship between HRM practices, workplace climate and perceptions of organizational performance, in a large sample of Canadian nursing homes. Data from 283 nursing homes were collected by means of a mail survey that included questions on HRM practices, programmes, and policies, on human resource aspects of workplace climate, as well as a variety of indicators that include employee, customer/resident and facility measures of organizational performance. Results derived from ordered probit analysis suggest that nursing homes in our sample which had implemented more 'progressive' HRM practices and which reported a workplace climate that strongly values employee participation, empowerment and accountability tended to be perceived to generally perform better on a number of valued organizational outcomes. Nursing homes in our sample that performed best overall were found to be more likely to not only have implemented more of these HRM practices, but also to report having a workplace climate that reflects the seminal value that it places on its human resources. This finding is consistent with the conclusion that simply introducing HRM practices or programmes, in the absence of an appropriately supportive workplace climate, will be insufficient to attain optimal organizational performance.

The national portfolio of learning for postgraduate family medicine training in South Africa: experiences of registrars and supervisors in clinical practice

PubMed Central

2013-01-01

Background In South Africa the submission of a portfolio of learning has become a national requirement for assessment of family medicine training. A national portfolio has been developed, validated and implemented. The aim of this study was to explore registrars’ and supervisors’ experience regarding the portfolio’s educational impact, acceptability, and perceived usefulness for assessment of competence. Methods Semi-structured interviews were conducted with 17 purposively selected registrars and supervisors from all eight South African training programmes. Results The portfolio primarily had an educational impact through making explicit the expectations of registrars and supervisors in the workplace. This impact was tempered by a lack of engagement in the process by registrars and supervisors who also lacked essential skills in reflection, feedback and assessment. The acceptability of the portfolio was limited by service delivery demands, incongruence between the clinical context and educational requirements, design of the logbook and easy availability of the associated tools. The use of the portfolio for formative assessment was strongly supported and appreciated, but was not always happening and in some cases registrars had even organised peer assessment. Respondents were unclear as to how the portfolio would be used for summative assessment. Conclusions The learning portfolio had a significant educational impact in shaping work-place based supervision and training and providing formative assessment. Its acceptability and usefulness as a learning tool should increase over time as supervisors and registrars become more competent in its use. There is a need to clarify how it will be used in summative assessment. PMID:24207009

The national portfolio of learning for postgraduate family medicine training in South Africa: experiences of registrars and supervisors in clinical practice.

PubMed

Jenkins, Louis; Mash, Bob; Derese, Anselme

2013-11-08

In South Africa the submission of a portfolio of learning has become a national requirement for assessment of family medicine training. A national portfolio has been developed, validated and implemented. The aim of this study was to explore registrars' and supervisors' experience regarding the portfolio's educational impact, acceptability, and perceived usefulness for assessment of competence. Semi-structured interviews were conducted with 17 purposively selected registrars and supervisors from all eight South African training programmes. The portfolio primarily had an educational impact through making explicit the expectations of registrars and supervisors in the workplace. This impact was tempered by a lack of engagement in the process by registrars and supervisors who also lacked essential skills in reflection, feedback and assessment. The acceptability of the portfolio was limited by service delivery demands, incongruence between the clinical context and educational requirements, design of the logbook and easy availability of the associated tools. The use of the portfolio for formative assessment was strongly supported and appreciated, but was not always happening and in some cases registrars had even organised peer assessment. Respondents were unclear as to how the portfolio would be used for summative assessment. The learning portfolio had a significant educational impact in shaping work-place based supervision and training and providing formative assessment. Its acceptability and usefulness as a learning tool should increase over time as supervisors and registrars become more competent in its use. There is a need to clarify how it will be used in summative assessment.

Working toward cultural competence in the workplace.

PubMed

Krau, Stephen D

2002-01-01

Once personal cultural characteristics are identified by the nurse, he/she can begin to hold in abeyance those preconceived beliefs and opinions that may impact a situation. By doing this, the participant deals with the situation in its purest form, and is open to people, ideas, and perspectives of a broader spectrum. These personal cultural characteristics contribute to delivering culturally competent care to a diverse society.

Quantitative analysis of organizational culture in occupational health research: a theory-based validation in 30 workplaces of the organizational culture profile instrument.

PubMed

Marchand, Alain; Haines, Victor Y; Dextras-Gauthier, Julie

2013-05-04

This study advances a measurement approach for the study of organizational culture in population-based occupational health research, and tests how different organizational culture types are associated with psychological distress, depression, emotional exhaustion, and well-being. Data were collected over a sample of 1,164 employees nested in 30 workplaces. Employees completed the 26-item OCP instrument. Psychological distress was measured with the General Health Questionnaire (12-item); depression with the Beck Depression Inventory (21-item); and emotional exhaustion with five items from the Maslach Burnout Inventory general survey. Exploratory factor analysis evaluated the dimensionality of the OCP scale. Multilevel regression models estimated workplace-level variations, and the contribution of organizational culture factors to mental health and well-being after controlling for gender, age, and living with a partner. Exploratory factor analysis of OCP items revealed four factors explaining about 75% of the variance, and supported the structure of the Competing Values Framework. Factors were labeled Group, Hierarchical, Rational and Developmental. Cronbach's alphas were high (0.82-0.89). Multilevel regression analysis suggested that the four culture types varied significantly between workplaces, and correlated with mental health and well-being outcomes. The Group culture type best distinguished between workplaces and had the strongest associations with the outcomes. This study provides strong support for the use of the OCP scale for measuring organizational culture in population-based occupational health research in a way that is consistent with the Competing Values Framework. The Group organizational culture needs to be considered as a relevant factor in occupational health studies.

Workplace Charging Challenge Progress Update 2016: A New Sustainable Commute

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

None, None

In the 2016 Workplace Charging Challenge annual survey, partners shared for the how their efforts were making an impact in their communities and helped identify best practices for workplace charging. The Workplace Charging Challenge Progress Update highlights the findings from this survey and recognizes leading employers for their workplace charging efforts.

Translingual Practice in L2 Japanese: Workplace Narratives

ERIC Educational Resources Information Center

Menard-Warwick, Julia; Leung, Genevieve

2017-01-01

Translingual practice is an emergent theoretical perspective which emphasizes the capacity and disposition for meaning-making across linguistic boundaries. Following on studies of globalized workplaces that have focused on lingua franca English, this article explores translingual practice as represented in interview and blog narratives recounted…

Preparing for the workplace: fostering generic attributes in allied health education programs.

PubMed

Higgs, J; Hunt, A

1999-01-01

Allied health curricula need to extend beyond the learning of discipline-specific skills to encompass broader learning goals. In particular, the acquisition of generic skills is necessary to enable graduates to function more competently and confidently within their rapidly changing work, professional, and societal environments. In health sciences education particularly, the rate of change in practice and education is rapid and unprecedented. If educators focus on components of the curriculum rather than the entire learning experience, they are likely to significantly limit the students' acquisition of such generic skills. To achieve the desired generic skills outcomes, an overarching, integrated, and consistently applied curriculum strategy is advocated. This article considers a number of such strategies relevant to allied health education.

Nurses' shop stewards and their collaboration with management.

PubMed

Hjalager, Anne-Mette; Lassen, Morten; Bilo, Tage

2009-01-01

This study investigates the collaboration between Danish nurses' shop stewai-ds and workplace management. The aim of the study is to track changes in workplace climate after a major structural reform of the health sector. The data source for the study is a comprehensive survey among union representatives in the health and care sectors. Generally, and not surprisingly, shops stewards maintain closer relations and a higher degree of loyalty to the nearest managers rather than management at higher levels in the hierarchy. It can also be demonstrated that more experienced shop stewards, those who have been employed in this position and in the workplace for the longest terms have more affirmative relations to management than less experienced shop stewards with shorter tenure. Those shop stewards who spend much time on the entitled duties are rewarded with positive collaboration with management. Hard times at the workplace and dissatisfied colleagues, who do not support their union representative, often result in less rewarding relations with management. Quite unexpectedly, the intensity of relations with management is not significantly related to structural or other changes that the workplace has experienced over the past two years. Changes are therefore accepted as inevitable and regular occurrences in the health sector. The response rate is very high in the survey. Further qualitative research may reveal details about the background and implications. PRACTICAL IMPLICATION: The study suggests that many shop stewards may suffer from a competence gap in terms of more advanced new public management strategies and tools. This gap has not yet been successfully filled by the services and training activities offered by the Danish Nurses Union. Results from the study are being taken on board in the union's strategies. The evidence is also helpful for the managers in the health sector, as they are seeking to develop a constructive the collaboration with the unions.

Firefighter Workplace Learning: An Exploratory Case Study

ERIC Educational Resources Information Center

Tracey, Edward A.

2014-01-01

Despite there being a significant amount of research investigating workplace learning, research exploring firefighter workplace learning is almost nonexistent. The purpose of this qualitative multi-case study was to explore how firefighters conceptualize, report, and practice workplace learning. The researcher also investigated how firefighters…

Measuring Best Practices for Workplace Safety, Health, and Well-Being: The Workplace Integrated Safety and Health Assessment.

PubMed

Sorensen, Glorian; Sparer, Emily; Williams, Jessica A R; Gundersen, Daniel; Boden, Leslie I; Dennerlein, Jack T; Hashimoto, Dean; Katz, Jeffrey N; McLellan, Deborah L; Okechukwu, Cassandra A; Pronk, Nicolaas P; Revette, Anna; Wagner, Gregory R

2018-05-01

To present a measure of effective workplace organizational policies, programs, and practices that focuses on working conditions and organizational facilitators of worker safety, health and well-being: the workplace integrated safety and health (WISH) assessment. Development of this assessment used an iterative process involving a modified Delphi method, extensive literature reviews, and systematic cognitive testing. The assessment measures six core constructs identified as central to best practices for protecting and promoting worker safety, health and well-being: leadership commitment; participation; policies, programs, and practices that foster supportive working conditions; comprehensive and collaborative strategies; adherence to federal and state regulations and ethical norms; and data-driven change. The WISH Assessment holds promise as a tool that may inform organizational priority setting and guide research around causal pathways influencing implementation and outcomes related to these approaches.

The impact of workplace factors on evidence-based speech-language pathology practice for children with autism spectrum disorders.

PubMed

Cheung, Gladys; Trembath, David; Arciuli, Joanne; Togher, Leanne

2013-08-01

Although researchers have examined barriers to implementing evidence-based practice (EBP) at the level of the individual, little is known about the effects workplaces have on speech-language pathologists' implementation of EBP. The aim of this study was to examine the impact of workplace factors on the use of EBP amongst speech-language pathologists who work with children with Autism Spectrum Disorder (ASD). This study sought to (a) explore views about EBP amongst speech-language pathologists who work with children with ASD, (b) identify workplace factors which, in the participants' opinions, acted as barriers or enablers to their provision of evidence-based speech-language pathology services, and (c) examine whether or not speech-language pathologists' responses to workplace factors differed based on the type of workplace or their years of experience. A total of 105 speech-language pathologists from across Australia completed an anonymous online questionnaire. The results indicate that, although the majority of speech-language pathologists agreed that EBP is necessary, they experienced barriers to their implementation of EBP including workplace culture and support, lack of time, cost of EBP, and the availability and accessibility of EBP resources. The barriers reported by speech-language pathologists were similar, regardless of their workplace (private practice vs organization) and years of experience.

Perceived safety climate, job demands, and coworker support among union and nonunion injured construction workers.

PubMed

Gillen, Marion; Baltz, Davis; Gassel, Margy; Kirsch, Luz; Vaccaro, Diane

2002-01-01

This study evaluated injured construction workers' perceptions of workplace safety climate, psychological job demands, decision latitude, and coworker support, and the relationship of these variables to the injury severity sustained by the workers. Injury severity was assessed using the Health Assessment Questionnaire (HAQ), which evaluates functional limitations. Worker perceptions of workplace variables were determined by two instruments: (a) the Safety Climate Measure for Construction Sites and (b) the Job Content Questionnaire (JCQ). The overall model explained 23% of the variance in injury severity, with unique contributions provided by union status, the Safety Climate Score, and Psychological Job Demands. A positive significant correlation was found between injury severity and the Safety Climate Scores (r = .183, P = .003), and between the Safety Climate Scores and union status (r = .225, P < .001). There were statistically significant differences between union and nonunion workers' responses regarding perceived safety climate on 5 of the 10 safety climate items. Union workers were more likely than nonunion workers to: (a) perceive their supervisors as caring about their safety; (b) be made aware of dangerous work practices; (c) have received safety instructions when hired; (d) have regular job safety meetings; and (e) perceive that taking risks was not a part of their job. However, with regard to the 49-item JCQ, which includes Coworker Support, the responses between union and nonunion workers were very similar, indicating an overall high degree of job satisfaction. However, workers who experienced their workplace as more safe also perceived the level of management (r = -.55, P < .001) and coworker (r = -.31, P < .001) support as being higher. The findings of this study underscore the critical need for construction managers to alert workers to dangerous work practices and conditions more frequently, and express concern and praise workers for safe work in a manner that is culturally acceptable in this industry. Workplace interventions that decrease the incidence and severity of injuries, but that are flexible enough to meet a variety of potentially competing imperatives, such as production deadlines and client demands, need to be identified.

Development Engineers' Work and Learning as Shared Practice

ERIC Educational Resources Information Center

Collin, Kaija

2008-01-01

The field of workplace learning lacks empirical studies that view workplace practices as places for learning and see these practices in a critical light. Accordingly, the aim of this study is, first, to describe examples of everyday shared practice and consider what kinds of various conflicting aims and demands exist in it. Second, the purpose is…

Enhancing reflective practice through online learning: impact on clinical practice

PubMed Central

Sim, J; Radloff, A

2008-01-01

Purpose Traditionally, radiographers and radiation therapists function in a workplace environment that is protocol-driven with limited functional autonomy. The workplace promotes a culture of conformity and discourages practitioners from reflective and critical thinking, essential attributes for continuing learning and advancing workplace practices. As part of the first author’s doctoral study, a continuing professional development (CPD) educational framework was used to design and implement an online module for radiation therapists’ CPD activities. The study aimed to determine if it is possible to enhance healthcare practitioners’ reflective practice via online learning and to establish the impact of reflective learning on clinical practice. Materials and methods The objectives of the online module were to increase radiation therapists’ knowledge in planning for radiation therapy for the breast by assisting them engage in reflective practice. The cyclical process of action research was used to pilot the module twice with two groups of volunteer radiation therapists (twenty-six participants) from Australia, New Zealand and Canada. Results The online module was evaluated using Kirkpatrick’s four-level evaluation model. Evidence indicated that participants were empowered as a result of participation in the module. They began reflecting in the workplace while assuming a more proactive role and increased clinical responsibilities, engaged colleagues in collaborative reflections and adopted evidence-based approaches in advancing clinical practices. Conclusion The study shows that it is possible to assist practitioners engage in reflective practice using an online CPD educational framework. Participants were able to apply the reflective learning they had developed in their workplace. As a result of their learning, they felt empowered to continue to effect changes in their workplace beyond the cessation of the online module. PMID:21614319

Basic cardiac life support education for non-medical hospital employees.

PubMed

Sim, M S; Jo, I J; Song, H G

2009-05-01

The International Liaison Committee on Resuscitation (ILCOR) recommends that strategies should be implemented that promote cardiopulmonary resuscitation (CPR) training in the workplace. Non-medical employees at a hospital were therefore trained to conduct basic life support (BLS). Subject background information, test results and survey findings were examined and factors affecting BLS skill acquisition were studied. Of 1432 non-medical employees at a hospital trained to conduct BLS, 880 agreed to participate in the survey. The training course consisted of a single session of 3 h of lectures, practice and testing. Skill acquisition was assessed using a 13-item skill checklist and a 5-point overall competency scale. The effects of age, gender, type of job, educational status, a previous history of CPR training and level of subject-perceived training difficulty were examined. According to total checklist scores, subjects achieved a mean (SD) score of 8.66 (3.57). 22.3% performed all 13 skills. Based on 5-point overall competency ratings, 43.7% of subjects were rated as "competent", "very good" or "outstanding". Age (<40 years and >or=40 years) was the only factor that significantly affected skill acquisition (skill acquisition by those >or=40 years of age was poorer than by those aged <40 years). Traditional BLS training is less effective in individuals aged >or=40 years.

Status of women in urology: based on a report to the Society of University Urologists.

PubMed

Lightner, Deborah J; Terris, Martha K; Tsao, Alice K; Naughton, Cathy K; Lohse, Christine M

2005-02-01

Written responses from American trained women in urological surgery were obtained to evaluate practice patterns, career choices and workplace satisfaction. A 3-page unblinded questionnaire was mailed in March 2003 to American trained women in urological surgery available through the databases of the Society of Women in Urology with subsequent statistical analysis. The response rate was 60% but inclusive of all women in current academic practice in the United States. A total of 61% reported working 51 or more hours a week whereas 2% have left practice due to retirement or medical infirmity. There were 41% who had completed fellowships including 87% reporting active practice within their subspecialty, whereas 62% of fellowship trained surgeons remained in an academic practice. Among United States women in academic urological practice, academic progression has occurred in a third of this cohort. Threats to successful practice, consistent with other workplace surveys of physicians and professional women including gender based role limitation and inadequate mentoring, were commonly reported. These correctable workplace deficiencies represent an opportunity for American urology to enhance the professional workplace for all urologists regardless of gender.

[Emotional competence in the multiple intelligences theory from the perspective of laypersons].

PubMed

Nozaki, Yuki; Koyasu, Masuo

2016-02-01

Emotional competence has recently, become a widespread concern in schools and workplaces, both which deeplyinvolve laypersons. While academic researchers have discussed the status of emotional competence comparedto the traditional intelligence, it is very important to elucidate how laypersons regard emotional competencecompared to traditional intelligence as well. The present study investigated the position of emotional competencein the multiple intelligences theory by assessing laypersons' self-estimates of their abilities and their rating ofthe importance of emotional competence for thriving in society. Participants (N = 584) answered a questionnaireonline. Results showed that laypersons regarded emotional competence as a distinct construct, and most stronglyrelated it to personal intelligence. Moreover, their ratings of the importance of emotional competence and personalintelligence for thriving in society were higher than that of traditional intelligence.

The Experience of Childbearing Women in the Workplace: The Impact of Family-Friendly Policies and Practices. Final Report.

ERIC Educational Resources Information Center

Piotrkowski, Chaya S.; And Others

Secondary analyses of data collected in the Mothers in the Workplace study examined how family-relevant workplace policies and practices may influence childbearing women's labor force participation during pregnancy and after childbirth. It focused on 2,375 women who held wage and salary jobs during pregnancy and 1,761 of these women who were…

Evidence based workplace interventions to promote breastfeeding practices among Pakistani working mothers.

PubMed

Hirani, Shela Akbar Ali; Karmaliani, Rozina

2013-03-01

Breastfeeding is an essential source of nutrition for young babies; however, it is challenging for employed mothers to continue breastfeeding with employment, especially if workplace support is minimal or missing. In Pakistan, from 1983 to 2008, the prevalence of breastfeeding at 6 months has decreased from 96% to 31%. In this region, workplace barriers have been reported as one of the reasons that result in early cessation of breastfeeding among working mothers. This paper aims at reviewing global literature to explore workplace interventions that can promote the breastfeeding practices among working mothers in Pakistan. A literature search of peer reviewed databases, including CINHAL (1980-2009), MEDLINE (1980-2009), Pub Med (1980-2009), Springer Link (1980-2008), and Cochrane Database of Systematic Reviews (3rd quarter, 2008), was undertaken. Considering the pre-set inclusion and exclusion criteria, out of more than 500 literature sources, 50 were shortlisted and reviewed. A review of global literature revealed that in order to promote breastfeeding practices among employed mothers, the most powerful workplace interventions include: educating working mothers about management of breastfeeding with employment; enhancing employers' awareness about benefits of breastfeeding accommodation at workplace; arranging physical facilities for lactating mothers (including privacy, childcare facilities, breast pumps, and breast milk storage facilities); providing job-flexibility to working mothers; and initiating mother friendly policies at workplace that support breastfeeding. In Pakistani workplace settings, where little attention is paid to sustain breastfeeding practices among working mothers, there is a need to initiate lactation support programmes. These programmes can be made effective by implementing composite interventions at the level of breastfeeding working mothers, employers, and workplace. Copyright © 2012 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

Listening in the Multicultural Workplace: A Dialogue of Theory and Practice

ERIC Educational Resources Information Center

Purdy, Michael W.; Manning, Linda M.

2015-01-01

This article consists of a dialogue focused on listening philosophy, theory, and inclusive management practices for maximum productivity and performance in multicultural workplaces. The discussion illustrates that listening both influences cultural interactions and is impacted by cultural values and practices. This focus is broadly framed by an…

Literacy and Numeracy on the Motorway: A Case Study of the Effects of the Inclusion of Literacy and Numeracy Competencies within the Civil Construction Industry Training Package.

ERIC Educational Resources Information Center

Kelly, Ann; Searle, Jean

The effects of the inclusion of literacy and numeracy competencies within Australia's civil construction industry training package were examined in a case study in Queensland. Data were collected through the following activities: interviews with trainers, workplace teachers, and workers; observations of training at an on-site training session on…

Survey on Intelligent Assistance for Workplace Learning in Software Engineering

NASA Astrophysics Data System (ADS)

Ras, Eric; Rech, Jörg

Technology-enhanced learning (TEL) systems and intelligent assistance systems aim at supporting software engineers during learning and work. A questionnaire-based survey with 89 responses from industry was conducted to find out what kinds of services should be provided and how, as well as to determine which software engineering phases they should focus on. In this paper, we present the survey results regarding intelligent assistance for workplace learning in software engineering. We analyzed whether specific types of assistance depend on the organization's size, the respondent's role, and the experience level. The results show a demand for TEL that supports short-term problem solving and long-term competence development at the workplace.

Workplace relational factors and physicians' intention to withdraw from practice.

PubMed

Masselink, Leah E; Lee, Shoou-Yih D; Konrad, Thomas R

2008-01-01

Physician turnover threatens continuity of care for patients and is a huge expense for health care organizations. Health care organizations have been advised to help physicians build positive relations with colleagues, staff, and patients as a strategy to socially integrate physicians in the workplace and to increase physician retention. Although these recommendations are touted as "evidence-based" practices, the importance of workplace relationships for physician retention has not been established empirically. The purpose of this study is to examine two questions: Are physicians who report better relationships with colleagues, staff, and patients less likely to intend to withdraw from practice? Do the effects of these relational factors differ for large-group and solo/small-group practice physicians? Using data from the Physician Worklife Survey, we analyzed the associations between physicians' reported relationships with colleagues, staff, and patients and intention to withdraw from practice within 2 years using logistic regression. : Relationships with colleagues had a significant and negative association with intended withdrawal from practice for large-group practice physicians. The joint effect of relationships with colleagues, staff, and patients was significant for large-group practice physicians, but it only approached significance for solo/small-group practice physicians. This study suggests that workplace relationships may influence physicians' intention to withdraw from practice, but the mechanisms by which they do so are unclear. Possible interventions to improve physician retention include promotion of informal mentoring and efforts to support community involvement of physicians and their families. Further research examining the role of these and other programs in promoting physician retention can help employers to foster positive workplace relationships and improve retention.

Workplace Learning: The Role of Canadian Colleges and Institutes in Meeting Canada's Professional, Technical and Trade Skills Challenges = L'apprentissage en milieu de travail: Le role des colleges et instituts canadiens face aux defis canadiens en matiere des competences professionnels et techniques.

ERIC Educational Resources Information Center

Malcolmson, Lorna, Ed.

2002-01-01

This issue examines selected topics in vocational education in Canadian community colleges. It focuses on the central themes of community college and industry partnerships, vocational education assessment, and vocational and workplace education pedagogical models. Articles include: (1) "Industry and Colleges: Key Partners in Meeting Canada's…

Diversifying the Midwifery Workforce: Inclusivity, Culturally Sensitive Bridging, and Innovation.

PubMed

Tyson, Holliday; Wilson-Mitchell, Karline

2016-11-01

Midwifery educators and regulators in Canada have begun to address diversity, equity, and inclusion in admission processes and program curricula. Populations served by midwives value internationally educated midwives from their countries of origin. The International Midwifery Pre-Registration Program at Ryerson University in Toronto, Ontario, provides assessment, midwifery workplace orientation, and accelerated education for internationally educated midwives on behalf of the regulatory College of Midwives of Ontario. Between 2003 and 2015, midwives from 41 countries participated in the bridging program, and 214 (80%) successfully completed the program and qualified for licensure. Of these 214 graduates, 100% passed the Canadian Midwifery Registration Examination and 193 (90%) were employed full time as midwives within 4 months of graduation. The program curriculum enables the integration of these midwives into health care workplaces utilizing innovative approaches to assessment and competency enhancement. Critical to the bridging process are simulation-based practices to develop effective psychomotor learning, virtual and real primary care community placements, and coaching in empathetic, client-centered communication. Cultural sensitivity is embedded into the multiple assessment and learning modalities, and addresses relevant barriers faced by immigrant midwives in the workplace. Findings from the 13 years of the program may be applicable to increase diversity in other North American midwifery settings. This article describes the process, content, outcomes, and findings of the program. Midwifery educators and regulators may consider the utility of these approaches for their settings. © 2016 by the American College of Nurse-Midwives.

Letting go: How newly graduated registered nurses in Western Canada decide to exit the nursing profession.

PubMed

Chachula, Kathryn M; Myrick, Florence; Yonge, Olive

2015-07-01

The Canadian Nurses Association (CNA) estimates a nursing shortage in Canada will rise to 60,000 registered nurses by 2022. Further compounding this crisis is the approximate 14-61% of new nursing graduates who will change nursing roles or exit the profession. To explore the factors and basic psychosocial process involved in the decisions of newly graduated registered nurses in Western Canada who permanently exit the nursing profession within five years. Data was collected through unstructured and semi-structured interviews using the Glaserian grounded theory method. Participants were found to be in a process of letting go of nursing that commenced as students and continued as they entered practice as registered nurses. Four major themes were identified. 1) Navigating constraints of the healthcare system and workplace: participants encountered difficulties adjusting to shiftwork and workload. 2) Negotiating social relationships, hierarchies, and troublesome behaviors; specifically hierarchal and horizontal violence. 3) Facing fears, traumas and challenges. 4) Weighing competing rewards and tensions which resulted in leaving the nursing profession. Students and subsequently new nursing graduates require a variety of supports to establish a nursing identity and remain in the profession. These supports include a manageable workload; meaningful orientation; interprofessional teamwork; and engagement within transformational and authentic leadership constructs. New nurses require a sense of being welcomed, valued, respected and accepted into the workplace environment, as well as constructive feedback, emotional support and debriefing to face workplace challenges. Copyright © 2015 Elsevier Ltd. All rights reserved.

Do workplace and home protective practices protect farm workers? Findings from the For Healthy Kids Study

PubMed Central

Coronado, Gloria D.; Holte, Sarah E.; Vigoren, Eric M.; Griffith, William C; Barr, Dana B.; Faustman, Elaine M.; Thompson, Beti

2013-01-01

Objective To assess associations of protective workplace and home practices to pesticide exposure levels. Methods Using data from orchard workers in the Yakima Valley, Washington, we examined associations of workplace and home protective practices to (1) urinary metabolite concentrations of dimethylthiophosphate (DMTP) in adults and children aged 2–6; and (2) azinphos-methyl levels in house and vehicle dust. Results Data were from 95 orchard workers and 94 children. Contrary to expectation, adult farm workers who wore boots or washed hands using hand sanitizer had higher concentrations of DMTP than those who did not. Children who attended daycare had higher DMTP concentrations than children who did not. Conclusions Few workplace or home practices were associated with pesticide exposure levels; workers who used hand sanitizer had higher concentrations of DMTP, as did children who attended daycare. PMID:22772953

Teamwork, Discourses and Literacy. A Case Study of Workers' Resistance to the Introduction of New Workplace Practices. Research Report No. 4.

