Science identity construction through extraordinary professional development experiences

NASA Astrophysics Data System (ADS)

McLain, Bradley David

Despite great efforts and expenditures to promote science literacy and STEM career choices, the U.S. continues to lag behind other countries in science education, diminishing our capacity for STEM leadership and our ability to make informed decisions in the face of multiple looming global issues. I suggest that positive science identity construction (the integration of science into one's sense of self so that it becomes a source of inspiration and contributes to lifelong learning) is critical for promoting durable science literacy and pro-science choices. Therefore, the focus of this study was extraordinary professional development experiences for science educators that may significantly impact their sense of self. My hypothesis was that such experiences could positively impact educators' science and science educator identities, and potentially enhance their capacities to impact student science identities. The first part of this hypothesis is examined in this study. Further, I suggest that first-person narratives play an important role in science identity construction. Presenting a new conceptual model that connects experiential learning theory to identity theory through the narrative study of lives, I explored the impacts of subjectively regarded extraordinary professional development experiences on the science identity and science educator identity construction processes for a cohort of fifteen K-12 science teachers during a science-learning-journey to explore the volcanoes of Hawaii. I used a case study research approach under the broader umbrella of a hermeneutic phenomenology to consider four individual cases as lived experiences and to consider the journey as a phenomenon unto itself. Findings suggest science and science educator identities are impacted by such an experience but with marked variability in magnitude and nature. Evidence also suggests important impacts on their other identities. In most instances, science-related impacts were secondary to and

Study on the Higher Vocational and Professional Specialty Ability Module of "Construction Management"

ERIC Educational Resources Information Center

Gao, Qun

2008-01-01

The higher vocational and professional specialty of "construction management" of China begun late, and the talent training mode of various colleges are different, especially the analysis to the specialty ability modules on the higher vocational and professional layer is not mature. In this article, combining with the practice of Manjing…

Occupational health management system: A study of expatriate construction professionals.

PubMed

Chan, I Y S; Leung, M Y; Liu, A M M

2016-08-01

Due to its direct impact on the safety and function of organizations, occupational health has been a concern of the construction industry for many years. The inherent complexity of occupational health management presents challenges that make a systems approach essential. From a systems perspective, health is conceptualized as an emergent property of a system in which processes operating at the individual and organizational level are inextricably connected. Based on the fundamental behavior-to-performance-to-outcome (B-P-O) theory of industrial/organizational psychology, this study presents the development of an I-CB-HP-O (Input-Coping Behaviors-Health Performance-Outcomes) health management systems model spanning individual and organizational boundaries. The model is based on a survey of Hong Kong expatriate construction professionals working in Mainland China. Such professionals tend to be under considerable stress due not only to an adverse work environment with dynamic tasks, but also the need to confront the cross-cultural issues arising from expatriation. A questionnaire was designed based on 6 focus groups involving 44 participants, and followed by a pilot study. Of the 500 questionnaires distributed in the main study, 137 valid returns were received, giving a response rate of 27.4%. The data were analyzed using statistical techniques such as factor analysis, reliability testing, Pearson correlation analysis, multiple regression modeling, and structural equation modeling. Theories of coping behaviors and health performance tend to focus on the isolated causal effects of single factors and/or posits the model at single, individual level; while industrial practices on health management tend to focus on organizational policy and training. By developing the I-CB-HP-O health management system, incorporating individual, interpersonal, and organizational perspectives, this study bridges the gap between theory and practice while providing empirical support for a

How do psychiatrists in India construct their professional identity? A critical literature review.

PubMed

Bayetti, Clement; Jadhav, Sushrut; Deshpande, Smita N

2017-01-01

Psychiatric practice in India is marked by an increasing gulf between largely urban-based mental health professionals and a majority rural population. Based on the premise that any engagement is a mutually constructed humane process, an understanding of the culture of psychiatry including social process of local knowledge acquisition by trainee psychiatrists is critical. This paper reviews existing literature on training of psychiatrists in India, the cultural construction of their professional identities and autobiographical reflections. The results reveal a scarcity of research on how identities, knowledge, and values are constructed, contested, resisted, sustained, and operationalized through practice. This paper hypothesizes that psychiatric training and practice in India continues to operate chiefly in an instrumental fashion and bears a circular relationship between cultural, hierarchical training structures and patient-carer concerns. The absence of interpretative social science training generates a professional identity that predominantly focuses on the patient and his/her social world as the site of pathology. Infrequent and often superfluous critical cultural reflexivity gained through routine clinical practice further alienates professionals from patients, caregivers, and their own social landscapes. This results in a peculiar brand of theory and practice that is skewed toward a narrow understanding of what constitutes suffering. The authors argue that such omissions could be addressed through nuanced ethnographies on the professional development of psychiatrists during postgraduate training, including the political economies of their social institutions and local cultural landscapes. Further research will also help enhance culturally sensitive epistemology and shape locally responsive mental health training programs. This is critical for majority rural Indians who place their trust in State biomedical care.

How do psychiatrists in India construct their professional identity? A critical literature review

PubMed Central

Bayetti, Clement; Jadhav, Sushrut; Deshpande, Smita N.

2017-01-01

Psychiatric practice in India is marked by an increasing gulf between largely urban-based mental health professionals and a majority rural population. Based on the premise that any engagement is a mutually constructed humane process, an understanding of the culture of psychiatry including social process of local knowledge acquisition by trainee psychiatrists is critical. This paper reviews existing literature on training of psychiatrists in India, the cultural construction of their professional identities and autobiographical reflections. The results reveal a scarcity of research on how identities, knowledge, and values are constructed, contested, resisted, sustained, and operationalized through practice. This paper hypothesizes that psychiatric training and practice in India continues to operate chiefly in an instrumental fashion and bears a circular relationship between cultural, hierarchical training structures and patient–carer concerns. The absence of interpretative social science training generates a professional identity that predominantly focuses on the patient and his/her social world as the site of pathology. Infrequent and often superfluous critical cultural reflexivity gained through routine clinical practice further alienates professionals from patients, caregivers, and their own social landscapes. This results in a peculiar brand of theory and practice that is skewed toward a narrow understanding of what constitutes suffering. The authors argue that such omissions could be addressed through nuanced ethnographies on the professional development of psychiatrists during postgraduate training, including the political economies of their social institutions and local cultural landscapes. Further research will also help enhance culturally sensitive epistemology and shape locally responsive mental health training programs. This is critical for majority rural Indians who place their trust in State biomedical care. PMID:28529358

Dental Environmental Noise Evaluation and Health Risk Model Construction to Dental Professionals.

PubMed

Ma, Kuen Wai; Wong, Hai Ming; Mak, Cheuk Ming

2017-09-19

Occupational noise is unavoidably produced from dental equipment, building facilities, and human voices in the dental environment. The purpose of this study was to investigate the effect of occupational noise exposure on the dental professionals' health condition. The psychoacoustics approach noise exposure assessment followed by the health risk assessment was carried on at the paediatric dentistry clinic and the dental laboratory in the Prince Philip Dental Hospital of Hong Kong. The A-weighted equivalent sound level, total loudness, and sharpness values were statistically significantly higher for the noise at the laboratory than that at the clinic. The degree of perceived influences and sharpness of noise were found to have the impacts on the dental professionals' working performance and health. Moreover, the risk of having a bad hearing state would a have 26% and 31% higher chance for a unit increment of the short-term and long-term impact scores, respectively. The dental professionals with the service length more than 10 years and the daily working hours of more than eight showed the highest risk to their hearing state. The worse the hearing state was, the worse the health state was found for the dental professionals. Also, the risk of dissatisfaction would be increased by 4.41 and 1.22 times for those who worked at the laboratory and a unit increment of the long-term impact score. The constructed health risk mode with the scientific and statistical evidence is hence important for the future noise management of environmental improvement.

[The construction of professional images of healthcare assistants and registered nurses].

PubMed

Robin, Dominik; Schaffert, René

2016-02-01

In the field of nursing in Switzerland, educations have experienced a fundamental reorganization with the implementation of the new law on Vocational and Professional Education and Training (2004). Among other things, this change affects professional images. To show how the different professional images in the field of nursing are being constructed in the descriptions of professions by graduates after the reshaping of the educations and the occupational field in general. In 110 semi-structured interviews, healthcare assistants and registered nurses (college diploma and Bachelor of Science) in their early careers were asked to explain their professional image. The participant's answers were analysed based on a qualitative content analysis and considering the theoretical background of Berger and Luckmann (1977). The interviews show that professional images emerge on the interaction of societal attributes and individual processes of adoption and revision. Graduates are challenged to adjust stereotypes and to achieve a balance between their own professional image and a missing or inappropriately perceived societal image. There should be further emphasis on the differentiation between the professions and the different educations in the field of nursing in order to achieve a better public perception of the different professions.

Building a Model of Early Years Professionalism from Practitioners’ Perspectives

ERIC Educational Resources Information Center

Brock, Avril

2013-01-01

Practitioner voice has been absent from debates regarding what constitutes professional behaviour and practice in the early years. This research identifies and uses the professional knowledge of a group of early years educators to create a typology of professionalism. The typology comprises seven inter-related dimensions of early years…

Early Career Teacher Professional Learning

ERIC Educational Resources Information Center

McCormack, Ann; Gore, Jennifer; Thomas, Kaye

2006-01-01

Becoming a teacher requires not only the development of a professional identity but the construction of professional knowledge and practice through continued professional learning. This study tracked a sample group of 16 early career teachers through their first year of teaching. The participants were encouraged to write about their experiences in…

The right place? Users and professionals' constructions of the place's influence on personal recovery in community mental health services.

PubMed

Femdal, Ingrid

2018-01-01

Current mental health policy emphasizes the importance of community-based service delivery for people with mental health problems to encompass personal recovery. The aim of this study is to explore how users and professionals construct the place's influence on personal recovery in community mental health services. This is a qualitative, interpretive study based on ten individual, semi-structured interviews with users and professionals, respectively. A discourse analysis inspired by the work of Foucault was used to analyze the interviews. The findings show how place can be constructed as a potential for and as a barrier against recovery. Constructions of the aim of the services matter when choosing a place for the services. Further, constructions of user-professional relationships and flexibility are important in the constructions of an appropriate place for the services. The aim of the service, the user-professional relationship, and flexibility in choosing place were essential in the participants' constructions. To find "the right place" for mental health services was constructed as context-sensitive and complex processes of assessment and co-determination. Trial registration The study is approved by the Regional Committee for Medical Research Ethics, Norway (REK-Midt 2011/2057).

Active Construction of Profession-Related Events: The Priming Effect among Pre-service Teachers with Different Professional Identity

PubMed Central

Wang, Xin-qiang; Zhu, Jun-cheng; Liu, Lu; Chen, Xiang-yu; Huo, Jun-yu

2018-01-01

Pre-service teachers with different professional identity may actively construct different subjective profession-related events based on the same objective profession-related events. To explore the priming effect among pre-service teachers with different professional identity, this study examined the effect of positive, negative, or neutral priming sentences in an individualized narration of profession-related events through a priming paradigm. Forty-two female volunteers were asked to complete positive, negative, and neutral priming sentences describing profession-related events. The results showed that, relative to those with weak professional identity, participants with strong professional identity generated a higher number of positive items when primed with different stimuli and displayed greater positive priming bias for positive and neutral stimuli. In addition, relative to those with strong professional identity, participants with weak professional identity generated a higher number of neutral and negative items when primed with positive and negative stimuli, respectively, and displayed greater negative priming bias toward negative stimuli. These results indicate that pre-service teachers with strong professional identity were likely to have established positive self-schemas involving profession-related events, which facilitated active, positive construction of such events. PMID:29535667

Active Construction of Profession-Related Events: The Priming Effect among Pre-service Teachers with Different Professional Identity.

PubMed

Wang, Xin-Qiang; Zhu, Jun-Cheng; Liu, Lu; Chen, Xiang-Yu; Huo, Jun-Yu

2018-01-01

Pre-service teachers with different professional identity may actively construct different subjective profession-related events based on the same objective profession-related events. To explore the priming effect among pre-service teachers with different professional identity, this study examined the effect of positive, negative, or neutral priming sentences in an individualized narration of profession-related events through a priming paradigm. Forty-two female volunteers were asked to complete positive, negative, and neutral priming sentences describing profession-related events. The results showed that, relative to those with weak professional identity, participants with strong professional identity generated a higher number of positive items when primed with different stimuli and displayed greater positive priming bias for positive and neutral stimuli. In addition, relative to those with strong professional identity, participants with weak professional identity generated a higher number of neutral and negative items when primed with positive and negative stimuli, respectively, and displayed greater negative priming bias toward negative stimuli. These results indicate that pre-service teachers with strong professional identity were likely to have established positive self-schemas involving profession-related events, which facilitated active, positive construction of such events.

Exploring English Teachers' Perceptions about Peer-Coaching as a Professional Development Activity of Knowledge Construction

ERIC Educational Resources Information Center

Castañeda-Londoño, Adriana

2017-01-01

Teachers' knowledge and how they construct it is an area that deserves attention when it comes to producing fruitful professional development practices. This small-scale action research aims at identifying the perceptions of three teachers in a private language center about peer-coaching and their actual construction of knowledge in a…

Nursing professional practice environments: setting the stage for constructive conflict resolution and work effectiveness.

PubMed

Siu, Heidi; Spence Laschinger, Heather K; Finegan, Joan

2008-05-01

The aim of this study was to examine the impact of nurses' perceived professional practice environment on their quality of nursing conflict management approaches and ultimately their perceptions of unit effectiveness from the perspective of Deutsch's theory of constructive conflict management. Rising reports of hostility and conflict among Canadian nurses are a concern to nurses' health and the viability of effective patient care delivery. However, research on the situational factors that influence nurses' ability to apply effective conflict resolution skills that lead to positive results in practice is limited. A nonexperimental, predictive design was used in a sample of 678 registered nurses working in community hospitals within a large metropolitan area in Ontario. The results supported a modified version of the hypothesized model [chi2(1) = 16.25, Goodness of Fit = 0.99, Comparative Fit Index = 0.98, Root-Mean-Square Error of Approximation = 0.15] linking professional practice environment and core self-evaluation to nurses' conflict management and, ultimately, unit effectiveness. Professional practice environment, conflict management, and core-self evaluation explained approximately 46.6% of the variance in unit effectiveness. Positive professional practice environments and high core self-evaluations predicted nurses' constructive conflict management and, in turn, greater unit effectiveness.

MOOC construction and application in professional degree postgraduate education: taking Introduction to Engineering Optics as an example

NASA Astrophysics Data System (ADS)

Hu, Feng; Zhou, Jin-peng; Wang, Xing-shu

2017-08-01

Aiming at the deficiency of the traditional postgraduate education mode for professional degree, such as the conflict between work and study, restricted supply and demand and poor efficiency of course teaching, the emergence of Massive Open Online Course (MOOC) which has large scale, online and open features can make up for the shortage of traditional professional degree postgraduate education mode by introducing MOOC teaching mode. However, it is still a fangle to integrate MOOC into the traditional postgraduate education for professional degree and there are no standard methods for reference in the construction of MOOC courses as well as the corresponding evaluations. In this paper, the construction method and practical experience of MOOC courses for professional degree postgraduate education are discussed in details, based on the MOOC course of Introduction to Engineering Optics. Firstly, the principle of MOOC course contents for professional degree postgraduate education is introduced from the aspects of students' demand, MOOC features and practical applications. Secondly, the optimization of MOOC teaching mode is discussed in order to improve the teaching quality and learning efficiency. Thirdly, in order to overcome the deficiency of current MOOC examination schemes, a novel MOOC evaluation scheme is proposed which is capable of assessing students' learning attitude as well as their ability and performance differences. Finally, a practical summary is given about how to integrate the MOOC teaching mode into the postgraduate education for professional degree, including the constructions of teaching team, course system as well as other factors. From the paper, we can conclude that the integration of MOOC teaching mode into the postgraduate education for professional degree will improve the teaching quality and efficiency.

Death education for oncology professionals: a personal construct theory perspective.