ERIC Educational Resources Information Center

Black, Stephen

The role of workplace literacy and numeracy education in the introduction of new workplace practices was examined in a case study of a local council in New South Wales, Australia. Two researchers worked over a 6-week period to interview the manager, 2 team leaders, and 15 team members involved in the introduction of competitive maintenance and…

Workplace Learning in Malaysia: The Learner's Perspective

ERIC Educational Resources Information Center

Muhamad, Mazanah; Idris, Khairuddin

2005-01-01

This paper offers a scenario of workplace learning as practiced in Malaysia. Based on survey research, the article describes learner profiles, learning provision and pattern. The analysis shows that Malaysians participate in formal workplace learning as part of their employment activities. Workplace learning in Malaysia is contextual, promoted by…

Characteristics of Workplace Learning among Finnish Vocational Students

ERIC Educational Resources Information Center

Virtanen, Anne; Tynjälä, Päivi; Collin, Kaija

2009-01-01

In Finnish VET, students' work experience is explicitly defined as workplace learning, instead of the practice of already learnt skills. Therefore, vocational students' learning periods in the workplace are goal-oriented, guided and assessed. This paper examines the characteristics of students' workplace learning and compares them with the…

Constituent Aspects of Workplace Guidance in Secondary VET

ERIC Educational Resources Information Center

Swager, Robert; Klarus, Ruud; van Merriënboer, Jeroen J. G.; Nieuwenhuis, Loek F. M.

2015-01-01

Purpose: This paper aims to present an integrated model of workplace guidance to enhance awareness of what constitutes good guidance, to improve workplace guidance practices in vocational education and training. Design/methodology/approach: To identify constituent aspects of workplace guidance, a systematic search of Web of Science was conducted,…

MBA Students' Workplace Writing: Implications for Business Writing Pedagogy and Workplace Practice

ERIC Educational Resources Information Center

Lentz, Paula

2013-01-01

Employers frequently complain about the state of their employees' writing skills. Much of the current research on this subject explores workplace writing skills from the employer's perspective. However, this article examines workplace writing from the employees' perspective. Specifically, it analyzes MBA students' responses to a course assignment…

Communities of Practice in the School Workplace

ERIC Educational Resources Information Center

Brouwer, Patricia; Brekelmans, Mieke; Nieuwenhuis, Loek; Simons, Robert-Jan

2012-01-01

Purpose: The first aim of this study is to explore to what extent communities of practice occur in the school workplace. The second aim is to explore the relation between communities of practice and diversity in composition of teacher teams. Design/methodology/approach: Quantitative as well as qualitative data were gathered from seven teacher…

Interactional Practices across Settings: "From Classroom Role-Plays to Workplace Patient Consultations"

ERIC Educational Resources Information Center

Nguyen, Hanh Thi

2018-01-01

This article investigates how learned interactional practices from an instructional setting may be utilized in the workplace setting. I examine how the same novice in a pharmacy employed the practices of sequential organization in role-played patient consultations in the classroom and in subsequent actual patient consultations in a clerkship. I…

Developing a professional approach to work-based assessments in rheumatology.

PubMed

Haines, Catherine; Dennick, Reg; da Silva, José António P

2013-04-01

This chapter discusses how doctors in key European countries develop and maintain professional standards of clinical knowledge in their specialism, rheumatology, with particular reference to how they are assessed in the workplace. The authors discuss key educational theories related to learning and assessment, including experiential learning, reflective practice, how formative and summative assessments drive experiential learning and the essential principles of reliability and validity. This chapter also considers the challenge of ensuring that professional attitudes towards assessment and reflective practice are developed alongside cognitive and practical skills, with reference to current frameworks, including the UK and North America. The chapter lists, describes and explains the main summative assessments used in postgraduate medicine in the UK. We advocate the development of the professional reflective-practitioner attitude as the best way of approaching the range of work-based assessments that trainees need to engage in. Our account concludes by briefly discussing the barriers that may impede professional approaches to assessing competence in rheumatology. A summary states how individual practitioners may contribute to a more effective process in their roles as assessors and trainees. Copyright © 2013. Published by Elsevier Ltd.

European guidelines for workplace drug testing in oral fluid.

PubMed

Brcak, Michaela; Beck, Olof; Bosch, Tessa; Carmichael, Duncan; Fucci, Nadia; George, Claire; Piper, Mark; Salomone, Alberto; Schielen, Wim; Steinmeyer, Stefan; Taskinen, Sanna; Weinmann, Wolfgang

2018-03-01

These guidelines for Legally Defensible Workplace Drug Testing have been prepared and updated by the European Workplace Drug Testing Society (EWDTS). The European Guidelines are designed to establish best practice procedures whilst allowing individual countries to operate within the requirements of national customs and legislation. The EWDTS recommends that all European laboratories that undertake legally defensible workplace drug testing should use these guidelines as a template for accreditation. These guidelines are relevant to laboratory-based testing only. These guidelines follow current best practices and are constantly under review. Copyright © 2017 John Wiley & Sons, Ltd.

Quantitative analysis of organizational culture in occupational health research: a theory-based validation in 30 workplaces of the organizational culture profile instrument

PubMed Central

2013-01-01

Background This study advances a measurement approach for the study of organizational culture in population-based occupational health research, and tests how different organizational culture types are associated with psychological distress, depression, emotional exhaustion, and well-being. Methods Data were collected over a sample of 1,164 employees nested in 30 workplaces. Employees completed the 26-item OCP instrument. Psychological distress was measured with the General Health Questionnaire (12-item); depression with the Beck Depression Inventory (21-item); and emotional exhaustion with five items from the Maslach Burnout Inventory general survey. Exploratory factor analysis evaluated the dimensionality of the OCP scale. Multilevel regression models estimated workplace-level variations, and the contribution of organizational culture factors to mental health and well-being after controlling for gender, age, and living with a partner. Results Exploratory factor analysis of OCP items revealed four factors explaining about 75% of the variance, and supported the structure of the Competing Values Framework. Factors were labeled Group, Hierarchical, Rational and Developmental. Cronbach’s alphas were high (0.82-0.89). Multilevel regression analysis suggested that the four culture types varied significantly between workplaces, and correlated with mental health and well-being outcomes. The Group culture type best distinguished between workplaces and had the strongest associations with the outcomes. Conclusions This study provides strong support for the use of the OCP scale for measuring organizational culture in population-based occupational health research in a way that is consistent with the Competing Values Framework. The Group organizational culture needs to be considered as a relevant factor in occupational health studies. PMID:23642223

An integrative review and evidence-based conceptual model of the essential components of pre-service education.

PubMed

Johnson, Peter; Fogarty, Linda; Fullerton, Judith; Bluestone, Julia; Drake, Mary

2013-08-28

With decreasing global resources, a pervasive critical shortage of skilled health workers, and a growing disease burden in many countries, the need to maximize the effectiveness and efficiency of pre-service education in low-and middle-income countries has never been greater. We performed an integrative review of the literature to analyse factors contributing to quality pre-service education and created a conceptual model that shows the links between essential elements of quality pre-service education and desired outcomes. The literature contains a rich discussion of factors that contribute to quality pre-service education, including the following: (1) targeted recruitment of qualified students from rural and low-resource settings appears to be a particularly effective strategy for retaining students in vulnerable communities after graduation; (2) evidence supports a competency-based curriculum, but there is no clear evidence supporting specific curricular models such as problem-based learning; (3) the health workforce must be well prepared to address national health priorities; (4) the role of the preceptor and preceptors' skills in clinical teaching, identifying student learning needs, assessing student learning, and prioritizing and time management are particularly important; (5) modern, Internet-enabled medical libraries, skills and simulation laboratories, and computer laboratories to support computer-aided instruction are elements of infrastructure meriting strong consideration; and (6) all students must receive sufficient clinical practice opportunities in high-quality clinical learning environments in order to graduate with the competencies required for effective practice. Few studies make a link between PSE and impact on the health system. Nevertheless, it is logical that the production of a trained and competent staff through high-quality pre-service education and continuing professional development activities is the foundation required to achieve the desired health outcomes. Professional regulation, deployment practices, workplace environment upon graduation and other service delivery contextual factors were analysed as influencing factors that affect educational outcomes and health impact. Our model for pre-service education reflects the investments that must be made by countries into programmes capable of leading to graduates who are competent for the health occupations and professions at the time of their entry into the workforce.

Nurses' human dignity in education and practice: An integrated literature review.

PubMed

Parandeh, Akram; Khaghanizade, Morteza; Mohammadi, Eesa; Mokhtari-Nouri, Jamileh

2016-01-01

Human dignity, as a fundamental human right and a moral obligation, has been emphasized in different fields of nursing. The aim of the present integrative review was to explore the nature of nurses' human dignity in educational and clinical settings. A literature review was conducted on quantitative and qualitative research papers in English and Persian using the PubMed, ProQuest, Cumulative Index of Nursing and Allied Health Literature (CINAHL), Google Scholar, SID, and Irandoc databases from the year 2000 to 2013. Keywords for the search included dignity, nursing, faculty, nurse clinicians, nursing student, and humanism. In total, 12 research papers met the inclusion criteria for the integrative review. From this review, four key themes emerged. The themes consisted of concept of human dignity (it was as an expression of the professional value in nursing settings), factors affecting human dignity (including respect, communication, autonomy and power, competency and ability, structure of the workplace, and value-based education), dimensions of human dignity (including intrinsic and professional domains), and consequences of human dignity [positive (individual and professional growth and caring professional behavior) and negative (loss of motivation, intention to leave the profession, and non-professional image of nursing in the minds of people)]. The small number of studies found for the review indicates the need for further research in the field of nurses' dignity. Recognizing nurses' dignity can help to improve the nursing practice and provide them a dignified workplace.

Nurses’ human dignity in education and practice: An integrated literature review

PubMed Central

Parandeh, Akram; Khaghanizade, Morteza; Mohammadi, Eesa; Mokhtari-Nouri, Jamileh

2016-01-01

Background: Human dignity, as a fundamental human right and a moral obligation, has been emphasized in different fields of nursing. The aim of the present integrative review was to explore the nature of nurses’ human dignity in educational and clinical settings. Materials and Methods: A literature review was conducted on quantitative and qualitative research papers in English and Persian using the PubMed, ProQuest, Cumulative Index of Nursing and Allied Health Literature (CINAHL), Google Scholar, SID, and Irandoc databases from the year 2000 to 2013. Keywords for the search included dignity, nursing, faculty, nurse clinicians, nursing student, and humanism. In total, 12 research papers met the inclusion criteria for the integrative review. Results: From this review, four key themes emerged. The themes consisted of concept of human dignity (it was as an expression of the professional value in nursing settings), factors affecting human dignity (including respect, communication, autonomy and power, competency and ability, structure of the workplace, and value-based education), dimensions of human dignity (including intrinsic and professional domains), and consequences of human dignity [positive (individual and professional growth and caring professional behavior) and negative (loss of motivation, intention to leave the profession, and non-professional image of nursing in the minds of people)]. Conclusions: The small number of studies found for the review indicates the need for further research in the field of nurses’ dignity. Recognizing nurses’ dignity can help to improve the nursing practice and provide them a dignified workplace. PMID:26985216

Valuing Practice over Theory: How Beginning Teachers Re-Orient their Practice in the Transition from the University to the Workplace

ERIC Educational Resources Information Center

Allen, Jeanne M.

2009-01-01

This paper is about the experiences of beginning teachers in turning theory learned in universities into practice in the workplace. The research is situated in the context of a pre-service teacher education programme that explicitly and deliberately seeks to bridge the theory-practice gap in teacher education. The paper argues that, despite…

Conceptions of How a Learning or Teaching Curriculum, Workplace Culture and Agency of Individuals Shape Medical Student Learning and Supervisory Practices in the Clinical Workplace

ERIC Educational Resources Information Center

Strand, Pia; Edgren, Gudrun; Borna, Petter; Lindgren, Stefan; Wichmann-Hansen, Gitte; Stalmeijer, Renée E.

2015-01-01

The role of workplace supervisors in the clinical education of medical students is currently under debate. However, few studies have addressed how supervisors conceptualize workplace learning and how conceptions relate to current sociocultural workplace learning theory. We explored physician conceptions of: (a) medical student learning in the…

Bullying in the Nursing Workplace: Applying Evidence Using A Conceptual Framework.

PubMed

Lee, Youn Ju; Bernstein, Kunsook; Lee, Mihyoung; Nokes, Kathleen M

2014-01-01

Bullying in the nursing workplace can result in serious health-related outcomes for both nurses and patients who are under their care as well as the health care organizations. Bullying can erode the victim's professional competence and reputation and challenge the victim to maintain and improve professional identity. Although bullying can occur among co-workers, the most common form of bullying involves the abuse of power by superiors against subordinates. Persistent negative behaviors of a perpetrator indicates repeated negative behaviors of at least once or twice weekly by the perpetrator targeting the victim over period of time of at least 6 months and as long as 12 months. Building a conceptual framework of bullying specific to the nursing workplace is warranted to better understand bullying dynamics and its consequences while developing strategies to change the health care environment to a safer workplace for nurses.

Workplace culture in psychiatric nursing described by nurses.

PubMed

Kurjenluoma, K; Rantanen, A; McCormack, B; Slater, P; Hahtela, N; Suominen, T

2017-12-01

This study looks to describe the workplace culture from the viewpoints of stress, job satisfaction and practice environment. Data were collected from nurses (n = 109) using a web-based survey, The Person-Centred Nursing Index, from two purposefully selected hospital districts in Finland. Data were statistically analysed. Nurses described their workplace culture in slightly positive terms. Nurses only occasionally experienced stress (mean = 2.56, SD = 0.55) and were fairly satisfied with their job (mean = 4.75, SD = 0.66) and their practice environment (mean = 4.42, SD = 0.81). Demographic variables such as the nurses' age, length of time in nursing, time at their present hospital, working shifts and their use of patient restriction were more frequently associated with their perceived workplace culture. Older nurses and those with a longer work history in the nursing profession tended to be more satisfied with their workplace culture in psychiatric nursing. Young and/or newly graduated nurses felt more negatively on their workplace culture; this issue should be recognised and addressed with appropriate support and mentoring. Nurses who used restrictive measures were more often less satisfied with their workplace culture. Continuous efforts are needed to reduce the use of coercive measures, which challenge also the managers to support nursing practice to be more person-centred. © 2017 Nordic College of Caring Science.

Vocational Behavior 1990-1992: Personnel Practices, Organizational Behavior, Workplace Justice, and Industrial/Organizational Measurement Issues.

ERIC Educational Resources Information Center

Blau, Gary; And Others

1993-01-01

This annual review gives representative coverage of research on personnel practices and issues, work adjustment, organizational behavior, workplace justice (equal opportunities, harassment, etc.), and industrial/occupational measurement issues. The bibliography lists 438 references. (SK)

The Influence of Investment in Workplace Learning on Learning Outcomes and Organizational Performance

ERIC Educational Resources Information Center

Park, Yoonhee; Jacobs, Ronald L.

2011-01-01

Although the importance of workplace learning has been recognized in research and practice, there is little empirical support that describes how workplace learning, including both formal and informal learning, is linked to organizational performance. This study investigated the influence of investment in workplace learning on learning outcomes and…

Organisation of Workplace Learning: A Case Study of Paediatric Residents' and Consultants' Beliefs and Practices

ERIC Educational Resources Information Center

Skipper, Mads; Nøhr, Susanne Backman; Jacobsen, Tine Klitgaard; Musaeus, Peter

2016-01-01

Several studies have examined how doctors learn in the workplace, but research is needed linking workplace learning with the organisation of doctors' daily work. This study examined residents' and consultants' attitudes and beliefs regarding workplace learning and contextual and organisational factors influencing the organisation and planning of…

A case study for teaching information literacy skills.

PubMed

Kingsley, Karla V; Kingsley, Karl

2009-01-29

The Internet has changed contemporary workplace skills, resulting in a need for proficiency with specific digital, online and web-based technologies within the fields of medicine, dentistry and public health. Although younger students, generally under 30 years of age, may appear inherently comfortable with the use of technology-intensive environments and digital or online search methods, competence in information literacy among these students may be lacking. This project involved the design and assessment of a research-based assignment to help first-year, graduate-level health science students to develop and integrate information literacy skills with clinical relevance. One cohort of dental students (n = 78) was evaluated for this project and the results demonstrate that although all students were able to provide the correct response from the content-specific, or technology-independent, portion of the assignment, more than half (54%) were unable to demonstrate competence with a web-based, technology-dependent section of this assignment. No correlation was found between any demographic variable measured (gender, age, or race). More evidence is emerging that demonstrates the need for developing curricula that integrates new knowledge and current evidence-based practices and technologies, traditionally isolated from graduate and health-care curricula, that can enhance biomedical and clinical training for students. This study provides evidence, critical for the evaluation of new practices, which can promote and facilitate the integration of information literacy into the curriculum.

A case study for teaching information literacy skills

PubMed Central

Kingsley, Karla V; Kingsley, Karl

2009-01-01

Background The Internet has changed contemporary workplace skills, resulting in a need for proficiency with specific digital, online and web-based technologies within the fields of medicine, dentistry and public health. Although younger students, generally under 30 years of age, may appear inherently comfortable with the use of technology-intensive environments and digital or online search methods, competence in information literacy among these students may be lacking. Methods This project involved the design and assessment of a research-based assignment to help first-year, graduate-level health science students to develop and integrate information literacy skills with clinical relevance. Results One cohort of dental students (n = 78) was evaluated for this project and the results demonstrate that although all students were able to provide the correct response from the content-specific, or technology-independent, portion of the assignment, more than half (54%) were unable to demonstrate competence with a web-based, technology-dependent section of this assignment. No correlation was found between any demographic variable measured (gender, age, or race). Conclusion More evidence is emerging that demonstrates the need for developing curricula that integrates new knowledge and current evidence-based practices and technologies, traditionally isolated from graduate and health-care curricula, that can enhance biomedical and clinical training for students. This study provides evidence, critical for the evaluation of new practices, which can promote and facilitate the integration of information literacy into the curriculum. PMID:19178715

The relative benefits of green versus lean office space: three field experiments.

PubMed

Nieuwenhuis, Marlon; Knight, Craig; Postmes, Tom; Haslam, S Alexander

2014-09-01

Principles of lean office management increasingly call for space to be stripped of extraneous decorations so that it can flexibly accommodate changing numbers of people and different office functions within the same area. Yet this practice is at odds with evidence that office workers' quality of life can be enriched by office landscaping that involves the use of plants that have no formal work-related function. To examine the impact of these competing approaches, 3 field experiments were conducted in large commercial offices in The Netherlands and the U.K. These examined the impact of lean and "green" offices on subjective perceptions of air quality, concentration, and workplace satisfaction as well as objective measures of productivity. Two studies were longitudinal, examining effects of interventions over subsequent weeks and months. In all 3 experiments enhanced outcomes were observed when offices were enriched by plants. Implications for theory and practice are discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Beyond Instruction; Beyond a Website: Distance Learning, Disability Inclusiveness and Changing Workplace Practices

ERIC Educational Resources Information Center

Rudstam, Hannah; Gower, Wendy Strobel

2012-01-01

Often, the aim of distance learning (DL) is to enhance individual learning, not to change workplace practices. Changing organizational policies, practices and behaviors related to disability calls for a different DL approach that engages users and contextualizes knowledge. In the disability arena, there is a need for programming that brings about…

Barriers Encountered in the Transfer of Educational Training to Workplace Practice in Saudi Arabia

ERIC Educational Resources Information Center

Almannie, Mohamed

2015-01-01

This study introduces a critical issue in the practicality of training programs, not only in Saudi Arabia, but also in other developing countries where billions of dollars are spent on training human resources without evaluation of these programs on workplace practice and organization development. This study investigates barriers encountered in…

The Alternative Workplace: Changing Where and How People Work.

ERIC Educational Resources Information Center

Apgar, Mahlon, IV

1998-01-01

Discusses the alternative workplace, the combination of nontraditional work practices, settings, and locations that is beginning to supplement traditional offices. Looks at myths and realities, options, advantages and disadvantages, and implementation of alternative workplaces. (JOW)

Occupational safety training and practices in selected vocational training institutions and workplaces in Kampala, Uganda.

PubMed

Kintu, Denis; Kyakula, Michael; Kikomeko, Joseph

2015-01-01

Several industrial accidents, some of them fatal, have been reported in Uganda. Causes could include training gaps in vocational training institutions (VTIs) and workplaces. This study investigated how occupational safety training in VTIs and workplaces is implemented. The study was carried out in five selected VTIs and workplaces in Kampala. Data were collected from instructors, workshop technicians, students, workshop managers, production supervisors, machine operators and new technicians in the workplaces. A total of 35 respondents participated in the study. The results revealed that all curricula in VTIs include a component of safety but little is practiced in VTI workshops; in workplaces no specific training content was followed and there were no regular consultations between VTIs and industry on safety skills requirements, resulting in a mismatch in safety skills training. The major constraints to safety training include inadequate funds to purchase safety equipment and inadequate literature on safety.

What evidence is there for the use of workplace-based assessment in surgical training?

PubMed

Shalhoub, Joseph; Vesey, Alex Thomas; Fitzgerald, James Edward Frankland

2014-01-01

Recent years have seen broad changes in postgraduate training with a move toward structured formative and summative evaluation of trainees' competencies using workplace-based assessment (WBA) tools. The fitness for purpose of these instruments in surgery has been much debated. The aim of this study is to explore the evidence underlying the introduction and ongoing use of WBAs in surgical training. A critical literature review was conducted to identify studies evaluating the use of WBAs in postgraduate surgical training. The search was conducted using the electronic databases PubMed for full-text articles in English. Additional critical evaluations of the curriculum relating to WBAs were included. The articles were synthesized in a narrative review. The implementation of WBA requirements in surgical training has occurred despite a relative dearth of direct evidence of their efficacy and benefit. Studies and critical reviews are being regularly undertaken to ensure that supporting evidence is accrued and the drive for improvement and refinement is maintained. It is emerging that WBAs are (contrary to their current nomenclature) formative tools for feedback and hence learning. They can facilitate the progression toward expert practice at the center of the zone of proximal development and the higher levels of Miller's pyramid, but fall short--owing to their focus on competence--of guiding surgical trainees to the higher levels of Maslow's hierarchy. Limited evidence has potentially undermined the introduction of WBAs in surgical training to date. There are misunderstandings regarding their use as either summative or formative educational tools. These shortcomings are an opportunity for further work in examining WBAs in their current or modified form. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

The Papua New Guinea medical supply system - documenting opportunities and challenges to meet the Millennium Development Goals

PubMed Central

2014-01-01

Objectives Limited human resources are widely recognised as an impediment to achieving the health-related Millennium Development Goals in Pacific Island Countries, with the availability of medical supplies and suitably trained health personnel crucial to ensuring a well-functioning medical supply chain. This paper presents our findings as we seek to answer the research question ‘What factors influence the availability of medical supplies within the health facilities of Papua New Guinea?’ Methods We used a qualitative, triangulated strategy using semi-structured interviews, workplace observation and semi-structured focus groups. The parallel use of the interview tool and workplace observation tool allowed identification of ‘know-do’ gaps between what the interviewee said they did in their work practices, and the actual evidence of these practices. Focus groups provided further opportunities for raising and elaborating issues. Results During 2 weeks of data collection we conducted 17 interviews and 15 observational workplace surveys in 15 facilities. Sixteen health personnel participated in 3 focus groups across 2 provinces and one district. An array of medical supply issues across all levels of the medical supply chain were revealed, including standard operating procedures, facilities, transport, emergency medical kits, the cold chain and record keeping. The influence of health worker training and competency was found to be common across all of these issues. Conclusion The factors influencing the availability of medical supplies in PNG consist of a range of interrelating issues, consisting of both simple and complex problems involving the different levels and cadres of workers within the medical supply chain. Health systems sustainability theory suggests that a coordinated approach which addresses the inter-related nature of these issues, led by the PNG government and supported by suitable development partners, will be required for sustainable health systems change to occur. These changes are necessary for PNG to meet the health-related Millennium Development Goals. PMID:25848545

The Papua New Guinea medical supply system - documenting opportunities and challenges to meet the Millennium Development Goals.

PubMed

Brown, Andrew N; Gilbert, Ben

2014-01-01

Limited human resources are widely recognised as an impediment to achieving the health-related Millennium Development Goals in Pacific Island Countries, with the availability of medical supplies and suitably trained health personnel crucial to ensuring a well-functioning medical supply chain. This paper presents our findings as we seek to answer the research question 'What factors influence the availability of medical supplies within the health facilities of Papua New Guinea?' We used a qualitative, triangulated strategy using semi-structured interviews, workplace observation and semi-structured focus groups. The parallel use of the interview tool and workplace observation tool allowed identification of 'know-do' gaps between what the interviewee said they did in their work practices, and the actual evidence of these practices. Focus groups provided further opportunities for raising and elaborating issues. During 2 weeks of data collection we conducted 17 interviews and 15 observational workplace surveys in 15 facilities. Sixteen health personnel participated in 3 focus groups across 2 provinces and one district. An array of medical supply issues across all levels of the medical supply chain were revealed, including standard operating procedures, facilities, transport, emergency medical kits, the cold chain and record keeping. The influence of health worker training and competency was found to be common across all of these issues. The factors influencing the availability of medical supplies in PNG consist of a range of interrelating issues, consisting of both simple and complex problems involving the different levels and cadres of workers within the medical supply chain. Health systems sustainability theory suggests that a coordinated approach which addresses the inter-related nature of these issues, led by the PNG government and supported by suitable development partners, will be required for sustainable health systems change to occur. These changes are necessary for PNG to meet the health-related Millennium Development Goals.

Workplace injuries and risk reduction practices in Malaysia.

PubMed

Ali, Roslinah; Shaharudin, Rafiza; Omar, Azahadi; Yusoff, Fadhli

2012-01-01

This study on workplace injuries and risk reduction practices was part of the Malaysia National Health Morbidity Survey III (NHMS III) conducted in 2006. This cross-sectional population-based survey was conducted to determine the incidence of workplaces injuries and assess the magnitude of some important risk reduction practices among workers. Data were gathered through face-to-face household interviews using a pre-coded questionnaire. Of the 22 880 eligible respondents, 88·2% (20 180) responded. The incidence rate for injuries at the workplace was 4·9 per 100 (95% CI: 4·6-5·2). The overall proportion of workers who had received occupational safety and health (OSH) training before or within 1 month of starting work was 33·6%. Among respondents who perceived that personal protective equipment (PPE) was required at their workplace, only 38·9% (95% CI: 37·8-39·4) were provided with it by their employers. Further studies are urgently needed to identify reasons for and management of the low uptake of risk reduction practices. This issue needs to be addressed to ensure the safety and health of our working population.

ARCADO - Adding random case analysis to direct observation in workplace-based formative assessment of general practice registrars.

PubMed

Ingham, Gerard; Fry, Jennifer; Morgan, Simon; Ward, Bernadette

2015-12-10

Workplace-based formative assessments using consultation observation are currently conducted during the Australian general practice training program. Assessment reliability is improved by using multiple assessment methods. The aim of this study was to explore experiences of general practice medical educator assessors and registrars (trainees) when adding random case analysis to direct observation (ARCADO) during formative workplace-based assessments. A sample of general practice medical educators and matched registrars were recruited. Following the ARCADO workplace assessment, semi-structured qualitative interviews were conducted. The data was analysed thematically. Ten registrars and eight medical educators participated. Four major themes emerged - formative versus summative assessment; strengths (acceptability, flexibility, time efficiency, complementarity and authenticity); weaknesses (reduced observation and integrity risks); and contextual factors (variation in assessment content, assessment timing, registrar-medical educator relationship, medical educator's approach and registrar ability). ARCADO is a well-accepted workplace-based formative assessment perceived by registrars and assessors to be valid and flexible. The use of ARCADO enabled complementary insights that would not have been achieved with direct observation alone. Whilst there are some contextual factors to be considered in its implementation, ARCADO appears to have utility as formative assessment and, subject to further evaluation, high-stakes assessment.

Workplace accommodations for persons with physical disabilities: evidence synthesis of the peer-reviewed literature.

PubMed

Padkapayeva, Kathy; Posen, Andrew; Yazdani, Amin; Buettgen, Alexis; Mahood, Quenby; Tompa, Emile

2017-10-01

To identify and synthesize research evidence on workplace accommodations used by employers to recruit, hire, retain, and promote persons with physical disabilities. A structured search of six electronic journal databases was undertaken to identify peer-reviewed literature on the topic published from January 1990 to March 2016. Articles describing or evaluating workplace disability accommodation policies and practices were given a full-text review. Topic experts were contacted to identify additional studies. Details on specific accommodations described in 117 articles were synthesized and organized into three groups comprised of a total of 12 categories. The majority of studies did not rigorously evaluate effectiveness or cost-effectiveness of the accommodations under study. This evidence synthesis provides an overview of the peer-reviewed literature of value to occupational rehabilitation professionals and employers seeking guidance on workplace accommodation policies and practices for persons with physical disabilities. A wide range of accommodation options is available for addressing physical, social, and attitudinal barriers to successful employment. Besides physical/technological modifications, accommodations to enhance workplace flexibility and worker autonomy and strategies to promote workplace inclusion and integration are important. More comprehensive reporting and evaluations of the effectiveness of accommodations in research literature are needed to develop best practices for accommodating persons with disabilities. Implications for rehabilitation There is a substantial peer-reviewed literature that provides insights into the barriers for persons with physical disabilities and the workplace accommodation practices to address them, though rigorous evaluations of effectiveness and cost-effectiveness are uncommon. Attitudinal and social barriers stemming from stereotypes, ignorance and lack of knowledge are as important as physical barriers to employment for persons with physical disabilities. In addition to physical/technological modifications, accommodations to enhance workplace flexibility and autonomy of a worker, as well as strategies to promote workplace inclusion and integration may facilitate successful employment of persons with physical disabilities.

A contemporary examination of workplace learning culture: an ethnomethodology study.

PubMed

Newton, Jennifer M; Henderson, Amanda; Jolly, Brian; Greaves, Judith

2015-01-01

Creating and maintaining a sustainable workforce is currently an international concern. Extensive literature suggest that students and staff need to be 'engaged', that is they need to interact with the health team if they are to maximise learning opportunities. Despite many studies since the 1970s into what creates a 'good' learning environment, ongoing issues continue to challenge healthcare organisations and educators. A 'good' learning environment has been an intangible element for many professions as learning is hindered by the complexity of practice and by limitations on practitioners' time available to assist and guide novices. This study sought to explore the nature of the learning interactions and experiences in clinical nursing practice that enhance a 'good' workplace learning culture for both nursing students and qualified nurses. An ethnomethodology study. A range of clinical settings in Victoria and Queensland, Australia. Students and registered nurses (n=95). Fieldwork observations were carried out on student nurses and registered nurses, followed by an individual interview with each participant. An iterative approach to analysis was undertaken; field notes of observations were reviewed, interviews transcribed verbatim and entered into NVivo10. Major themes were then extracted. Three central themes: learning by doing, navigating through communication, and 'entrustability', emerged providing insights into common practices potentially enhancing or detracting from learning in the workplace. Students' and registered nurses' learning is constrained by a myriad of interactions and embedded workplace practices, which can either enhance the individual's opportunities for learning or detract from the richness of affordances that healthcare workplace settings have to offer. Until the culture/or routine practices of the healthcare workplace are challenged, the trust and meaningful communication essential to learning in practice, will be achievable only serendipitously. Copyright © 2014 Elsevier Ltd. All rights reserved.

European Top Managers' Age-Related Workplace Norms and Their Organizations' Recruitment and Retention Practices Regarding Older Workers.

PubMed

Oude Mulders, Jaap; Henkens, Kène; Schippers, Joop

2017-10-01

Top managers guide organizational strategy and practices, but their role in the employment of older workers is understudied. We study the effects that age-related workplace norms of top managers have on organizations' recruitment and retention practices regarding older workers. We investigate two types of age-related workplace norms, namely age equality norms (whether younger and older workers should be treated equally) and retirement age norms (when older workers are expected to retire) while controlling for organizational and national contexts. Data collected among top managers of 1,088 organizations from six European countries were used for the study. Logistic regression models were run to estimate the effects of age-related workplace norms on four different organizational outcomes: (a) recruiting older workers, (b) encouraging working until normal retirement age, (c) encouraging working beyond normal retirement age, and (d) rehiring retired former employees. Age-related workplace norms of top managers affect their organizations' practices, but in different ways. Age equality norms positively affect practices before the boundary of normal retirement age (Outcomes a and b), whereas retirement age norms positively affect practices after the boundary of normal retirement age (Outcomes c and d). Changing age-related workplace norms of important actors in organizations may be conducive to better employment opportunities and a higher level of employment participation of older workers. However, care should be taken to target the right types of norms, since targeting different norms may yield different outcomes. © The Author 2016. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Industrial training approach using GPM P5 Standard for Sustainability in Project Management: a framework for sustainability competencies in the 21st century

NASA Astrophysics Data System (ADS)

Johan, Kartina; Mohd Turan, Faiz

2016-11-01

Malaysian Engineering Accreditation (Engineering Programme Accreditation Manual, 2007) requires all bachelor degree in engineering programmes to incorporate a minimum of two months industrial training in order for the programme to be accredited by the council. The industrial training has the objective to provide students on the insights of being an engineer at the workplace hence increasing their knowledge in employability skills prior to graduation. However the current structure of industrial training is not able to inculcate good leadership ability and prepare students with sustainability competencies needed in the era of Sustainable Development (SD). This paper aims to study project management methodology as a framework to create a training pathway in industrial training for students in engineering programs using Green Project Management (GPM) P5 standard for sustainability in project management. The framework involves students as interns, supervisors from both university and industry and also participation from NonProfit Organisation (NPO). The framework focus on the development of the student's competency in employability skills, lean leadership and sustainability competencies using experiential learning approach. Deliverables of the framework include internship report, professional sustainability report using GPM P5 standard and competency assessment. The post-industrial phase of the framework is constructed for students to be assessed collaboratively by the university, industry and the sustainability practitioner in the country. The ability for the interns to act as a change agent in sustainability practices is measured by the competency assessment and the quality of the sustainability report. The framework support the call for developing holistic students based on Malaysian Education Blueprint (Higher Education) 2015-2025 and address the gap between the statuses of engineering qualification to the sustainability competencies in the 21st century in particular by achieving the Sustainability Graduates (SG) attributes outlined in the framework.

Outcomes of a clinical partnership model for undergraduate nursing students.

PubMed

Newton, Jennifer M; Cross, Wendy M; White, Karin; Ockerby, Cherene; Billett, Stephen

2011-08-01

Over the last decade several innovative approaches to enhance students' transition to graduate nurse year have been implemented or piloted. This paper describes a study that investigated how the social practices of clinical partnership placement model underpin workplace learning for undergraduate students as they transitioned to graduate. A mixed method approach was utilized comprising individual interviews with students, observation of clinical workplaces across six different areas of nursing practice, student surveys of the clinical learning environment and participant workshops. Three themes were identified that influenced participants' preparedness for work and enhanced the transition into the workplace: 'organizational familiarity', 'continuity' and 'social participation'. A clinical partnership model offers a degree of work readiness for novices when commencing their professional practice role. It enables individuals to participate and engage in workplace activities which are a central component of their learning.

Making Transitions: The Role of Interaction in Joining a Workplace Community of Practice

ERIC Educational Resources Information Center

Holmes, Janet

2015-01-01

In the process of transitioning from one institution or workplace to another, people often encounter new interactional norms and values. For those moving countries as well as workplaces, the transition may involve different cultural and societal norms and values; but even a move between organisations or workplace teams within a country may present…

From Community to Community of Practice: Exploring the Connection of Online Learners to Informal Learning in the Workplace

ERIC Educational Resources Information Center

Conrad, Dianne L.

2008-01-01

The study that informs this article investigated how online learners' participation in and perception of their sense of learning community contributed to or affected their relationship to their workplace environment and their workplace colleagues. The findings support contentions that, in the workplace, the work itself constitutes the most…

How Professional Writing Pedagogy and University-Workplace Partnerships Can Shape the Mentoring of Workplace Writing

ERIC Educational Resources Information Center

Kohn, Liberty

2015-01-01

This article analyzes literature on university-workplace partnerships and professional writing pedagogy to suggest best practices for workplace mentors to mentor new employees and their writing. The article suggests that new employees often experience cultural confusion due to (a) the transfer of education-based writing strategies and (b) the…

Workplace learning through peer groups in medical school clerkships.

PubMed

Chou, Calvin L; Teherani, Arianne; Masters, Dylan E; Vener, Margo; Wamsley, Maria; Poncelet, Ann

2014-01-01

Purpose When medical students move from the classroom into clinical practice environments, their roles and learning challenges shift dramatically from a formal curricular approach to a workplace learning model. Continuity among peers during clinical clerkships may play an important role in this different mode of learning. We explored students' perceptions about how they achieved workplace learning in the context of intentionally formed or ad hoc peer groups. Method We invited students in clerkship program models with continuity (CMCs) and in traditional block clerkships (BCs) to complete a survey about peer relationships with open-ended questions based on a workplace learning framework, including themes of workplace-based relationships, the nature of work practices, and selection of tasks and activities. We conducted qualitative content analysis to characterize students' experiences. Results In both BCs and CMCs, peer groups provided rich resources, including anticipatory guidance about clinical expectations of students, best practices in interacting with patients and supervisors, helpful advice in transitioning between rotations, and information about implicit rules of clerkships. Students also used each other as benchmarks for gauging strengths and deficits in their own knowledge and skills. Conclusions Students achieve many aspects of workplace learning in clerkships through formal or informal workplace-based peer groups. In these groups, peers provide accessible, real-time, and relevant resources to help each other navigate transitions, clarify roles and tasks, manage interpersonal challenges, and decrease isolation. Medical schools can support effective workplace learning for medical students by incorporating continuity with peers in the main clinical clerkship year.

Workplace learning through peer groups in medical school clerkships.

PubMed

Chou, Calvin L; Teherani, Arianne; Masters, Dylan E; Vener, Margo; Wamsley, Maria; Poncelet, Ann

2014-01-01

When medical students move from the classroom into clinical practice environments, their roles and learning challenges shift dramatically from a formal curricular approach to a workplace learning model. Continuity among peers during clinical clerkships may play an important role in this different mode of learning. We explored students' perceptions about how they achieved workplace learning in the context of intentionally formed or ad hoc peer groups. We invited students in clerkship program models with continuity (CMCs) and in traditional block clerkships (BCs) to complete a survey about peer relationships with open-ended questions based on a workplace learning framework, including themes of workplace-based relationships, the nature of work practices, and selection of tasks and activities. We conducted qualitative content analysis to characterize students' experiences. In both BCs and CMCs, peer groups provided rich resources, including anticipatory guidance about clinical expectations of students, best practices in interacting with patients and supervisors, helpful advice in transitioning between rotations, and information about implicit rules of clerkships. Students also used each other as benchmarks for gauging strengths and deficits in their own knowledge and skills. Students achieve many aspects of workplace learning in clerkships through formal or informal workplace-based peer groups. In these groups, peers provide accessible, real-time, and relevant resources to help each other navigate transitions, clarify roles and tasks, manage interpersonal challenges, and decrease isolation. Medical schools can support effective workplace learning for medical students by incorporating continuity with peers in the main clinical clerkship year.

Relationship between reflection ability and clinical performance: a cross-sectional and retrospective-longitudinal correlational cohort study in midwifery.

PubMed

Embo, M; Driessen, E; Valcke, M; van der Vleuten, C P M

2015-01-01

increasingly, reflection is highlighted as integral to core practice competencies but empirical research into the relationship between reflection and performance in the clinical workplace is scarce. this study investigated the relationship between reflection ability and clinical performance. we designed a cross-sectional and a retrospective-longitudinal cohort study. Data from first, second and third year midwifery students were collected to study the variables 'clinical performance' and 'reflection ability'. Data were analysed with SPSS for Windows, Release 20.0. Descriptive statistics, Pearson׳s Product Moment Correlation Coefficients (r) and r² values were computed to investigate associations between the research variables. the results showed a moderate observed correlation between reflection ability and clinical performance scores. When adopting a cross-sectional perspective, all correlation values were significant (p<0.01) and above 0.4, with the exception of the third year correlations. Assuming perfect reliability in the measurement, the adjusted correlations, for year 2 and year 3 indicated a high association between reflection ability and clinical performance (>0.6). The results based on the retrospective-longitudinal data set explained a moderate proportion of the variance after correction for attenuation. Finally, the results indicate that 'reflection ability' scores of earlier years are significant related with 'clinical performance' scores of subsequent years. These results suggest that (1) reflection ability is linked to clinical performance; (2) that written reflections are an important, but not the sole way to assess professional competence and that (3) reflection is a contributor to clinical performance improvement. the data showed a moderate but significant relationship between 'reflection ability' and 'clinical performance' scores in clinical practice of midwifery students. Reflection therefore seems an important component of professional competence. Copyright © 2014 Elsevier Ltd. All rights reserved.

A Personal Narrative of LGBT Identity and Activism

ERIC Educational Resources Information Center

Gedro, Julie

2009-01-01

This essay connects part of a life story--mine--with part of a reflection upon practice. Delighted as I was to be invited to write an essay for this journal on the practice of lesbian, gay, bisexual, and transgender (LGBT) workplace training, it became evident to me that in order to fully address LGBT workplace training "practice," it would befit…

Managing diversity in the health care workplace.

PubMed

Davidhizar, R; Dowd, S; Newman Giger, J

1999-03-01

Cultural diversity is increasing in the United States as increasing numbers of minorities enter the United States from abroad, and cultural diversity is especially prevalent in the health care workplace. In fact, the health care professions are particularly interested in the presence of minorities among caregivers because this often enhances the cultural competence of care delivery. Nevertheless, subtle discrimination can still be found, and managers must be alert that such behavior is not tolerated. Use of the Giger-Davidhizar Cultural Assessment Model can provide managers with information needed to respond to diversity among staff appropriately.

Complying with the Occupational Safety and Health Administration: guidelines for the dental office.

PubMed

Boyce, Ricardo; Mull, Justin

2008-07-01

This article outlines Occupational Safety and Health Administration (OSHA) guidelines for maintaining a safe dental practice workplace and covers requirements, such as education and protection for dental health care personnel. OSHA regulations aim to reduce exposure to blood-borne pathogens. Environmental infection control in dental offices and operatories is the goal of enforcement of OSHA codes of practice. Universal precautions reduce the risk for infectious disease. OSHA has a mandate to protect workers in the United States from potential workplace injuries. OSHA standards are available through online and print publications and owners of dental practices must meet OSHA standards for the workplace.

Cultural diversity and conflict in the health care workplace.

PubMed

Lowenstein, A J; Glanville, C

1995-01-01

Cultural diversity issues affect the health care workplace and nursing practice. The Lowenstein-Glanville conflict model can be used for assessing and intervening in racial and status conflict in hospital settings. Implications for nursing practice include recognizing that cultural diversity will continue to grow in the health care workplace. Nurses must increase sensitivity, become aware of cultural nuances and issues, and make cultural assessment a routine part of their assessment and planning, not only for patient care, but also with their co-workers and subordinates.

The New Age of Bullying and Violence in Health Care: Part 2: Advancing Professional Education, Practice Culture, and Advocacy.

PubMed

Fink-Samnick, Ellen

2016-01-01

This article will discuss new regulations and professional guidance addressing bullying and workplace violence including addressing recent organizational initiatives to support the health care workforce; reviewing how professional education has historically contributed to a culture of bullying across health care; and exploring how academia is shifting the culture of professional practice through innovative education programming. Applicable to all health care sectors where case management is practiced. This article is the second of two on this topic. Part 2 focuses on how traditional professional education has been cited as a contributing factor to bullying within and across disciplines. Changes to educational programming will impact the practice culture by enhancing collaboration and meaningful interactions across the workforce. Attention is also given to the latest regulations, professional guidelines, and organizational initiatives. Workplace bullying and violence have contributed to health care become the most dangerous workplace sector. This is a concerning issue that warrants serious attention by all industry stakeholders.Traditional professional education models have created a practice culture that promotes more than hinders workplace bullying and violence in the industry. Changes to both academic coursework and curricula have shifted these antiquated practice paradigms across disciplines. New care delivery modes and models have fostered innovative care and treatment perspectives. Case management is poised to facilitate the implementation of these perspectives and further efforts to promote a safe health care workplace for patients and practitioners alike.

Four Essential Dimensions of Workplace Learning

ERIC Educational Resources Information Center

Hopwood, Nick

2014-01-01

Purpose: This conceptual paper aims to argue that times, spaces, bodies and things constitute four essential dimensions of workplace learning. It examines how practices relate or hang together, taking Gherardi's texture of practices or connectedness in action as the foundation for making visible essential but often overlooked dimensions of…

Identifying gaps between current and expected ICT competencies of nurses in Serbia.

PubMed

Paunic, Sanja; Stojkovic, Ivana

2014-01-01

Introducing of ICT in the health care system in Serbia started 19 years ago and systematic training of nurses and technicians has not been realized yet. The primary objective of this paper is to determine the gap between the sets of ICT competencies of nurses and technicians acquiring education and experience and the necessary skill set required for their daily work. The qualitative research included questioning of the focus group of experts and 400 nurses and technicians employed in secondary and tertiary health institutions in Serbia. Based on the analysis of existing literature we choose the Informatics competencies for nurses at four levels of practice (Staggers, Gassert, Curran, 2001), and for the purposes of this study, we used a list of competencies of the first, and partially of the second and third level. At the start, the group of 12 experts had the task to eliminate some of listed competencies to express the subjective expectations of the ICT competencies of nurses. After that nurses and medical technicians were expected to grade, by Likert scale, their level of knowledge and skills for each of the 39 competencies, respectively. The answers were analyzed using measure of central tendency and distribution of results was done by median. Comparison of perceived competence of the nurses and the desired/expected level by managers shows that there is difference in 25 of the 39 offered statements. Managers expect that nurses are great users of administrative applications for staff scheduling and for maintaining employee records, while nurses declared that these programs they use relatively poorly or not at all. The larger gap is also observed when it comes to computer skill for documenting patient care--experts expect that nurses do it well, and nurses, again, estimate that their documentation skills are relatively poor. The same situation is with use of ICT for patient education. It can be concluded that further training is required in the field of ICT, either through additional training in the workplace, either through formal education. Due to the fact that ICT competencies are becoming part of the basic, functional sets, it should be considered the correction of curricula of secondary schools for nurses.

Combating Workplace Ageism.

ERIC Educational Resources Information Center

Reio, Thomas G., Jr.; Sanders-Reio, Joanne

1999-01-01

Age discrimination in the workplace is widespread and often based on stereotypes. Research has demonstrated that older workers learn and perform well. Adult educators should eliminate ways in which educational practices perpetuate ageism, raise awareness of it in the workplace, and help older workers continue learning. (SK)

Organizations and social worker wellbeing: the intra-organizational context of practice and its impact on a practitioner's subjective well-being.

PubMed

Shier, Micheal L; Graham, John R

2013-01-01

This study aimed to better understand the varied factors that contribute to social worker subjective well-being (SWB) (the social science concept for happiness). Using qualitative methods of inquiry 19 social workers who reported having low to medium levels of workplace and profession satisfaction were interviewed to assess those factors within their lives that they perceived as impacting their well-being. One thematic category from the analysis was aspects of the intraorganizational context of workplaces that can impact social worker SWB. Respondents identified interpersonal workplace relationships, decision-making processes, management/supervisory dynamics, workload and workplace expectations, access to resources and infrastructure support, and inter-organizational relationships as key intra-organizational factors contributing to their overall wellbeing. In conclusion, these findings have practical application within organizations for structured policies and unstructured practices to improve social worker subjective well-being.

Core competency model for the family planning public health nurse.

PubMed

Hewitt, Caroline M; Roye, Carol; Gebbie, Kristine M

2014-01-01

A core competency model for family planning public health nurses has been developed, using a three stage Delphi Method with an expert panel of 40 family planning senior administrators, community/public health nursing faculty and seasoned family planning public health nurses. The initial survey was developed from the 2011 Title X Family Planning program priorities. The 32-item survey was distributed electronically via SurveyMonkey(®). Panelist attrition was low, and participation robust resulting in the final 28-item model, suggesting that the Delphi Method was a successful technique through which to achieve consensus. Competencies with at least 75% consensus were included in the model and those competencies were primarily related to education/counseling and administration of medications and contraceptives. The competencies identified have implications for education/training, certification and workplace performance. © 2014 Wiley Periodicals, Inc.

Making Judgments on the Basis for Workplace Learning: Towards an Epistemology of Practice.

ERIC Educational Resources Information Center

Beckett, David; Hager, Paul

2000-01-01

Interviews illustrating professional judgment support characteristics of informal workplace learning: contingent, practical, process, particular, and affective-social. Growth in the capacity to make judgments occurs in three ways (1) ability to separate initial need from actualization of judgment; (2) ability to interpret conative-emotive and…

Moral Learning for the Workplace: A Role for VET

ERIC Educational Resources Information Center

James, Ian

2012-01-01

The paper explores ways that vocational education and training (VET) might become involved in the development of moral "know-how", ready for workplace practice. The primary concern here is the transformation of earlier-learnt ethical principles to their applied moral behaviour, essential for appropriate practice within workplace…

Workplace-Based Practicum: Enabling Expansive Practices

ERIC Educational Resources Information Center

Pridham, Bruce A.; Deed, Craig; Cox, Peter

2013-01-01

Effective pre-service teacher education integrates theoretical and practical knowledge. One means of integration is practicum in a school workplace. In a time of variable approaches to, and models of, practicum, we outline an innovative model of school immersion as part of a teacher preparation program. We apply Fuller and Unwin's (2004) expansive…

Workplace Learning: Dilemmas for the European Steel Industry

ERIC Educational Resources Information Center

Stroud, Dean; Fairbrother, Peter

2006-01-01

The focus in recent studies of workplace learning has been on "communities of practice" and the ways that learning is shaped by such communities. In the process, there has been a downplaying of the importance of broader institutional arrangements, including the impact of organisational structures and management practice, as well as…

The effects of civility on advice, leadership, and performance.

PubMed

Porath, Christine L; Gerbasi, Alexandra; Schorch, Sebastian L

2015-09-01

Workplace incivility is rampant and on the rise-with costs to individuals and organizations. Despite the increased need for civility, little is known about potential individual benefits of civility, defined as behavior involving politeness and regard for others in the workplace, within workplace norms for respect (Andersson & Pearson, 1999). Recent research has suggested that being civil may be hazardous to influence, power, and income (see Forni, 2002; Judge et al., 2012).Yet, throughout history, civil behavior has been extolled because it paid dividends to the person who behaved well. The focus of this research is whether that holds true in organizations. Using social exchange theory, we developed hypotheses about how civility benefits people, and investigated this in 2 studies. First, in a 2-wave social network study of a research and development department (n = 31) of a biotechnology firm, we found that people who perceived a colleague as civil would be more likely to seek that person out for work advice and to see that person as a leader. The more the individual was perceived as civil by others in his or her network, the better his or her performance. Being sought out for work advice and being viewed as a leader mediated this effect. In the second experiment (n = 162), we extended our understanding of what drove these benefits. We found that people who are civil were perceived as warm and competent, and these positive perceptions, in turn, helped to explain the benefits garnered. We discuss theoretical and practical implications. (c) 2015 APA, all rights reserved).

Complexity and Community: Finding What Works in Workplace ESL

ERIC Educational Resources Information Center

Brooks, Ann K.

2009-01-01

This chapter addresses the complexity of providing workplace ESL by identifying patterns of "best practices" in the related fields of human resource management, adult education, and training and development, all of which have a stake in workplace ESL and the integration of immigrant workers.

Workplace Wellness Programs to Promote Cancer Prevention.

PubMed

Soldano, Sharon K

2016-08-01

To define the diversity of and business case for workplace wellness programs, highlight best practices for a comprehensive health promotion program, and describe the opportunities for employees to become wellness advocates. Current literature and articles published between 2010 and 2016, Centers for Disease Control and Prevention, Health Enhancement Research Organization, National Business Group on Health, Wellness Councils of America, best practice program guidelines and internet resources. Employers are increasingly affected by rising health care costs and epidemic rates of obesity and associated chronic diseases within the workforce. Employers who offer workplace wellness programs can contribute to the overall health and well-being of their employees, improve employee productivity and retention, and reduce absenteeism and health care costs. Employees participating in workplace wellness programs can reduce their health risks and serve as health promotion advocates. Nurses can lead by example by participating in their workplace wellness programs, serving as an advocate to influence their employers and colleagues, and educating their patients regarding the benefits of workplace wellness programs. Copyright © 2016 Elsevier Inc. All rights reserved.

Workplace stress in nursing workers from an emergency hospital: Job Stress Scale analysis.

PubMed

Urbanetto, Janete de Souza; da Silva, Priscila Costa; Hoffmeister, Eveline; de Negri, Bianca Souza; da Costa, Bartira Ercília Pinheiro; Poli de Figueiredo, Carlos Eduardo

2011-01-01

This study identifies workplace stress according to the Job Stress Scale and associates it with socio-demographic and occupational variables of nursing workers from an emergency hospital. This is a cross-sectional study and data were collected through a questionnaire applied to 388 nursing professionals. Descriptive statistics were applied; univariate and multivariate analyses were performed. The results indicate there is a significant association with being a nursing technician or auxiliary, working in the position for more than 15 years, and having low social support, with 3.84, 2.25 and 4.79 times more chances of being placed in the 'high strain job' quadrant. The study reveals that aspects related to the workplace should be monitored by competent agencies in order to improve the quality of life of nursing workers.

Sources of Self-Esteem in Work: What's Important for Whom?

ERIC Educational Resources Information Center

Schwalbe, Michael L.

1988-01-01

A survey of 250 workers in five manufacturing firms examined sources of self-esteem in work. Responses suggest that, in the workplace, self-perceived competence is the most important source of self-esteem, followed by reflected appraisals and social comparisons. (JOW)

The Genesis of Active Citizenship in the Learning Society.

ERIC Educational Resources Information Center

Benn, Roseanne

2000-01-01

Survey results from 75 British adult learners indicated that the main site where they acquired skills of active citizenship (including interpersonal competence, confidence, and knowledge of government) was the workplace. Very small numbers felt that schools equipped them with these skills. (SK)

Fundamentals of Welding. Teacher Edition.

ERIC Educational Resources Information Center

Fortney, Clarence; And Others

These instructional materials assist teachers in improving instruction on the fundamentals of welding. The following introductory information is included: use of this publication; competency profile; instructional/task analysis; related academic and workplace skills list; tools, materials, and equipment list; and 27 references. Seven units of…

Strategies for Promoting Pluralism in Education and the Workplace.

ERIC Educational Resources Information Center

Welch, Lynne Brodie, Ed.; Cleckley, Betty Jane, Ed.; McClure, Marilyn, Ed.

The following papers are included: "Multiculturalism: A Matter of Essentiality" (Betty Jane Cleckley assisted by Boyd Evans and Jonathan Porter); "A Deconstructionist Approach to Multicultural Education" (Susan Marnell Weaver); "Intercultural Communication Competence: A Strategy for a Multicultural Campus" (Bertram W.…

Diesel Technology: Introduction.

ERIC Educational Resources Information Center

Joerschke, John D.; Eichhorn, Lane C.

Competency-based teacher and student materials are provided for an introductory course on diesel technology. Twelve units of instruction cover the following topics: workplace tools, common materials, and basic related principles. The materials are based on the curriculum-alignment concept of first stating the objectives, then developing…

Horticulture.

ERIC Educational Resources Information Center

Aitken, James

This curriculum guide is intended to assist vocational instructors in preparing students for entry-level employment in the field of horticulture and getting them ready for advanced training in the workplace. The package contains a validated competency/skill and task list, an instructor's guide, and an annotated bibliography. The following…

Competency frameworks for advanced practice nursing: a literature review.

PubMed

Sastre-Fullana, P; De Pedro-Gómez, J E; Bennasar-Veny, M; Serrano-Gallardo, P; Morales-Asencio, J M

2014-12-01

This paper describes a literature review that identified common traits in advanced practice nursing that are specific to competency development worldwide. There is a lack of international agreement on the definition of advanced practice nursing and its core competencies. Despite the lack of consensus, there is an ongoing process worldwide to establish and outline the standards and competencies for advanced practice nursing roles. International agencies, such as the International Council of Nurses, have provided general definitions for advanced practice nursing. Additionally, a set of competency standards for this aim has been developed. A literature review and a directed search of institutional websites were performed to identify specific developments in advanced practice nursing competencies and standards of practice. To determine a competency map specific to international advanced practice nursing, key documents were analysed using a qualitative approach based on content analysis to identify common traits among documents and countries. The review process identified 119 relevant journal articles related to advanced practice nursing competencies. Additionally, 97 documents from grey literature that were related to advanced practice nursing competency mapping were identified. From the text analysis, 17 worldwide transversal competency domains emerged. Despite the variety of patterns in international advanced practice nursing development, essential competency domains can be found in most national frameworks for the role development of international advanced practice nursing. These 17 core competencies can be used to further develop instruments that assess the perceived competency of advanced practice nurses. The results of this review can help policy developers and researchers develop instruments to compare advanced practice nursing services in various contexts and to examine their association with related outcomes. © 2014 International Council of Nurses.