PubMed

Rainey, L C

1983-01-01

Using observations from a psychosocial training program for oncology professionals, this article illustrates how one can model, while training the student, the very methods he or she can adopt in working with patients and families. One starts with an elicitation of the student's (patient's) operative personal constructs and then devises strategies to elaborate, integrate, loosen, tighten, preempt, or take other action, as needed. The very means used to promote movement within the student's own death-related constructs can be adopted for use by him or her in the clinical situation. As the helper's pathways of action and thought with regard to this domain become more comprehensive and as the helper becomes more skilled at moving freely along them, he or she becomes more perceptive and resourceful to those in need.

Explicating Development of Personal Professional Theories from Higher Vocational Education to Beginning a Professional Career through Computer-Supported Drawing of Concept Maps

ERIC Educational Resources Information Center

van den Bogaart, Antoine C. M.; Hummel, Hans G. K.; Kirschner, Paul A.

2018-01-01

This article explores how personal professional theories (PPTs) develop. PPT development of nine junior accountants and nine novice teachers was monitored by repeated measurements over a period of 1.5 years, from the last year of vocational education until the second year of their professional careers. Computer-supported construction of PPT…

Constructing a Professional Identity: Some Preliminary Findings from Students of Early Years Education

ERIC Educational Resources Information Center

Egan, Bridget A.

2004-01-01

In this article some preliminary data from an ongoing exploration of student teachers' development of professional identities are explored. This project uses hermeneutic techniques to develop a set of categories which characterise students' articulation of their understanding. This is related to the Aristotelian categories of "praxis",…

What Attitudes and Values Are Incorporated Into Self as Part of Professional Identity Construction When Becoming a Surgeon?

PubMed

Cope, Alexandra; Bezemer, Jeff; Mavroveli, Stella; Kneebone, Roger

2017-04-01

To make explicit the attitudes and values of a community of surgeons, with the aim of understanding professional identity construction within a specific group of residents. Using a grounded theory method, the authors collected data from 16 postgraduate surgeons through interviews. They complemented these initial interview data with ethnographic observations and additional descriptive interviews to explore the attitudes and values learned by surgeons during residency training (2010-2013). The participants were attending surgeons and residents in a general surgical training program in a university teaching hospital in the United Kingdom. Participating surgeons described learning personal values or attitudes that they regarded as core to "becoming a surgeon" and key to professional identity construction. They described learning to be a perfectionist, to be accountable, and to self-manage and be resilient. They discussed learning to be self-critical, sometimes with the unintended consequence of seeming neurotic. They described learning effective teamwork as well as learning to take initiative and be innovative, which enabled them to demonstrate leadership and drive actions and agendas forward within the health care organization where they worked. To the authors' knowledge, this is the first study to systematically explore the learning of professional identity amongst postgraduate surgeons. The study contributes to the literature on professional identity construction within medical education. The authors conclude that the demise of the apprenticeship model and the rise of duty hours limitations may affect not only the acquisition of technical skills but, more important, the construction of surgeon professional identity.

Constructing a Critical Professional Identity among Teacher Candidates during Service-Learning

ERIC Educational Resources Information Center

Dvir, Nurit; Avissar, Ilana

2014-01-01

This article presents a case study of a service-learning programme designed to develop a critical professional identity among teacher candidates. The programme was held in a teacher education college in Israel over a four-year period, 2005-2008. The development of a critical professional identity is examined in relation to the post-structural…

Segments and Stutters: Early Years Teachers and Becoming-Professional

ERIC Educational Resources Information Center

Fairchild, Nikki

2017-01-01

There has been extensive research and analysis of the professionalization of early childhood educators/teachers. The recent promotion of a teacher-led workforce in England has further focused discussions on the modelling of early years teachers as professionals. In this article, the author develops an alternative analysis using the concepts of…

Teachers' Professional Orientation: An Empirical Examination of the Construct Validity Using the Results of Large-Scale Factor Analyses.

ERIC Educational Resources Information Center

Chauvin, Sheila W.; Ellett, Chad D.

The construct validity of the Attitudes of Professional Autonomy (APA) as a proxy measure of professional orientation was studied. The sample consisted of all teachers in 94 schools in 6 districts in Louisiana, closely representing the statewide distribution of all schools by level and socioeconomic status. Usable data were received from 1,921…

Becoming Professional? Exploring Early Years Professional Status and Its Implications for Workforce Reform in England

ERIC Educational Resources Information Center

Simpson, Donald

2010-01-01

Across the "European learning space" (Lawn, 2006) professionalisation of early years workforces has become a key priority and there has been a flow of this policy between borders (Oberhuemer, 2005). Early Years Professional Status (EYPS) is central to these developments in England. Within what is regarded as a traditionally…

Non-Native English-Speaking Teachers' Negotiations of Program Discourses in Their Construction of Professional Identities within a TESOL Program

ERIC Educational Resources Information Center

Ilieva, Roumi

2010-01-01

The professional identity of language teachers has gained prominence in research on language instruction in the last decade. This article adds to work by critically exploring how teacher education programs allow non-native English-speaking teachers (NNESTs) to construct positive professional identities and become pro-active educators. It reports…

The DASS-14: Improving the Construct Validity and Reliability of the Depression, Anxiety, and Stress Scale in a Cohort of Health Professionals.

PubMed

Wise, Frances M; Harris, Darren W; Olver, John H

2017-01-01

Considerable research has been undertaken in evaluating the DASS-21 in a variety of clinical populations, but studies of the instrument's psychometric adequacy in healthcare professionals is lacking. This study aimed to establish and improve the construct validity and reliability of the DASS-21 in a cohort of Australian health professionals. 343 rehabilitation health professionals completed the DASS-21, along with a demographic questionnaire. Principal components analysis was performed to identify potential factors in the DASS-21. Factors were interpreted against theoretical constructs underlying the instrument. Items loading on separate factors were then subjected to reliability analysis to determine internal consistency of subscales. Items that demonstrated poor fit, or loaded onto more than one factor, were deleted to maximise the reliability of each subscale. Principal components analysis identified three dimensions (depression, anxiety, stress) in a modified version of the DASS-21 (renamed DASS-14), with appropriate construct validity and good reliability (a=0.73 to 0.88). The three dimensions accounted for over 62% of variance between items. The modified DASS-14 scale is a more parsimonious measure of depression, anxiety, and stress, with acceptable reliability and construct validity, in rehabilitation health professionals and is appropriate for use in studies of similar populations.

[Progress and Future of the Training Plan for Cancer Professionals - Looking Back for 10 Years].

PubMed

Matsuura, Nariaki

2017-06-01

In order to increase cancer professionals in Japan, the first phase of training plan for cancer professionals was performed for 5 years from 2007t o 2011, and the second one was performed for 5 years from 2012 to 2016. 95 universities for 18 hubs in the first phase and 100 universities for 15 hubs in the second one participated in this project 2,590 graduate students in the first phase and 2,319 students for 3 years in the second phase learned. Although the number of cancer professionals increased after the start of this project, it is still half of the set points and more efforts are required for this project. From 2017, the new training plan for cancer professionals will start for the third phase, and various professionals such as genome medicine professionals, rare cancer professionals, pediatric cancer professionals and those for the life-stage problems in cancer patients will be educated.

The Professional Identity of Early Years Educators in England: Implications for a Transformative Approach to Continuing Professional Development

ERIC Educational Resources Information Center

Lightfoot, Sarah; Frost, David

2015-01-01

This article examines the professional identity of nine early years educators currently working in the early years sector of education in England. These educators include teachers, teaching assistants, nursery practitioners and nursery nurses working with children three to five years old in the Early Years Foundation Stage in state-maintained…

Suicide in professional American football players in the past 95 years.

PubMed

Webner, David; Iverson, Grant L

2016-01-01

To examine publicly-available information on all identified cases of suicide in active or former American professional football players between 1920 and the spring of 2015. Retrospective cohort study. Professional American Football in the US. A cohort of 26 702 athletes who had died, retired or were currently playing in the NFL from nfl.com since 1920 was identified. Internet queries identifying 26 professional football players who completed suicide. Obituaries and news reports were reviewed. The primary outcome measures included mortality, demographic characteristics and life circumstances in professional American football players completing suicide. From 1920-2015, the median age of the 26 men who completed suicide was 39.5 years (range = 23-85). The median number of years after retirement was 6.5 (range = 0-63). Most of the deaths since 1920 have occurred in the past 15 years (58.7%) and a large percentage have occurred since 2009 (42.3%). Most of the men suffered from multiple life stressors prior to their deaths, such as retirement from sport, loss of steady income, divorce, failed business ventures, estrangement from family members and medical, psychiatric and/or substance abuse problems. A disproportionate number of completed suicides in current and former professional football players have occurred since 2009 (42.3%). It is well established in the literature that the causes of depression and suicidality are diverse, often multifactorial and treatable. Providing at-risk retired athletes with mental health treatment will likely reduce their suffering and improve their quality-of-life.

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

NASA Astrophysics Data System (ADS)

Sirotiak, Todd L.

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

Constructing nurses' professional identity through social identity theory.

PubMed

Willetts, Georgina; Clarke, David

2014-04-01

The profession of nursing continues to struggle with defining and clarifying its professional identity. The definitive recognition of nursing as a profession was the moving of training from the hospital apprentice model to the tertiary sector. However, this is only part of the story of professional identity in nursing. Once training finishes and enculturation into the workplace commences, professional identity becomes a complicated social activity. This paper proposes social identity theory as a valuable research framework to assist with clarifying and describing the professional identity of nurses. The paper outlines the key elements of a profession and then goes on to describe the main concepts of social identity theory. Lastly, a connection is made between the usefulness of using social identity theory in researching professional identity in nursing, recognizing the contextual nature of the social activity of the profession within its workplace environment. © 2013 Wiley Publishing Asia Pty Ltd.

Assessment and monitoring practices of Australian fitness professionals.

PubMed

Bennie, Jason A; Wiesner, Glen H; van Uffelen, Jannique G Z; Harvey, Jack T; Craike, Melinda J; Biddle, Stuart J H

2018-04-01

Assessment and monitoring of client health and fitness is a key part of fitness professionals' practices. However, little is known about prevalence of this practice. This study describes the assessment/monitoring practices of a large sample of Australian fitness professionals. Cross-sectional. In 2014, 1206 fitness professionals completed an online survey. Respondents reported their frequency (4 point-scale: [1] 'never' to [4] 'always') of assessment/monitoring of eight health and fitness constructs (e.g. body composition, aerobic fitness). This was classified as: (i) 'high' ('always' assessing/monitoring ≥5 constructs); (ii) 'medium' (1-4 constructs); (iii) 'low' (0 constructs). Classifications are reported by demographic and fitness industry characteristics. The odds of being classified as a 'high assessor/monitor' according to social ecological correlates were examined using a multiple-factor logistic regression model. Mean age of respondents was 39.3 (±11.6) years and 71.6% were female. A total of 15.8% (95% CI: 13.7%-17.9%) were classified as a 'high' assessor/monitor. Constructs with the largest proportion of being 'always' assessed were body composition (47.7%; 95% CI: 45.0%-50.1%) and aerobic fitness (42.5%; 95% CI: 39.6%-45.3%). Those with the lowest proportion of being 'always' assessed were balance (24.0%; 95% CI: 24.7%-26.5%) and mental health (20.2%; 95% CI: 18.1%-29.6%). A perceived lack of client interest and fitness professionals not considering assessing their responsibility were associated with lower odds of being classified as a 'high assessor/monitor'. Most fitness professionals do not routinely assess/monitor client fitness and health. Key factors limiting client health assessment and monitoring include a perceived lack of client interest and professionals not considering this their role. Copyright © 2017. Published by Elsevier Ltd.

Sprinkle Treatment experimental project construction and three year evaluation.

DOT National Transportation Integrated Search

1989-06-01

This report documents the construction of a Sprinkle Treatment field trial on a high speed/high volume roadway (55 mph/8520 ADT) and presents the performance data obtained for three years after construction. Normal plant and roadway production rates ...

Opportunities for Excellence: Professionalism and the Two-Year College Mathematics Faculty.

ERIC Educational Resources Information Center

Neptune, Carolyn F.

The American Mathematical Association of Two-Year Colleges (AMATYC) is the voice of two-year college mathematics in the United States and Canada, and it has more than 40 affiliate organizations in the two countries. The organization is designed to promote professionalism among mathematics faculty at two-year colleges. This AMATYC publication…

Medical students' perceptions of professional misconduct: relationship with typology and year of programme.

PubMed

Zulkifli, Juliana; Noel, Brad; Bennett, Deirdre; O'Flynn, Siun; O'Tuathaigh, Colm

2018-02-01

To examine the contribution of programme year and demographic factors to medical students' perceptions of evidence-based classification categories of professional misconduct. Students at an Irish medical school were administered a cross-sectional survey comprising 31 vignettes of professional misconduct, which mapped onto a 12-category classification system. Students scored each item using a 5-point Likert scale, where 1 represents the least severe form of misconduct and 5 the most severe. Of the 1012 eligible respondents, 561 students completed the survey, providing a response rate of 55%. Items pertaining to disclosure of conflict of interest were ranked as the least severe examples of professional misconduct, and this perception was highest among finalyear students. While ratings of severity declined for items related to 'inappropriate conduct not in relation to patient' and 'inappropriate use of social media' between years 1 and 3, ratings for both categories increased again among clinical cycle (fourth and final year) students. Increased clinical exposure during years 4 and 5 of the undergraduate programme was associated with better recognition of the importance of selected professional domains. Disclosure of conflict of interest is identified as an area of medical professionalism that requires greater emphasis for students who are at the point of transition from student to doctor. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

What Contributes to First-Year Student Teachers' Sense of Professional Agency in the Classroom?

ERIC Educational Resources Information Center

Soini, Tiina; Pietarinen, Janne; Toom, Auli; Pyhältö, Kirsi

2015-01-01

This study explores Finnish first-year primary teacher students' (N = 244) sense of professional agency in the classroom. In addition, the interrelation between student teachers' sense of professional agency and the perceptions of teacher education as a learning environment is explored. The sense of professional agency in the classroom…

Becoming an Early Years Professional: Developing a New Professional Identity

ERIC Educational Resources Information Center

Murray, Janet

2013-01-01

Research on professional identity places various emphasis on the influence of internal or external components (Beijaard, Meijer and Verloop 2004; McGillivray 2008; Osgood 2010), which can create tension between the normative and subjective view of what it means to be a particular type of professional. This small scale research sought to uncover…

"To be a nurse": a professional choice and the construction of identity processes in the 1970s.

PubMed

Teodosio, Sheila Saint-Clair; Padilha, Maria Itayra

2016-06-01

to analyze the factors that influenced the choice for nursing made by graduates from the first class of the Undergraduate Nursing and Obstetrics Course of the Federal University of Rio Grande do Norte in the 1970s and to understand the senses and meanings of being a nurse when choosing this profession. a qualitative socio-historical study was performed, using oral history to collect data. the analysis generated the following categories: "To be a nurse: a professional choice" and "The ideal of being a nurse: senses and meanings". The senses of "being a nurse" are associated with graduates' perspective of this profession and the meanings included the traditional conceptions that have historically affected it. professional choice was influenced by family and work expectations and the nursing course had an effect on the construction of nurses' professional identity.

Teaching professionalism to first year medical students using video clips.

PubMed

Shevell, Allison Haley; Thomas, Aliki; Fuks, Abraham

2015-01-01

Medical schools are confronted with the challenge of teaching professionalism during medical training. The aim of this study was to examine medical students' perceptions of using video clips as a beneficial teaching tool to learn professionalism and other aspects of physicianship. As part of the longitudinal Physician Apprenticeship course at McGill University, first year medical students viewed video clips from the television series ER. The study used qualitative description and thematic analysis to interpret responses to questionnaires, which explored the educational merits of this exercise. Completed questionnaires were submitted by 112 students from 21 small groups. A major theme concerned the students' perceptions of the utility of video clips as a teaching tool, and consisted of comments organized into 10 categories: "authenticity and believability", "thought provoking", "skills and approaches", "setting", "medium", "level of training", "mentorship", "experiential learning", "effectiveness" and "relevance to practice". Another major theme reflected the qualities of physicianship portrayed in video clips, and included seven categories: "patient-centeredness", "communication", "physician-patient relationship", "professionalism", "ethical behavior", "interprofessional practice" and "mentorship". This study demonstrated that students perceived the value of using video clips from a television series as a means of teaching professionalism and other aspects of physicianship.

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

PubMed

Chênevert, Denis; Jourdain, Geneviève; Vandenberghe, Christian

2016-01-01

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

A Year-Round Professional Development Model for World Language Educators

ERIC Educational Resources Information Center

Steele, Tracy M.; Peterson, Margaret D.; Silva, Duarte M.; Padilla, Amado M.

2009-01-01

The Bay Area Foreign Language Program (BAFLP), one of nine regional sites of the California Foreign Language Project, offers ongoing, year-round professional development programs for world language educators. In addition, its leadership program prepares selected educators to assume leadership positions at their school sites, building capacity for…

Constructing Narrative Ecologies as a Site for Teachers' Professional Learning with New Technologies and Media in Primary Education

ERIC Educational Resources Information Center

Turvey, Keith

2012-01-01

This article argues that to understand how new technologies and media can become co-agents in the process of pedagogical change, we first need to understand teachers' complex relationship with new technologies and media in both their personal and their professional lives. A conceptual framework is delineated for constructing a complex narrative…

Military Construction and Family Housing Program. Fiscal Year (FY) 2001 Budget Estimates

DTIC Science & Technology

2000-02-01

Department of the Air Force Military Construction and Family Housing Program Fiscal Year (FY) 2001 Budget Estimates Justification Data...Department of the Air Force Military Construction and Military Family Housing Program Summary Fiscal Year 2001 Appropriation Authorization Request... FISCAL YEAR 2001 (DOLLARS IN THOUSANDS) STATE/COUNTRY INSTALLATION TITLE APPROP REQUEST AUTH REQUEST PAGE INSIDE THE U.S. ALABAMA

Young Children's Block Construction Activities: Findings from 3 Years of Observation.

ERIC Educational Resources Information Center

Hanline, Mary Frances; Milton, Sande; Phelps, Pamela

2001-01-01

A 3-year study explored the development of the complexity of block constructions of 65 preschool children. Results indicated that the complexity of block constructions increased with age, the time the child was involved with block construction activities had a positive effect on complexity, and gender did not influence block construction…

The Relationship between Adequate Yearly Progress and the Quality of Professional Development

ERIC Educational Resources Information Center

Wolff, Lori A.; McClelland, Susan S.; Stewart, Stephanie E.

2010-01-01

Based on publicly available data, the study examined the relationship between adequate yearly progress status and teachers' perceptions of the quality of their professional development. The sample included responses of 5,558 teachers who completed the questionnaire in the 2005-2006 school year. Results of the statistical analysis show a…

The role of legitimation in the professional socialization of second-year undergraduate athletic training students.

PubMed

Klossner, Joanne

2008-01-01

Professional socialization during formal educational preparation can help students learn professional roles and can lead to improved organizational socialization as students emerge as members of the occupation's culture. Professional socialization research in athletic training is limited. To present the role of legitimation and how it influences the professional socialization of second-year athletic training students. Modified constructivist grounded theory and case study methods were used for this qualitative study. An accredited undergraduate athletic training education program. Twelve second-year students were selected purposively. The primary sample group (n = 4) was selected according to theoretical sampling guidelines. The remaining students made up the cohort sample (n = 8). Theoretically relevant data were gathered from 14 clinical instructors to clarify emergent student data. Data collection included document examination, observations, and interviews during 1 academic semester. Data were collected and analyzed through constant comparative analysis. Data triangulation, member checking, and peer-review strategies were used to ensure trustworthiness. Legitimation from various socializing agents initiated professional socialization. Students viewed trust and team membership as rewards for role fulfillment. My findings are consistent with the socialization literature that shows how learning a social or professional role, using rewards to facilitate role performance, and building trusting relationships with socializing agents are important aspects of legitimation and, ultimately, professional socialization.

Early Years Educators' Perceptions of Professional Development in England: An Exploratory Study of Policy and Practice

ERIC Educational Resources Information Center

Ingleby, Ewan

2018-01-01

This article explores the perceptions of professional development held by a selection of early years educators who have experience of working in statutory and private early years settings in the north of England. The research participants (n = 20) reflected on their experiences of professional development in early years. The research process is…

Introducing the electronic patient record (EPR) in a hospital setting: boundary work and shifting constructions of professional identities.

PubMed

Håland, Erna

2012-06-01

Today's healthcare sector is being transformed by several ongoing processes, among them the introduction of new technologies, new financial models and new ways of organising work. The introduction of the electronic patient record (EPR) is representative and part of these extensive changes. Based on interviews with health personnel and office staff in a regional hospital in Norway, and with health administrators and information technology service-centre staff in the region, the article examines how the introduction of the EPR, as experienced by the participants, affects the work practices and boundaries between various professional groups in the healthcare system and discusses the implications this has for the understanding of medical practice. The article shows how the EPR has become part of the professionals' boundary work; expressing shifting constructions of professional identities. © 2011 The Author. Sociology of Health & Illness © 2011 Foundation for the Sociology of Health & Illness/Blackwell Publishing Ltd.

A Unique Partnership: Year 1 as a Professional Development School in an Urban Environment.

ERIC Educational Resources Information Center

Himel, Mabel T.; Hall, Mary Lee; Henderson, Virginia; Floyd, Ruth

2000-01-01

Describes the first year of a Professional Development School initiative involving an urban university and local elementary school. The partnership began through the principal's efforts to provide professional development for her teachers and extra hands in the classroom. As interested people became involved, they conveyed the message of the power…

A Measure of Professional Identity Development for Professional Education

ERIC Educational Resources Information Center

Tan, Chin Pei; Van der Molen, H. T.; Schmidt, H. G.

2017-01-01

The purpose of this study was to create a new scale with a validated construct to measure professional identity development in students being prepared to become new practitioners. Using the new survey instrument (named the Professional Identity Five-Factor Scale), data were collected from a polytechnic with students enrolled in a wide range of…

Professionalism in Dance Education

ERIC Educational Resources Information Center

Koff, Susan R.; Mistry, Gianna Limone

2012-01-01

Professionalism in Dance Education is a complex construction. It can be imposed from the outside (degree completed, job status, salary) or can be identified from the professional herself. Seven graduate dance education students were interviewed with specific focus on the transition from student to professional and the feelings surrounding this…

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

NASA Astrophysics Data System (ADS)

Lewis, Elizabeth Blake

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

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

NASA Astrophysics Data System (ADS)

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

2011-12-01

Two-year colleges (2YCs) play a critical role in geoscience education in the United States. Nearly half of the undergraduate students who take introductory geoscience do so at a 2YC. With awide reach and diverse student populations, 2YCs may be key to producing a well-trained, diverse and sufficiently large geoscience workforce. However, faculty at 2YCs often face many barriers to professional development including lack of financial resources, heavy and inflexible teaching loads, lack of awareness of opportunities, and few professional development resources/events targeted at their needs. As an example, at the 2009 GSA meeting in Portland, fewer than 80 of the 6500 attendees were from community colleges, although this was more than twice the 2YC faculty attendance the previous year. Other issues include the isolation described by many 2YC geoscience faculty who may be the only full time geoscientist on a campus and challenges faced by adjunct faculty who may have even fewer opportunities for professional development and networking with other geoscience faculty. Over the past three years we have convened several workshops and events for 2YC geoscience faculty including technical sessions and a workshop on funding opportunities for 2YC faculty at GSA annual meetings, a field trip and networking event at the fall AGU meeting, a planning workshop that examined the role of 2YCs in geoscience education and in broadening participation in the geosciences, two workshops supporting use of the 'Math You Need, When You Need It' educational materials that included a majority of 2YC faculty, and marine science summer institutes offered by COSEE-Pacific Partnerships for 2YC faculty. Our experience indicates that 2YC faculty desire professional development opportunities when the experience is tailored to the needs and character of their students, programs, and institutions. The content of the professional development opportunity must be useful to 2YC faculty -workshops and

Medical professionalism in the formal curriculum: 5th year medical students' experiences.

PubMed

Stockley, Amelia J; Forbes, Karen

2014-11-30

The standards and outcomes outlined in the General Medical Council's publication 'Tomorrow's Doctors' include proposals that medical professionalism be included in undergraduate curricula. Learning the values and attitudes necessary to become a 'doctor as a professional' has traditionally been left largely to the informal and hidden curricula. There remains no consensus or confirmed evidence upon which to base best practice for teaching in this area. In 2010, as part of a revision of the fifth year curriculum the University of Bristol Medical School introduced tutorials which focused on students' achievement of the learning objectives in 'Tomorrow's Doctors Outcomes 3: the doctor as a professional'. This study sought to explore the students' experiences of these tutorials in order to develop the evidence base further. Sixteen medical students participated in three focus-group interviews exploring their experiences of medical professionalism tutorials. A course evaluation questionnaire to all fifth year students also provided data. Data were analysed using the principles of Interpretative Phenomenological Analysis. Four main themes were identified: students' aversion to 'ticking-boxes', lack of engagement by the students, lack of engagement by the tutors and students' views on how medical professionalism should be taught. A curriculum innovation which placed the achievement of medical professionalism in the formal curriculum was not unanimously embraced by students or faculty. Further consideration of the students' aversion to 'ticking-boxes' is warranted. With continued demand for increased accountability and transparency in medical education, detailed check-lists of specific learning objectives will continue to feature as a means by which medical schools and learners demonstrate attainment. Students' experiences and acceptance of these check-lists deserves attention in order to inform teaching and learning in this area. Learner and faculty 'buy in' are imperative

Iconographic Professional Interests Inventory (3IP): A New Validation Study

PubMed Central

Boerchi, Diego; Magnano, Paola

2015-01-01

Interests have been a central focus of counselling psychology (and vocational psychology in particular) for over 100 years. The awareness of professional interests increases self-knowledge and provides occupational information. In career counselling, vocational interests are assessed more frequently than any other vocational construct, though early evaluations (before 13 years old) of professional interests are very rare. The aim of this research is to examine the 3IP construct (Iconographic Professional Interests Inventory; an inventory composed of 65 stylised pictures that represent people in the act of performing a job) in depth, testing more models in addition to the 19 vocational areas proposed in the 3IP manual. Results show that most of the vocational areas can be grouped into 4 second-level areas (“things”, “people”, “leisure”, and “culture”). Moreover, Holland’s RIASEC model is tested; an accurate selection of items reveals that this model works well using 24 specific jobs. The research concludes that the inventory has good psychometric qualities which can grow further by mean of the increasing, in a targeted way, of the number of jobs. PMID:27247679

The Role of Legitimation in the Professional Socialization of Second-Year Undergraduate Athletic Training Students

PubMed Central

Klossner, Joanne

2008-01-01

Context: Professional socialization during formal educational preparation can help students learn professional roles and can lead to improved organizational socialization as students emerge as members of the occupation's culture. Professional socialization research in athletic training is limited. Objective: To present the role of legitimation and how it influences the professional socialization of second-year athletic training students. Design: Modified constructivist grounded theory and case study methods were used for this qualitative study. Setting: An accredited undergraduate athletic training education program. Patients or Other Participants: Twelve second-year students were selected purposively. The primary sample group (n  =  4) was selected according to theoretical sampling guidelines. The remaining students made up the cohort sample (n  =  8). Theoretically relevant data were gathered from 14 clinical instructors to clarify emergent student data. Data Collection and Analysis: Data collection included document examination, observations, and interviews during 1 academic semester. Data were collected and analyzed through constant comparative analysis. Data triangulation, member checking, and peer-review strategies were used to ensure trustworthiness. Results: Legitimation from various socializing agents initiated professional socialization. Students viewed trust and team membership as rewards for role fulfillment. Conclusions: My findings are consistent with the socialization literature that shows how learning a social or professional role, using rewards to facilitate role performance, and building trusting relationships with socializing agents are important aspects of legitimation and, ultimately, professional socialization. PMID:18668171

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

ERIC Educational Resources Information Center

Burnett, Larry D.

2012-01-01

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

How to be a good professional: existentialist continuing professional development (CPD)

PubMed Central

Mulvey, Rachel

2013-01-01

This article reflects on the construct and practice of continuing professional development (CPD) and its significance for the professional careers workforce. The article presents the idea of the CPD triad and considers how professional bodies, employers and individuals can each benefit from a practitioner's ongoing commitment to continuing professional development. The tension between the practitioner's quest for lifelong learning is set against professional body demands, leading to the conclusion that these are not necessarily mutually exclusive. Consideration is given to propositional, practical and procedural knowledge, and to overall competence. The article explores an existentialist approach to professional learning, and concludes that, along with personal agency, this could usefully be adopted by career practitioners to weather turbulent times. PMID:24009404

PAs: Fifty years young.

PubMed

Mandel, Ellen D; North, Shannon

2017-10-01

The PA profession is 50 years young. Practicing PAs and current students hail from several generational categories ranging from Builders to Generation Z. This article reviews how different generations may have experienced PA program expansion, professional identity, state licensing, and prescription delegation. The authors sampled a cohort of PA program applicants about their views on what evokes optimism and concern for the PA profession. These themes mirror the recently paved professional road, while posing the all-important question: What construction lies on the horizon?

Nurses' perceptions of their professional growth on completion of two years of postgraduate education.

PubMed

Pelletier, D; Donoghue, J; Duffield, C; Adams, A

In a climate of diminishing financial resources in service industries such as health care and education, it is not surprising that a focus on measuring and ensuring appropriate outcomes is widespread. Graduate education has the potential to make a significant difference to the professional behaviour of graduates. Postgraduate nursing coursework programs have been developed and offered in such a climate, many now charging full course fees, which no doubt stimulates participants and employers to look for value for money in terms of outcomes. A ten year longitudinal study began in 1992 and was designed to determine the impact of postgraduate coursework nursing education on the careers and the professional and personal development of graduates. This paper reports graduates' perception of their personal and professional growth in terms of professional activities such as writing for publication, research, mentoring, and involvement in professional organisations at the completion of their university course. Respondents indicated the course had contributed to increased professional behaviours in all aspects and to a marked improvement in their clinical confidence. Improved self esteem and increased participation in professional activities reflects changing attitudes towards nursing work that have important implications for improved quality of patient care.

Moral distress in intensive care unit professionals is associated with profession, age, and years of experience.

PubMed

Dodek, Peter M; Wong, Hubert; Norena, Monica; Ayas, Najib; Reynolds, Steven C; Keenan, Sean P; Hamric, Ann; Rodney, Patricia; Stewart, Miriam; Alden, Lynn

2016-02-01

To determine which demographic characteristics are associated with moral distress in intensive care unit (ICU) professionals. We distributed a self-administered, validated survey to measure moral distress to all clinical personnel in 13 ICUs in British Columbia, Canada. Each respondent to the survey also reported their age, sex, and years of experience in the ICU where they were working. We used multivariate, hierarchical regression to analyze relationships between demographic characteristics and moral distress scores, and to analyze the relationship between moral distress and tendency to leave the workplace. Response rates to the surveys were the following: nurses--428/870 (49%); other health professionals (not nurses or physicians)--211/452 (47%); physicians--30/68 (44%). Nurses and other health professionals had higher moral distress scores than physicians. Highest ranked items associated with moral distress were related to cost constraints and end-of-life controversies. Multivariate analyses showed that age is inversely associated with moral distress, but only in other health professionals (rate ratio [95% confidence interval]: -7.3 [-13.4, -1.2]); years of experience is directly associated with moral distress, but only in nurses (rate ratio (95% confidence interval):10.8 [2.6, 18.9]). The moral distress score is directly related to the tendency to leave the ICU job, in both the past and present, but only for nurses and other non-physician health professionals. Moral distress is higher in ICU nurses and other non-physician professionals than in physicians, is lower with older age for other non-physician professionals but greater with more years of experience in nurses, and is associated with tendency to leave the job. Copyright © 2015 Elsevier Inc. All rights reserved.