Workplace Learning as a Spiritual Practice

ERIC Educational Resources Information Center

Rappel, Linda

2017-01-01

This paper reviews the literature on workplace and transformational learning to explore how spirituality can be accessed to encourage individual growth through the development of critical awareness while providing a sense of direction in the workplace as part of organisational learning. In communities and societies where organisations may have…

Interrogating Our Practices of Integrating Spirituality into Workplace Education

ERIC Educational Resources Information Center

English, Leona M.; Fenwick, Tara J.; Parsons, Jim

2005-01-01

Workplace education's interest in spirituality is examined, with an emphasis placed on why this interest might be increasing and what challenges it presents. This article interrogates commonplace strategies to integrate spirituality in workplace education,--providing holistic education, creating sacred spaces and mentoring--questions each approach…

Workplace Literacy: A Labour Perspective.

ERIC Educational Resources Information Center

Nesbit, Tom

The policies and practices of Canadian labor unions in the area of workplace literacy were examined through a comprehensive literature review and site visits to an unspecified number of labor-initiated workplace literacy programs representing different geographic areas, industries and types of occupations, levels of participation of equity groups,…

Determinants of Knowledge and Safety Practices of Occupational Hazards of Textile Dye Workers in Sokoto, Nigeria: A Descriptive Analytic Study.

PubMed

Okafoagu, Nneka Christina; Oche, Mansur; Awosan, Kehinde Joseph; Abdulmulmuni, Hashim Bala; Gana, Godwin Jiya; Ango, Jessica Timane; Raji, Ismail

2017-06-23

Textile dye workers are subject to occupational hazards on a daily basis due to exposure to precarious conditions in the workplace. This study aimed to assess the knowledge, attitude and safety practices and its determinants among textile dye workers in Sokoto metropolis, Nigeria. This is a descriptive cross-sectional study conducted among 200 textile dye workers and the respondents were selected by multi stage sampling technique. Data was collected using an interviewer administered questionnaire. Data was processed using SPSS IBM version 20 and analyzed using descriptive and inferential statistics. Majority of the respondents (74.0%) had good knowledge of workplace hazards; (81.0%) had positive attitude and only 20% observed all the safety practices. Formal education (P=0.047); working less than 5 days a week (P=0.001) and permanent employment (P=0.013) were found to be determinants of respondents' knowledge and attitude towards workplace hazards. Although the respondents had good knowledge and positive attitude, their lack of observance of safety practices brings to fore the need for direct safety instruction and training and retraining of textile dye workers on workplace hazards and safety practices.

Statement on National WorkLife Priorities

PubMed Central

Cherniack, Martin; Henning, Rob; Merchant, James A.; Punnett, Laura; Sorensen, Glorian R.; Wagner, Gregory

2018-01-01

The National Institute for Occupational Safety and Health (NIOSH) WorkLife Initiative (WLI) [http://www.cdc.gov/niosh/worklife] seeks to promote workplace programs, policies, and practices that result in healthier, more productive employees through a focus simultaneously on disease prevention, health promotion, and accommodations to age, family, and life stage. The Initiative incorporates the Institute’s foundational commitment to workplaces free of recognized hazards into broader consideration of the factors that affect worker health and wellbeing. Workplace hazards, such as physical demands, chemical exposures, and work organization, often interact with non-work factors such as family demands and health behaviors to increase health and safety risks. New workplace interventions being tested by the first three NIOSH WLI Centers of WorkLife Excellence are exploring innovative models for employee health programs to reduce the human, social, and economic costs of compromised health and quality of life. Many parties in industry, labor, and government share the goals of improving employee health while controlling health care costs. NIOSH convened a workshop in 2008 with representatives of the three Centers of Excellence to develop a comprehensive, long-range strategy for advancing the WorkLife Initiative. The recommendations below fall into three areas: practice, research, and policy. Responding to these recommendations would permit the WorkLife Center system to establish a new infrastructure for workplace prevention programs by compiling and disseminating the innovative practices being developed and tested at the Centers, and elsewhere. The WLI would also extend the customary scope of NIOSH by engaging with multiple NIH Institutes that are already generating research-to-practice programs involving the working-age population, in areas such as chronic disease prevention and management. Research to Practice (r2p) is a concept focused on the translation of research findings, technologies, and information into evidence-based prevention practices and products that are adopted in the workplace or other “real-world” settings. NIOSH’s goal is to overcome the translational issues that now prevent state-of-the-art occupational health, health promotion, and chronic disease research findings from benefiting working age populations immediately, regardless of workplace size, work sector, or region of the country. PMID:20949545

Statement on national worklife priorities.

PubMed

Cherniack, Martin; Henning, Rob; Merchant, James A; Punnett, Laura; Sorensen, Glorian R; Wagner, Gregory

2011-01-01

The National Institute for Occupational Safety and Health (NIOSH) WorkLife Initiative (WLI) [http://www.cdc.gov/niosh/worklife] seeks to promote workplace programs, policies, and practices that result in healthier, more productive employees through a focus simultaneously on disease prevention, health promotion, and accommodations to age, family, and life stage. The Initiative incorporates the Institute's foundational commitment to workplaces free of recognized hazards into broader consideration of the factors that affect worker health and wellbeing. Workplace hazards, such as physical demands, chemical exposures, and work organization, often interact with non-work factors such as family demands and health behaviors to increase health and safety risks. New workplace interventions being tested by the first three NIOSH WLI Centers of WorkLife Excellence are exploring innovative models for employee health programs to reduce the human, social, and economic costs of compromised health and quality of life. Many parties in industry, labor, and government share the goals of improving employee health while controlling health care costs. NIOSH convened a workshop in 2008 with representatives of the three Centers of Excellence to develop a comprehensive, long-range strategy for advancing the WorkLife Initiative. The recommendations below fall into three areas: practice, research, and policy. Responding to these recommendations would permit the WorkLife Center system to establish a new infrastructure for workplace prevention programs by compiling and disseminating the innovative practices being developed and tested at the Centers, and elsewhere. The WLI would also extend the customary scope of NIOSH by engaging with multiple NIH Institutes that are already generating research-to-practice programs involving the working-age population, in areas such as chronic disease prevention and management. Research to Practice (r2p) is a concept focused on the translation of research findings, technologies, and information into evidence-based prevention practices and products that are adopted in the workplace or other "real-world" settings. NIOSH's goal is to overcome the translational issues that now prevent state-of-the-art occupational health, health promotion, and chronic disease research findings from benefiting working age populations immediately, regardless of workplace size, work sector, or region of the country. 2010 Wiley-Liss, Inc.

Training for the future NHS: training junior doctors in the United Kingdom within the 48-hour European working time directive.

PubMed

Datta, Shreelatta T; Davies, Sally J

2014-01-01

Since August 2009, the National Health Service of the United Kingdom has faced the challenge of delivering training for junior doctors within a 48-hour working week, as stipulated by the European Working Time Directive and legislated in the UK by the Working Time Regulations 1998. Since that time, widespread concern has been expressed about the impact of restricted duty hours on the quality of postgraduate medical training in the UK, particularly in the "craft" specialties--that is, those disciplines in which trainees develop practical skills that are best learned through direct experience with patients. At the same time, specialist training in the UK has experienced considerable change since 2007 with the introduction of competency-based specialty curricula, workplace-based assessment, and the annual review of competency progression. The challenges presented by the reduction of duty hours include increased pressure on doctors-in-training to provide service during evening and overnight hours, reduced interaction with supervisors, and reduced opportunities for learning. This paper explores these challenges and proposes potential responses with respect to the reorganization of training and service provision.

Developing Digital and Media Literacies in Children and Adolescents.

PubMed

Turner, Kristen Hawley; Jolls, Tessa; Hagerman, Michelle Schira; O'Byrne, William; Hicks, Troy; Eisenstock, Bobbie; Pytash, Kristine E

2017-11-01

In today's global culture and economy, in which individuals have access to information at their fingertips at all times, digital and media literacy are essential to participate in society. But what specific competencies must young citizens acquire? How do these competencies influence pedagogy? How are student knowledge, attitudes, and behaviors changed? What are the best ways to assess students' digital and media literacy? These questions underscore what parents, educators, health professionals, and community leaders need to know to ensure that youth become digitally and media literate. Experimental and pilot programs in the digital and media literacy fields are yielding insights, but gaps in understanding and lack of support for research and development continue to impede growth in these areas. Learning environments no longer depend on seat time in factory-like school settings. Learning happens anywhere, anytime, and productivity in the workplace depends on digital and media literacy. To create the human capital necessary for success and sustainability in a technology-driven world, we must invest in the literacy practices of our youth. In this article, we make recommendations for research and policy priorities. Copyright © 2017 by the American Academy of Pediatrics.

Training for the future NHS: training junior doctors in the United Kingdom within the 48-hour European working time directive

PubMed Central

2014-01-01

Since August 2009, the National Health Service of the United Kingdom has faced the challenge of delivering training for junior doctors within a 48-hour working week, as stipulated by the European Working Time Directive and legislated in the UK by the Working Time Regulations 1998. Since that time, widespread concern has been expressed about the impact of restricted duty hours on the quality of postgraduate medical training in the UK, particularly in the “craft” specialties – that is, those disciplines in which trainees develop practical skills that are best learned through direct experience with patients. At the same time, specialist training in the UK has experienced considerable change since 2007 with the introduction of competency-based specialty curricula, workplace-based assessment, and the annual review of competency progression. The challenges presented by the reduction of duty hours include increased pressure on doctors-in-training to provide service during evening and overnight hours, reduced interaction with supervisors, and reduced opportunities for learning. This paper explores these challenges and proposes potential responses with respect to the reorganization of training and service provision. PMID:25560369

Identifying Student Competencies in Macro Practice: Articulating the Practice Wisdom of Field Instructors

ERIC Educational Resources Information Center

Regehr, Cheryl; Bogo, Marion; Donovan, Kirsten; Lim, April; Anstice, Susan

2012-01-01

Although a growing literature examines competencies in clinical practice, competencies of students in macro social work practice have received comparatively little attention. A grounded-theory methodology was used to elicit field instructor views of student competencies in community, organization, and policy contexts. Competencies described by…

A brief introduction to the military workplace culture.

PubMed

Redmond, S A; Wilcox, S L; Campbell, S; Kim, A; Finney, K; Barr, K; Hassan, A M

2015-01-01

Military culture and workplace are areas of interest for researchers across disciplines. However, few publications on military culture exist. The purpose of this article is to introduce general concepts regarding the structure and culture of the United States Military and discuss how this creates challenges for reintegrating into the civilian world. Topics that will be covered in this article include an overview of the Department of Defense (DoD) and Department of Veterans Affairs (VA), socialization to military culture, the unique features of the military as a workplace, the cultural experiences of military personnel reintegrating back into the community, and the challenges faced by military members and their spouses. The provided information on military culture will expand military cultural competency so that civilian employers can enhance their ability to create supportive workplaces for veterans and military spouses during times of transition and reintegration. The unique characteristics of the military culture should be understood by those who work with or plan to work with military populations.

Improving the workplace for women improves it for everyone

NASA Astrophysics Data System (ADS)

Campbell, Melanie C. W.

2015-12-01

I will discuss various initiatives that make the workplace more equitable for both men and women, including availability of child care, maternity and parental leaves, stopping tenure and grant "clocks" for parental and health leaves, spousal appointments, and best practices in hiring. My theme is that of an equitable workplace that promotes work life balance. I will discuss how these initiatives benefit everyone. I will summarize these issues with examples primarily of policies from my own institution and others in Canada that have made progress towards best practices.

[Preventing addictive practices in the workplace thanks to occupational health services].

PubMed

Dano, Corinne

2017-06-01

The workplace can be concerned by all types and all levels of addictive practices: consumption of alcohol or psychoactive substances, work addiction, internet addiction and technology addiction. Addictions can be related to multiple factors, both within and outside the workplace. With the employer, responsible for occupational health and safety, the multidisciplinary team of the inter-company occupational health service must today implement a collective and global prevention policy with regard to addictions, in addition to the traditional follow-up. Copyright © 2017 Elsevier Masson SAS. All rights reserved.

2011 critical care transport workplace and salary survey.

PubMed

Greene, Michael J

2011-01-01

Critical care transport (CCT) leaders from 260 organizations were invited to participate in an online, hosted survey of industry compensation and workplace practices. Approximately 150 questions were presented to participants, soliciting a broad base of information on CCT organizations, personnel, compensation, and workplace practices, notably alertness and fatigue management. CCT organizational salaries are represented by common job class and reported by summary with minimum, middle, and maximum hourly rates in a national aggregate and by Association of Air Medical Services region. Copyright © 2011 Air Medical Journal Associates. Published by Elsevier Inc. All rights reserved.

Association between workplace and housing conditions and use of pesticide safety practices and personal protective equipment among North Carolina farmworkers in 2010.

PubMed

Levesque, D L; Arif, A A; Shen, J

2012-04-01

There are inconsistencies about the effects of farmworker housing and workplace conditions and use of self-protective behavior practices and personal protective equipment (PPE). To investigate the association between workplace and housing conditions and farmworker use of pesticide safety practices and PPE. This study was conducted in 4 counties in North Carolina, USA, from July to October, 2010, during the agricultural growing season. Farmworkers working in agriculture aged 18 to 62 (n = 187) were administered a structured questionnaire to collect self-reported measures on housing and workplace conditions. Use of pesticide safety and PPE were examined by asking questions about wearing gloves, wearing socks, and wearing a hat. Chi-square and multiple logistic regression analyses were used for statistical analyses. Farmworkers reporting availability of enough hot and cold water for bathing and doing laundry were 13.6 times more likely to use pesticide safety practices (adjusted OR: 13.6, 95% CI: 1.4-135.4), whereas, those who reported that soap for handwashing was always or usually available while doing agricultural work were 7.8 times more likely to use pesticide safety practices (adjusted OR: 7.8, 95% CI: 3.3-18.5). Farmworkers that reported access to water to wash their hands with while performing agricultural work were more likely to use PPE (adjusted OR: 3.4, 95% CI: 1.3-9.2). Some migrant farmworker labor camps are not supplying acceptable housing conditions such as 1 handwashing sink per 6 people (n = 10, 5.4%). Use of pesticide safety practices and PPE is greater when farmers provide decontamination supplies. Improvement of housing and workplace conditions are crucial to increase use of pesticide safety practices and PPE.

Public health and social work: training dual professionals for the contemporary workplace.

PubMed

Ruth, Betty J; Sisco, Sarah; Wyatt, Jamie; Bethke, Christina; Bachman, Sara S; Piper, Tinka Markham

2008-01-01

The emergence of new, complex social health concerns demands that the public health field strengthen its capacity to respond. Academic institutions are vital to improving the public health infrastructure. Collaborative and transdisciplinary practice competencies are increasingly viewed as key components of public health training. The social work profession, with its longstanding involvement in public health and emphasis on ecological approaches, has been a partner in many transdisciplinary community-based efforts. The more than 20 dual-degree programs in public health and social work currently offered reflect this collaborative history. This study represents an exploratory effort to evaluate the impact of these programs on the fields of public health and social work. This study explored motivations, perspectives, and experiences of 41 graduates from four master of social work/master of public health (MSW/ MPH) programs. Four focus groups were conducted using traditional qualitative methods during 2004. Findings suggest that MSW/MPH alumni self-selected into dual programs because of their interest in the missions, ethics, and practices of both professions. Participants highlighted the challenges and opportunities of dual professionalism, including the struggle to better define public health social work in the workplace. Implications for academic public health focus on how schools can improve MSW/MPH programs to promote transdisciplinary collaboration. Increased recognition, better coordination, and greater emphasis on marketing to prospective employers were suggested. A national evaluation of MSW/MPH graduates could strengthen the roles and contributions of public health social work to the public health infrastructure. A conceptual framework, potentially based on developmental theory, could guide this evaluation of the MSW/MPH training experience.

Evaluating the impact of role-playing simulations on global competency in an online transnational engineering course

NASA Astrophysics Data System (ADS)

Wold, Kari

Successfully interacting with those from different cultures is essential to excel in any field, particularly when global, transnational collaborations in the workplace are increasingly common. However, many higher education students in engineering are not explicitly taught how to display the global competency skills desired by future employers. To display global competency skills means students must be able to visibly respect and recognize differences among those from different cultures. Global competency also means students must be able to show they can adjust their behaviors and integrate others' ideas when working with those with cultural backgrounds other than their own. While these skills are now deemed essential for future engineers, many institutions are struggling with determining which strategies and activities are universally effective to allow students to practice the global competency skills now crucial for success. Immersing engineering students in interactive role-playing simulations in transnational environments is one way institutions are encouraging students to illustrate and develop global competency skills. Role-playing simulations in transnational education provide environments where students adopt roles, interact with other students, and together explore and address realistic global problems. However, no studies have addressed whether or how role-playing simulations can help develop global competency in transnational engineering courses, students' perceptions regarding whether they change their abilities to display global competency in those environments, and their perspectives the effectiveness of using role-playing simulations for this purpose. To address this gap, this study assesses the impact of two subsequent role-playing simulations involving nuclear energy policy in a transnational course involving engineering students from the University of Virginia in Charlottesville, Virginia, and from Technische Universitat Dortmund in Dortmund, Germany. The differences in students' self-reports regarding whether their behaviors showing global competency skills changed were insignificant from pretests and posttests. However, data obtained from observations, surveys, and interviews showed students did increase their abilities to display global competency, and they believed role-playing simulations were useful in helping them do so. Findings from this study inform program designers and instructors on how to help students display, and improve their abilities to display, the global competency skills that will help them succeed in the world that awaits them.

Exposure To Harmful Workplace Practices Could Account For Inequality In Life Spans Across Different Demographic Groups.

PubMed

Goh, Joel; Pfeffer, Jeffrey; Zenios, Stefanos

2015-10-01

The existence of important socioeconomic disparities in health and mortality is a well-established fact. Many pathways have been adduced to explain inequality in life spans. In this article we examine one factor that has been somewhat neglected: People with different levels of education get sorted into jobs with different degrees of exposure to workplace attributes that contribute to poor health. We used General Social Survey data to estimate differential exposures to workplace conditions, results from a meta-analysis that estimated the effect of workplace conditions on mortality, and a model that permitted us to estimate the overall effects of workplace practices on health. We conclude that 10-38 percent of the difference in life expectancy across demographic groups can be explained by the different job conditions their members experience. Project HOPE—The People-to-People Health Foundation, Inc.

Collaborating to embrace evidence-informed management practices within Canada's health system.

PubMed

Strelioff, Wayne; Lavoie-Tremblay, Mélanie; Barton, Melissa

2007-01-01

In late 2005, 11 major national health organizations decided to work together to build healthier workplaces for healthcare providers. To do so, they created a pan-Canadian collaborative of 45 experts and asked them to develop an action strategy to improve healthcare workplaces. One of the first steps taken by members of the collaborative was to adopt the following shared belief statements to guide their thinking: "We believe it is unacceptable to fund, govern, manage, work in or receive care in an unhealthy health workplace," and, "A fundamental way to better healthcare is through healthier healthcare workplaces. This commentary provides an overview of the Quality Worklife-Quality Healthcare Collaborative action strategy. This strategy embraces the thinking set out by the lead papers in a recent Special Issue of Healthcare Papers (www.Longwoods.com/special_issues.php) focused on developing healthy workplaces for healthcare workers, and brings to Life evidence-informed management practices.

Between Policy and Practice: Structuring Workplace Learning in Higher Vocational Education in Sweden and Finland

ERIC Educational Resources Information Center

Lindell, Mats; Stenstrom, Marja-Leena

2005-01-01

Purpose: This study considers the recently established higher vocational education reforms with Swedish advanced vocational education (AVE) and Finnish polytechnics in terms of organisational structure, the design of workplace learning, and furthermore, what kind of practical implications these new models of learning at work have resulted in.…

Internships and Reflective Practice: Informing the Workplace, Informing the Academy. ERIC Digest.

ERIC Educational Resources Information Center

Inkster, Robert

An internship program, created by the English Department at Saint Cloud (Minnesota) State University, is designed to respond to the current need for an improvement in the workplace literacy of many American workers. The internship and concurrent colloquium provide a crucial link between theory and practice, enabling learners to reflect critically…

Religious Observance by Muslim Employees: A Framework for Discussion.

ERIC Educational Resources Information Center

Commission for Racial Equality, London (England).

This paper discusses the relationship between the religious practices of Muslim employees and the requirements of the workplace. It is designed to provide information on the norms of Islam and the difficulties involved in its workplace practice, and to propose suggestions for resolving these difficulties that can form the basis for discussion and…

Exploring Deliberate Practice in Medicine: How Do Physicians Learn in the Workplace?

ERIC Educational Resources Information Center

van de Wiel, Margje W. J.; Van den Bossche, Piet; Janssen, Sandra; Jossberger, Helen

2011-01-01

Medical professionals need to keep on learning as part of their everyday work to deliver high-quality health care. Although the importance of physicians' learning is widely recognized, few studies have investigated how they learn in the workplace. Based on insights from deliberate practice research, this study examined the activities physicians…

Reframing Practice: High School Mathematics Teachers' Learning through Interactions in Their Workplace Community

ERIC Educational Resources Information Center

Bannister, Nicole A.

2009-01-01

This dissertation seeks to understand how teachers learn through interactions in newly formed workplace communities by examining how mathematics teachers engaged in equity-oriented reforms frame problems of practice. It examines how teachers' framings develop over time, and how teachers' shifting frames connect to their learning in a community of…

Nurses' use of mobile devices to access information in health care environments in australia: a survey of undergraduate students.

PubMed

Mather, Carey; Cummings, Elizabeth; Allen, Penny

2014-12-10

The growth of digital technology has created challenges for safe and appropriate use of mobile or portable devices during work-integrated learning (WIL) in health care environments. Personal and professional use of technology has outpaced the development of policy or codes of practice for guiding its use at the workplace. There is a perceived risk that portable devices may distract from provision of patient or client care if used by health professionals or students during employment or WIL. This study aimed to identify differences in behavior of undergraduate nurses in accessing information, using a portable or mobile device, when undertaking WIL compared to other non-work situations. A validated online survey was administered to students while on placement in a range of health care settings in two Australian states. There were 84 respondents, with 56% (n=47) reporting access to a mobile or portable device. Differences in use of a mobile device away from, compared with during WIL, were observed for non-work related activities such as messaging (P<.001), social networking (P<.001), shopping on the Internet (P=.01), conducting personal business online (P=.01), and checking or sending non-work related texts or emails to co-workers (P=.04). Study-related activities were conducted more regularly away from the workplace and included accessing University sites for information (P=.03) and checking or sending study-related text messages or emails to friends or co-workers (P=.01). Students continued to access nursing, medical, professional development, and study-related information away from the workplace. Undergraduate nurses limit their access to non-work or non-patient centered information while undertaking WIL. Work-related mobile learning is being undertaken, in situ, by the next generation of nurses who expect easy access to mobile or portable devices at the workplace, to ensure safe and competent care is delivered to their patients.

Nurses’ Use of Mobile Devices to Access Information in Health Care Environments in Australia: A Survey of Undergraduate Students

PubMed Central

2014-01-01

Background The growth of digital technology has created challenges for safe and appropriate use of mobile or portable devices during work-integrated learning (WIL) in health care environments. Personal and professional use of technology has outpaced the development of policy or codes of practice for guiding its use at the workplace. There is a perceived risk that portable devices may distract from provision of patient or client care if used by health professionals or students during employment or WIL. Objective This study aimed to identify differences in behavior of undergraduate nurses in accessing information, using a portable or mobile device, when undertaking WIL compared to other non-work situations. Methods A validated online survey was administered to students while on placement in a range of health care settings in two Australian states. Results There were 84 respondents, with 56% (n=47) reporting access to a mobile or portable device. Differences in use of a mobile device away from, compared with during WIL, were observed for non-work related activities such as messaging (P<.001), social networking (P<.001), shopping on the Internet (P=.01), conducting personal business online (P=.01), and checking or sending non-work related texts or emails to co-workers (P=.04). Study-related activities were conducted more regularly away from the workplace and included accessing University sites for information (P=.03) and checking or sending study-related text messages or emails to friends or co-workers (P=.01). Students continued to access nursing, medical, professional development, and study-related information away from the workplace. Conclusions Undergraduate nurses limit their access to non-work or non-patient centered information while undertaking WIL. Work-related mobile learning is being undertaken, in situ, by the next generation of nurses who expect easy access to mobile or portable devices at the workplace, to ensure safe and competent care is delivered to their patients. PMID:25499736

Workplace injuries, safety climate and behaviors: application of an artificial neural network.

PubMed

Abubakar, A Mohammed; Karadal, Himmet; Bayighomog, Steven W; Merdan, Ethem

2018-05-09

This article proposes and tests a model for the interaction effect of the organizational safety climate and behaviors on workplace injuries. Using artificial neural network and survey data from 306 metal casting industry employees in central Anatolia, we found that an organizational safety climate mitigates workplace injuries, and safety behaviors enforce the strength of the negative impact of the safety climate on workplace injuries. The results suggest a complex relationship between the organizational safety climate, safety behavior and workplace injuries. Theoretical and practical implications are discussed in light of decreasing workplace injuries in the Anatolian metal casting industry.

Workshop III: Improving the Workplace Environment

NASA Astrophysics Data System (ADS)

Gledhill, Igle; Butcher, Gillian

2015-12-01

Research has shown that companies with more diversity and a better workplace perform better. So what makes a good workplace in physics, where women and men can work to their full potential? In the Improving the Workplace Environment workshop of the 5th IUPAP International Conference on Women in Physics, participants heard about initiatives taking place in Canada, the UK, Japan, and India to improve the workplace environment and shared good practices from around the world. Some of the less tangible aspects of the workplace environment, such as unconscious bias and accumulation of advantage and disadvantage, were explored.

Welding.

ERIC Educational Resources Information Center

Baldwin, Harold; Whitney, Gregory

This curriculum guide is intended to assist vocational instructors in preparing students for entry-level employment as welders and preparing them for advanced training in the workplace. The package contains an overview of new and emerging welding technologies, a competency/skill and task list, an instructor's guide, and an annotated bibliography.…

Machinist.

ERIC Educational Resources Information Center

Osbon, Michael A.

This curriculum guide is intended to assist vocational instructors in preparing students for entry-level employment as machinists and preparing them for advanced training in the workplace. The package contains an overview of new and emerging technologies likely to affect machinists, a competency/skill and task list, an instructor's guide, and an…

Personal Epistemologies and Older Workers

ERIC Educational Resources Information Center

Billett, Stephen; van Woerkom, Marianne

2008-01-01

This paper evaluates the need and prospects for older workers to develop and deploy effective and critical personal epistemologies in order to maintain workplace competence, successfully negotiate work transitions and secure ontological security in their working life. Furthermore, it addresses different ways of reflecting by workers, which types…

Communication Skills for Workplace Assessors.

ERIC Educational Resources Information Center

Corbett, Deborah

This document is designed to help develop the communication skills of individuals training for the position of workplace assessor in Australia's National Training Framework and practicing workplace assessors who require additional assistance with on-the-job communication skills. The document consists of 11 units of study that each contain some or…

Intervention as Workplace Learning

ERIC Educational Resources Information Center

Elkjaer, Bente; Nickelsen, Niels Christian Mossfeldt

2016-01-01

Purpose: The purpose of this paper is to illustrate how workplace interventions may benefit from a simultaneous focus on individuals' learning and knowledge and on the situatedness of workplaces in the wider world of changing professional knowledge regimes. This is illustrated by the demand for evidence-based practice in health care.…

Black Boxes in Workplace Mathematics

ERIC Educational Resources Information Center

Williams, Julian; Wake, Geoff

2007-01-01

We ground Cultural-Historical Activity Theory (CHAT) in studies of workplace practices from a mathematical point of view. We draw on multiple case study visits by college students and teacher-researchers to workplaces. By asking questions that "open boxes", we "outsiders and boundary-crossers" sought to expose contradictions between College and…

Simulated workplace neutron fields

NASA Astrophysics Data System (ADS)

Lacoste, V.; Taylor, G.; Röttger, S.