The social construction of fibromyalgia as a health problem from the perspective of policies, professionals, and patients

PubMed Central

Briones-Vozmediano, Erica

2016-01-01

This article is a review of the PhD thesis written by Erica Briones-Vozmediano, entitled, ‘The social construction of fibromyalgia as a health problem from the perspective of policies, professionals, and patients’. The findings show that in Spain, the fact that fibromyalgia (FM) lacks recognition still remains: in policies, in the clinical and professional fields, and in the patients’ social circle. These three spheres have an influence on how this disease is constructed on a social level. International health policy has not yet taken steps to reflect the emergence of this recently diagnosed disease. The care for patients suffering from FM, who are mainly women, leads to frustration among the healthcare professionals and desperation among the patients themselves, as a resolutive treatment for the disease is not existing. Patients show resistance at assuming the sick role. They want to carry on undertaking their daily activities, both in the public sphere and in the private one. Roles involving the gendered division of labour were found to follow a rigid pattern, both prior to and subsequent to the disease, as the causes that led to frustration for men or women differ according to activities that are socially assigned to them. In practice, FM is conceived exclusively as a women’s health problem, which may result in a gender-biased patient healthcare attention. It is recommended that the implementation of specific policies for FM which could resolve this evident shortcoming should take place. To draw attention on a social level to certain illnesses considered to be attributed to women, such as FM, is of utmost importance, in order to allow the patients to be socially recognised as suffering a real and disabling disease. PMID:27989274

Female professional divers. Similarities and differences between male and female professional divers.

PubMed

Irgens, Ågot; Troland, Kari; Grønning, Marit

2017-01-01

The aim of the present study was to explore the potential differences between female and male professional divers with regards to demographics, diving certificates, areas of diving, diving activity and health effects. The Norwegian Labour Inspection Authority's Diving certificate register contains data on all professional inshore divers who have held a certificate at any time since 1980. Forty nine per cent of these divers responded to the "Norwegian diver 2011" questionnaire. Of these divers 64 female and 1327 male divers completed the questionnaire about their professional diving career, certificate, year of onset and the year they stopped diving professionally if they were not still active in the diving industry. The level of general education was higher among female divers. More males than females were fully certified in diving. The mean age was lower among female than male fully certified divers. Fully certified female divers reported a lower total number of dives, shallower dives and diving for a shorter period of time than the male divers. They also had a lower percentage of work within the quay/construction sector and more often worked as teachers/instructors. A lower percentage of fully certified females than males had experienced decompression sickness (16.7% vs. 26.9%). Life-threatening events and psychologically challenging events were less common among females, as were adverse health effects. No such gender differences were seen for divers with a restricted certificate. The fully certified, female professional divers in our study had a very short diving career, reported fewer and shallower dives, and chose less physically demanding jobs than their male counterparts. They also had a higher level of education, reported less health problems and a better quality of life. The health effects seem to be related to the type of work rather than to gender.

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

NASA Astrophysics Data System (ADS)

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

2008-05-01

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

Babysitter or Professional? Perceptions of Professionalism Narrated by Ontario Early Childhood Educators

ERIC Educational Resources Information Center

Harwood, Debra; Tukonic, Stephanie

2016-01-01

Self-constructed perceptions of early childhood educator professionalism were explored in a small-scale mixed-method survey using convenience sampling. Fifty-four educators in Ontario, Canada participated in the study and shared their views related to professionalism. A mixed-methodology was employed using an electronic questionnaire composed of…

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

NASA Astrophysics Data System (ADS)

Kelly, Lisa-Anne DeGregoria; Kassing, Sharon

2013-09-01

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

'They don't understand…you cut yourself in order to live.' Interpretative repertoires jointly constructing interactions between adult women who self-harm and professional caregivers.

PubMed

Lindgren, Britt-Marie; Oster, Inger; Aström, Sture; Hällgren Graneheim, Ulla

2011-01-01

The aim of the study was to illuminate interpretative repertoires that jointly construct the interaction between adult women who self-harm and professional caregivers in psychiatric inpatient care. Participant observations and informal interviews were conducted among six women who self-harm and their professional caregivers in two psychiatric inpatient wards, and analysed using the concept of interpretative repertoires from the discipline of discursive psychology. The analysis revealed four interpretative repertoires that jointly constructed the interaction. The professional caregivers used a "fostering repertoire" and a "supportive repertoire" and the women who self-harmed used a "victim repertoire" and an "expert repertoire." The women and the caregivers were positioned and positioned themselves and people around them within and among these interpretative repertoires to make sense of their experiences of the interaction. It was necessary to consider each woman's own life chances and knowledge about herself and her needs. The participants made it clear that it was essential for them to be met with respect as individuals. Professional caregivers need to work in partnership with individuals who self-harm-experts by profession collaborating with experts by experience. Caregivers need to look beyond behavioural symptoms and recognise each individual's possibilities for agency.

Photoelectric professional students in common universities cultivate way to explore under the background of professional certification

NASA Astrophysics Data System (ADS)

Sun, Yan-jun; Wang, Li; Leng, Yan-bing

2017-08-01

In view of the engineering education professional certification of specialty construction and the specific requirements of the training system, combining with our school optoelectronic information science and engineering characteristics, analysis of the optoelectronic information science and engineering in our school problems and challenges, to locate the specific professional training objectives. From the service oriented industry demand for talent ability, at the same time, according to the ministry of education professional norms of the development of the photoelectric teaching steering committee, and the professional development and the characteristics of target, to build a set to conform to the goal of cultivating the professional curriculum system. At the same time set up a from fundamental to professional practice teaching system, covers the course experiment, course design, case teaching, comprehensive training, such as graduation design practice. Which implements a whole ability training from the practice of foundation to high-end chain, embodies the training goal emphasize "outstanding practical skills, quality education is distinct culture characteristic. By further speed up the professional construction, professional certification standards to standardize our training process, improved the level of professional training, and improve the comprehensive quality of the graduates and talent of social competitiveness, fostered more professional talents for the country.

Professional Re-Accreditation: Constructing Educational Policy for Career-Long Teacher Professional Learning

ERIC Educational Resources Information Center

Watson, Cate; Fox, Alison

2015-01-01

Competence as a measure of "fitness to practice" and its evaluation through mechanisms of personal performance review, has led to the introduction of systems in a number of professions which link appraisal to the maintenance of professional registration (variously referred to as re-validation, re-certification, re-accreditation, etc.).…

Professional boundaries: the perspective of the third year medical student in negotiating three boundary challenges.

PubMed

Gaufberg, Elizabeth; Baumer, Nicole; Hinrichs, Margaret; Krupat, Ed

2008-01-01

The negotiation and maintenance of professional boundaries is a central developmental challenge for medical students in clinical training. The purpose of this study is to assess problem solving strategies, decisions made, level of confidence, and language used by beginning third year medical students when faced with professional boundary challenges. Forty-two students in the first quarter of their third year at Harvard Medical School viewed three brief audiovisual "trigger" tapes, each depicting a medical student faced with a boundary challenge (the offer of a gift, a personal question from a patient, an errand request by a supervisor). There was a high degree of agreement and confidence among students about how to negotiate a monetary gift (reject) and how to respond to a patient's "too personal" question (not answer and/or redirect). However, the students were less confident and more divided on the issue of whether or not to run a personal errand for the team at the request of a superior. Our findings have implications for medical professionalism curricula, especially regarding the importance of mentorship and role modeling in medical education. Effective professional boundaries curricula allow the student to problem solve and practice communication skills in boundary challenging situations.

Becoming Teachers: Examining How Preservice Elementary Teachers Use Language to Construct Professional Identities, Learn within Relationships, and Take Risks in the Classroom

ERIC Educational Resources Information Center

Ticknor, Anne Swenson

2010-01-01

This longitudinal qualitative study examined how four preservice elementary teachers used language to construct professional identities, learn within relationships, and take risks in the classroom during their final three semesters in teacher education coursework and field experiences. My female participants were former students of mine in the…

Teacher Transition between Year Levels in Primary Schools: An Opportunity for Continuing Professional Development

ERIC Educational Resources Information Center

Carlyon, Tracey

2015-01-01

Teacher transition between year levels is common practice in many primary schools in New Zealand; however, it is not always perceived as an opportunity for teachers' continuing professional development (CPD). This article reports on a case study that explored four primary school teachers' experiences of transition between year levels. The teachers…

"Being on Both Sides": Canadian Medical Students' Experiences With Disability, the Hidden Curriculum, and Professional Identity Construction.

PubMed

Stergiopoulos, Erene; Fernando, Oshan; Martimianakis, Maria Athina

2018-05-22

Medical students with disabilities hold firsthand knowledge as healthcare recipients, yet face barriers to disclosure and support. Their experiences provide a unique lens for understanding professional identity construction; therefore, this study explored how disabled medical students experience training as both patients and trainees. The authors conducted qualitative interviews with 10 medical students at the University of Toronto Faculty of Medicine with self-identified disabilities. They performed textual analysis of documents concerning medical student wellness from 13 Canadian universities, including policies, student services, and student blogs (July 2016 to March 2017). Using principles of critical discourse analysis, the authors coded the interviews and texts to identify operating discourses and core themes, drawing from sociocultural theories of professional identity construction and the hidden curriculum. Two dominant discourses emerged from the interviews and texts, revealing institutionalized notions of the perceived "good student" and "good patient." These roles held contradictory demands, demonstrating how institutions often implicitly and explicitly framed wellness as a means to optimal academic performance. Two additional themes, "identity compartmentalization" and "identity intersection," captured students' experiences navigating identities as patients and trainees. Although students lacked explicit opportunities to express their expertise as patients in the formal curriculum, their experiences in both roles led to improved communication, advocacy, and compassion. Institutional discourses around disability and academic performance hold material implications for curricular content, clinical teaching, and availability of supports in medical school. By repositioning students' experiences with disability as sources of expertise, this study highlights opportunities for teaching compassionate care.

First off the Blocks: Professional Experience and Learning for First-Year Preservice Physical and Health Education Teachers

ERIC Educational Resources Information Center

Peralta, Louisa; Burns, Kellie

2012-01-01

Recent research focusing on professional experience has shifted towards understanding preservice teachers' learning. The aim of this study was to gain insight into the learning of preservice Physical and Health Education teachers throughout three progressively designed professional experiences. Ten volunteering first-year preservice teachers, who…

Learning to Become a Learning Professional: Reflections on One Year of Teaching

ERIC Educational Resources Information Center

Attard, Karl; Armour, Kathleen M.

2005-01-01

This research aims to study the ways in which a teacher learns through and about professional practice. Data presented here is drawn from one year of teaching and focuses on pedagogical practices, critical reflection upon those practices and the impact of the implementation of a new physical education syllabus in Maltese secondary schools. The…

Early-Years Teachers' Professional Upgrading in Science: A Long-Term Programme

ERIC Educational Resources Information Center

Kallery, Maria

2018-01-01

In this paper, we present a professional development/upgrading programme in science for early-years teachers and investigate its impact on the teachers' competencies in relation to their knowledge and teaching of science. The basic idea of the programme was to motivate the teachers by making them members of an action research group aimed at…

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

PubMed Central

Ferrill, Mary J.

2009-01-01

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

The contemporary construction of nurse empowerment.

PubMed

Rao, Aditi

2012-12-01

(a) To describe how nursing's construction of the concept of empowerment has selectively shaped the manner in which this concept has been applied to nursing professional practice and (b) to explicate clearly the breadth of the concept by highlighting the complex interactions that shape nurse empowerment. This integrative literature review analyzes academic literature published between 1960 and 2010 in the fields of nursing, management, and women's studies utilizing an evolutionary concept analysis method to explore the concept of nurse empowerment. While the literature suggests that empowerment is an emergent product of interactions among individual, organizational, and sociocultural factors, nursing has adopted a construction of empowerment that focuses primarily on organizational antecedents. This construction has enabled nursing to operationalize the concept in order to address a number of pressing challenges. Yet, this construction only limitedly addresses the individual and sociocultural factors that impact nurses' empowerment. In order to promote professional practice through the mobilization of power, scholarship must further investigate the complex interactions producing empowerment. For nurses to practice as professionals, they must be empowered to take action and respond to challenges using professional skill and knowledge. Unless nurses feel empowered to act, they will rely too heavily on rigid bureaucratic structures rather than their own professional power to guide practice. © 2012 Sigma Theta Tau International.

Insights From the Development of an Environmental Science Professional Development Field Course for Undergraduates from Two-Year and Four-Year Colleges.

NASA Astrophysics Data System (ADS)

Schmidt, C. M.; Hall, S. R.; Walker, B.; Paul, J.

2017-12-01

Existing STEM retention and diversity programs have identified access to field and professional experiences as critical to helping students identify as scientists, form networks, and gain important skills necessary for employment. This program reimagines the traditional geology field course as a professional development experience for students at 2-year and 4-year institutions interested in environmental careers. Students participate in a summer field course in the Sierra Nevada of California, during which time they complete geology, geomorphology, hydrology, and ecology field projects designed to compliment the curriculum of Environmental Geoscience, Environmental Science, and Environmental Studies programs. During the course students interact with local professionals in the environmental sector and work to earn badges based on the skills demonstrated during field projects. Badges create transparent documentation of skill mastery for students and provide a new way for students to understand and market their skills and competencies to potential employers. We will report on the curriculum development, implementation and assessment of the first cohort of students to participate in the program. Preliminary results of formative and summative assessments and their implications for student success and program design will be addressed.

The Relationship between Psychological Capital and Professional Commitment of Preschool Teachers: The Moderating Role of Working Years

ERIC Educational Resources Information Center

Lee, Hsing-Ming; Chou, Mei-Ju; Chin, Chia-Hui; Wu, Ho-Tang

2017-01-01

The purpose of this research mainly lies in exploration of influence of psychological capital of preschool teachers on professional commitment, and moderation effect of their working years on the influential relationship between psychological capital and professional commitment. 400 Taiwan preschool teachers took part in this research as the…

Perceptions of professionalism in dentistry - a qualitative study.

PubMed

Zijlstra-Shaw, S; Roberts, T E; Robinson, P G

2013-11-08

Professionalism is an essential competence for dental professionals. Dental educators require both a clear definition and an understanding of the scope of professionalism in order to teach and assess it. The aim of this study was to identify concepts of professionalism in dentistry and the themes within this construct. Semi-structured interviews with participants purposively sampled to ensure representation of relevant viewpoints. Qualitative framework analysis was used to induct themes. Four themes arose from the data: (i) professionalism as a second order competence, (ii) the expression of professionalism as dependent on context, (iii) reflection as a necessary component and (iv) professionalism encompasses both tacit and overt personal aspects. These results were then incorporated into a conceptual model of dental professionalism. Analysis of the interview data reveals that participants conceptualise professionalism as the manner in which one reflects on and reconciles different aspects of professional practice, which demonstrates acceptance of professional responsibility and accountability. It is manifested in the manner in which work is carried out. The definition and model conceptualise the construct of professionalism within dentistry that can be used to derive an educational and assessment system.

How to Construct Curricula for Finance Professional under Credit System in China

ERIC Educational Resources Information Center

Ma, Yuanyuan

2014-01-01

As a kind of teaching system, the credit system is constructed according to the elective system. It is benefit for improving teaching in implementing credit system. There are still some constraints during the transition from the academic year system to the credit one. In this paper, we shall first briefly introduce the bottleneck of credit system.…

Australian health professionals' health website recommendation trends.

PubMed

Usher, Wayne T

2011-08-01

This study was concerned with indentifying motivations and trends associated with a health website recommendation from eight of Australia's major health professions to the health consumer. Health professions included in this study are: psychiatrists, general practitioners, social workers, dietitians, chiropractors, physiotherapists, optometrists and pharmacists. An online survey (www.limesurvey.org) was developed from a common set of questions negotiated between all eight health professions. Survey questions were constructed in an attempt to identify participants' reasons for or against recommending a health website to a patient. A 5-point scale (not, slightly, neutral, moderately, strongly) to measure influence was used throughout the question set. This study indicates that Australian general practitioners (GPs) were the highest Australian health professionals to undertake a health website recommendation (86%), followed by psychiatrists (80%), with the lowest being physiotherapists (42%) and optometrists (33%). A profile of the Australian health professional who recommends a health website is identified as male, aged above 50 years, has had more than 10 years experience, works in a major city, is in private practice and has patient numbers exceeding 500 in a 12-month period (2009). Recommendations from this study include the need to develop mechanisms that identify high-quality online medical information and the development and implementation of Continuing Professional Development (CPD) courses which up-skill health professionals concerning the recommendation of health websites for health care delivery.

Development of the Professional Self-Care Scale.

PubMed

Dorociak, Katherine E; Rupert, Patricia A; Bryant, Fred B; Zahniser, Evan

2017-04-01

In recent years, there has been an increased emphasis on the importance of self-care for psychologists and other mental health professionals. With the growth of positive psychology and preventive medicine, self-care is an emerging topic, promulgated as a means of avoiding the adverse effects of stress and promoting professional functioning and well-being. However, the research on self-care is limited because of the lack of an empirically based, psychometrically sound measure of this construct. Thus, the purpose of this project was to develop a measure of professional self-care. Professional psychologists were the focus of study, with the goal being to develop a measure that can be used in this population and similar groups of professionals. Based on expert feedback and a preliminary study of 422 licensed psychologists in Illinois, a 5-factor, 21-item scale was created. Factor analysis identified the following self-care factors: Professional Support, Professional Development, Life Balance, Cognitive Awareness, and Daily Balance. Preliminary analyses provided initial support for the validity of the 5 factors. A follow-up study was conducted with a second sample of clinical psychologists. The 5-factor structure provided a good fit to the data with the second sample. Thus, based on factor analysis and validity data, a 5-factor, 21-item Professional Self-Care Scale was established for further study and use in future research. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Promoting health, promoting women: the construction of female and professional identities in the discourse of community health workers.

PubMed

Ramirez-Valles, J

1998-12-01

Community health worker (CHW) programs are implemented in the third world and among racial minorities in the U.S. by public health professionals with the goal of improving people's access to basic health services. There is a shared view that women's roles as mothers make them effective CHWs because most health practices are located within the realm of the family. The objective of this paper is to inquire how and what concepts of woman are constructed and promoted in CHW programs. Viewing CHW as a discourse, I examine literature on CHWs using a critical feminist perspective and insights from narrative and rhetorical analyses. I argue that CHW positions women living in the third world and non-white Hispanic women in the U.S. as the "other" woman. The natural attributes of this other woman include mother, care giver, oppressed, child-like, and victim of patriarchy, religion, poverty, and diseases. These attributes are used to define categories of the female such as "the third world woman" and "Hispanic woman". These categories, in turn, define two unnamed opposite categories: "the first world woman" and "the public health professional". I conclude that CHW is a colonizing discourse and that public health professionals and feminists need to practice reflexivity.

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

PubMed

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

2013-03-01

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

Learning to Teach and Professional Identity: Images of Personal and Professional Recognition (Aprender a enseñar e identidad profesional: imágenes de reconocimiento personal y profesional)

ERIC Educational Resources Information Center

Fajardo Castañeda, J. Alberto

2014-01-01

This study aims to investigate how pre-service teachers construct their professional identities from the interplay between participation in a teacher community and their systems of knowledge and beliefs. A group of six Colombian pre-service teachers in the final stage of their five-year teacher education programme were the research participants.…

Middle School Mathematics Professional Development Impact Study: Findings after the Second Year of Implementation. NCEE 2011-4024

ERIC Educational Resources Information Center

Garet, Michael S.; Wayne, Andrew J.; Stancavage, Fran; Taylor, James; Eaton, Marian; Walters, Kirk; Song, Mengli; Brown, Seth; Hurlburt, Steven; Zhu, Pei; Sepanik, Susan; Doolittle, Fred

2011-01-01

This is the second and final report of the Middle School Mathematics Professional Development Impact Study, which examines the impact of providing a professional development (PD) program in rational number topics to seventh-grade mathematics teachers. An interim report (Garet et al. 2010) described the findings after one year of PD. The current…

The Role of Motivational Values in the Construction of Change Messages

ERIC Educational Resources Information Center

Cardon, Peter W.; Philadelphia, Marion

2015-01-01

We examined how 106 early-career professionals constructed video change messages involving a ban on remote working. These professionals constructed three types of statements: vision statements, direct change statements, and indirect change statements. Professionals with higher assertive-directing motivational values tended to first construct…

Wilderness in Higher Education: Considerations for Educating Professionals for the Next 50 Years

ERIC Educational Resources Information Center

Taff, Derrick; Dvorak, Robert G.; Dawson, Chad P.; McCool, Stephen F.; Appel, Peter A.

2016-01-01

Over the past 50 years, an evolution has occurred in the instruction of wilderness professionals and practitioners within the higher education realm. The National Wilderness Conference, commemorating the 50th anniversary of the Wilderness Act, provided a timely opportunity to discuss the current and future role of higher education and wilderness…

Reframing Leadership as a Participative Pedagogy: The Working Theories of Early Years Professionals

ERIC Educational Resources Information Center

Murray, Janet; Clark, Rory McDowall

2013-01-01

Traditional notions of leadership are at odds with the pedagogy and ethos of Early Childhood Education and Care (ECEC), prompting increasing international concern to develop new understandings which are better suited and create greater leadership capacity. The introduction of the Early Years Professional (EYP) in England, as a leader of practice…

Turkish Early Childhood Teachers' Emotional Problems in Early Years of Their Professional Lives

ERIC Educational Resources Information Center

Kotaman, Hüseyin

2016-01-01

The purpose of this study is to elaborate on the emotional problems faced by Turkish early childhood teachers in their interaction with students, parents, administrators and colleagues in the first three years of their professional lives. Data for this research consists of in-depth interviews with Turkish kindergarten teachers, where these…

Injuries in a Professional Ballet Dance Company: A 10-year Retrospective Study.

PubMed

Ramkumar, Prem N; Farber, Joseph; Arnouk, Johnny; Varner, Kevin E; Mcculloch, Patrick C

2016-03-01

Ballet dancers are high-performance athletes who are particularly susceptible to a wide variety of musculoskeletal injuries. However, they are relatively understudied, and data on their injury rates are lacking. This retrospective study features the largest aggregate data on professional ballet dancers to date and aims to identify the most common diagnoses and areas of injury in this unique population to better direct preventative and clinical practices. The study encompassed a 10-year period from January 2000 to December 2010 of dancers from a single company. Data regarding the dancers' age, gender, location of injury, and diagnosis were collected from workers' compensation claims, company records, and medical records maintained by the treating doctors. These were analyzed to determine metrics on injury incidence, frequency, and diagnosis. Over the 10-year span, 574 injuries occurred. There were approximately 52 dancers per year for a total of 153 who danced at least one complete season during the study period. The average age was 27, and 53% were female. Given turnover with retirement and replacements, the total number of dancer-years was 520, indicating an injury incidence per annum of 1.10 (574 injuries per 520 dancer-years). The most common locations of injury were foot and ankle and the lumbar spine, with the three most common diagnoses making up greater than a third (37%) of the total. As the current largest study in professional ballet, the findings set the benchmark metrics for musculoskeletal injury to the foot, ankle, and lumbar spine sites. Future studies should aim to identify injury risk factors and modalities for prevention of these injuries.

"I've Never Thought of Myself as a Leader But": The Early Years Professional and Catalytic Leadership

ERIC Educational Resources Information Center

Clark, Rory McDowall

2012-01-01

This article examines the leadership role of the "new professional," in particular those who have obtained or are establishing themselves as Early Years Professionals (EYP). Central to this process is the ability to "lead practice"; however, this concept is ill-defined and used loosely within the context of day-to-day routine. This article uses…

Learning professionalism during the third year of medical school in a 9-month-clinical rotation in rural Minnesota.

PubMed

Zink, Therese; Halaas, Gwen Wagstrom; Brooks, Kathleen D

2009-11-01

Professionalism is now an explicit part of the medical school curricula. To examine the components that are part of developing professionalism during the Rural Physician Associate Program (RPAP) experience, a 9-month rotation in a rural community during the third year of medical school. Two researchers analysed 3 years of essays for themes. IRB approval was obtained. Themes were organized using Van de Camp's model of professionalism. Students described how patients taught them about illnesses, the affects on their lives and the lives of their families. Preceptors role-modelled how to relate to patients with compassion and respect (Professionalism Towards the Patient). As a member of the health care team, clinic and hospital staff taught students how to be a good team member (Towards Other Health Care Professionals). Shadowing preceptors in their roles as physicians and community members, students learned about their responsibilities to the community (Towards the Public). Multiple opportunities for self-evaluation and reflection taught students to know themselves and find balance between work responsibilities and their personal lives (Towards Oneself). The RPAP appears to create a supportive learning environment that incorporates psychological safety, appreciation of differences, openness to new ideas and time for reflection - an ideal environment for developing professionalism.

'A world of difference': a qualitative study of medical students' views on professionalism and the 'good doctor'.

PubMed

Cuesta-Briand, Beatriz; Auret, Kirsten; Johnson, Paula; Playford, Denese

2014-04-12

The importance of professional behaviour has been emphasized in medical school curricula. However, the lack of consensus on what constitutes professionalism poses a challenge to medical educators, who often resort to a negative model of assessment based on the identification of unacceptable behaviour. This paper presents results from a study exploring medical students' views on professionalism, and reports on students' constructs of the 'good' and the 'professional' doctor. Data for this qualitative study were collected through focus groups conducted with medical students from one Western Australian university over a period of four years. Students were recruited through unit coordinators and invited to participate in a focus group. De-identified socio-demographic data were obtained through a brief questionnaire. Focus groups were audio-recorded, transcribed and subjected to inductive thematic analysis. A total of 49 medical students took part in 13 focus groups. Differences between students' understandings of the 'good' and 'professional' doctor were observed. Being competent, a good communicator and a good teacher were the main characteristics of the 'good' doctor. Professionalism was strongly associated with the adoption of a professional persona; following a code of practice and professional guidelines, and treating others with respect were also associated with the 'professional' doctor. Students felt more connected to the notion of the 'good' doctor, and perceived professionalism as an external and imposed construct. When both constructs were seen as acting in opposition, students tended to forgo professionalism in favour of becoming a 'good' doctor.Results suggest that the teaching of professionalism should incorporate more formal reflection on the complexities of medical practice, allowing students and educators to openly explore and articulate any perceived tensions between what is formally taught and what is being observed in clinical practice.

Performance and bacterial community structure of a 10-years old constructed mangrove wetland.

PubMed

Tian, Tingting; Tam, Nora F Y; Zan, Qijie; Cheung, S G; Shin, Paul K S; Wong, Y S; Zhang, Li; Chen, Zhanghe

2017-11-30

Constructed mangrove wetland has been used for wastewater treatment but its long-term performance has not been reported. One-year monitoring of a 10-years old horizontal subsurface-flow constructed mangrove wetland consisting of three belts, two with mangrove plants and one without, revealed that the system maintained high and stable removal percentages of organic matter and nutrients, and planted belts performed better than unplanted control. Substrates in belts planted with Aegiceras corniculatum or Kandelia obovata had higher abundance of ammonifiers, nitrifiers and denitrifiers but lower total heterotrophic bacteria than unplanted substrate. Denaturing gradient gel electrophoresis showed that microbial diversity in planted substrate was significantly lower than that in unplanted one. The bacteria in substrates, irrespective to belts, were phylogenetically related to Proteobacteria (most dominant), Acidobacteria, Firmicutes, Nitrospirae, Gemmatimonadetes, Chloroflexi and Cyanobacteria. The steady performance of this 10-year old constructed mangrove wetland was affected by the abundance and diversity of bacterial community in substrate. Copyright © 2017 Elsevier Ltd. All rights reserved.

Workplace Health Promotion: Assessing the Cardiopulmonary Risks of the Construction Workforce in Hong Kong

PubMed Central

Tin, Sze Pui Pamela; Lam, Wendy W. T.; Yoon, Sungwon; Zhang, Na; Xia, Nan; Zhang, Weiwei; Ma, Ke; Fielding, Richard

2016-01-01

Objective Health needs of different employee subgroups within an industry can differ. We report the results of a workplace cardiopulmonary risk assessment targeting workers and support staff in the construction industry. Methods A free worksite-based cardiopulmonary risk assessment for 1,903 workers on infrastructural contracts across Hong Kong was initiated in May 2014. Cardiopulmonary risk screening was performed in 60-minute blocks for approximately 30 workers/block with individualized feedback and lifestyle counseling. Risk profiles stratified by occupational roles are differentiated using the χ2-test for categorical and Student’s t-test for continuous variables. Results Most construction workers and clerks/professionals were male (83.2% and 71.2%, respectively) and Chinese (78.7% and 90.9%, respectively). Construction workers were older (mean: 44.9 years, SD 11.5) and less well-educated (6.1% received tertiary education) than clerks/professionals (35.0 years, 10.7; 72.6% received tertiary education), but more likely to be hypertensive (22.6% vs. 15.4%, p<0.001), overweight/obese (71.7% vs. 56.6%, p<0.001), centrally obese (53.1% vs. 35.5%, p<0.001), and have undesirable levels of high-density lipoprotein (41.6% vs. 35.8%, p<0.05) and diabetic levels of non-fasting blood glucose (4.3% vs. 1.6%, p<0.05). Up to 12.6% of construction workers and 9.7% of office clerks/professions had three or more metabolic syndrome risk factors. While construction workers were more likely than clerks/professionals to be daily smokers, they reported better work-related physical activity and diet. Conclusions Simple worksite health risk screening can identify potentially high-cardiopulmonary-risk construction industry employee subgroups for onward confirmatory referral. Separate cardiopulmonary health promotion strategies that account for the varying lifestyle profiles of the two employee subgroups in the industry appear justified. PMID:26799393

Workplace Health Promotion: Assessing the Cardiopulmonary Risks of the Construction Workforce in Hong Kong.

PubMed

Tin, Sze Pui Pamela; Lam, Wendy W T; Yoon, Sungwon; Zhang, Na; Xia, Nan; Zhang, Weiwei; Ma, Ke; Fielding, Richard

2016-01-01

Health needs of different employee subgroups within an industry can differ. We report the results of a workplace cardiopulmonary risk assessment targeting workers and support staff in the construction industry. A free worksite-based cardiopulmonary risk assessment for 1,903 workers on infrastructural contracts across Hong Kong was initiated in May 2014. Cardiopulmonary risk screening was performed in 60-minute blocks for approximately 30 workers/block with individualized feedback and lifestyle counseling. Risk profiles stratified by occupational roles are differentiated using the χ2-test for categorical and Student's t-test for continuous variables. Most construction workers and clerks/professionals were male (83.2% and 71.2%, respectively) and Chinese (78.7% and 90.9%, respectively). Construction workers were older (mean: 44.9 years, SD 11.5) and less well-educated (6.1% received tertiary education) than clerks/professionals (35.0 years, 10.7; 72.6% received tertiary education), but more likely to be hypertensive (22.6% vs. 15.4%, p<0.001), overweight/obese (71.7% vs. 56.6%, p<0.001), centrally obese (53.1% vs. 35.5%, p<0.001), and have undesirable levels of high-density lipoprotein (41.6% vs. 35.8%, p<0.05) and diabetic levels of non-fasting blood glucose (4.3% vs. 1.6%, p<0.05). Up to 12.6% of construction workers and 9.7% of office clerks/professions had three or more metabolic syndrome risk factors. While construction workers were more likely than clerks/professionals to be daily smokers, they reported better work-related physical activity and diet. Simple worksite health risk screening can identify potentially high-cardiopulmonary-risk construction industry employee subgroups for onward confirmatory referral. Separate cardiopulmonary health promotion strategies that account for the varying lifestyle profiles of the two employee subgroups in the industry appear justified.

Information literacy skills retention over the first professional year of pharmacy school.

PubMed

Chiarella, Deborah; Khadem, Tina M; Brown, Jack E; Wrobel, Mark J

2014-01-01

The authors aimed to determine if first-professional-year pharmacy students retain library literature search skills throughout the school year. Students (n = 61 consented) were given an identical seven-item quiz on basic library search skills prior to library instruction in the fall semester and at the end of the spring semester. There was no significant difference between median scores on the two quizzes, nor were any significant differences noted in subgroup analyses. Search competency may be retained to a higher degree if library instruction is moved later in the pharmacy curriculum when literature search skills are used more often.

"Mode of Acquisition" of Word Meanings: The Viability of a Theoretical Construct.

ERIC Educational Resources Information Center

Wauters, Loes N.; Tellings, Agnes E. J. M.; Van Bon, Wim H. J.; Van Haaften, A. Wouter

2003-01-01

Examines the reliability and validity of the construct, "mode of acquisition" (MOA). The MOA of a word denotes the way in which the word's meaning is learned. Subjects in one study were volunteers from third year special education courses and in a second study, educational professionals. (Author/VWL)

‘They don't understand…you cut yourself in order to live.’ Interpretative repertoires jointly constructing interactions between adult women who self-harm and professional caregivers.