2011-12-01

The use of simulated workplace neutron fields, which aim at replicating radiation fields at practical workplaces, is an alternative solution for the calibration of neutron dosemeters. They offer more appropriate calibration coefficients when the mean fluence-to-dose equivalent conversion coefficients of the simulated and practical fields are comparable. Intensive Monte Carlo modelling work has become quite indispensable for the design and/or the characterization of the produced mixed neutron/photon fields, and the use of Bonner sphere systems and proton recoil spectrometers is also mandatory for a reliable experimental determination of the neutron fluence energy distribution over the whole energy range. The establishment of a calibration capability with a simulated workplace neutron field is not an easy task; to date only few facilities are available as standard calibration fields.

Hope for the future: intensifying spirituality in the workplace.

PubMed

Batcheller, Joyce; Davis, James; Yoder-Wise, Patricia S

2013-01-01

Healthy workplaces address various issues. Work focused on ergonomics addresses physical issues, satisfaction surveys reveal psychosocial issues; and other approaches address spirituality issues. Spirituality in the workplace contributes to holistic care and to the worth of the individual. Incorporating the concept of spirituality, in its broad sense, into the workplace enriches leadership practice and contributes to a holistic work environment. Spirituality is core to the servant leader approach to leadership and beneficial to other approaches. Followers benefit from a holistic approach to leadership; and some specific practices can exhibit the belief an organization holds related to the worth of the individual. Incorporating spirituality into an organization reflects the same values nursing holds for person-centered care, a view of integration of physical, psychological, and spiritual needs.

Organisational characteristics associated with shift work practices and potential opportunities for intervention: findings from a Canadian study.

PubMed

Hall, Amy L; Smit, Andrea N; Mistlberger, Ralph E; Landry, Glenn J; Koehoorn, Mieke

2017-01-01

Shift work is a common working arrangement with wide-ranging implications for worker health. Organisational determinants of shift work practices are not well characterised; such information could be used to guide evidence-based research and best practices to mitigate shift work's negative effects. This exploratory study aimed to describe and assess organisational-level determinants of shift work practices thought to affect health, across a range of industry sectors. Data on organisational characteristics, shift work scheduling, provision of shift work education materials/training to employees and night-time lighting policies in the workplace were collected during phone interviews with organisations across the Canadian province of British Columbia. Relationships between organisational characteristics and shift work practices were assessed using multivariable logistic regression models. The study sample included 88 participating organisations, representing 30 700 shift workers. Long-duration shifts, provision of shift work education materials/training to employees and night-time lighting policies were reported by approximately one-third of participating organisations. Odds of long-duration shifts increased in larger workplaces and by industry. Odds of providing shift work education materials/training increased in larger workplaces, in organisations reporting concern for shift worker health and in organisations without seasonal changes in shift work. Odds of night-time lighting policies in the workplace increased in organisations reporting previous workplace accidents or incidents that occurred during non-daytime hours, site maintenance needs and client service or care needs. This study points to organisational determinants of shift work practices that could be useful for targeting research and workplace interventions. Results should be interpreted as preliminary in an emerging body of literature on shift work and health. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Recent work on network application layer: MioNet, the virtual workplace for small businesses

NASA Astrophysics Data System (ADS)

Hesselink, Lambertus; Rizal, Dharmarus; Bjornson, Eric; Miller, Brian; Chan, Keith

2005-11-01

Small businesses must be extremely efficient and smartly leverage their resources, suppliers, and partners to successfully compete with larger firms. A successful small business requires a set of companies with interlocking business relationships that are dynamic and needs-based. There has been no software solution that creates a secure and flexible way to efficiently connect small business computer-based employees and partners. In this invited paper, we discuss MioNet, a secure and powerful data management platform which may provide millions of small businesses with a virtual workplace and help them to succeed.

"The Refer Less Resolve More" Initiative: A Five-year Experience from CMC Vellore, India.

PubMed

Velavan, Jachin

2012-01-01

India's one billion plus strong population presents huge health care needs. Presently, approximately 250,000 general practitioners and 30,000 Government doctors are a part of the Indian healthcare workforce, but 80% of them are based in urban India. Problems which plague healthcare delivery and attributed to physician practice may be enumerated as - physicians (1) lack competencies, (2) lack updating, (3) prescribe irrationally (pressures from pharmaceutical companies and patients), (4) practice unethically, (5) refer excessively to specialists and other clinical professionals, and (6) investigate for diseases without justification. A multi-competent Family Physician who could provide a single-window, ethical, and holistic healthcare to patients and families is the need of the hour. Therefore, training, equipping, and empowering these 250,000 doctors to become such physicians will reduce health costs considerably. Distance medical education using all the andragogic methods can be used to train large number of individuals without displacing them from their work-places. Distance learning provides a useful interface for rapidly developing a specialized pool of doctors practicing and advocating family medicine as most-needed discipline. This motivated CMC Vellore, a premier institution for medical education in India, to start a the "refer less resolve more initiative" by offering "two year family medicine diploma course" by distance mode. This is an innovatively-written program consisting of problem-based self-learning modules, video-lectures, video-conferencing, and face-to-face contact programs. Ten secondary level hospitals, across the country, under the supervision of national and international family medicine faculty form the pillars of this program. This distance learning program offered by CMC Vellore has become the platform for change as there is special focus is on ethics, rational prescribing, consultation skills, application of family medicine principles; and practical demonstration of compassionate, cost-effective and high-quality care. The change in attitude has resulted in transformation in three major aspects of practice: professional, ethical, and patient care. So far, 942 private practitioners and 177 government doctors have been enrolled.

Advanced life support (ALS) instructors experience of ALS education in Western Australia: a qualitative exploratory research study.

PubMed

Taplin, John; McConigley, Ruth

2015-04-01

When cardiac arrest occurs, timely competent advanced life support (ALS) interventions by nursing staff can influence patient outcomes. Ongoing ALS education influences maintenance of competency and avoids skill decay. To explore the methods of ALS education delivery for nurses in the workplace; describe the issues relating to maintaining ALS competency; explore ALS competency decay for nurses and develop recommendations for the provision of continuing ALS education. A qualitative exploratory design was used to study ALS education provision in the workplace. Data were collected from ALS nurse experts in Western Australia by face-to-face and phone interviews. Semi-structured interviews were conducted and organised around a set of predetermined questions. Two major themes were identified; the first theme Demand and Supply describes the increasing demand for ALS education for nurses and the challenges with providing timely cost effective traditional face-to-face ALS education. The second theme, Choosing The Best Education Options describes new ways to provide ALS education using emerging technologies. The study suggested that using e-learning methods would assist with educating the maximum amount of nurses in a timely manner and e-learning and teleconferencing offer opportunities to reach nurses in distant locations. Delivering ALS education more frequently than annually would increase skills maintenance and lessen skill decay. Further research is required to explore which blended e-learning model is best suited to ALS education. Copyright © 2014 Elsevier Ltd. All rights reserved.

Integrated and implicit: how residents learn CanMEDS roles by participating in practice.

PubMed

Renting, Nienke; Raat, A N Janet; Dornan, Tim; Wenger-Trayner, Etienne; van der Wal, Martha A; Borleffs, Jan C C; Gans, Rijk O B; Jaarsma, A Debbie C

2017-09-01

Learning outcomes for residency training are defined in competency frameworks such as the CanMEDS framework, which ultimately aim to better prepare residents for their future tasks. Although residents' training relies heavily on learning through participation in the workplace under the supervision of a specialist, it remains unclear how the CanMEDS framework informs practice-based learning and daily interactions between residents and supervisors. This study aimed to explore how the CanMEDS framework informs residents' practice-based training and interactions with supervisors. Constructivist grounded theory guided iterative data collection and analyses. Data were collected by direct observations of residents and supervisors, combined with formal and field interviews. We progressively arrived at an explanatory theory by coding and interpreting the data, building provisional theories and through continuous conversations. Data analysis drew on sensitising insights from communities of practice theory, which provided this study with a social learning perspective. CanMEDS roles occurred in an integrated fashion and usually remained implicit during interactions. The language of CanMEDS was not adopted in clinical practice, which seemed to impede explicit learning interactions. The CanMEDS framework seemed only one of many factors of influence in practice-based training: patient records and other documents were highly influential in daily activities and did not always correspond with CanMEDS roles. Additionally, the position of residents seemed too peripheral to allow them to learn certain aspects of the Health Advocate and Leader roles. The CanMEDS framework did not really guide supervisors' and residents' practice or interactions. It was not explicitly used as a common language in which to talk about resident performance and roles. Therefore, the extent to which CanMEDS actually helps improve residents' learning trajectories and conversations between residents and supervisors about residents' progress remains questionable. This study highlights the fact that the reification of competency frameworks into the complexity of practice-based learning is not a straightforward exercise. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Nurses' perceptions of workplace culture in primary health care in Finland.

PubMed

Hahtela, N; Paavilainen, E; McCormack, B; Helminen, M; Slater, P; Suominen, T

2015-12-01

This study aimed to describe nurses' perceptions of workplace culture, especially in regard to stress levels, job satisfaction and the practice environment in primary health care. Health care is facing many challenges related to its attractiveness as a place of employment and the maintenance of a sufficient workforce supply. Previous studies report increasing rates of nurse job dissatisfaction and intentions to leave their current positions both in Finland and also globally. Improving workplace culture is thus vital in meeting the challenges related to recruitment and retention. A cross-sectional descriptive design was used to describe nurses' perceptions of workplace culture. Data were collected by questionnaire from 22 units in nine primary healthcare organizations in Finland, and analysed using descriptive and inferential statistics. Most of the respondents indicated that they were not certain whether their workplace culture was either positive or negative. Profession, age and work shift characteristics had an effect on the respondents' perceptions of workplace culture. Younger licensed practical and registered nurses assessed their workplace culture more positively, whereas older registered nurses and those working rotating rosters viewed workplace culture more negatively. The findings suggest that both unit and demographic characteristics affect workplace culture. This survey highlights that a positive workplace culture is one of the key factors in retaining and recruiting nurses, and provides an essential evidence that may be considered by other healthcare organizations. Nurse managers and healthcare leaders need to address workload management and take into account the related variables that affect a unit's workplace culture. © 2015 International Council of Nurses.

Feasibility and outcomes of paid undergraduate student nurse positions.

PubMed

Gamroth, Lucia; Budgen, Claire; Lougheed, Mary

2006-09-01

An Undergraduate Nurse Employment Demonstration Project (UNDP) was implemented in four Health Service Areas in British Columbia with a concurrent evaluation study. This demonstration project comprised the development and implementation of a new position in the BC healthcare system. The position enabled third- and fourth-year nursing students to be employed at their level of education. The purposes of the evaluation were to explore the feasibility and outcomes of this type of paid undergraduate student nurse employment. The three-year project and evaluation included both implementation and outcome analysis. The implementation evaluation design was descriptive and prospective, involving multiple data sources. The outcome evaluation design was quasi-experimental, with intervention and comparison groups. Learning outcomes for undergraduate nurses were increased confidence, organizational ability, competency and ability to work with a team. Workplace outcomes were increased unit morale, help with workload and improved patient care. New graduates with undergraduate nurse experience reported less time required for orientation and transition than other graduates who did not have this experience, and workplace nurses viewed these new graduates as more job-ready than other new graduates. After 21 months, new graduates with undergraduate nurse experience were less likely to move to other employment than other new graduates. Results from the four Health Service Areas indicated that the paid undergraduate nurse position was feasible and that outcomes benefited students, new graduates and workplaces. The undergraduate nurse position is now being implemented throughout all Health Service Areas in British Columbia.By 2000, concerns in British Columbia about the nursing workforce, workplace and patient safety had escalated to the point where diverse stakeholder groups were prepared to work together in new ways to prepare nursing graduates to be more job-ready, to recruit and retain new graduates and to retain existing nurses. Stakeholder groups were administrators, labour organizations, professional associations, educators and government. One idea to support job readiness and retention focussed on the feasibility of implementing cooperative education for nursing students. The effort was unsuccessful owing to lack of funding, but resulted in a review of the literature on cooperative education and other work-study programs. Cooperative education connects classroom learning with paid work experience for the purpose of enhancing students' education (Fitt and Heverly 1990; Heinemann and De Falco 1992; Ryder 1987). Reported benefits for students were improved job preparation and graduate retention (Ishida et al. 1998), additional staffing and reduction in orientation time (Cusack 1990; Ishida et al. 1998), increased practice judgment (Cusack 1990; Siedenberg 1989) and better workload management (Ross and Marriner 1985). A work-study model reported in the literature offered benefits similar to those of cooperative education, with greater flexibility in design. An example was the University of Texas Health Science Center at Houston's collaborative work-study scholarship program with local hospitals (Kee and Ryser 2001). Students in second clinical semesters were employed as unlicensed personnel by hospitals. The students, as unlicensed personnel, worked to the level of their nursing preparation. Reported benefits for students were academic credit, financial assistance, interaction with multidisciplinary teams, opportunity to refine clinical skills, understanding of nurses' roles and guaranteed interview for positions on graduation (Kee and Ryser 2001). Benefits for practice organizations were skilled help, the opportunity to recruit new nurses and increased interaction with a university nursing program. While nurse education stakeholders in British Columbia were exploring options, the concept of undergraduate student nurse employment was initiated by a group of fourth-year students at the University of Victoria who were completing the course "Nurses Influencing Change." The students were concerned about having enough practice experience to meet increasing nursing competency requirements and their survival as new graduates given workplace realities. Debt load also was a concern because extensive student practicum time limited opportunities for paid employment during the nursing education program. Students found that the idea of paid undergraduate nurse positions, based on the student employment model in Alberta, was supported by nurse leaders, many practising nurses and nursing faculty who also were concerned about meeting patient care standards and adequately preparing nursing students. In 2000, the BC Ministry of Health Services funded an Undergraduate Nurse Demonstration Project (UNDP) - one type of paid employment for undergraduate student nurses - in four Health Service Areas linked with four schools of nursing. A concurrent three-year evaluation study examined the feasibility and outcomes of the UNDP (Gamroth et al. 2004). This paper summarizes the findings of the evaluation. Evaluation Research An Undergraduate Nurse Employment Demonstration Project (UNDP) was implemented in four Health Service Areas in British Columbia with a concurrent evaluation study. This demonstration project comprised the development and implementation of a new position in the BC healthcare system. The position enabled third- and fourth-year nursing students to be employed at their level of education. The purposes of the evaluation were to explore the feasibility and outcomes of this type of paid undergraduate student nurse employment. The three-year project and evaluation included both implementation and outcome analysis. The implementation evaluation design was descriptive and prospective, involving multiple data sources. The outcome evaluation design was quasi-experimental, with intervention and comparison groups. Learning outcomes for undergraduate nurses were increased confidence, organizational ability, competency and ability to work with a team. Workplace outcomes were increased unit morale, help with workload and improved patient care. New graduates with undergraduate nurse experience reported less time required for orientation and transition than other graduates who did not have this experience, and workplace nurses viewed these new graduates as more job-ready than other new graduates. After 21 months, new graduates with undergraduate nurse experience were less likely to move to other employment than other new graduates. Results from the four Health Service Areas indicated that the paid undergraduate nurse position was feasible and that outcomes benefited students, new graduates and workplaces. The undergraduate nurse position is now being implemented throughout all Health Service Areas in British Columbia. By 2000, concerns in British Columbia about the nursing workforce, workplace and patient safety had escalated to the point where diverse stakeholder groups were prepared to work together in new ways to prepare nursing graduates to be more job-ready, to recruit and retain new graduates and to retain existing nurses. Stakeholder groups were administrators, labour organizations, professional associations, educators and government. One idea to support job readiness and retention focussed on the feasibility of implementing cooperative education for nursing students. The effort was unsuccessful owing to lack of funding, but resulted in a review of the literature on cooperative education and other work-study programs. Cooperative education connects classroom learning with paid work experience for the purpose of enhancing students' education (Fitt and Heverly 1990; Heinemann and De Falco 1992; Ryder 1987). Reported benefits for students were improved job preparation and graduate retention (Ishida et al. 1998), additional staffing and reduction in orientation time (Cusack 1990; Ishida et al. 1998), increased practice judgment (Cusack 1990; Siedenberg 1989) and better workload management (Ross and Marriner 1985). A work-study model reported in the literature offered benefits similar to those of cooperative education, with greater flexibility in design. An example was the University of Texas Health Science Center at Houston's collaborative work-study scholarship program with local hospitals (Kee and Ryser 2001). Students in second clinical semesters were employed as unlicensed personnel by hospitals. The students, as unlicensed personnel, worked to the level of their nursing preparation. Reported benefits for students were academic credit, financial assistance, interaction with multidisciplinary teams, opportunity to refine clinical skills, understanding of nurses' roles and guaranteed interview for positions on graduation (Kee and Ryser 2001). Benefits for practice organizations were skilled help, the opportunity to recruit new nurses and increased interaction with a university nursing program. While nurse education stakeholders in British Columbia were exploring options, the concept of undergraduate student nurse employment was initiated by a group of fourth-year students at the University of Victoria who were completing the course "Nurses Influencing Change." The students were concerned about having enough practice experience to meet increasing nursing competency requirements and their survival as new graduates given workplace realities. Debt load also was a concern because extensive student practicum time limited opportunities for paid employment during the nursing education program. Students found that the idea of paid undergraduate nurse positions, based on the student employment model in Alberta, was supported by nurse leaders, many practising nurses and nursing faculty who also were concerned about meeting patient care standards and adequately preparing nursing students.

[Formula: see text]Education, training and practice of clinical neuropsychologists in the United States of America.

PubMed

Grote, Christopher L; Butts, Alissa M; Bodin, Doug

2016-11-01

This invited paper is intended to give an overview regarding the education and training pathways for the practice of neuropsychology in the United States. It is also meant to describe the types of activities engaged in by neuropsychologists, a description of their work settings and the amounts/ways in which they are compensated for their work. The authors reviewed the literature and relied on their professional and organizational experiences to collect the necessary data. The United States has well-defined pathways for one to follow to gain the experiences and knowledge necessary to practice clinical neuropsychology in a competent way. Compensation varies widely among workplace settings but overall neuropsychologists appear to be well-paid. Challenges now and in the foreseeable future include a need to develop tests that have better ecological validity and that better reflect the demographics of a changing population, and an increasing need for neuropsychologists to identify key roles as members of integrated care teams. The United States has played an important role in the development of the practice and science of neuropsychology. Its continued success will, at least in part, depend on innovations in test development and application, and further demonstration of its relevance to health care and academic settings.

Practical ways to facilitate ergonomics improvements in occupational health practice.

PubMed

Kogi, Kazutaka

2012-12-01

Recent advances in participatory programs for improving workplace conditions are discussed to examine practical ways to facilitate ergonomics improvements. Participatory training programs are gaining importance, particularly in promoting occupational health and safety in small-scale workplaces. These programs have led to many improvements that can reduce work-related risks in varied situations. Recent experiences in participatory action-oriented training programs in small workplaces and agriculture are reviewed.The emphasis of the review is on training steps, types of improvements achieved, and the use of action tools by trainers and training participants. Immediate improvements in multiple technical areas are targeted, including materials handling,workstation design, physical environment, welfare facilities, and work organization. In facilitating ergonomics improvements in each local situation, it is important to focus on (a) building on local good practices; (b) applying practical, simple improvements that apply the basic principles of ergonomics; and (c) developing action-oriented toolkits for direct use by workers and managers. This facilitation process is effective when locally designed action toolkits are used by trainers, including local good examples, action checklists, and illustrated how-to guides. Intervention studies demonstrate the effectiveness of participatory steps that use these toolkits in promoting good practices and reducing work-related risks. In facilitating ergonomics improvements in small-scale workplaces, it is important to focus on practical, low-cost improvements that build on local good practices. The use of action-oriented toolkits reflecting basic ergonomics principles is helpful.The promotion of the intercountry networking of positive experiences in participatory training is suggested.

Individual and Contextual Variables in Municipal Officers' Workplace Learning

ERIC Educational Resources Information Center

Moraes, Valéria Vieira; Borges-Andrade, Jairo Eduardo

2015-01-01

Purpose: The purpose of this paper is to investigate workplace learning among municipal officers in the high-learning-demanding organizational context of their work practice in the first year of mandate. Design/methodology/approach: A before-and-after quasi-experimental design was used to assess the effect of time of work practice on learning work…

Workplace Incivility a Hurdle in TQM Practices Implementation in Higher Education Institutes of Balochistan

ERIC Educational Resources Information Center

Ismail, Roqia; Ali, Muhammad

2016-01-01

The basic purpose of the study was to explore the influence of workplace incivility on the total quality management practices implementation in higher education institutes of balochistan. The data was collected through questionnaire and the sample size of the study was 381. The reliability and validity of the questionnaire was checked through…

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

ERIC Educational Resources Information Center

Lea, Mary R.; Stierer, Barry

2011-01-01

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

Digital Technology, Schools and Teachers' Workplace Learning: Policy, Practice and Identity. Digital Education and Learning

ERIC Educational Resources Information Center

Phillips, Michael

2016-01-01

This book advances an alternative reading of the social, political and cultural issues surrounding schools and technology and develops a comprehensive overview of the interplay between policy, practice and identity in school workplaces. It explores how digital technologies have become an integral element of the politics and socially negotiated…

Recognising Workplace Learning: The Emerging Practices of e-RPL and e-PR

ERIC Educational Resources Information Center

Cameron, Roslyn

2012-01-01

Purpose: The use of e-portfolios in recognition of prior learning (RPL) processes in workplace and professional practice contexts has attracted little attention in the literature due to its emergent nature. This study seeks to explore the growing incidence of e-portfolio-based RPL (e-RPL) and professional recognition (e-PR) processes in Australia…

New Working Practices: Benchmarking Flexible Scheduling, Staffing, and Work Location in an International Context. Workscape 21: The Ecology of New Ways of Working.

ERIC Educational Resources Information Center

Becker, Franklin; Quinn, Kristen L.; Rappaport, Andrew J.; Sims, William R.

This report identifies the range and extent of innovative workplace practices in place among 16 international organizations participating in the International Workplace Studies Program (IWSP). Information comes from interviews with organization representatives, written reports, summaries prepared by the organizations, and an extensive literature…

Employee Engagement and Leadership: Exploring the Convergence of Two Frameworks and Implications for Leadership Development in HRD

ERIC Educational Resources Information Center

Shuck, Brad; Herd, Ann Mogan

2012-01-01

As the use of workplace knowledge economies increases and emerging motivational-state variables such as employee engagement become more widely used, current frameworks of leadership are undergoing changes in perspective and practice. Moreover, while shifts in workplace dynamics have occurred in practice for some time, scholars are now calling for…

The Transfer of Training: What Really Matters

ERIC Educational Resources Information Center

Grossman, Rebecca; Salas, Eduardo

2011-01-01

Although organizations invest billions of dollars in training every year, many trained competencies reportedly fail to transfer to the workplace. Researchers have long examined the "transfer problem", uncovering a wealth of information regarding the transfer of training. Inconsistencies remain, however, and organizations may find it difficult to…

Training 21st-Century Workers: Facts, Fiction and Memory Illusions

ERIC Educational Resources Information Center

Abadzi, Helen

2016-01-01

Technological achievements require complex skills for the workplace, along with creativity, communication, and critical thinking. To compete effectively in the global economy, governments must provide their citizens with relevant education and training. To help close the skills gap, international agencies often advise governments of developing…

Development of Students' Personal Professional Theories in Senior Secondary Vocational Education

ERIC Educational Resources Information Center

Schaap, H.; Van der Schaaf, M. F.; de Bruijn, E.

2011-01-01

Students in competence-based senior secondary vocational education are expected to actively construct personal knowledge during school-based learning and workplace learning. This study introduces the construct "personal professional theory" (PPT) to monitor and analyse students' personal knowledge development. It aims to investigate the…

Training Older Workers for Technology-Based Employment

ERIC Educational Resources Information Center

Lee, Chin Chin; Czaja, Sara J.; Sharit, Joseph

2009-01-01

An increasingly aging workforce and advances in technology are changing work environments and structures. The continued employability of older adults, particularly those of lower socioeconomic status (SES), requires them to participate in training programs to ensure their competence in today's workplace. Focus groups with 37 unemployed adults…

Clinical competence in developmental-behavioural paediatrics: raising the bar.

PubMed

O'Keeffe, Mick

2014-01-01

For our specialist paediatric workforce to be suitably equipped to deal with current childhood morbidity, a high level of competence in developmental-behavioural paediatrics (DBP) is necessary. New models of training and assessment are required to meet this challenge. An evolution of training in DBP, built around the centrepiece of competency-based medical education, is proposed. Summative assessment based upon entrustable professional activities, and a menu of formative workplace-based assessments specific to the DBP context are key components. A pilot project to develop and implement these changes is recommended. © 2013 The Author. Journal of Paediatrics and Child Health © 2013 Paediatrics and Child Health Division (Royal Australasian College of Physicians).

The Relevance of Workplace Learning in Guiding Student and Curriculum Development

ERIC Educational Resources Information Center

Nduna, N. J.

2012-01-01

In an attempt to demonstrate the relevance of workplace learning (previously known as "cooperative education") in guiding student and curriculum development, this article presents findings from a research project on the current practice of workplace learning, drawn from an analysis of evaluation reports in a university of technology.…

Working Smarter: The Skill Bias of Computer Technologies. The Evolving Workplace Series

ERIC Educational Resources Information Center

Wannell, Ted; Ali, Jennifer

2002-01-01

This document provides data from the new Workplace and Employee Survey (WES) conducted by Statistics Canada with the support of Human Resources Development Canada. The survey consists of two components: (1) a workplace survey on the adoption of technologies, organizational change, training and other human resource practices, business strategies,…

Workplace Learning and Higher Education in Finland: Reflections on Current Practice

ERIC Educational Resources Information Center

Virolainen, Maarit

2007-01-01

Purpose: The purpose of this article is to describe the organization of workplace learning in Finnish polytechnics, the models that have been developed for this purpose, and the challenges presented. Design/methodology/approach: First, the models for embedding workplace learning in the curriculum are described and analysed. Second, the conflicting…

Reconciling Learning, Human Resource Development and Well-Being in the Workplace

ERIC Educational Resources Information Center

Tikkanen, Tarja

2005-01-01

Building on a broad concept of workplace wellbeing, this paper suggests a cohesive framework for the research and practice of workplace learning and development of human resources and proposes that synergies between these fields should be better acknowledged. There are three major concerns behind the proposition: a taken-for-granted approach to…

[Application of Competing Risks Model in Predicting Smoking Relapse Following Ischemic Stroke].

PubMed

Hou, Li-Sha; Li, Ji-Jie; Du, Xu-Dong; Yan, Pei-Jing; Zhu, Cai-Rong

2017-07-01

To determine factors associated with smoking relapse in men who survived from their first stroke. Data were collected through face to face interviews with stroke patients in the hospital, and then repeated every three months via telephone over the period from 2010 to 2014. Kaplan-Meier method and competing risk model were adopted to estimate and predict smoking relapse rates. The Kaplan-Meier method estimated a higher relapse rate than the competing risk model. The four-year relapse rate was 43.1% after adjustment of competing risk. Exposure to environmental tobacco smoking outside of home and workplace (such as bars and restaurants) ( P =0.01), single ( P <0.01), and prior history of smoking at least 20 cigarettes per day ( P =0.02) were significant predictors of smoking relapse. When competing risks exist, competing risks model should be used in data analyses. Smoking interventions should give priorities to those without a spouse and those with a heavy smoking history. Smoking ban in public settings can reduce smoking relapse in stroke patients.

Drama at Dunder Mifflin: Workplace Bullying Discourses on The Office.