PubMed Central

Lindgren, Britt-Marie; Öster, Inger; Åström, Sture; Hällgren Graneheim, Ulla

2011-01-01

The aim of the study was to illuminate interpretative repertoires that jointly construct the interaction between adult women who self-harm and professional caregivers in psychiatric inpatient care. Participant observations and informal interviews were conducted among six women who self-harm and their professional caregivers in two psychiatric inpatient wards, and analysed using the concept of interpretative repertoires from the discipline of discursive psychology. The analysis revealed four interpretative repertoires that jointly constructed the interaction. The professional caregivers used a “fostering repertoire” and a “supportive repertoire” and the women who self-harmed used a “victim repertoire” and an “expert repertoire.” The women and the caregivers were positioned and positioned themselves and people around them within and among these interpretative repertoires to make sense of their experiences of the interaction. It was necessary to consider each woman's own life chances and knowledge about herself and her needs. The participants made it clear that it was essential for them to be met with respect as individuals. Professional caregivers need to work in partnership with individuals who self-harm—experts by profession collaborating with experts by experience. Caregivers need to look beyond behavioural symptoms and recognise each individual's possibilities for agency. PMID:21897829

Twenty Years of One Astronomy Teacher Professional Development - The EXES Teacher Associate Program at UT Austin

NASA Astrophysics Data System (ADS)

Finkelstein, Keely; Hemenway, Mary Kay; Sneden, Chris; Lacy, John; Richter, Matthew J.; EXES Teacher Associates

2018-01-01

The Astronomy Department and McDonald Observatory at the University of Texas at Austin has and continues to offer a suite of different astronomy based K-12 teacher professional development programs. One of our longest running, and most successful programs, is reaching its 20th anniversary, the EXES Teacher Associate Program, which was started in 1998. The EXES Teacher Associate program features sustained and continued professional development opportunities for K-12 science and math educators. It consists of 6 times per year day-long meetings, coupled with other professional development opportunities provided at various times. In total, there are approximately 30 active members of the group currently, but more than 90 teachers have participated in this group over its 20 year history. The program has had astronomy education as its focus throughout its history, but different partnerships and collaborations with other programs have supported the group and have allowed for a variety of professional development opportunities and themes for educators to engage in. We will give an overview of this program, present evaluation data and teacher feedback related to program success and student impact, and highlight a few specific program opportunities that are unique and have been shown to be most impactful for participants.

Construct validity test of evaluation tool for professional behaviors of entry-level occupational therapy students in the United States.

PubMed

Yuen, Hon K; Azuero, Andres; Lackey, Kaitlin W; Brown, Nicole S; Shrestha, Sangita

2016-01-01

This study aimed to test the construct validity of an instrument to measure student professional behaviors in entry-level occupational therapy (OT) students in the academic setting. A total of 718 students from 37 OT programs across the United States answered a self-assessment survey of professional behavior that we developed. The survey consisted of ranking 28 attributes, each on a 5-point Likert scale. A split-sample approach was used for exploratory and then confirmatory factor analysis. A three-factor solution with nine items was extracted using exploratory factor analysis [EFA] (n=430, 60%). The factors were 'Commitment to Learning' (2 items), 'Skills for Learning' (4 items), and 'Cultural Competence' (3 items). Confirmatory factor analysis (CFA) on the validation split (n=288, 40%) indicated fair fit for this three-factor model (fit indices: CFI=0.96, RMSEA=0.06, and SRMR=0.05). Internal consistency reliability estimates of each factor and the instrument ranged from 0.63 to 0.79. Results of the CFA in a separate validation dataset provided robust measures of goodness-of-fit for the three-factor solution developed in the EFA, and indicated that the three-factor model fitted the data well enough. Therefore, we can conclude that this student professional behavior evaluation instrument is a structurally validated tool to measure professional behaviors reported by entry-level OT students. The internal consistency reliability of each individual factor and the whole instrument was considered to be adequate to good.

Second and third year oral health and dental student perceptions of future professional work.

PubMed

Tan, A S; Anderson, V R; Foster Page, L A

2013-11-01

To explore and compare the ways dental and oral health students characterise their future professional work (FPW) at the end of their second and third professional years. Questionnaires were given to a cohort group of 48 dental students and 31 oral health students at the end of their second and third professional years at the University of Otago. Students' characterisations of their FPW were identified using an inductive approach, and the emphasis on each characterisation was confirmed using a 'weighted' table. Dental student response rates were 92% (in 2010) and 85% (in 2011); and oral health student response rates were 100% (in 2011) and 97% (in 2011). Students characterised their FPW in ten broad ways: in reference to treatment-related concerns, patient-related concerns, oral health promotion, oral health education, disease prevention and monitoring, communication, teamwork, maintaining an ideal clinical environment, maintaining a sense of self and improving quality of life. In both years, dental students emphasised treatment-related concerns as central to their FPW and dealing with patient-related concerns as a primary source of difficulty. Oral health students emphasised oral health promotion, oral health education, disease prevention and monitoring and restorative tasks as central to their FPW and dealing with patient-related concerns as a primary source of difficulty. Students' broad perceptions of their FPW changed little as they progressed through their programmes; however, their responses suggested the need for greater attention within their programmes to patient management and teamwork. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Exploring risk in professional nursing practice: an analysis of work refusal and professional risk.

PubMed

Beardwood, Barbara A; Kainer, Jan M

2015-03-01

This article explores risk in professional nursing practice. Professional risk refers to the threat of professional discipline if it is found that a registered nurse has violated professional nursing practice standards. We argue professional risk is socially constructed and understood differently by nurse regulatory bodies, unions, professional associations and frontline nurses. Regulatory bodies emphasize professional accountability of nurses; professional associations focus on system problems in health-care; unions undertake protecting nurses' right to health and safety; and frontline nurses experience fear and uncertainty in their attempt to interpret practice standards to avoid professional discipline. Perspectives of professional risk are investigated by analyzing three professional nursing bodies' views of professional codes governing the right of nurses to refuse unsafe work assignments. The workplace dynamics surrounding work refusal experienced by frontline nurses are illustrated primarily through the lens of the 2003 SARS influenza outbreak in Ontario, Canada. We conclude that frontline nurses in Ontario are required to manage risk by following professional protocols prioritizing patient care and professional accountability which disregard the systemic, unpredictable and hazardous circumstances in their everyday practice. Moreover, we argue professional protocols cannot anticipate every eventuality in clinical practice creating the fear of professional discipline for nurses. © 2013 John Wiley & Sons Ltd.

Reflection and Professional Identity Development in Design Education

ERIC Educational Resources Information Center

Tracey, Monica W.; Hutchinson, Alisa

2018-01-01

Design thinking positions designers as the drivers of the design space yet academic discourse is largely silent on the topic of professional identity development in design. Professional identity, or the dynamic narratives that individuals construct and maintain to integrate their personal qualities with professional responsibilities, has not been…

Main Factors of Teachers' Professional Well-Being

ERIC Educational Resources Information Center

Yildirim, Kamil

2014-01-01

The purpose of the study was to reveal the main factors of teachers' professional well being. Theoretically constructed model was tested on large scale data belong to 72.190 teachers working at lower secondary level. Theoretical model included teachers' individual, professional and organizational characteristics. Professional well-being…

An Exploration of Emerging Professional Identity in Women Osteopathic Medical Students: Does Gender Matter?

ERIC Educational Resources Information Center

Dunatov, Linda J.

2013-01-01

The purpose of this narrative inquiry study was to gain a richer understanding from the perspective of gender about how third and fourth year women osteopathic medical students at the University of Pikeville-Kentucky College of Osteopathic Medicine (KYCOM) constructed their developing professional identities as future osteopathic physicians. This…

Developing Professional Skills in a Third-Year Undergraduate Chemistry Course Offered in Western Australia

NASA Astrophysics Data System (ADS)

Dunn, Jeffrey G.; Kagi, Robert I.; Phillips, David N.

1998-10-01

"This unit gave me a broad industrial view of the chemical world and I am grateful for the professional skills I gained." That is the response of one graduate several years after he had taken the "Chemistry and Technology" unit that we present in the third year of the undergraduate chemistry course at Western Australia's Curtin University of Technology. Students in tertiary education are effectively "cocooned from the real world". There is a growing need for a teaching that links students to situations they will encounter upon gaining employment. The Chemistry and Technology unit has been developed over a 12-year period and is presented in the final semester of the course. It comprises six modules and is taught by lecturers from industry and the staff of the School. The Professional Practice, Consumer Chemistry, and Environmental modules are ones that most teachers could consider in their course. The other three modules are specific to Western Australia's needs, but could be modified or replaced to cater to other employment circumstances. A survey of recent graduates yielded complimentary responses to the appropriateness of such a unit in the course.

The characteristics of physicians disciplined by professional colleges in Canada.

PubMed

Alam, Asim; Klemensberg, Jason; Griesman, Joshua; Bell, Chaim M

2011-01-01

The identification of health care professionals who are incompetent, impaired, uncaring or have criminal intent has received increasing attention in recent years. These individuals are often subject to disciplinary action by professional licensing authorities. To date, no national data exist for Canadian physicians disciplined for professional misconduct. We sought to describe the characteristics of physicians disciplined by Canadian professional licensing authorities. We constructed a database of physicians disciplined by provincial licensing authorities during the years 2000 to 2009. Comparisons were made with the general population of physicians licensed in Canada. Data on demographic characteristics, type of misconduct and penalty imposed were collected for each disciplined physician. A total of 606 identifiable physicians were disciplined by their professional college during the years 2000 to 2009. The proportion of licensed physicians who were disciplined in a given year ranged from 0.06% to 0.11%. Fifty-one of the disciplined physicians committed 64 repeat offences, accounting for a total of 113 (19%) offences. Most of the disciplined physicians were independent practitioners (99%), male (92%) and trained in Canada (67%). The most common specialties of physicians subject to disciplinary action were family medicine (62%), psychiatry (14%) and surgery (9%). For disciplined physicians, the average number of years from medical school graduation to disciplinary action was 28.9 (standard deviation [SD] = 11.3). The 3 most frequent violations were sexual misconduct (20%), failure to meet a standard of care (19%) and unprofessional conduct (16%). The 3 most frequently imposed penalties were fines (27%), suspensions (19%) and formal reprimands (18%). A small proportion of registered physicians in Canada were disciplined by their medical licensing authorities. Sexual misconduct was the most common disciplined offence. The standardization of provincial reporting along

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

ERIC Educational Resources Information Center

Stark, Joan S.; Lowther, Malcolm A.

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

Constructing critical thinking in health professional education.

PubMed

Kahlke, Renate; Eva, Kevin

2018-04-04

Calls for enabling 'critical thinking' are ubiquitous in health professional education. However, there is little agreement in the literature or in practice as to what this term means and efforts to generate a universal definition have found limited traction. Moreover, the variability observed might suggest that multiplicity has value that the quest for universal definitions has failed to capture. In this study, we sought to map the multiple conceptions of critical thinking in circulation in health professional education to understand the relationships and tensions between them. We used an inductive, qualitative approach to explore conceptions of critical thinking with educators from four health professions: medicine, nursing, pharmacy, and social work. Four participants from each profession participated in two individual in-depth semi-structured interviews, the latter of which induced reflection on a visual depiction of results generated from the first set of interviews. Three main conceptions of critical thinking were identified: biomedical, humanist, and social justice-oriented critical thinking. 'Biomedical critical thinking' was the dominant conception. While each conception had distinct features, the particular conceptions of critical thinking espoused by individual participants were not stable within or between interviews. Multiple conceptions of critical thinking likely offer educators the ability to express diverse beliefs about what 'good thinking' means in variable contexts. The findings suggest that any single definition of critical thinking in the health professions will be inherently contentious and, we argue, should be. Such debates, when made visible to educators and trainees, can be highly productive.

[Professional psychological selection system in the Air Force - 50 years].

PubMed

Pokrovskiĭ, B L

2014-08-01

Given the data about the establishment of the professional psychological selection system in the Air Force in 1958-1964 in the NIIIAM Air Force by the team psychological department under the leadership of K.K.Platonova. Given the names of the developers of this system and given the results of their research. The result of all made work the order of Air Force Commander about the introduction of the psychological selection in Higher Military Aviation School of Pilots, starting from a set of 1964 became. Recommendations for professional psychological selection of a wide range of aviation professionals in various fields, and in the future - and other professionals of the Armed Forces, became the results of future work.

The Relationship between EQ & Constructive and Non-Constructive Problem Solving Styles among Payame Noor University's Students of Abadan in the Year 2014

ERIC Educational Resources Information Center

Rajaeipoor, Saeed; Siadat, Ali; Hoveida, Reza; Mohammadi, Nazanin; Keshavarz, Akbar; Salimi, Mohammad Hossein; Abbasian, Mohammad Reza; Shamsi, Ali

2015-01-01

The objective of the present study is considering the relationship between EQ & constructive and non-constructive problem solving styles among students. The applied methodology is cross-correlation method. The statistical population in this study is all the educational sciences' students of Payame Noor university of Abadan in the year 2014 and…

Let's Begin with Ourselves: Attempting Resonance Responses in the Exchange of Researchers' Professional Autobiographies

ERIC Educational Resources Information Center

Padilla-Petry, Paulo; Hernández-Hernández, Fernando; Creus, Amalia

2014-01-01

The economic, social, cultural, technological and labour changes experienced by Spanish universities in the last 40?years have had their impact on the professional lives of the university teachers. Our methodological decision to study, through the construction of life histories, how scholars cope with social and institutional changes in their…

Exploring the Continuing Professional Development Needs of Pedagogical Practitioners in Early Years in England

ERIC Educational Resources Information Center

Ingleby, Ewan; Hedges, Clive

2012-01-01

This article is based on quantitative and qualitative data that have been generated since 2009 on the study skills needs of early years practitioners working in England. The research has identified that developing information technology skills appears to be a particular professional development need for these practitioners. The practitioners are…

"That's Not Treating You as a Professional": Teachers Constructing Complex Professional Identities through Talk

ERIC Educational Resources Information Center

Cohen, Jennifer L.

2008-01-01

Public debates about the role of teachers and teacher performance place teachers at the center of a range of national and local discourses. The notion of teacher professional identity, therefore, framed in a variety of ways, engages people across social contexts, whether as educators, parents, students, taxpayers, voters or consumers of news and…

Taiwanese and Sri Lankan students' dimensions and discourses of professionalism.

PubMed

Monrouxe, Lynn V; Chandratilake, Madawa; Gosselin, Katherine; Rees, Charlotte E; Ho, Ming-Jung

2017-07-01

The definition of medical professionalism poses a challenge to global medical educators. This is especially pronounced in settings where professionalism frameworks developed in the west are transferred into different cultures. Building upon our previous study across Western contexts, we examine Taiwanese and Sri Lankan medical students' conceptualisations of professionalism in terms of what professionalism comprises (i.e. dimensions) and how it is linguistically framed (i.e. discourses). A qualitative group interview study was undertaken comprising 26 group interviews with 135 participants from one Taiwanese (n = 64; Years 4-7) and one Sri Lankan medical school (n = 71; Years 2-5). Through thematic framework analysis we examined the data for explicit dimensions of professionalism. Through discourse analysis we identified how participants constructed professionalism linguistically (discourses). Thirteen common dimensions across Taiwanese and Sri Lankan talk were identified, with the dimensions (contextual, integration and internalised self) being identified only in Sri Lankan data. Professionalism as knowledge and patient-centredness were dominant dimensions in Taiwan; in Sri Lanka, attributes of the individual and rules were dominant dimensions. Participants in both countries used four types of discourses previously identified in the literature. Individual and interpersonal discourses were dominant in Taiwanese talk; the collective discourse was dominant in Sri Lankan talk. Findings were compared with our previous data collected in Western contexts. Despite some overlap in the dimensions and discourses identified across both this and Western studies, Taiwanese and Sri Lankan students' dominant dimensions and discourses were distinct. We therefore encourage global medical educators to look beyond a one-size-fits-all approach to professionalism, and to recognise the significance of context and culture in conceptualisations of professionalism. © 2017 The Authors

Relationships: The Critical Ties That Bind Professionals.

ERIC Educational Resources Information Center

Roper, Larry

2002-01-01

This article proposes that the success of student affairs professionals is more closely tied to their ability to construct and manage essential relationships during their careers than any other activity. The author discusses essential principles and skills in developing and managing professional relationships. (GCP)

Using Facet Clusters to Guide Teacher Professional Development

NASA Astrophysics Data System (ADS)

Seeley, Lane; DeWater, L. S.; Vokos, S.; Kraus, P.

2006-12-01

The Department of Physics and the School of Education at Seattle Pacific University, together with FACET Innovations, LLC, are beginning the second year of a five-year NSF TPC project, Improving the Effectiveness of Teacher Diagnostic Skills and Tools. We are working in partnership with school districts in Washington State to help teachers make their classrooms into better diagnostic learning environments. In this talk, we describe initial efforts to construct content-rich professional development courses for teachers, which are infused with diagnostic assessment that target the fine structure of student ideas in specific topical areas. * Supported in part by NSF grant #ESI-0455796, The Boeing Corporation, and the SPU Science Initiative.

"We All Share a Common Vision and Passion": Early Years Professionals Reflect upon Their Leadership of Practice Role

ERIC Educational Resources Information Center

Hallet, Elaine

2013-01-01

Early Years Professionals are graduate leaders working with children below 5 years of age, their families and practitioners in early years settings in the private, voluntary and independent sectors and children's centres in England. Their leadership of practice role is central to raising the quality of early years provision and practice. In this…

Differences in Faculty and Standardized Patient Scores on Professionalism for Second-Year Podiatric Medical Students During a Standardized Simulated Patient Encounter.

PubMed

Mahoney, James M; Vardaxis, Vassilios; Anwar, Noreen; Hagenbucher, Jacob

2018-03-01

This study examined the differences between faculty and trained standardized patient (SP) evaluations on student professionalism during a second-year podiatric medicine standardized simulated patient encounter. Forty-nine second-year podiatric medicine students were evaluated for their professionalism behavior. Eleven SPs performed an assessment in real-time, and one faculty member performed a secondary assessment after observing a videotape of the encounter. Five domains were chosen for evaluation from a validated professionalism assessment tool. Significant differences were identified in the professionalism domains of "build a relationship" ( P = .008), "gather information" ( P = .001), and share information ( P = .002), where the faculty scored the students higher than the SP for 24.5%, 18.9%, and 26.5% of the cases, respectively. In addition, the faculty scores were higher than the SP scores in all of the "gather information" subdomains; however, the difference in scores was significant only in the "question appropriately" ( P = .001) and "listen and clarify" ( P = .003) subdomains. This study showed that professionalism scores for second-year podiatric medical students during a simulated patient encounter varied significantly between faculty and SPs. Further consideration needs to be given to determine the source of these differences.

Unmanned aerial vehicles in construction and worker safety.

PubMed

Howard, John; Murashov, Vladimir; Branche, Christine M

2018-01-01

Applications of unmanned aerial vehicles (UAVs) for military, recreational, public, and commercial uses have expanded significantly in recent years. In the construction industry, UAVs are used primarily for monitoring of construction workflow and job site logistics, inspecting construction sites to assess structural integrity, and for maintenance assessments. As is the case with other emerging technologies, occupational safety assessments of UAVs lag behind technological advancements. UAVs may create new workplace hazards that need to be evaluated and managed to ensure their safe operation around human workers. At the same time, UAVs can perform dangerous tasks, thereby improving workplace safety. This paper describes the four major uses of UAVs, including their use in construction, the potential risks of their use to workers, approaches for risk mitigation, and the important role that safety and health professionals can play in ensuring safe approaches to the their use in the workplace. Published 2017. This article is a U.S. Government work and is in the public domain in the USA.

Codification and Validation of Professional Development Questionnaire of Teachers

ERIC Educational Resources Information Center

Ayyoobi, Fatemah; Pourshafei, Hadi; Asgari, Ali

2016-01-01

Teacher in the educational system and the teaching-learning process, as a main leading should need to knowledge and professional skills. Therefore, evaluation of professional development is important. This study aims to design and modify Construction and Validation of professional development questionnaire of teachers. This research based on…

Attitudes towards motherhood and fertility awareness among 20-40-year-old female healthcare professionals.

PubMed

Mortensen, Luise Lermark; Hegaard, Hanne Kristine; Andersen, Anders Nyboe; Bentzen, Janne Gasseholm

2012-12-01

To explore attitudes towards family formation and fertility awareness among Danish female healthcare professionals. We collected cross-sectional baseline data from a prospective cohort study of 863 women, ranging in age from 20 to 40 years, working at a hospital in Denmark. Information about participants' intentions and attitudes towards family formation and fertility knowledge was gathered by means of a questionnaire. Only 2% of the respondents did not want children. Most women believed that motherhood is important, and hoped to have two to three children. About half of the respondents intended to have their last child after the age of 35 years. The most important prerequisites for family formation included: living in a stable relationship, having completed one's studies, a sound financial situation, a job that can be kept when having children, access to public child day care, and the possibility of travelling. As many as 50% of women underrated the impact of a woman's age on fertility, and overestimated the success rates of assisted reproductive technology (ART) treatments. Many female healthcare professionals contemplated giving birth after the age of 35 years. Knowledge of fertility and ART success rates is needed to make well-informed decisions about when to have children.

Inspection of Construction Works According to Polish Construction Law

NASA Astrophysics Data System (ADS)

Czemplik, A.

2015-11-01

Construction regulations are still different in many European countries, even though the European Union directives have unified many acts for construction works and construction products in the member countries. The scheme of the construction process presented in the paper could be valid for most countries, despite of detailed regulations of legal systems. The number of construction regulations to be followed in order to get the Construction Permit in Poland is rather big, so the time between the start of the investment process and the day when the Construction Permit is issued could be several months. Only licensed professional engineers can play the role of site managers, site inspectors and designers, registered for the given construction project. Duties and responsibilities (civil liability) of these engineers are strictly defined by regulations. The obligatory inspection of construction works should be executed by the licensed site inspectors. Moreover, the works can be incidentally inspected by Authority, banks, insurance companies or designers. Foreign designers and foreign site engineers in order to be allowed by respective Authority to play official roles on Polish construction sites should present documents proving that they can do the same jobs in their countries as per regulations obligatory there.

A Multi-Year Study of the Impact of the Rice Model Teacher Professional Development on Elementary Science Teachers

NASA Astrophysics Data System (ADS)

Viorica Diaconu, Dana; Radigan, Judy; Suskavcevic, Milijana; Nichol, Carolyn

2012-04-01

A teacher professional development program for in-service elementary school science teachers, the Rice Elementary Model Science Lab (REMSL), was developed for urban school districts serving predominately high-poverty, high-minority students. Teachers with diverse skills and science capacities came together in Professional Learning Communities, one full day each week throughout an academic year, to create a classroom culture for science instruction. Approximately 80 teachers each year received professional development in science content and pedagogy using the same inquiry-based constructivist methods that the teachers were expected to use in their classrooms. During this four-year study, scientists and educators worked with elementary teachers in a year-long model science lab environment to provide science content and science pedagogy. The effectiveness of the program was measured using a mix of quantitative and qualitative methods that allowed the researchers to triangulate the findings from quantitative measures, such as content test and surveys, with the emerging themes from the qualitative instruments, such as class observations and participant interviews. Results showed that, in all four years, teachers from the REMSL Treatment group have significantly increased their science content knowledge (p < 0.05). During the last two years, their gains in science content knowledge, use of inquiry-based instruction and leadership skills were significantly higher than those of the Control group teachers' (p < 0.01, p < 0.001 and p < 0.05, respectively). Three themes resonated in the interviews with participants: science content knowledge growth, constructivist pedagogy and leadership skills.

Middle School Mathematics Professional Development Impact Study: Findings after the Second Year of Implementation. Executive Summary. NCEE 2011-4025

ERIC Educational Resources Information Center

Garet, Michael S.; Wayne, Andrew J.; Stancavage, Fran; Taylor, James; Eaton, Marian; Walters, Kirk; Song, Mengli; Brown, Seth; Hurlburt, Steven; Zhu, Pei; Sepanik, Susan; Doolittle, Fred

2011-01-01

This is the second and final report of the Middle School Mathematics Professional Development Impact Study, which examines the impact of providing a professional development (PD) program in rational number topics to seventh-grade mathematics teachers. An interim report (Garet et al. 2010) described the findings after one year of PD. The current…

Assessing and appraising nursing students' professional communication

NASA Astrophysics Data System (ADS)

Diers, Jane E.

The purpose of this research was to define professional communication in nursing and to develop a prototype to assess and appraise communication at a selected college. The research focused on verbal and nonverbal communication between the nurse and the client using a simulated environment. The first objective was to identify the major characteristics of professional communication in nursing. In this study, the characteristics of professional communication emerged from the constant comparison method of the results of research studies in the fields of healthcare and communication. These characteristics became the elements, representative properties, and descriptive dimensions to assess and appraise verbal and nonverbal communication at the college of study. The second objective was to develop a template to assess verbal and nonverbal communication at a selected college. Using a two-fold process, the researcher used the results from the first objective to begin template construction. First, specialists in the fields of communication and nursing established the content validity of the elements, representative properties, and descriptive dimensions. Second, the course educators determined the relevancy and importance of the elements, properties, and descriptive dimensions to the objectives of two courses at the college of study. The third objective was to develop a rubric to appraise nursing students' verbal and nonverbal communication in a videotaped communication review. An appraisal rubric was constructed from an extension of the template. This rubric was then tested by faculty at the selected college to appraise the communication of five students each in the junior and senior years of the nursing program.

Characteristics of Professional Staff in California Public Schools: A Five-Year Comparison. Data Compiled from CBEDS, the California Basic Educational Data System.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento.

This document provides the results of a 5-year comparison of characteristics of professional staff between the years of 1982-83 and 1987-88 in the California Public Schools. Professional staff members include all certificated personnel employed full-time or part-time and noncertificated personnel serving at the level of superintendent, deputy,…

42 CFR 21.30 - Determination of creditable years of educational and professional training and experience.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 1 2014-10-01 2014-10-01 false Determination of creditable years of educational and professional training and experience. 21.30 Section 21.30 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES PERSONNEL COMMISSIONED OFFICERS Appointment § 21.30 Determination of...

42 CFR 21.30 - Determination of creditable years of educational and professional training and experience.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 1 2012-10-01 2012-10-01 false Determination of creditable years of educational and professional training and experience. 21.30 Section 21.30 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES PERSONNEL COMMISSIONED OFFICERS Appointment § 21.30 Determination of...

42 CFR 21.30 - Determination of creditable years of educational and professional training and experience.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 1 2013-10-01 2013-10-01 false Determination of creditable years of educational and professional training and experience. 21.30 Section 21.30 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES PERSONNEL COMMISSIONED OFFICERS Appointment § 21.30 Determination of...

42 CFR 21.30 - Determination of creditable years of educational and professional training and experience.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Determination of creditable years of educational and professional training and experience. 21.30 Section 21.30 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES PERSONNEL COMMISSIONED OFFICERS Appointment § 21.30 Determination of...

42 CFR 21.30 - Determination of creditable years of educational and professional training and experience.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 1 2011-10-01 2011-10-01 false Determination of creditable years of educational and professional training and experience. 21.30 Section 21.30 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES PERSONNEL COMMISSIONED OFFICERS Appointment § 21.30 Determination of...

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

NASA Astrophysics Data System (ADS)

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

2017-09-01

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

Health care professional workstation: software system construction using DSSA scenario-based engineering process.

PubMed

Hufnagel, S; Harbison, K; Silva, J; Mettala, E

1994-01-01

This paper describes a new method for the evolutionary determination of user requirements and system specifications called scenario-based engineering process (SEP). Health care professional workstations are critical components of large scale health care system architectures. We suggest that domain-specific software architectures (DSSAs) be used to specify standard interfaces and protocols for reusable software components throughout those architectures, including workstations. We encourage the use of engineering principles and abstraction mechanisms. Engineering principles are flexible guidelines, adaptable to particular situations. Abstraction mechanisms are simplifications for management of complexity. We recommend object-oriented design principles, graphical structural specifications, and formal components' behavioral specifications. We give an ambulatory care scenario and associated models to demonstrate SEP. The scenario uses health care terminology and gives patients' and health care providers' system views. Our goal is to have a threefold benefit. (i) Scenario view abstractions provide consistent interdisciplinary communications. (ii) Hierarchical object-oriented structures provide useful abstractions for reuse, understandability, and long term evolution. (iii) SEP and health care DSSA integration into computer aided software engineering (CASE) environments. These environments should support rapid construction and certification of individualized systems, from reuse libraries.

Reflecting on Teacher Professionalism: A Student Perspective

ERIC Educational Resources Information Center

Crouse, Warren F.

2003-01-01

In this article, the author invites students to reflect on the characteristics of their own teachers. The author contends that this reflection can be a methodological process and model toward a better understanding of what identifies teachers as professionals. To "constructively reflect" on teacher professionalism, it is imperative that the four…

[Centralization of health services in primary care in summer: Patients and professionals view during two consecutive years].

PubMed

Giménez, N; Martínez, J M; Clanchet, T

2015-01-01

The Spanish primary health care, gateway and pillar of the Health Care System has his resources increasingly constrained by current crisis. To know the opinion of users and professionals on two primary care centers which centralized in August 2011 and 2012 the attendance of seven primary care centers. Two questionnaires were designed: a telephone survey of a random sample of users and a self-completed questionnaire for health care professionals. The variables were scored on a scale of 1-10 (low to high). Cronbach's coefficient α>0,84. 1293 people responded (836 users and 357 professionals). Users rated, in 2011, the satisfaction with 6.7 points in August and 7.3 points the rest of the year (P<.001). And, in 2012, with 7.7 points in August and 8.1 points the rest of the year (P<.001). Health care professionals, rated their satisfaction with 6.8 points in 2011 and 7.3 points in 2012. The waiting time was the only variable best scores in August that the rest of the year. The perception of the solution given in consultation did not change. Satisfaction, marking, care and treatment were highest rated in the regular center than in the reference center (P<.001). The centralization of primary health care during periods of reduced demand could reduce costs while maintaining quality. The experience of centralizing primary care services during August was perceived as acceptable and improved over time. Users showed a slight, but significant, preference for their usual primary care center. Copyright © 2014 Sociedad Española de Médicos de Atención Primaria (SEMERGEN). Publicado por Elsevier España, S.L.U. All rights reserved.

Prevalence of overweight and obesity in professional soldiers of the Czech Army over an 11-year period.

PubMed

Fajfrová, Jana; Pavlík, Vladimír; Psutka, Jan; Husarová, Michaela; Krutišová, Pavla; Fajfr, Miroslav

2016-05-01

Obesity is currently considered to be the most frequent metabolic disease worldwide, not only in developed but also in developing countries. The aim of this work was to describe the development of health status in soldiers of the Armed Forces of the Czech Republic (ACR) and to emphasizethe markers of non-communicable diseases. Our study describes the anthropometric and biochemical parameters of a large group of Czech Army professional soldiers. Data were obtained over a period of 11 years. During the monitored period, from 1999 to 2009, military physicians carried out on the average 6,360 examinations on professional soldiers per year and monitored their health and nutritional status with the aim of preventing the risk factors of non-communicable diseases. These examinations are compulsory for all professional soldiers at the age of 25, 30, 33, and 36 years. From the age of 39, these examinations are carried out every year till the end of their career. Besides taking personal histories and carrying out standard physical examinations, blood was taken for biochemical examination. The following anthropometric parameters were monitored: body constitution using body mass index (BMI) and waist circumference. Our study describes only part of the data concerning anthropometric and biochemical parameters of professional soldiers which were obtained over a period of 11 years. Average BMI values in men were in the overweight range (26.5-27 kg/m2). Average values of waist circumference, however, ranged from 91.9 cm to 93.4 cm. Between the first and the last year of monitoring a statistically significant decrease in these values ranging from 93.4 ± 9.8 cm to 92.7 ± 9.5 cm (p < 0.001) was observed. All monitored anthropometric parameters in female professional soldiers were within normal limits. During the monitored period the proportion of overweight men gradually increased from 52% to 57.1% (p < 0.001). There were no statistically significant changes in the prevalence of

[Professional communication in long term health care quality].