PubMed

Sumner, Erin M; Scarduzio, Jennifer A; Daggett, Jena R

2016-12-01

This study examines the portrayal and affective framing of workplace bullying behaviors on the popular American television show The Office. Quantitative and qualitative content analyses were conducted on 54 episodes spanning the show's nine seasons. Results revealed 331 instances of workplace bullying, for an average of 6.13 bullying behaviors per episode. Workplace bullying behavior on The Office was grouped into five categories: sexual jokes, public humiliation, practical jokes, belittlement, and misuse of authority. In general, instances of workplace bully were scripted as humorous and lacking significant consequences, which could further contribute to social discourses that perpetuate the problem of bullying in real-life workplaces.

Management and non-supervisory perceptions surrounding the implementation and significance of high-performance work practices in a nuclear power plant

NASA Astrophysics Data System (ADS)

Ashbridge, Gayle Ann

Change management has become an imperative for organizations as they move into the 21st century; up to 75 percent of change initiatives fail. Nuclear power plants face the same challenges as industrial firms with the added challenge of deregulation. Faced with this challenge, restructuring the electric utility has raised a number of complex issues. Under traditional cost-of-service regulation, electric utilities were able to pass on their costs to consumers who absorbed them. In the new competitive environment, customers will now choose their suppliers based on the most competitive price. The purpose of this study is to determine the degree of congruence between non-supervisory and supervisory personnel regarding the perceived implementation of high performance workplace practices at a nuclear power plant. This study used as its foundation the practices identified in the Road to High Performance Workplaces: A Guide to Better Jobs and Better Business Results by the U.S. Department of Labor's Office of the American Workplace (1994). The population for this study consisted of organizational members at one nuclear power plant. Over 300 individuals completed surveys on high performance workplace practices. Two surveys were administered, one to non-supervisory personnel and one to first line supervisors and above. The determination of implementation levels was accomplished through descriptive statistical analysis. Results of the study revealed 32 areas of noncongruence between non-supervisory and supervisory personnel in regard to the perceived implementation level of the high performance workplace practices. Factor analysis further revealed that the order in which the respondents place emphasis on the variables varies between the two groups. This study provides recommendations that may improve the nuclear power plants alignment of activities. Recommendations are also provided for additional research on high-performance work practices.

Health and wellness policy ethics.

PubMed

Cavico, Frank J; Mujtaba, Bahaudin G

2013-08-01

This perspective is an ethical brief overview and examination of "wellness" policies in the modern workplace using practical examples and a general application of utilitarianism. Many employers are implementing policies that provide incentives to employees who lead a "healthy" lifestyle. The authors address how these policies could adversely affect "non-healthy" employees. There are a wide variety of ethical issues that impact wellness policies and practices in the workplace. The authors conclude that wellness programs can be ethical, while also providing a general reflective analysis of healthcare challenges in order to reflect on the externalities associated with such policies in the workplace.

Workplace training for senior trainees: a systematic review and narrative synthesis of current approaches to promote patient safety.

PubMed

Walton, Merrilyn; Harrison, Reema; Burgess, Annette; Foster, Kirsty

2015-10-01

Preventable harm is one of the top six health problems in the developed world. Developing patient safety skills and knowledge among advanced trainee doctors is critical. Clinical supervision is the main form of training for advanced trainees. The use of supervision to develop patient safety competence has not been established. To establish the use of clinical supervision and other workplace training to develop non-technical patient safety competency in advanced trainee doctors. Keywords, synonyms and subject headings were used to search eight electronic databases in addition to hand-searching of relevant journals up to 1 March 2014. Titles and abstracts of retrieved publications were screened by two reviewers and checked by a third. Full-text articles were screened against the eligibility criteria. Data on design, methods and key findings were extracted. Clinical supervision documents were assessed against components common to established patient safety frameworks. Findings from the reviewed articles and document analysis were collated in a narrative synthesis. Clinical supervision is not identified as an avenue for embedding patient safety skills in the workplace and is consequently not evaluated as a method to teach trainees these skills. Workplace training in non-technical patient safety skills is limited, but one-off training courses are sometimes used. Clinical supervision is the primary avenue for learning in postgraduate medical education but the most overlooked in the context of patient safety learning. The widespread implementation of short courses is not matched by evidence of rigorous evaluation. Supporting supervisors to identify teaching moments during supervision and to give weight to non-technical skills and technical skills equally is critical. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Innovations in workplace accessibility and accommodation for persons with hearing loss: using social networking and community of practice theory to promote knowledge exchange and change.

PubMed

Shaw, Lynn; Jennings, Mary Beth; Poost-Foroosh, Laya; Hodgins, Heather; Kuchar, Ashley

2013-01-01

Despite widespread availability of assistive technology and the role of occupational therapists and audiologists in workplace health, little is known about how these groups influence the health of workers with hearing loss. Based on a previously conducted study, this paper explores the need for networking and community of practice theory to promote knowledge sharing and use between occupational therapists, audiologists, educators, regulators, workers, and employers. Five occupational therapists and five audiologists participated in in-depth interviews. Grounded theory was used to investigate the processes that hinder or support these professionals in addressing the accommodation needs of and workplace accessibility for workers with hearing loss. Constraints to addressing the needs of workers with hearing loss included: lack of knowledge about professional practice processes, lack of networking, lack of knowledge on current research, and lack of knowledge on the realm of expertise of audiologists by occupational therapists and of occupational therapists by audiologists. Innovations in workplace practice in hearing loss require engagement of occupational therapists, audiologists, and employers in knowledge transfer, networking, and learning. This column introduces two theories that may guide the use and development of evidence, knowledge, and expertise toward innovations in hearing work practice.

Essentials of building a career in nursing research.

PubMed

Cleary, Michelle; Sayers, Jan; Watson, Roger

2016-07-01

Nursing research is fundamental to driving evidence-based practice and achieving safe outcomes for patients. Underpinning the discussion in this paper are nurse researchers who thought strategically during their undergraduate and postgraduate studies to build a body of credible research influencing patient outcomes and, in so doing, establish their careers. To provide an overview of some of the career essentials that support a transition in role for the beginner or emerging researcher, otherwise known as the early career researcher. Early career researchers need to acquire research competencies, to get involved in research teams, and to understand the research landscape and the various associated subtleties/vagaries and career trajectories. This is fundamental for establishing their credibility as researchers, and enabling them to undertake research that will influence policy and practice. Establishing a research career is challenging, and takes time, effort, patience, perseverance and commitment. For beginner researchers, collegial support and mentoring are essential to support a viable, professional, sustainable, enquiring profession, and a satisfying career. Building individual capabilities and collaborative research teams together is fundamental to research success in adapting to new roles and workplaces.

Disability management practices in education, hotel/motel, and health care workplaces.

PubMed

Williams, Renee M; Westmorland, Muriel G; Shannon, Harry S; Rasheed, Farah; Amick, Benjamin C

2005-03-01

The high costs and the impact of work disability have become a growing concern for workplaces. As a result, workplace disability management approaches have been developed to lower disability costs, protect the employability of workers, and promote early return to work. A stratified random sample of 455 employers in education (n = 157), hotel/motel (n = 110), and health care (n = 188) sectors who completed a mailed Organizational Policies and Practices (OPP) questionnaire is reported. The OPP questionnaire asked questions about eight workplace disability management practices. The article examined the multi-dimensionality, internal consistency, and discriminant validity of the OPP and compares disability management practices across the three sectors. The OPP questionnaire showed good internal consistency (Cronbach's alpha = 0.95) and discriminant validity. A one-way analysis of variance (ANOVA) for each of the eight subscales demonstrated that there were statistically significant differences between the sectors in ergonomic practices (F (2,452) = 15.8, P < 0.001), disability case management (F (2,452) = 4.6, P < 0.01), return to work (F (2,452) = 10.3, P < 0.001), and people-oriented culture (F (2,452) = 4.5, P < 0.01). On examining disability management practices in education, hotel/motel, and health care sectors, the OPP seems to be a promising instrument that can be used to assess and monitor how employers are managing disability.

Development of an indoor air quality checklist for risk assessment of indoor air pollutants by semiquantitative score in nonindustrial workplaces

PubMed Central

Syazwan, AI; Rafee, B Mohd; Hafizan, Juahir; Azman, AZF; Nizar, AM; Izwyn, Z; Muhaimin, AA; Yunos, MA Syafiq; Anita, AR; Hanafiah, J Muhamad; Shaharuddin, MS; Ibthisham, A Mohd; Ismail, Mohd Hasmadi; Azhar, MN Mohamad; Azizan, HS; Zulfadhli, I; Othman, J

2012-01-01

Background To meet the current diversified health needs in workplaces, especially in nonindustrial workplaces in developing countries, an indoor air quality (IAQ) component of a participatory occupational safety and health survey should be included. Objectives The purpose of this study was to evaluate and suggest a multidisciplinary, integrated IAQ checklist for evaluating the health risk of building occupants. This IAQ checklist proposed to support employers, workers, and assessors in understanding a wide range of important elements in the indoor air environment to promote awareness in nonindustrial workplaces. Methods The general structure of and specific items in the IAQ checklist were discussed in a focus group meeting with IAQ assessors based upon the result of a literature review, previous industrial code of practice, and previous interviews with company employers and workers. Results For practicality and validity, several sessions were held to elicit the opinions of company members, and, as a result, modifications were made. The newly developed IAQ checklist was finally formulated, consisting of seven core areas, nine technical areas, and 71 essential items. Each item was linked to a suitable section in the Industry Code of Practice on Indoor Air Quality published by the Department of Occupational Safety and Health. Conclusion Combined usage of an IAQ checklist with the information from the Industry Code of Practice on Indoor Air Quality would provide easily comprehensible information and practical support. Intervention and evaluation studies using this newly developed IAQ checklist will clarify the effectiveness of a new approach in evaluating the risk of indoor air pollutants in the workplace. PMID:22570579

Development of an indoor air quality checklist for risk assessment of indoor air pollutants by semiquantitative score in nonindustrial workplaces.

PubMed

Syazwan, Ai; Rafee, B Mohd; Hafizan, Juahir; Azman, Azf; Nizar, Am; Izwyn, Z; Muhaimin, Aa; Yunos, Ma Syafiq; Anita, Ar; Hanafiah, J Muhamad; Shaharuddin, Ms; Ibthisham, A Mohd; Ismail, Mohd Hasmadi; Azhar, Mn Mohamad; Azizan, Hs; Zulfadhli, I; Othman, J

2012-01-01

To meet the current diversified health needs in workplaces, especially in nonindustrial workplaces in developing countries, an indoor air quality (IAQ) component of a participatory occupational safety and health survey should be included. The purpose of this study was to evaluate and suggest a multidisciplinary, integrated IAQ checklist for evaluating the health risk of building occupants. This IAQ checklist proposed to support employers, workers, and assessors in understanding a wide range of important elements in the indoor air environment to promote awareness in nonindustrial workplaces. The general structure of and specific items in the IAQ checklist were discussed in a focus group meeting with IAQ assessors based upon the result of a literature review, previous industrial code of practice, and previous interviews with company employers and workers. For practicality and validity, several sessions were held to elicit the opinions of company members, and, as a result, modifications were made. The newly developed IAQ checklist was finally formulated, consisting of seven core areas, nine technical areas, and 71 essential items. Each item was linked to a suitable section in the Industry Code of Practice on Indoor Air Quality published by the Department of Occupational Safety and Health. Combined usage of an IAQ checklist with the information from the Industry Code of Practice on Indoor Air Quality would provide easily comprehensible information and practical support. Intervention and evaluation studies using this newly developed IAQ checklist will clarify the effectiveness of a new approach in evaluating the risk of indoor air pollutants in the workplace.

Management and Marketing. Guide to Standards and Implementation. Career & Technology Studies.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Standards Branch.

This Alberta curriculum guide defines competencies that help students build daily living skills, investigate career options in management and marketing occupations, use technology in these fields effectively and efficiently, and prepare for entry into the workplace or related postsecondary programs. The first section provides a program rationale…

Tourism Studies. Guide to Standards and Implementation. Career & Technology Studies.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Standards Branch.

This Alberta curriculum guide, focusing on tourism studies, defines competencies that: help students build daily living skills, investigate career options in the design and repair of motor vehicles, use technology in these fields effectively and efficiently, and prepare for entry into the workplace or related postsecondary programs. Section A…

Intercultural Communication for Professional Development: Creative Approaches in Higher Education

ERIC Educational Resources Information Center

Mesh, Linda Joy

2016-01-01

This study examines the development of telecollaborative exchange activities within blended language courses that are aimed at preparing post-graduate students for an intercultural workplace by developing valuable transversal competencies and intercultural awareness, which enable one to better adapt to changing work situations. A description is…

Assessing the Quality of Expertise Differences in the Comprehension of Medical Visualizations

ERIC Educational Resources Information Center

Gegenfurtner, Andreas; Siewiorek, Anna; Lehtinen, Erno; Saljo, Roger

2013-01-01

Understanding how best to assess expertise, the situational variations of expertise, and distinctive qualities of expertise that arises from particular workplace experiences, presents an important challenge. Certainly, at this time, there is much interest in identifying standard occupational measures and competences, which are not well aligned…

Is Strategic Development of Leadership Capacity for the Higher Education Workplace Possible?

ERIC Educational Resources Information Center

Brown, Majorie Angel

2012-01-01

Beginning graduate students who are working in higher education can benefit from establishing a professional development plan designed to enhance leadership capacity. The challenge is to align personal goals with those of the graduate program, yet ensure that collegial socialization and professional competency development occurs. Professional…

Occupational Literacy Education.

ERIC Educational Resources Information Center

Rush, R. Timothy; And Others

Intended for teachers of adult basic education as well as teachers in job retraining programs, this book focuses on the development of written and oral language competencies required in occupational and training settings. The first four chapters offer a concise synthesis of recent research on adult learning and on workplace literacy for ten…

Cross-Sectional Evaluation of English Language Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Yuksel, Ismail; Yasin, Elif

2014-01-01

The current study aims to identify the language teachers' technological pedagogical content knowledge and to examine their competency levels in terms of gender, length of service, and workplace. This cross-sectional evaluation study was conducted with 124 language teachers in Eskisehir, Turkey. Participants were administered Technological…

Logistics. Guide to Standards and Implementation. Career & Technology Studies.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Standards Branch.

This Alberta curriculum guide defines competencies that help students build daily living skills, investigate career options in logistics occupations, use technology in the logistics field effectively and efficiently, and prepare for entry into the workplace or related postsecondary programs. The first section provides a program rationale and…

Diesel Technology: Safety Skills. [Teacher and Student Editions.

ERIC Educational Resources Information Center

Kellum, Mary

Competency-based teacher and student materials are provided for three units on safety skills as part of a diesel technology curriculum. The units cover the following topics: general safety; workplace safety; and first aid. The materials are based on the curriculum-alignment concept of first stating the objectives, then developing instructional…

Development of Teachers in Vocational Colleges.

ERIC Educational Resources Information Center

Saunders, Shirley

A study identified the academic needs of Australian vocational educators who are developing their own and others' communication competence in response to the imperative for vocational educators to provide a wide range of programs in communication for the workplace. Subjects, over 100 vocational educators enrolled in the University of Technology,…

Competing in the World's Global Education and Technology Arenas

ERIC Educational Resources Information Center

Conceição, Simone C. O.

2016-01-01

This chapter addresses the transitions and changes occurring because of technological innovation, how these changes are affecting the workplace, and the skills needed to thrive today. It also presents generational characteristics of adult learners and strategies for adult educators and higher education institutions for effectively dealing with…

Stakeholders' Conceptions of Connecting Learning at Different Sites in Two National VET Systems

ERIC Educational Resources Information Center

Sappa, Viviana; Choy, Sarojni; Aprea, Carmela

2016-01-01

Learning through active participation and engagement in education and workplace settings is a prerequisite for effective professional competence development through Vocational Education and Training (VET). Equally important is that learning from multiple sites and sources needs to be purposefully connected and integrated to construct meaningful…

Food Production, Management, and Services. Baking. Teacher Edition. Second Edition.

ERIC Educational Resources Information Center

Gibson, LeRoy

These instructional materials are intended for a course on food production, management, and services involved in baking. The following introductory information is included: use of this publication; competency profile; instructional/task analysis; related academic and workplace skills list; tools, materials, and equipment list; 13 references; and a…

Perceptions of Male and Female STEM Aptitude: The Moderating Effect of Benevolent and Hostile Sexism

ERIC Educational Resources Information Center

Reilly, Erin D.; Rackley, Kadie R.; Awad, Germine H.

2017-01-01

This study investigated evaluations and advice communicated to male and female technology interns experiencing work difficulties, using a 2 (workplace issue: ability or interpersonal) ×2 (intern gender: male vs. female) between-subjects experimental design. Technology professionals rated hypothetical interns on competence, qualifications,…

A Wider Vision of Learning

ERIC Educational Resources Information Center

Washor, Elliot

2018-01-01

The Harbor Freight Fellows Initiative gives students who have demonstrated outsized competence in a trade--but who may be struggling in a traditional high school or career and technical education (CTE) program--opportunities to learn a trade with a mentor in a workplace. The author describes how this program requires educators to deepen their…

Financial Management. Guide to Standards and Implementation. Career & Technology Studies.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Standards Branch.

This Alberta curriculum guide defines competencies that help students build daily living skills, investigate career options in financial management, use technology in the financial management field effectively and efficiently, and prepare for entry into the workplace or related postsecondary programs. The first section provides a program rationale…

Predicting Intercultural Competence in Educational Settings: The Validity, Reliability and Utility of Two Instruments

ERIC Educational Resources Information Center

Martin, Stewart

2010-01-01

Determining individual potential for performance within multicultural environments is important in the increasingly globalised workplace. The Multicultural Personality Questionnaire (MPQ) and the Self-Efficacy Questionnaire (SEQ) aim to measure such professional effectiveness. In a study using student and faculty samples in an international…

A Qualitative Exploration of Management Education: Business School Offerings in Comparison to Employer Expectations

ERIC Educational Resources Information Center

LaPrince, Shelly L.

2013-01-01

The exploratory qualitative research study explored management education business school offerings in comparison to employer expectations. Through the lens of alumni and human-resources personnel participants, the research examined the skills deemed as transferrable to the workplace and competencies that undergraduate-management education alumni…

Adult Development: A Global Imperative

ERIC Educational Resources Information Center

Morris, Linda E.

2016-01-01

As individuals and adult educators we consistently face an array of what seem to be increasingly complex challenges. These run the gamut from battling poverty and illness with their deleterious and deadly effects, to acquiring literacy and workplace competencies and to building expertise in communication, collaboration and innovation. And we live…

Ecology of the Computer Laboratory

ERIC Educational Resources Information Center

Folkestad, James E.; Banning, James

2008-01-01

Global communication, international workflow, and connected learning are converging to realign power, wealth, and work. As Friedman (2006) explained, many forces are coming together to cause a flattening or leveling effect of the world's workforce. This has allowed many skilled workers from emerging nations to enter the workplace and compete for…

Consumers Should Know.

ERIC Educational Resources Information Center

Worthington, Robert M.

Consumer education can be defined as "a study of intelligent and effective methods of buying and using goods and services, competent money management, and the relationship of the consumer to the economy, the workplace, and the home." An important role of government is providing the individual with information so that the individual can…

Cosmetology Studies. Guide to Standards and Implementation. Career & Technology Studies.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Standards Branch.

This Alberta curriculum guide defines competencies that help students build daily living skills, investigate career options in cosmetology, use technology in the cosmetology field effectively and efficiently, and prepare for entry into the workplace or related postsecondary programs in the field. The first section provides a program rationale and…

Powerful Presentations with PowerPoint.

ERIC Educational Resources Information Center

Schenone-Stevens, M. Carla

As educational institutions prepare to meet the challenges of the new millennium, it becomes more apparent that computer-competent students should be graduated to meet the needs of the advances in technology in the workplace. One technology that is readily available is presentation software, which allows the student to generate slides, overheads,…

Flexibility in Postgraduate Medical Training in the Netherlands.

PubMed

Hoff, Reinier G; Frenkel, Joost; Imhof, Saskia M; Ten Cate, Olle

2018-03-01

Postgraduate medical training in the Netherlands has become increasingly individualized. In this article, the authors describe current practices for three residency programs at the University Medical Center Utrecht: anesthesiology, pediatrics, and ophthalmology. These programs are diverse yet share characteristics allowing for individualized residency training. New residents enter each program throughout the year, avoiding a large simultaneous influx of inexperienced doctors. The usual duration of each is five years. However, the actual duration of rotations or of the program as a whole can be reduced because of residents' previous medical experience or demonstration of early mastery of relevant competencies. If necessary, the duration of training can also increase.Although working hours are already restricted by the European Working Time Directive, most residents choose to train on a part-time basis. The length of their program then is extended proportionally. The extension period added for those residents training part-time can be used to develop specific competencies, complete an elective rotation or research, or explore a focus area. If the resident meets all training objectives before the extension period is completed, the program director can choose to shorten the program length. Recently, entrustable professional activities have been introduced to strengthen workplace-based assessment. The effects on program duration have yet to be demonstrated.Flexible postgraduate training is feasible. Although improving work-life balance for residents is a necessity, attention must be paid to ensuring that they gain the necessary experience and competencies and maintain continuity of care to ensure that high-quality patient care is provided.

Can E-Learning System Enhance Learning Culture in the Workplace? A Comparison among Companies in South Korea

ERIC Educational Resources Information Center

Yoo, Sun Joo; Huang, Wenhao David

2016-01-01

How organizations need to act in order to develop their learning capacities has always been a focal interest of research and practice in the workplace. In practice, an e-learning system is often utilized to foster professional development as it is capable of delivering information and knowledge to individuals across organizations. However, the…

Tests That Work: Designing and Delivering Fair and Practical Measurement Tools in the Workplace.

ERIC Educational Resources Information Center

Westgaard, Odin

This guide shows organization managers how to use tests to assess skills and values in the workplace, as well as how to develop good, fair tests without needing any other resources. Part 1, chapters 1 through 5, presents basic information about tests and their practical applications. Part 2 describes the 15 steps of the testing process. The…

Substance use and mental illness among nurses: workplace warning signs and barriers to seeking assistance.

PubMed

Cares, Alexa; Pace, Elizabeth; Denious, Jean; Crane, Lori A

2015-01-01

Although some studies have examined the prevalence of substance use among nurses, few have assessed substance use in the workplace or early cues for identifying these health conditions. Primary data collected as part of a larger program evaluation were examined with the purpose of better understanding (a) the context and perceived consequences of substance use and mental illness among nurses and (b) barriers and opportunities for earlier identification and treatment of these issues among nurses, their colleagues, and employers. Anonymous surveys were mailed to 441 active and recent participants of a peer health assistance program in the summer of 2010. The survey examined drug-related behaviors in the workplace; behavioral cues that may permit earlier identification of substance use and mental illness; perceptions of barriers to seeking assistance; and strategies for preventing problems and overcoming barriers to seeking assistance. Responses were received from 302 nurses (69%). Nearly half (48%) reported drug or alcohol use at work, and two fifths (40%) felt that their competency level was affected by their use. More than two thirds of respondents thought their problem could have been recognized earlier. The most highly rated barriers to seeking assistance for substance use and mental illness included fear and embarrassment and concerns about losing one's nursing license. Respondents recommended greater attention be paid to early identification of risk factors during nurses' professional training as a prevention strategy. Findings from this study provide preliminary data that can be used by schools of nursing and health care employers to improve early identification of nurses' substance use and mental illness treatment needs. These data also suggest a need for more research to explore the prevention and early identification of co-occurring disorders in health care settings where nurses practice.

Networking grassroots efforts to improve safety and health in informal economy workplaces in Asia.

PubMed

Kawakami, Tsuyoshi

2006-01-01

Many workers in Asia are in the informal economy. They often work in substandard conditions, exposed to hazards in the workplace. Learning from the recent successes of participatory training programmes to improve safety and health in Asia, the ILO has strengthened its partnership efforts with local people to improve safety and health of informal economy workplaces. The target groups were: (1) home workplaces in Cambodia and Thailand, (2) salt fields and fishing villages in Cambodia where many young workers are working, and (3) small construction sites in Cambodia, Laos, Mongolia, Thailand and Vietnam. The walk-through survey results showed that the workers and owners in the target informal economy workplaces had the strong will to improve safety and health at their own initiatives and needed practical support. In the participatory, action-oriented training workshops carried out, the participated workers and owners were able to identify their priority safety and health actions. Commonly identified were clear and safe transport ways, safer handling of hazardous substances, basic welfare needs such as drinking water and sanitary toilets, and work posture. The follow-up visits confirmed that many of the proposed actions were actually taken by using low-cost available materials. These positive changes were possible by applying the participatory training tools such as illustrated checklists and extensive use of photographs showing local good examples and placing emphasis on facilitator roles of trainers. In conclusion, the target informal economy workplaces in Asia made positive changes in safety and health through the participatory, action-oriented training focusing on local initiative and low-cost improvement measures. Local network support mechanisms to share lessons from good practices played essential roles in encouraging the voluntary implementation of practical improvement actions. It is important to increase our joint efforts to reach more informal economy workplaces in industrially developing countries and provide practical support measures focusing on local self-help initiatives.

Setting Up Workplace Basic Skills Training. Guidelines for Practitioners. An ALBSU Special Development Project.

ERIC Educational Resources Information Center

Rees, Libby

This guide provides information on basic skills needs and programs in the workplace and issues affecting basic skills provision from a British perspective. Section 1 aims to provide a context for workplace basic skills provision. Sections 2-7 provide practical suggestions and advice on the following topics: (1) marketing; (2) contacting employers;…

The Importance of Workplace Bullying to Vocational Psychology: Implications for Research and Practice

ERIC Educational Resources Information Center

Fitzpatrick, Mary E.; Cotter, Elizabeth W.; Bernfeld, Steve J.; Carter, Laura M.; Kies, Ashley; Fouad, Nadya A.

2011-01-01

Workplace bullying is a significant problem in many adult work settings. Much of the research has been conducted by organizational psychologists. It is important for vocational scholars and practitioners to be knowledgeable about the phenomena of workplace bullying, as they are in a position to contribute to the literature base and to counsel…

A Performance-Oriented Approach to E-Learning in the Workplace

ERIC Educational Resources Information Center

Wang, Minhong; Ran, Weijia; Liao, Jian; Yang, Stephen J. H.

2010-01-01

Despite the ever-increasing practice of using e-learning in the workplace, most of the applications perform poorly in motivating employees to learn. Most workplace e-learning applications fail to meet the needs of learners and ultimately fail to serve the organization's quest for success. To solve this problem, we need to examine what workplace…

Learning as Peripheral Participation in Communities of Practice: A Reassessment of Key Concepts in Workplace Learning

ERIC Educational Resources Information Center

Fuller, Alison; Hodkinson, Heather; Hodkinson, Phil; Unwin, Lorna

2005-01-01

This article explores the strengths and weaknesses of Lave and Wenger's concept of "legitimate peripheral participation" as a means of understanding workplace learning. It draws on recent ESRC-funded research by the authors in contemporary workplace settings in the UK (manufacturing industry and secondary schools) to establish the extent…

Focus on Basics: Connecting Research and Practice: Workplace Education, Volume 7, Issue B

ERIC Educational Resources Information Center

National Center for the Study of Adult Learning and Literacy, 2004

2004-01-01

This issue focuses on workplace education and includes the following articles: "After the Grant Is Over" (Connie Nelson); "Around to Stay" (Shirley Penn and Mary Zorn); "A Conversation with FOB: What Benefits Does Workplace Ed Offer the Provider?"; "Reading Work" (Tracy Defoe and Sue Folinsbee); "Much More than ABE" (Don Block and Lori…

Putting It All Together: Learning for Work and Learning About Work in the Horticulture Industry.

ERIC Educational Resources Information Center

Trenerry, Ruth

Literacy is a social practice central to sharing of knowledge and skills in the workplace. Workplaces increasingly demand workers who take on multiple roles and share and manage knowledge in new ways, so high levels of worker literacy and worker collaboration are increasingly important. Workplace training must facilitate development of active and…

The influence of flexible management practices on the sharing of experiential knowledge in the workplace: a case study of food service helpers.

PubMed

Ledoux, Elise; Cloutier, Esther; Fournier, Pierre-Sébastien

2012-01-01

Previous studies have shown that the job knowledge and prudent knowledge of experienced workers constitute a wealth that needs to be shared in workplaces to promote worker integration, job retention and occupational health and safety. It appears, however, that certain management practices undermine this knowledge sharing process. This case study of food service helpers in institutional food service departments is part of a research project aimed at comparing the impact of different work organization methods on knowledge sharing in the workplace on the basis of case studies carried out in several organizations. The results of this case study reveal that by destabilizing and weakening the work teams, flexible management practices create an environment that is not conducive to experiential knowledge sharing.

Examples of Holistic Good Practices in Promoting and Protecting Mental Health in the Workplace: Current and Future Challenges.

PubMed

Sivris, Kelly C; Leka, Stavroula

2015-12-01

While attention has been paid to physical risks in the work environment and the promotion of individual employee health, mental health protection and promotion have received much less focus. Psychosocial risk management has not yet been fully incorporated in such efforts. This paper presents good practices in promoting mental health in the workplace in line with World Health Organization (WHO) guidance by identifying barriers, opportunities, and the way forward in this area. Semistructured interviews were conducted with 17 experts who were selected on the basis of their knowledge and expertise in relation to good practice identified tools. Interviewees were asked to evaluate the approaches on the basis of the WHO model for healthy workplaces. The examples of good practice for Workplace Mental Health Promotion (WMHP) are in line with the principles and the five keys of the WHO model. They support the third objective of the WHO comprehensive mental health action plan 2013-2020 for multisectoral implementation of WMHP strategies. Examples of good practice include the engagement of all stakeholders and representatives, science-driven practice, dissemination of good practice, continual improvement, and evaluation. Actions to inform policies/legislation, promote education on psychosocial risks, and provide better evidence were suggested for higher WMHP success. The study identified commonalities in good practice approaches in different countries and stressed the importance of a strong policy and enforcement framework as well as organizational responsibility for WMHP. For progress to be achieved in this area, a holistic and multidisciplinary approach was unanimously suggested as a way to successful implementation.

Examples of Holistic Good Practices in Promoting and Protecting Mental Health in the Workplace: Current and Future Challenges

PubMed Central

Sivris, Kelly C.; Leka, Stavroula

2015-01-01

Background While attention has been paid to physical risks in the work environment and the promotion of individual employee health, mental health protection and promotion have received much less focus. Psychosocial risk management has not yet been fully incorporated in such efforts. This paper presents good practices in promoting mental health in the workplace in line with World Health Organization (WHO) guidance by identifying barriers, opportunities, and the way forward in this area. Methods Semistructured interviews were conducted with 17 experts who were selected on the basis of their knowledge and expertise in relation to good practice identified tools. Interviewees were asked to evaluate the approaches on the basis of the WHO model for healthy workplaces. Results The examples of good practice for Workplace Mental Health Promotion (WMHP) are in line with the principles and the five keys of the WHO model. They support the third objective of the WHO comprehensive mental health action plan 2013–2020 for multisectoral implementation of WMHP strategies. Examples of good practice include the engagement of all stakeholders and representatives, science-driven practice, dissemination of good practice, continual improvement, and evaluation. Actions to inform policies/legislation, promote education on psychosocial risks, and provide better evidence were suggested for higher WMHP success. Conclusion The study identified commonalities in good practice approaches in different countries and stressed the importance of a strong policy and enforcement framework as well as organizational responsibility for WMHP. For progress to be achieved in this area, a holistic and multidisciplinary approach was unanimously suggested as a way to successful implementation. PMID:26929841

Mediated learning in the workplace: student perspectives on knowledge resources.

PubMed

Shanahan, Madeleine

2015-01-01

In contemporary clinical practice, student radiographers can use many types of knowledge resources to support their learning. These include workplace experts, digital and nondigital information sources (eg, journals, textbooks, and the Internet), and electronic communication tools such as e-mail and social media. Despite the range of knowledge tools available, there is little available data about radiography students' use of these resources during clinical placement. A 68-item questionnaire was distributed to 62 students enrolled in an Australian university undergraduate radiography program after they completed a clinical placement. Researchers used descriptive statistics to analyze student access to workplace experts and their use of digital and nondigital information sources and electronic communication tools. A 5-point Likert scale (1 = very important; 5 = not important) was used to assess the present importance and perceived future value of knowledge tools for workplace learning. Of the 53 students who completed and returned the questionnaire anonymously, most rely on the knowledge of practicing technologists and on print and electronic information sources to support their learning; some students also use electronic communication tools. Students perceive that these knowledge resources also will be important tools for their future learning as qualified health professionals. The findings from this study present baseline data regarding the value students attribute to multiple knowledge tools and regarding student access to and use of these tools during clinical placement. In addition, most students have access to multiple knowledge tools in the workplace and incorporate these tools simultaneously into their overall learning practice during clinical placement. Although a range of knowledge tools is used in the workplace to support learning among student radiographers, the quality of each tool should be critically analyzed before it is adopted in practice. Integrating practice-based learning with learning mediated by information sources provides a more complete paradigm of learning during clinical placement.

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

None, None

The EV Everywhere Workplace Charging Challenge aims to have 500 U.S. employers offering workplace charging by 2018. These reports describe the progress made in the Challenge. In 2015, the Workplace Charging Challenge celebrated a major milestone – it reached the halfway point to its goal of 500 Challenge partners committed to installing workplace charging by 2018. More than 250 employers have joined as Challenge partners and the installation of workplace charging as a sustainable business practice is growing across the country. Their efforts have resulted in more than 600 workplaces with over 5,500 charging stations accessible to nearly one millionmore » employees. In 2015, more than 9,000 PEV-driving employees charged at these worksites on a regular basis. Our Workplace Charging Challenge Mid-Program Review reports this progress and other statistics related to workplace charging, including employee satisfaction and charger usage.« less

Social Justice as a Lens for Understanding Workplace Mistreatment.

PubMed

Moffa, Christine; Longo, Joy

2016-01-01

Workplace mistreatment can be viewed as a social injustice that prohibits one from achieving optimal well-being. Cognitive and interpersonal skills required of nurses can be impacted by workplace mistreatment, thus extending injustices by violating the rights of patients to optimal care. The purpose of this article is to view workplace mistreatment through the lens of Powers and Faden's theory of social justice. Workplace mistreatment is explored through the 6 dimensions of well-being, including health, personal security, reasoning, respect, attachment, and self-determination, identified in the theory. The implications for practice and policy are discussed and recommendations for research made.

Does difference matter? Diversity and human rights in a hospital workplace.

PubMed

Sulman, Joanne; Kanee, Marylin; Stewart, Paulette; Savage, Diane

2007-01-01

The urban hospital workplace is a dynamic environment that mirrors the cultural and social diversity of the modern city. This paper explores the literature relating to diversity in the workplace and then describes an urban Canadian teaching hospital's comprehensive approach to the promotion of an equitable and inclusive diverse environment. With this goal, four years ago the hospital established an office of Diversity and Human Rights staffed by a social worker. The office provides education, training, policy development and complaints management. The administration also convened a hospital-wide committee to advise on the outcomes, and to plan a process for diversity and human rights organizational change. The committee worked with a social work research consultant to design a qualitative focus group study, currently ongoing, to explore the perspectives of hospital staff. The lessons learned from the process have the potential to increase overall cultural competency of staff that can translate into more sensitive work with patients.

Representations of workplace psychological harassment in print news media.

PubMed

Garbin, Andréia De Conto; Fischer, Frida Marina

2012-06-01

To analyze discourses on workplace psychological harassment in print media. Documental study on workplace psychological harassment that analyzed news stories published in three major newspapers of the State of São Paulo (southeastern Brazil) between 1990 and 2008. Discourse analysis was performed to identify discursive practices that reflect the phenomenon of psychological harassment in today's society, explanations for its occurrence and impact on workers' health. RESULT ANALYSIS: This theme emerged in the media through the dissemination of books, academic research production and laws. It was initially published in general news then in jobs and/or business sections. Discourses on compensation and precautionary business practices and coping strategies are widespread. Health-related aspects are foregone under the prevailing money-based rationale. Corporate cultures are permissive regarding psychological harassment and conflicts are escalated while working to achieve goals and results. Indifference, embarrassment, ridicule and demean were common in the news stories analyzed. The causal explanations of workplace harassment tend to have a psychological interpretation with emphasis on individual and behavioral characteristics, and minimizing a collective approach. The discourses analyzed trivialized harassment by creating caricatures of the actors involved. People apprehend its psychological content and stigmatization which contributes to making workplace harassment an accepted practice and trivializing work-related violence.

Supervisor and organizational factors associated with supervisor support of job accommodations for low back injured workers

PubMed Central

Kristman, Vicki L; Shaw, William S.; Reguly, Paula; Williams-Whitt, Kelly; Soklaridis, Sophie; Loisel, Patrick

2016-01-01

PURPOSE Temporary job accommodations contribute to the prevention of chronic work disability due to low back pain (LBP) through the facilitation of early return to work; yet, workplace dimensions of job accommodation are poorly understood. The objective of this study was to determine supervisor and organizational factors associated with supervisors’ support for temporary job accommodations for LBP injured workers. METHODS Supervisors were recruited from 19 workplaces in the USA and Canada and completed an online survey regarding job accommodation practices and potential associated factors with respect to a case vignette of a worker with LBP. Multivariable linear regression was used to identify the most parsimonious set of factors associated with supervisors’ support for accommodations. RESULTS A total of 804 supervisors participated with 796 eligible for inclusion in the analysis. The final set of factors explained 21% of the variance in supervisors’ support for temporary job accommodations. Considerate leadership style (β = .261; 95 % CI: .212, .310), workplace disability management policies and practices (β = .243; 95 % CI: .188, .298), and supervisor autonomy for designing and providing workplace accommodations (β = .156; 95 % CI: .071, .241) had the largest effect on supervisor support for accommodations. CONCLUSION Factors predicting supervisors’ likelihood to accommodate LBP injured workers include use of considerate leadership style, workplace disability management policies and practices, and supervisor autonomy. Workplace interventions targeting these factors should be developed and evaluated for their ability to improve work disability prevention outcomes. PMID:27032398

Focus on motivation in the work rehabilitation planning process: a qualitative study from the employer's perspective.

PubMed

Gard, Gunvor; Larsson, Agneta

2003-09-01

Since the working environment act was passed in 1991, employers in Sweden are to plan and control the working environment conditions in workplaces. They are responsible for organized rehabilitation at the workplace including the development of rehabilitation plans and a plan for interventions in order for a sick-listed client to be able to return to work. The aim of this study was to describe employers' experiences of how motivation can be improved in a work rehabilitation process. Qualitative interviews were performed with 10 employers who had employees that had taken part in a period of vocational rehabilitation at a rehabilitation center in the north of Sweden, over a 2-year period. The result showed that increased focus on motivation for change is needed in work rehabilitation. The clients' motivation for change could be improved by a focus on motivational conversations at the workplace aiming at motivation for change in their working and living conditions. The employers' power of initiative, competence, economic resources, and motivation are needed for creative solutions at the workplace.

Coping with Workplace Violence in Healthcare Settings: Social Support and Strategies

PubMed Central

Zhao, Siqi; Liu, He; Ma, Hongkun; Jiao, Mingli; Li, Ye; Hao, Yanhua; Sun, Yihua; Gao, Lijun; Hong, Sun; Kang, Zheng; Wu, Qunhong; Qiao, Hong

2015-01-01

A cross-sectional survey of healthcare professionals from 19 hospitals in six cities of Heilongjiang Province, China was conducted. This study had two objectives: (1) to examine the factors influencing healthcare workers’ opinions of strategies to prevent workplace violence, using social support theory, and (2) to encourage healthcare organisations and the larger society to offer greater support to healthcare workers. The respondents exposed to workplace violence expected to receive organisational and social support. Those exposed to psychological violence had a strong opinion of the need for target training to strengthen their competence in responding to violence (OR = 1.319, 95% CI: 1.034–1.658) and enacting workplace violence legislation (OR = 1.968, 95% CI: 1.523–2.543).Those exposed to physical violence thought it might be useful to reinforce staff with back-up support (OR = 3.101, 95% CI: 1.085–8.860). Those exposed to both types of violence and those with high anxiety levels need greater support at both the organisational and societal levels. PMID:26580633

Health and Wellness Policy Ethics

PubMed Central

Cavico, Frank J.; Mujtaba, Bahaudin G.

2013-01-01

This perspective is an ethical brief overview and examination of “wellness” policies in the modern workplace using practical examples and a general application of utilitarianism. Many employers are implementing policies that provide incentives to employees who lead a “healthy” lifestyle. The authors address how these policies could adversely affect “non-healthy” employees. There are a wide variety of ethical issues that impact wellness policies and practices in the workplace. The authors conclude that wellness programs can be ethical, while also providing a general reflective analysis of healthcare challenges in order to reflect on the externalities associated with such policies in the workplace. PMID:24596847

The Impacts of Workplace Advantage, Learning Intentions, and Technology Skills on the Use of Information Technology-Assisted Instruction by Early Childhood Pre-Service Teachers

ERIC Educational Resources Information Center

Chen, Ru-Si

2015-01-01

The practical value and usefulness of IT-assisted instruction for Taiwanese preschool children are popular topics in academic and practical settings. The purpose of this study was to survey early childhood pre-service teachers' attitudes regarding the workplace advantage of IT-related pedagogy and their learning intentions regarding IT-based…

Teacher Learning in the Workplace: A Study of the Relationship between a Novice EFL Teacher's Classroom Practices and Cognition Development

ERIC Educational Resources Information Center

Kang, Yan; Cheng, Xiaotang

2014-01-01

This article reports on an in-depth case study of a novice middle school EFL teacher's cognition development during the process of learning to teach in the workplace. Data was collected mainly through classroom observations and interviews. Results indicate that the teacher exhibited a considerable amount of change in her classroom practices, which…

Sexual Harassment in the Workplace: An Ethical Dilemma for Career Guidance Practice?

ERIC Educational Resources Information Center

Bimrose, Jenny

2004-01-01

Sexual harassment in the workplace poses something of an ethical dilemma for career guidance practice. This is because it is now known that about half of all working women in the UK are likely to be victims at some stage of their employment and that the effects on individuals are invariably negative and can be positively harmful. What, therefore,…

Practice-based learning and improvement.

PubMed

Moore, Donald E; Pennington, Floyd C

2003-01-01

Workplace learning is becoming increasingly important in all fields. While workplace learning in medicine, also called practice-based learning and improvement (PBLI) is not new, understanding how it works and how it fits with an individual physician's continuing professional development is new. In this article, we describe seven issues associated with PBLI and then pose questions for reflections, as continuing medical education (CME) planners consider working with PBLI.

The Impact of Organisational Structure and Practices on Learning in the Workplace

ERIC Educational Resources Information Center

Ashton, David N.

2004-01-01

The main thrust of the research effort into workplace learning has been to identify the characteristics of workplace learning as experienced by the learner. The impact of the wider organisational process in which that learning is embedded have been played down. This paper, building on the work of Koike and Darrah, uses research conducted in a…

I see so I feel: Coping with workplace violence among victims and witnesses.

PubMed

Zhou, Biru; Marchand, Alain; Guay, Stéphane

2017-01-01

Workplace violence is a serious concern for workers' mental health and well-being in high risk work sectors. This study examined victims' and witnesses' experiences after exposure to workplace violence, and the types of help they used to cope with the violent event. Workers (n = 211) from five different work sectors participated in our study. Multiple mediation analysis was used to investigate the indirect effects through psychological and work consequences on victims' versus witnesses' differential likelihood of using formal, paraformal and informal helping. Results showed that workplace violence has detrimental effects on both victims and witnesses. Direct victims were more negatively affected psychologically and at work than witnesses. The indirect effect through psychological difficulty after experiencing workplace violence was significant in predicting formal helping. The indirect effect through reduced work functioning in predicting paraformal helping was also significant. No significant indirect effect was found in predicting informal helping. Both victims and witnesses used multiple types of helping to cope with the violent event. This study has practical implications on management and clinical practices for better organizations of resources in helping victims and witnesses to cope with workplace violence.

Employees with mental health problems: Survey of U.K. employers' knowledge, attitudes and workplace practices.

PubMed

Brohan, Elaine; Henderson, Claire; Little, Kirsty; Thornicroft, Graham

2010-01-01

To investigate whether employers who have experience of hiring people with mental health problems differ significantly from those without such experience in terms of knowledge, attitudes and behaviours regarding mental health in the workplace, and the concerns which they report about employing people with mental health problems. We also examine whether non-workplace social contact is associated with the above variables. A telephone survey was conducted with a randomly selected sample of British employers. The sample included a similar number of human resource managers and managers/executive employees in other roles. 502 employers took part. Having employed someone with a mental health problem was associated with closer non-workplace social contact. Those with experience of employing applicants with mental health problems had significant differences in knowledge (regarding the law), and behaviour (having a policy on hiring applicants with disabilities) but not in attitudes. Non-workplace social contact may be useful to consider in understanding hiring practices. The nature of social contact at work and possible lack of impact of this contact on employer attitudes and concerns warrants further study. Greater support is needed for employers to understand the law regarding mental health problems in the workplace.

Workplace violence: protecting your practice from an epidemic.

PubMed

Calway, R C

2001-01-01

Workplace violence, in the form of verbal threats and/or intimidation and physical aggression, is commonplace in medical practices today. The practice must be prepared to respond to this disaster in the same manner with which they prepare for responses to a medical emergency, fire, or loss of electricity. The risks and liabilities of failing to build a robust program include low staff morale and productivity, employee injury, lost work time, regulatory fines and sanctions, and the risk of civil judgments against the practice. The most successful programs receive commitment (read: involvement) from management and include staff in program development and implementation.

Addressing Core Competencies Through Hospital Quality Improvement Activities: Attitudes and Engagement

PubMed Central

Lipstein, Ellen A; Kronman, Matthew P; Richmond, Camilla; White, Kristin Nyweide; Shugerman, Richard P; McPhillips, Heather A

2011-01-01

Background Hospital quality improvement initiatives are becoming increasingly common. Little is known about the influence of these initiatives on resident learning and attitudes. Our objective was to assess whether training in a hospital committed to involving residents in hospital-initiated, continuous quality improvement (CQI), and to participation in such activities, would influence residents' attitudes toward CQI and engagement in the hospital community. Methods We surveyed Seattle Children's Hospital pediatric residents, from residency graduation years 2002–2009. We included questions about participation in quality improvement activities during residency and measures of attitude toward CQI and of workplace engagement. We used descriptive statistics to assess trends in resident participation in hospital CQI activities, attitudes toward CQI and workplace engagement. Results The overall response rate was 84% (162 of 194). Among graduated residents, there was a significant trend toward increased participation in CQI activities (P  =  .03). We found no difference in attitude toward CQI between those who had and those who had not participated in such activities nor between residents who began training before and those who began after the hospital formally committed to CQI. Sixty-three percent of residents (25 of 40) who participated in CQI activities were engaged in the hospital community compared with 53% (57 of 107) who did not participate in CQI activities (P  =  .21). Conclusions Training in a hospital committed to involving residents in CQI was associated with a high rate of participation in CQI activities. Although such training and participation in CQI were not associated with resident attitudes toward CQI or hospital engagement, it may allow residents to learn skills for practice-based learning and improvement and systems-based practice. PMID:22942955

Entry into Practice: Competency Statements for BSNs and ADNs.

ERIC Educational Resources Information Center

Primm, Peggy L.

1986-01-01

Examines the Differentiated Practice Role of Nurse model which provides a basis for discussion of collaborative ADN (Associate Degree of Nursing) and BSN (Bachelor of Science in Nursing) prepared practice. Discusses provision of direct care competencies, communication competencies, and management competencies. (CT)

Development of the Workplace Health Savings Calculator: a practical tool to measure economic impact from reduced absenteeism and staff turnover in workplace health promotion.

PubMed

Baxter, Siyan; Campbell, Sharon; Sanderson, Kristy; Cazaly, Carl; Venn, Alison; Owen, Carole; Palmer, Andrew J

2015-09-18

Workplace health promotion is focussed on improving the health and wellbeing of workers. Although quantifiable effectiveness and economic evidence is variable, workplace health promotion is recognised by both government and business stakeholders as potentially beneficial for worker health and economic advantage. Despite the current debate on whether conclusive positive outcomes exist, governments are investing, and business engagement is necessary for value to be realised. Practical tools are needed to assist decision makers in developing the business case for workplace health promotion programs. Our primary objective was to develop an evidence-based, simple and easy-to-use resource (calculator) for Australian employers interested in workplace health investment figures. Three phases were undertaken to develop the calculator. First, evidence from a literature review located appropriate effectiveness measures. Second, a review of employer-facilitated programs aimed at improving the health and wellbeing of employees was utilised to identify change estimates surrounding these measures, and third, currently available online evaluation tools and models were investigated. We present a simple web-based calculator for use by employers who wish to estimate potential annual savings associated with implementing a successful workplace health promotion program. The calculator uses effectiveness measures (absenteeism and staff turnover rates) and change estimates sourced from 55 case studies to generate the annual savings an employer may potentially gain. Australian wage statistics were used to calculate replacement costs due to staff turnover. The calculator was named the Workplace Health Savings Calculator and adapted and reproduced on the Healthy Workers web portal by the Australian Commonwealth Government Department of Health and Ageing. The Workplace Health Savings Calculator is a simple online business tool that aims to engage employers and to assist participation, development and implementation of workplace health promotion programs.

A mobile hospice nurse teaching team's experience: training care workers in spiritual and existential care for the dying - a qualitative study.

PubMed

Tornøe, Kirsten; Danbolt, Lars Johan; Kvigne, Kari; Sørlie, Venke

2015-09-18

Nursing home and home care nursing staff must increasingly deal with palliative care challenges, due to cost cutting in specialized health care. Research indicates that a significant number of dying patients long for adequate spiritual and existential care. Several studies show that this is often a source of anxiety for care workers. Teaching care workers to alleviate dying patients' spiritual and existential suffering is therefore important. The aim of this study is to illuminate a pioneering Norwegian mobile hospice nurse teaching team's experience with teaching and training care workers in spiritual and existential care for the dying in nursing homes and home care settings. The team of expert hospice nurses participated in a focus group interview. Data were analyzed using a phenomenological hermeneutical method. The mobile teaching team taught care workers to identify spiritual and existential suffering, initiate existential and spiritual conversations and convey consolation through active presencing and silence. The team members transferred their personal spiritual and existential care knowledge through situated "bedside teaching" and reflective dialogues. "The mobile teaching team perceived that the care workers benefitted from the situated teaching because they observed that care workers became more courageous in addressing dying patients' spiritual and existential suffering. Educational research supports these results. Studies show that efficient workplace teaching schemes allowexpert practitioners to teach staff to integrate several different knowledge forms and skills, applying a holisticknowledge approach. One of the features of workplace learning is that expert nurses are able to guide novices through the complexities of practice. Situated learning is therefore central for becoming proficient. Situated bedside teaching provided by expert mobile hospice nurses may be an efficient way to develop care workers' courage and competency to provide spiritual and existential end-of-life-care. Further research is recommended on the use of mobile expert nurse teaching teams to improve nursing competency in the primary health care sector.

The Core Competencies for General Orthopaedic Surgeons.

PubMed

Kellam, James F; Archibald, Douglas; Barber, James W; Christian, Eugene P; D'Ascoli, Richard J; Haynes, Richard J; Hecht, Suzanne S; Hurwitz, Shepard R; Kellam, James F; McLaren, Alexander C; Peabody, Terrance D; Southworth, Stephen R; Strauss, Robert W; Wadey, Veronica M R

2017-01-18

With the changing delivery of orthopaedic surgical care, there is a need to define the knowledge and competencies that are expected of an orthopaedist providing general and/or acute orthopaedic care. This article provides a proposal for the knowledge and competencies needed for an orthopaedist to practice general and/or acute care orthopaedic surgery. Using the modified Delphi method, the General Orthopaedic Competency Task Force consisting of stakeholders associated with general orthopaedic practice has proposed the core knowledge and competencies that should be maintained by orthopaedists who practice emergency and general orthopaedic surgery. For relevancy to clinical practice, 2 basic sets of competencies were established. The assessment competencies pertain to the general knowledge needed to evaluate, investigate, and determine an overall management plan. The management competencies are generally procedural in nature and are divided into 2 groups. For the Management 1 group, the orthopaedist should be competent to provide definitive care including assessment, investigation, initial or emergency care, operative or nonoperative care, and follow-up. For the Management 2 group, the orthopaedist should be competent to assess, investigate, and commence timely non-emergency or emergency care and then either transfer the patient to the appropriate subspecialist's care or provide definitive care based on the urgency of care, exceptional practice circumstance, or individual's higher training. This may include some higher-level procedures usually performed by a subspecialist, but are consistent with one's practice based on experience, practice environment, and/or specialty interest. These competencies are the first step in defining the practice of general orthopaedic surgery including acute orthopaedic care. Further validation and discussion among educators, general orthopaedic surgeons, and subspecialists will ensure that these are relevant to clinical practice. These competencies provide many stakeholders, including orthopaedic educators and orthopaedists, with what may be the minimum knowledge and competencies necessary to deliver acute and general orthopaedic care. This document is the first step in defining a practice-based standard for training programs and certification groups.

Promoting Employee Health Through an American Cancer Society Program, The CEOs Challenge, Washington State, 2013-2015.

PubMed

Harris, Jeffrey R; Parrish, Amanda T; Kohn, Marlana; Hammerback, Kristen; McMillan, Becca; Hannon, Peggy A

2015-12-17

Evidence-based practices in the workplace can increase levels of healthy eating, cancer screening, physical activity, and tobacco cessation but are underused, even in large workplaces. This report summarizes an evaluation of the first year of The CEOs Challenge, a program developed by the American Cancer Society to promote implementation and maintenance of health-promoting, evidence-based workplace practices by large companies. Use of 17 evidence-based practices by 17 companies in the Washington State Chapter of the American Cancer Society's CEOs Against Cancer network was assessed via survey and scored from 0 to 100. Companies received a written report of their baseline performance, followed by at least quarterly consultations with American Cancer Society staff members trained to assist in implementation of these practices. Follow-up performance was measured at 1 year. At baseline, implementation scores were 54.8 for cancer screening, 46.5 for healthy eating, 59.8 for physical activity, and 68.2 for tobacco cessation. At follow-up, scores increased by 19.6 for cancer screening, 19.4 for healthy eating, 16.0 for physical activity, and 9.4 points for tobacco cessation. The CEOs Challenge is a promising approach to chronic disease prevention via the workplace. It brings together one of the nation's largest health-promoting voluntary agencies with the nation's largest employers to promote evidence-based practices targeted at the most common causes of disease and death. The program increased the adoption of these practices and was well-accepted.

Conceptions of how a learning or teaching curriculum, workplace culture and agency of individuals shape medical student learning and supervisory practices in the clinical workplace.

PubMed

Strand, Pia; Edgren, Gudrun; Borna, Petter; Lindgren, Stefan; Wichmann-Hansen, Gitte; Stalmeijer, Renée E

2015-05-01

The role of workplace supervisors in the clinical education of medical students is currently under debate. However, few studies have addressed how supervisors conceptualize workplace learning and how conceptions relate to current sociocultural workplace learning theory. We explored physician conceptions of: (a) medical student learning in the clinical workplace and (b) how they contribute to student learning. The methodology included a combination of a qualitative, inductive (conventional) and deductive (directed) content analysis approach. The study triangulated two types of interview data from 4 focus group interviews and 34 individual interviews. A total of 55 physicians participated. Three overarching themes emerged from the data: learning as membership, learning as partnership and learning as ownership. The themes described how physician conceptions of learning and supervision were guided by the notions of learning-as-participation and learning-as-acquisition. The clinical workplace was either conceptualized as a context in which student learning is based on a learning curriculum, continuity of participation and partnerships with supervisors, or as a temporary source of knowledge within a teaching curriculum. The process of learning was shaped through the reciprocity between different factors in the workplace context and the agency of students and supervising physicians. A systems-thinking approach merged with the "co-participation" conceptual framework advocated by Billet proved to be useful for analyzing variations in conceptions. The findings suggest that mapping workplace supervisor conceptions of learning can be a valuable starting point for medical schools and educational developers working with changes in clinical educational and faculty development practices.

Impact of MPH programs: contributing to health system strengthening in low- and middle-income countries?

PubMed

Zwanikken, Prisca A C; Alexander, Lucy; Scherpbier, Albert

2016-08-22

The "health workforce" crisis has led to an increased interest in health professional education, including MPH programs. Recently, it was questioned whether training of mid- to higher level cadres in public health prepared graduates with competencies to strengthen health systems in low- and middle-income countries. Measuring educational impact has been notoriously difficult; therefore, innovative methods for measuring the outcome and impact of MPH programs were sought. Impact was conceptualized as "impact on workplace" and "impact on society," which entailed studying how these competencies were enacted and to what effect within the context of the graduates' workplaces, as well as on societal health. This is part of a larger six-country mixed method study; in this paper, the focus is on the qualitative findings of two English language programs, one a distance MPH program offered from South Africa, the other a residential program in the Netherlands. Both offer MPH training to students from a diversity of countries. In-depth interviews were conducted with 10 graduates (per program), working in low- and middle-income health systems, their peers, and their supervisors. Impact on the workplace was reported as considerable by graduates and peers as well as supervisors and included changes in management and leadership: promotion to a leadership position as well as expanded or revitalized management roles were reported by many participants. The development of leadership capacity was highly valued amongst many graduates, and this capacity was cited by a number of supervisors and peers. Wider impact in the workplace took the form of introducing workplace innovations such as setting up an AIDS and addiction research center and research involvement; teaching and training, advocacy, and community engagement were other ways in which graduates' influence reached a wider target grouping. Beyond the workplace, an intersectoral approach, national reach through policy advisory roles to Ministries of Health, policy development, and capacity building, was reported. Work conditions and context influenced conduciveness for innovation and the extent to which graduates were able to have effect. Self-selection of graduates and their role in selecting peers and supervisors may have resulted in some bias, some graduates could not be traced, and social acceptability bias may have influenced findings. There was considerable impact at many levels; graduates were perceived to be able to contribute significantly to their workplaces and often had influence at the national level. Much of the impact described was in line with public health educational aims. The qualitative method study revealed more in-depth understanding of graduates' impact as well as their career pathways.

Energy and Mines. Guide to Standards and Implementation. Career & Technology Studies.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Standards Branch.

This Alberta curriculum guide defines competencies that help students build daily living skills, investigate career options in energy and mines, use technology in the fields of energy and mining effectively and efficiently, and prepare for entry into the workplace or related postsecondary programs in the field. The first section provides a program…

The Culture of Learning from Mistakes: How Employees Handle Mistakes in Everyday Work

ERIC Educational Resources Information Center

Harteis, Christian; Bauer, Johannes; Gruber, Hans

2008-01-01

Workplace learning circumscribes processes leading to the development of competencies and skills through daily work. It is of increasing importance for many modern enterprises, which consider themselves as being learning organisations, to make use of the potential of their employees in order to be competitive within global markets. Dealing with…

Adult Education Attainment and Assessment Scores: A Cross-National Comparison. Stats in Brief. NCES 2018-007

ERIC Educational Resources Information Center

Mamedova, Saida; Sparks, Dinah; Hoyer, Kathleen Mulvaney

2017-01-01

The Organization for Economic Cooperation and Development (OECD) conducted the Program for the International Assessment of Adult Competencies (PIAAC), a multi-domain adult skills assessment with an extensive background questionnaire, in 2012. PIAAC is a global effort to understand how individuals' education, workplace experiences, and other…

Technology-Enhanced Learning Environments to Solve Performance Problems: A Case of a Korean Company

ERIC Educational Resources Information Center

Kim, Min Kyu

2010-01-01

This is a case describing how technology enhanced learning environments can be used to improve employees' competence development. For this purpose, specific problematic situations in a Korean insurance company are portrayed. These situations demonstrate that everyday life in a workplace provides opportunities for learning and performance…

Employers' Perceptions of Information Technology Competency Requirements for Management Accounting Graduates

ERIC Educational Resources Information Center

Spraakman, Gary; O'Grady, Winifred; Askarany, Davood; Akroyd, Chris

2015-01-01

Management accountants work in a computerized workplace with information technology (IT) for producing financial ledgers and for reporting. Thus, the role of the management accountant has shifted from capturing and recording transactions to analyzing business issues. The research question is: what IT knowledge and skills do employers require of…

Gas Metal Arc Welding and Flux-Cored Arc Welding. Teacher Edition. Second Edition.

ERIC Educational Resources Information Center

Fortney, Clarence; Gregory, Mike

These instructional materials are designed to improve instruction in Gas Metal Arc Welding (GMAW) and Flux-Cored Arc Welding (FCAW). The following introductory information is included: use of this publication; competency profile; instructional/task analysis; related academic and workplace skills list; tools, materials, and equipment list; and…

Internationalisation of Vocational Education and Training: An Adapting Curve for Teachers and Learners

ERIC Educational Resources Information Center

Tran, Ly Thi

2013-01-01

Competency-based training and training packages are mandatory for Australian vocational education and training (VET). VET qualifications are designed to provide learners with skills, knowledge, and attributes required for Australian workplaces. Yet, toward the end of December 2011, there were 171,237 international student enrolments in the…

Evidence on the Relationship between Firm-Based Screening and the Returns to Education

ERIC Educational Resources Information Center

Brown, Sarah; Sessions, John G.

2006-01-01

We explore the relationship between the signalling role of education and direct screening measures adopted by employers using a matched employee-employer data set drawn from the 1998 "Workplace Employee Relations Survey" for Great Britain. We identify which firms use personality/attitude and/or performance/competency tests during the…

Supporting University Learning through Mobile Technologies: A Global Perspective

ERIC Educational Resources Information Center

Mugo, David Gitumu; Njagi, Kageni; Chemwei, Bernard; Gakuru, Paul Maina

2015-01-01

The workplace in the modern world continues to demand higher qualifications and refined competencies. In the recent past, workers would respond to such demands through learning by correspondence. When the Internet and e-Learning emerged, it received widespread accolade as a solution to the challenges experienced by distant learners. The technology…

Action Research, Assessment, and Institutional Review Boards (IRB): Conflicting Demands or Productive Tension for the Academic Librarian?

ERIC Educational Resources Information Center

Farrell, Robert

2014-01-01

This article puts forward an "assessment/action research/publication" cycle that integrates aspects of the assessment, research, and Institutional Review Board (IRB) processes to provide academic librarians with a systematic approach for balancing competing workplace demands and give library managers a roadmap for creating a…

Promoting Effective Dialogue between Business and Education around the Need for Deeper Learning

ERIC Educational Resources Information Center

Business-Higher Education Forum, 2013

2013-01-01

As employers scan the current workforce and anticipate future workforce needs, they frequently find that employees are not well-equipped with core content knowledge and 21st century workplace competencies, the combination of which the William and Flora Hewlett Foundation defines as "deeper learning." The cumulative effect of these…

Perceptions of Job Competence in Older Workers.

ERIC Educational Resources Information Center

Drew, Benjamin; Waters, Judith

Although inflation has forced many older persons to find part-time employment or to continue working past their anticipated retirement age, stereotypes of aging may hinder the acceptance of older persons in the workplace. It is particularly important to assess attitudes toward the elderly in a working class population who will first feel the…

Myth #13: English Is Going Out of Style.

ERIC Educational Resources Information Center

Literacy Beat, 1990

1990-01-01

Literacy education for non-English-speaking adults is taxing the fragile adult education system in the United States. Despite federal limitations, a million immigrants enter the country each year. In contrast with the past, the non-English-speaking need more education to compete in more sophisticated workplaces. The nation's largest cities are…

The Frazzled Principal's Wellness Plan: Reclaiming Time, Managing Stress, and Creating a Healthy Lifestyle

ERIC Educational Resources Information Center

Queen, J. Allen; Queen, Patsy S.

2004-01-01

This wellness guide for today's busy principals, school leaders, supervisors, and administrators has been custom crafted by the authors to address the stresses of managing workplace environments, juggling time and competing priorities, learning to delegate, balancing personal and professional agendas, and creating win-win situations. Special…

Developing Future Leaders: The Role of Reflection in the Classroom

ERIC Educational Resources Information Center

Roberts, Cynthia

2008-01-01

Leadership development continues to be a topic of conversation, education, and research. Reflection has been named as one of the key competencies needed for effective leaders particularly as the workplace grows more complex and multicultural. But how does one develop reflective skill in college students, the leaders of the future? This paper…

Digital Literacy Matters: Increasing Workforce Productivity through Blended English Language Programs

ERIC Educational Resources Information Center

Jose, Kshema

2016-01-01

Current workplace demands newer forms of literacies that go beyond the ability to decode print. These involve not only competence to operate digital tools, but also the ability to create, represent, and share meaning in different modes and formats; ability to interact, collaborate and communicate effectively using digital tools, and engage…

Marketing Education Cooperative Education Manual. Classroom and Training Station Connecting Activities

ERIC Educational Resources Information Center

Ohio Department of Education, 2004

2004-01-01

Cooperative Education is a teaching method which uses real life work experiences to teach and/or reinforce competencies from the Marketing Content Standards. Direct connections are made between classroom instruction and workplace activities. The activities in this manual can be used to reinforce and contextualize content taught in the classroom…

Skills Certifications and Workforce Development: Partnering with Industry and Ourselves.

ERIC Educational Resources Information Center

Cantor, Jeffrey A.

2002-01-01

This article states that constant changing workplace technology requirements have placed a burden on the employees to remain competent. This problem can be alleviated by community colleges that offer credentials in different occupations. Community colleges can aid in the creation of new jobs by providing students with the skills that are highly…

Workplace Communication: What "The Apprentice" Teaches about Communication Skills

ERIC Educational Resources Information Center

Kinnick, Katherine N.; Parton, Sabrena R.

2005-01-01

This article reports the results of a content analysis of the debut season of the reality television show, "The Apprentice." All 15 episodes were examined to determine the role that communication competencies played in competitors' success or elimination. Results indicate that the ability to persuade effectively was most critical to winning tasks,…

Development of the Global-Self through Collegiate Recreational Sports

ERIC Educational Resources Information Center

Accetta, Alexander Rocco

2017-01-01

Today's student has more access to global issues than any previous generation. Nearly one million higher education students study abroad worldwide, the workplace reflects a need to be interculturally competent, and students rarely have opportunities to learn how to thrive in the new global environment. This study explored how higher education, and…

Organizational health in health organizations: towards a conceptualization.

PubMed

Orvik, Arne; Axelsson, Runo

2012-12-01

This article is introducing a new concept of organizational health and discussing its possible implications for health organizations and health management. The concept is developed against the background of New Public Management, which has coincided with increasing workplace health problems in health organizations. It is based on research mainly in health promotion and health management. Organizational health is defined in terms of how an organization is able to deal with the tensions of diverse and competing values. This requires a dialectical perspective, integration as well as disintegration, and a tricultural approach to value tensions. The concept of organizational health is pointing towards an inverse value pyramid and a hybrid- and value-based form of management in health organizations. An application of this concept may clarify competing values and help managers to deal with the value tensions underlying workplace health problems on an organizational as well as an individual and group level. More empirical research is required, however, to link more closely the different aspects of organizational health in health organizations. © 2012 The Authors. Scandinavian Journal of Caring Sciences © 2012 Nordic College of Caring Science.

Understanding the workplace culture of a special care nursery.

PubMed

Wilson, Valerie J; McCormack, Brendan G; Ives, Glenice

2005-04-01

This paper presents findings from the first phase of a research study focusing on implementation and evaluation of emancipatory practice development strategies. Understanding the culture of practice is essential to undertaking effective developments in practice. Culture is a dominant feature of discussions about modernizing health care, yet few studies have been undertaken that systematically evaluate the development of effective practice cultures. The study intervention is that of emancipatory practice development with an integrated evaluation approach based on Realistic Evaluation. The aim of Realistic Evaluation is to evaluate relationships between Context (setting), Mechanism (process characteristics) and Outcome (arising from the context-mechanism configuration). This first phase of the study focuses on uncovering the context (in particular the culture) of the Special Care Nursery in order to evaluate the emancipatory practice development processes and outcomes. Data collection methods included survey, participant observation and interview. Cognitive mapping, constant comparative method and coding were used to analyse the data. Findings. Four key categories were identified: Teamwork, Learning in Practice, Inevitability of Change and Family-Centred Care and collectively these formed a central category of Core Values and Beliefs. A number of themes were identified in each category, and reflected tensions that existed between differing values and beliefs within the culture of the unit. Understanding values and beliefs is an important part of understanding a workplace culture. Whilst survey methods are capable of outlining espoused workplace characteristics, observation of staff interactions and perceptions gives an understanding of culture as a living entity manifested through interpersonal relationships. Attempts at changing workplace cultures should start from the clarification of values held among staff in that culture.

Stakeholder perspectives on workplace-based performance assessment: towards a better understanding of assessor behaviour.

PubMed

de Jonge, Laury P J W M; Timmerman, Angelique A; Govaerts, Marjan J B; Muris, Jean W M; Muijtjens, Arno M M; Kramer, Anneke W M; van der Vleuten, Cees P M

2017-12-01

Workplace-Based Assessment (WBA) plays a pivotal role in present-day competency-based medical curricula. Validity in WBA mainly depends on how stakeholders (e.g. clinical supervisors and learners) use the assessments-rather than on the intrinsic qualities of instruments and methods. Current research on assessment in clinical contexts seems to imply that variable behaviours during performance assessment of both assessors and learners may well reflect their respective beliefs and perspectives towards WBA. We therefore performed a Q methodological study to explore perspectives underlying stakeholders' behaviours in WBA in a postgraduate medical training program. Five different perspectives on performance assessment were extracted: Agency, Mutuality, Objectivity, Adaptivity and Accountability. These perspectives reflect both differences and similarities in stakeholder perceptions and preferences regarding the utility of WBA. In comparing and contrasting the various perspectives, we identified two key areas of disagreement, specifically 'the locus of regulation of learning' (i.e., self-regulated versus externally regulated learning) and 'the extent to which assessment should be standardised' (i.e., tailored versus standardised assessment). Differing perspectives may variously affect stakeholders' acceptance, use-and, consequently, the effectiveness-of assessment programmes. Continuous interaction between all stakeholders is essential to monitor, adapt and improve assessment practices and to stimulate the development of a shared mental model. Better understanding of underlying stakeholder perspectives could be an important step in bridging the gap between psychometric and socio-constructivist approaches in WBA.

Workplace social capital in nursing: an evolutionary concept analysis.

PubMed

Read, Emily A

2014-05-01

To report an analysis of the concept of nurses' workplace social capital. Workplace social capital is an emerging concept in nursing with potential to illuminate the value of social relationships at work. A common definition is needed. Concept analysis. The Cumulative Index to Nursing and Allied Health Literature, PubMed, PsychINFO and ProQuest Nursing. Databases were systematically searched using the keywords: workplace social capital, employee social capital, work environment, social capital and nursing. Sources published between January 1937-November 2012 in English that described or studied social capital of nurses at work were included. A total of 668 resources were found. After removing 241 duplicates, literature was screened in two phases: (1) titles and abstracts were reviewed (n = 427); and (2) remaining data sources were retrieved and read (n = 70). Eight sources were included in the final analysis. Attributes of nurses' workplace social capital included networks of social relationships at work, shared assets and shared ways of knowing and being. Antecedents were communication, trust and positive leadership practices. Nurses' workplace social capital was associated with positive consequences for nurses, their patients and healthcare organizations. Nurses' workplace social capital is defined as nurses' shared assets and ways of being and knowing that are evident in, and available through, nurses' networks of social relationships at work. Future studies should examine and test relationships between antecedents and consequences of nurses' workplace social capital to understand this important aspect of healthy professional practice environments better. © 2013 John Wiley & Sons Ltd.

'Watching an artist at work': aesthetic leadership in clinical nursing workplaces.

PubMed

Mannix, Judy; Wilkes, Lesley; Daly, John

2015-12-01

To explore how clinical leaders enact aesthetic leadership in clinical nursing workplaces. Clinical leadership is heralded as vital for safe and effective nursing. Different leadership styles have been applied to the clinical nursing workplace over recent years. Many of these styles lack an explicit moral dimension, instead focusing on leader qualities and developing leader competence around team building, quality and safety. Aesthetic leadership, with its explicit moral dimension, could enhance clinical leadership effectiveness and improve nursing workplaces. How aesthetic leadership is enacted in clinical nursing settings requires exploration. A qualitative design, employing conversation-style interviews with experienced registered nurses and written responses gathered from an online descriptive survey. Narrative data were gathered from interviews with 12 registered nurses and written accounts from 31 nurses who responded to an online survey. Together, transcribed interview data and the written accounts were subject to thematic analysis. Three main themes emerged: Leading by example: 'be seen in the clinical area'; Leading with composure: 'a sense of calm in a hideous shift'; and Leading through nursing values: 'create an environment just by your being'. Aesthetic leadership was shown to enhance clinical leadership activities in the nursing workplace. The capacity for clinical leaders to be self-reflective can positively influence the nursing workplace. It was apparent that clinical leader effectiveness can be enhanced with nursing values underpinning leadership activities and by being a visible, composed role model in the clinical workplace. Aesthetic leadership can enhance clinical nursing workplaces with its explicit moral purpose and strong link to nursing values. Clinical leaders who incorporate these attributes with being a visible, composed role model have the capacity to improve the working lives of nurses across a range of clinical settings. © 2015 John Wiley & Sons Ltd.

The impact of the Dementia ABC educational programme on competence in person-centred dementia care and job satisfaction of care staff.

PubMed

Rokstad, Anne Marie Mork; Døble, Betty Sandvik; Engedal, Knut; Kirkevold, Øyvind; Benth, Jūratė Šaltytė; Selbaek, Geir

2017-06-01

The objective of the study was to evaluate the impact of the Dementia ABC educational programme on the participants' competence in person-centred care and on their level of job satisfaction. The development of person-centred care for people with dementia is highly recommended, and staff training that enhances such an approach may positively influence job satisfaction and the possibility of recruiting and retaining competent care staff. The study is a longitudinal survey, following participants over a period of 24 months with a 6-month follow-up after completion of the programme. A total of 1,795 participants from 90 municipalities in Norway are included, and 580 from 52 municipalities completed all measurements. The person-centred care assessment tool (P-CAT) is used to evaluate person-centredness. The psychosocial workplace environment and job satisfaction questionnaire is used to investigate job satisfaction. Measurements are made at baseline, and after 12, 24 and 30 months. A statistically significant increase in the mean P-CAT subscore of person-centred practice and the P-CAT total score is found at 12, 24 and 30 months compared to baseline. A statistically significant decrease in scores in the P-CAT subscore for organisational support is found at all points of measurement compared to baseline. Statistically significant increases in satisfaction with workload, personal and professional development, demands balanced with qualifications and variation in job tasks as elements of job satisfaction are reported. The evaluation of the Dementia ABC educational programme identifies statistically significant increases in scores of person-centredness and job satisfaction, indicating that the training has a positive impact. The results indicate that a multicomponent training programme including written material, multidisciplinary reflection groups and workshops has a positive impact on the development of person-centred care practice and the job satisfaction of care staff. © 2016 John Wiley & Sons Ltd.

The ethics of Canadian entry-to-practice pain competencies: how are we doing?

PubMed

Watt-Watson, Judy; Peter, Elizabeth; Clark, A John; Dewar, Anne; Hadjistavropoulos, Thomas; Morley-Forster, Pat; O'Leary, Christine; Raman-Wilms, Lalitha; Unruh, Anita; Webber, Karen; Campbell-Yeo, Marsha

2013-01-01

Although unrelieved pain continues to represent a significant problem, prelicensure educational programs tend to include little content related to pain. Standards for professional competence strongly influence curricula and have the potential to ensure that health science students have the knowledge and skill to manage pain in a way that also allows them to meet professional ethical standards. To perform a systematic, comprehensive examination to determine the entry-to-practice competencies related to pain required for Canadian health science and veterinary students, and to examine how the presence and absence of pain competencies relate to key competencies of an ethical nature. Entry-to-practice competency requirements related to pain knowledge, skill and judgment were surveyed from national, provincial and territorial documents for dentistry, medicine, nursing, pharmacy, occupational therapy, physiotherapy, psychology and veterinary medicine. Dentistry included two and nursing included nine specific pain competencies. No references to competencies related to pain were found in the remaining health science documents. In contrast, the national competency requirements for veterinary medicine, surveyed as a comparison, included nine pain competencies. All documents included competencies pertaining to ethics. The lack of competencies related to pain has implications for advancing skillful and ethical practice. The lack of attention to pain competencies limits the capacity of health care professionals to alleviate suffering, foster autonomy and use resources justly. Influencing professional bodies to increase the number of required entry-to-practice pain competencies may ultimately have the greatest impact on education and practice.

Team behaviors: working effectively in teams.

PubMed

Wilson, C K

1998-12-01

The work of building and sustaining teams is often underestimated by middle managers. A manager must have the ability to develop and evolve staff toward a new level of competence, required because of radically upgraded expectations. Managers must be clear about what it means to empower teams, to avoid the trappings of giving "lip service" to authority boundaries, which may exist only on paper. Achieving this clarity means understanding the characteristics of effective teams: a high degree of interdependence, strong sense of organizational empowerment, self-determination, competence, commitment, and genuine concern about the quality of work being performed. An important tool for the manager interested in team development is the creation of a performance model, grounded in the foundational relationship competencies necessary for team success. Performance modeling assists not only in identifying of competency gaps that can be addressed by training but also in determining the workplace barriers to team success.

Entrustable Professional Activities for Pathology

PubMed Central

Domen, Ronald E.; Conran, Richard M.; Hoffman, Robert D.; Post, Miriam D.; Brissette, Mark D.; Raciti, Patricia M.; Cohen, David A.; Roberts, Cory A.; Rojiani, Amyn M.; Kong, Christina S.; Peterson, Jo Elle G.; Johnson, Kristen; Plath, Sue; Powell, Suzanne Zein-Eldin

2017-01-01

Competency-based medical education has evolved over the past decades to include the Accreditation Council for Graduate Medical Education Accreditation System of resident evaluation based on the Milestones project. Entrustable professional activities represent another means to determine learner proficiency and evaluate educational outcomes in the workplace and training environment. The objective of this project was to develop entrustable professional activities for pathology graduate medical education encompassing primary anatomic and clinical pathology residency training. The Graduate Medical Education Committee of the College of American Pathologists met over the course of 2 years to identify and define entrustable professional activities for pathology graduate medical education. Nineteen entrustable professional activities were developed, including 7 for anatomic pathology, 4 for clinical pathology, and 8 that apply to both disciplines with 5 of these concerning laboratory management. The content defined for each entrustable professional activity includes the entrustable professional activity title, a description of the knowledge and skills required for competent performance, mapping to relevant Accreditation Council for Graduate Medical Education Milestone subcompetencies, and general assessment methods. Many critical activities that define the practice of pathology fit well within the entrustable professional activity model. The entrustable professional activities outlined by the Graduate Medical Education Committee are meant to provide an initial framework for the development of entrustable professional activity–related assessment and curricular tools for pathology residency training. PMID:28725792

Strengthening mental health nurses' resilience through a workplace resilience programme: A qualitative inquiry.

PubMed

Foster, Kim; Cuzzillo, Celeste; Furness, Trentham

2018-06-19

WHAT IS KNOWN ON THE SUBJECT?: Mental health nurses are affected by interpersonal, practice-related and organizational factors that can increase workplace stress and reduce their physical and mental health and well-being. Resilience programmes are a strength-based preventative approach to supporting individuals to overcome workplace adversities. WHAT THE PAPER ADDS TO EXISTING KNOWLEDGE?: This qualitative inquiry is the first study to report mental health nurses' perspectives and experiences on a workplace resilience programme. Strengthening mental health nurses' resilience through a resilience programme involved a process of understanding resilience, and applying resilience strategies such as positive self-talk, managing negative self-talk, detaching from stressful situations, being aware of and managing emotions, and showing more empathy, to address workplace challenges. To address the range of resources needed to support mental health nurses' resilience, a social-ecological approach to workplace resilience can be used to promote resource provision at individual, work unit, organizational and professional levels. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Resilience programmes are one resource for addressing the impacts of workplace stressors on mental health nurses. Organizational barriers and risks to staff well-being need to also be addressed to build a resilient workforce. Incorporating resilience strategies into clinical supervision or reflective practice models may help sustain beneficial outcomes following a resilience programme and support resilient practice. Introduction Mental health settings are potentially high-stress workplaces that can lead to nurses' poorer health and well-being. Resilience programmes are a strengths-based preventative approach for promoting mental health and well-being in the face of adversity; however, there is no prior research on mental health nurses' perspectives on resilience programmes. Aim To explore the perspectives of mental health nurses participating in a mental health service-initiated resilience programme (Promoting Adult Resilience). Method An exploratory qualitative inquiry was undertaken. Multiple qualitative data: open-ended responses and semi-structured interviews and focus groups, were thematically analysed. Results Twenty-nine registered nurses from a metropolitan mental health service participated. Four main themes were as follows: being confronted by adversity; reinforcing understandings of resilience; strengthening resilience; and applying resilience skills at work. Discussion This is the first study to report mental health nurses' perspectives on a resilience programme. Resilience programmes can help improve nurses' self-efficacy and ability to realistically appraise stressful situations and to moderate their emotional responses to others. Implications for practice It is recommended resilience programmes are provided to promote nurses' well-being and resilient practices. To build a resilient workforce, the wider barriers and risks to staff well-being need to be addressed at a unit, organizational and professional level. © 2018 John Wiley & Sons Ltd.

Validation and Application of the Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U): Identifying Factors Associated with Valuing Important Workplace Skills among Biology Students

ERIC Educational Resources Information Center

Marbach-Ad, Gili; Rietschel, Carly; Thompson, Katerina V.

2016-01-01

We present a novel assessment tool for measuring biology students' values and experiences across their undergraduate degree program. Our Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U) assesses the extent to which students value skills needed for the workplace (e.g., ability to work in groups) and their experiences with…

Using an interprofessional competency framework to examine collaborative practice.

PubMed

Hepp, Shelanne L; Suter, Esther; Jackson, Karen; Deutschlander, Siegrid; Makwarimba, Edward; Jennings, Jake; Birmingham, Lisa

2015-03-01

Healthcare organisations are starting to implement collaborative practice to increase the quality of patient care. However, operationalising and measuring progress towards collaborative practice has proven to be difficult. Various interprofessional competency frameworks have been developed that outline essential collaborative practice competencies for healthcare providers. If these competencies were enacted to their fullest, collaborative practice would be at its best. This article examines collaborative practice in six acute care units across Alberta using the Canadian Interprofessional Health Collaborative (CIHC) competency framework (CIHC, 2010 ). The framework entails the six competencies of patient-centred care, communication, role clarification, conflict resolution, team functioning and collaborative leadership (CIHC, 2010 ). We conducted a secondary analysis of interviews with 113 healthcare providers from different professions, which were conducted as part of a quality improvement study. We found positive examples of communication and patient-centred care supported by unit structures and processes (e.g. rapid rounds and collaborative plan of care). Some gaps in collaborative practice were found for role clarification and collaborative leadership. Conflict resolution and team functioning were not well operationalised on these units. Strategies are presented to enhance each competency domain in order to fully enact collaborative practice. Using the CIHC competency framework to examine collaborative practice was useful for identifying strength and areas needing improvement.

Informed shared decision making: An exploratory study in pharmacy

PubMed Central

Kassam, Rosemin; Volume-Smith, Carlyn; Albon, Simon P.

2007-01-01

Introduction A study was undertaken to examine the feasibility of using the physician-based Informed Shared Decision Making (ISDM) framework for teaching pharmacy students competencies to effectively develop therapeutic relationships with patients. Objectives To: (1) assess the relevance and importance of the physician-developed ISDM competencies for pharmacy practice, (2) determine which competencies would be easiest and hardest to practice, (3) identify barriers to implementing ISDM in pharmacy practice, and (4) identify typical situations in which ISDM is or could be practiced. Methods Twenty pharmacists representing 4 different practices were interviewed using a standardized interview protocol. Results Pharmacists acknowledged that majority of the physician-based competencies were relevant to pharmacy practice; although not all competencies were considered to be most important. Competency #1 (Develop a partnership with the patient) was found to be the most relevant, the most important and the easiest to practice of all the competencies. While no one competency was identified as being hard to practice, there were several barriers identified to practicing ISDM. Finally, pharmacists expressed that patients with chronic conditions would be the most ideal for engaging in ISDM. Conclusion While pharmacists believed that the ISDM model could provide a framework for pharmacists to develop therapeutic relationships with their patients, the group also identified obstacles to engaging successfully in this relationship. PMID:25157282