PubMed

Martín Padilla, E; Sarmiento Medina, P; Ramírez Jaramillo, A

2014-01-01

To Identify aspects of professional communication that affect the quality of long-term care for patients with chronic illness or disabilities and their families, in the experience of health professionals, as input for the development of an assessment tool. Descriptive qualitative.The data was processed by performing an interpretative analysis from grounded theory. The participants included 12 health professionals (three doctors, three nurses, three therapists and three psychologists), who work at the Hospital of the Universidad de La Sabana, Chia, and other institutions in Bogota, Colombia,with more than five years experience in programs treating chronic disease or disability in hospital therapeutic contexts. Semi-structured interviews and a Delphi survey were used. Validation strategies included, theoretical sampling, script evaluation by judges, triangulation of data collection techniques, and interviewers. We defined specific aspects of professional communication that could optimize the quality of health care, in information management as well as in the relationships with patients and families. From these aspects, an explanatory matrix was designed with axes, categories, and codes as a support for the construction of tools. Health communication, in order to become a therapeutic support element, requires professional training in communication skills to give information in an understandable way, with emotional support and coping possibilities. It should include and involve the family in decision making. Copyright © 2013 SECA. Published by Elsevier Espana. All rights reserved.

Examining the Sustainability of Teacher Learning Following a Year-Long Science Professional Development Programme for Inservice Primary School Teachers

ERIC Educational Resources Information Center

Drits-Esser, Dina; Gess-Newsome, Julie; Stark, Louisa A.

2017-01-01

This two-year, mixed-methods study explored teacher learning during a year-long professional development programme and during the year following the programme. The study examined patterns of change in primary school teachers' inquiry practices, inquiry beliefs and physical science content knowledge during both years as well as the effects of…

Reflections on two years after establishing an orthogeriatric unit: a focus group study of healthcare professionals' expectations and experiences.

PubMed

Abrahamsen, C; Nørgaard, B; Draborg, E; Nielsen, D

2017-08-25

For decades hospitals have been "vertically" organized, with the risk that specialization leads to fragmented and one-sided views of patient care and treatment that may cause poor communication and coordination of care and treatment. Two years after the introduction of an orthogeriatric unit for elderly patients admitted with fragility fractures, we studied the involved healthcare professionals' perspectives and experiences with working in an interprofessional organization. We performed four focus groups interviews with 19 healthcare workers representing different professions. The interviews were analysed using systematic text condensation (STC). Three themes were identified: 1) A patient-centred approach, 2) An opportunity for professional growth and 3) The benefits of interprofessional collaboration. The interviewees emphasized in particular the systematic and frequent face-to-face communication enabled by the interprofessional team meetings as essential to their feeling of enhanced collegial solidarity. All groups expressed their respect for other groups' competences and their vital contributions to good orthogeriatric care. However, collaboration was challenged by the groups' divergent views of the patients and of the relevance of the information given in the weekly meetings. Heavy workloads were also mentioned. The opportunity for professional growth was also felt to be imperilled by some professionals. All participants indicated their view that the orthogeriatric organization had improved the quality of care and treatment. Furthermore, good communication, mutual respect for other professional competences and shared goals were found to have enhanced interprofessional collaboration and improved the sense of having a shared mission. However, differences in approaches and expectations continued to challenge the orthogeriatric model after 2 years. Neither did all professionals find orthogeriatric care professionally challenging.

Constructive Interaction.

ERIC Educational Resources Information Center

Miyake, Naomi

To identify conditions that make a conversational interaction constructive--in the sense that the participants can find the way toward the success of what they wanted to accomplish--two situations were examined. In one, a professional researcher explained her data to a statistician. In the other, three groups of two people cooperated with each…

Introducing first year students to interprofessionalism: Exploring professional identity in the "enterprise culture": a Foucauldian analysis.

PubMed

DeMatteo, Dale J; Reeves, Scott

2013-01-01

This paper explores the experiences of, and thoughts on, interprofessional learning and care of first year health science students at a large Canadian university within a broad socioeconomic context. We apply discourse analysis to survey data collected to evaluate an introductory interprofessional event involving first year students from a variety of health professions. Follow-up focus-group interviews were conducted to gain greater understanding of student issues and concerns emerging from the survey, providing a second source of data. A significant paper entitled, "Education, enterprise culture and the entrepreneurial self: A Foucauldian perspective" by Peters (2001) provides an historical and theoretical framework for this paper. Peters notes the changing nature of professionalism and global crises in public institutions under neoliberalism as governments divest themselves of social responsibility, shifting it onto individuals through increased privatization and focus on entrepreneurialism. In exploring the thoughts and experiences of students through the historical lens of a shifting professional discourse and changing cultural and political environment, a unique view of professionalism and this interprofessional project comes to light. Reflective of the paradigm shift that Peters documents, there was evidence of students "internalizing" responsibility for a sustainable health care system through acquisition of interprofessional knowledge and behaviours.

‘A world of difference’: a qualitative study of medical students’ views on professionalism and the ‘good doctor’

PubMed Central

2014-01-01

Background The importance of professional behaviour has been emphasized in medical school curricula. However, the lack of consensus on what constitutes professionalism poses a challenge to medical educators, who often resort to a negative model of assessment based on the identification of unacceptable behaviour. This paper presents results from a study exploring medical students’ views on professionalism, and reports on students’ constructs of the ‘good’ and the ‘professional’ doctor. Methods Data for this qualitative study were collected through focus groups conducted with medical students from one Western Australian university over a period of four years. Students were recruited through unit coordinators and invited to participate in a focus group. De-identified socio-demographic data were obtained through a brief questionnaire. Focus groups were audio-recorded, transcribed and subjected to inductive thematic analysis. Results A total of 49 medical students took part in 13 focus groups. Differences between students’ understandings of the ‘good’ and ‘professional’ doctor were observed. Being competent, a good communicator and a good teacher were the main characteristics of the ‘good’ doctor. Professionalism was strongly associated with the adoption of a professional persona; following a code of practice and professional guidelines, and treating others with respect were also associated with the ‘professional’ doctor. Conclusions Students felt more connected to the notion of the ‘good’ doctor, and perceived professionalism as an external and imposed construct. When both constructs were seen as acting in opposition, students tended to forgo professionalism in favour of becoming a ‘good’ doctor. Results suggest that the teaching of professionalism should incorporate more formal reflection on the complexities of medical practice, allowing students and educators to openly explore and articulate any perceived tensions between what is

Professional Counseling in South Africa: A Landscape under Construction

ERIC Educational Resources Information Center

Maree, Jacobus G.; van der Westhuizen, Carol N.

2011-01-01

The focus of this article is on the history, status, and trends of the counseling profession in South Africa and on the similarities with the development of the counseling profession in the United States. A need exists for South African professional counselors to refocus their research efforts to reflect the realities of the 21st century and link…

A Review of Prominent Psychological Injury Constructs.

ERIC Educational Resources Information Center

Morrissette, Patrick J.

2003-01-01

Constructs that are typically associated with helping professional psychological injury include secondary traumatic stress disorder/compassion fatigue, critical incident stress, vicarious traumatization, and burnout. This paper provides clarification by identifying existing constructs and describing similarities and differences. Construct…

The characteristics of physicians disciplined by professional colleges in Canada

PubMed Central

Alam, Asim; Klemensberg, Jason; Griesman, Joshua; Bell, Chaim M

2011-01-01

Background The identification of health care professionals who are incompetent, impaired, uncaring or have criminal intent has received increasing attention in recent years. These individuals are often subject to disciplinary action by professional licensing authorities. To date, no national data exist for Canadian physicians disciplined for professional misconduct. We sought to describe the characteristics of physicians disciplined by Canadian professional licensing authorities. Methods We constructed a database of physicians disciplined by provincial licensing authorities during the years 2000 to 2009. Comparisons were made with the general population of physicians licensed in Canada. Data on demographic characteristics, type of misconduct and penalty imposed were collected for each disciplined physician. Results A total of 606 identifiable physicians were disciplined by their professional college during the years 2000 to 2009. The proportion of licensed physicians who were disciplined in a given year ranged from 0.06% to 0.11%. Fifty-one of the disciplined physicians committed 64 repeat offences, accounting for a total of 113 (19%) offences. Most of the disciplined physicians were independent practitioners (99%), male (92%) and trained in Canada (67%). The most common specialties of physicians subject to disciplinary action were family medicine (62%), psychiatry (14%) and surgery (9%). For disciplined physicians, the average number of years from medical school graduation to disciplinary action was 28.9 (standard deviation [SD] = 11.3). The 3 most frequent violations were sexual misconduct (20%), failure to meet a standard of care (19%) and unprofessional conduct (16%). The 3 most frequently imposed penalties were fines (27%), suspensions (19%) and formal reprimands (18%). Interpretation A small proportion of registered physicians in Canada were disciplined by their medical licensing authorities. Sexual misconduct was the most common disciplined offence. The

Towson University's Professional Science Master's Program in Applied Physics: The first 5 years

NASA Astrophysics Data System (ADS)

Kolagani, Rajeswari

It is a well-established fact that the scientific knowledge and skills acquired in the process of obtaining a degree in physics meet the needs of a variety of positions in multiple science and technology sectors. However, in addition to scientific competence, challenging careers often call for skills in advanced communication, leadership and team functions. The professional science master's degree, which has been nick-named as the `Science MBA', aims at providing science graduates an edge both in terms of employability and earning levels by imparting such skills. Our Professional Science Master's Program in Applied Physics is designed to develop these `plus' skills through multiple avenues. In addition to advanced courses in Applied Physics, the curriculum includes graduate courses in project management, business and technical writing, together with research and internship components. I will discuss our experience and lessons learned over the 5 years since the inception of the program in 2010. The author acknowledges support from the Elkins Professorship of the University System of Maryland.

Effectiveness of a Curricular and Professional Development Intervention at Improving Elementary Teachers' Science Content Knowledge and Student Achievement Outcomes: Year 1 Results

ERIC Educational Resources Information Center

Diamond, Brandon S.; Maerten-Rivera, Jaime; Rohrer, Rose Elizabeth; Lee, Okhee

2014-01-01

Teacher knowledge of science content is an important but under-studied construct. A curricular and professional development intervention consisting of a fifth grade science curriculum, teacher workshops, and school site support was studied to determine its effect on teachers' science content knowledge as measured by a science knowledge test,…

Enabling Adaptive System Leadership: Teachers Leading Professional Development

ERIC Educational Resources Information Center

Boylan, Mark

2018-01-01

Internationally, there is increasing emphasis on teacher leadership of professional development. This provides opportunities for teachers to initiate and facilitate professional learning activities beyond their own schools. There is a need for theoretical tools to analyse their leadership activity and how to support it. Constructs from complexity…

Professional behaviors, sense of belonging, and professional socialization of early career clinical laboratory scientists

NASA Astrophysics Data System (ADS)

Schill, Janna Marie

Professional socialization is a process that individuals experience as members of a profession and consists of the knowledge, attitudes, and experiences that influence and shape their professional identity. The process of professional socialization has not been studied in the clinical laboratory science profession. Clinical laboratory science is an allied health profession that is faced by a workforce shortage that has been caused by a decrease in new graduates, decreased retention of qualified professionals, and increased retirements. Other allied health professions such as nursing, athletic training, and pharmacy have studied professional socialization as a way to identify factors that may influence the retention of early career professionals. This mixed method study, which quantitatively used Hall's Professionalism Scale (1968) in addition to qualitative focus group interviews, sought to identify the professional attitudes and behaviors, sense of belonging, and professional socialization of early career clinical laboratory scientists. Early career clinical laboratory scientists were divided into two groups based upon the amount of work experience they had; new clinical laboratory science graduates have had less than one year of work experience and novice clinical laboratory scientists had between one and three years of work experience. This study found that early career clinical laboratory scientists have established professional identities and view themselves as members of the clinical laboratory science field within four proposed stages of professional socialization consisting of pre-arrival, encounter, adaptation, and commitment. New CLS graduates and novice clinical laboratory scientists were found to be at different stages of the professional stage process. New CLS graduates, who had less than one year of work experience, were found to be in the encounter stage. Novice clinical laboratory scientists, with one to three years of work experience, were found to

Systems Advocacy in the Professional Practice of Early Childhood Teachers: From the Antithetical to the Ethical

ERIC Educational Resources Information Center

Fenech, Marianne; Lotz, Mianna

2018-01-01

Dominant constructions of professionalism in early childhood education can diminish early childhood teachers' and educators' undertaking of advocacy at the systems or political level. In this paper, we propose an ethically grounded construction of professionalism that provides space for professional practice to move beyond the classroom and into…

Longer School Years: Reform or Illusion? Policy Studies in Education.

ERIC Educational Resources Information Center

Smith, Edward C.

The advantages and disadvantages of the year-round school fall into three major categories: financial, educational, and professional. Financial advantages are based on the postponement of construction costs and the use of existing school facilities and equipment to serve a larger number of students. Financial disadvantages include a rise in…

Infection control in design and construction work.

PubMed

Collinge, William H

2015-01-01

To clarify how infection control requirements are represented, communicated, and understood in work interactions through the medical facility construction project life cycle. To assist project participants with effective infection control management by highlighting the nature of such requirements and presenting recommendations to aid practice. A 4-year study regarding client requirement representation and use on National Health Service construction projects in the United Kingdom provided empirical evidence of infection control requirement communication and understanding through design and construction work interactions. An analysis of construction project resources (e.g., infection control regulations and room data sheets) was combined with semi-structured interviews with hospital client employees and design and construction professionals to provide valuable insights into the management of infection control issues. Infection control requirements are representationally indistinct but also omnipresent through all phases of the construction project life cycle: Failure to recognize their nature, relevance, and significance can result in delays, stoppages, and redesign work. Construction project resources (e.g., regulatory guidance and room data sheets) can mask or obscure the meaning of infection control issues. A preemptive identification of issues combined with knowledge sharing activities among project stakeholders can enable infection control requirements to be properly understood and addressed. Such initiatives should also reference existing infection control regulatory guidance and advice. © The Author(s) 2015.

Construction Grants for Educational Facilities. Fiscal Years 1965-76. Health Manpower References.

ERIC Educational Resources Information Center

Health Resources Administration (DHEW/PHS), Bethesda, MD. Bureau of Health Manpower.

This publication provides information on construction assistance awarded during fiscal years 1965 through 1976 by the Bureau of Health Manpower (BHM) and its predecessors to schools of medicine, osteopathic medicine, dentistry, optometry, pharmacy, podiatric medicine, veterinary medicine, public health, and nursing. In addition, it provides data…

Accounting for professionalism: an innovative point system to assess resident professionalism.

PubMed

Malakoff, Gary L; Payne, Catherine L; Staton, Lisa J; Kolade, Victor O; Panda, Mukta

2014-01-01

Professionalism is a core competency for residency required by the Accreditation Council of Graduate Medical Education. We sought a means to objectively assess professionalism among internal medicine and transitional year residents. We established a point system to document unprofessional behaviors demonstrated by internal medicine and transitional year residents along with opportunities to redeem such negative points by deliberate positive professional acts. The intent of the policy is to assist residents in becoming aware of what constitutes unprofessional behavior and to provide opportunities for remediation by accruing positive points. A committee of core faculty and department leadership including the program director and clinic nurse manager determines professionalism points assigned. Negative points might be awarded for tardiness to mandatory or volunteered for events without a valid excuse, late evaluations or other paperwork required by the department, non-attendance at meetings prepaid by the department, and inappropriate use of personal days or leave. Examples of actions through which positive points can be gained to erase negative points include delivery of a mentored pre-conference talk, noon conference, medical student case/shelf review session, or a written reflection. Between 2009 and 2012, 83 residents have trained in our program. Seventeen categorical internal medicine and two transitional year residents have been assigned points. A total of 55 negative points have been assigned and 19 points have been remediated. There appears to be a trend of fewer negative points and more positive points being assigned over each of the past three academic years. Commitment to personal professional behavior is a lifelong process that residents must commit to during their training. A professionalism policy, which employs a point system, has been instituted in our programs and may be a novel tool to promote awareness and underscore the merits of the

Beyond individualism: professional culture and its influence on feedback.

PubMed

Watling, Christopher; Driessen, Erik; van der Vleuten, Cees P M; Vanstone, Meredith; Lingard, Lorelei

2013-06-01

Although feedback is widely considered essential to learning, its actual influence on learners is variable. Research on responsivity to feedback has tended to focus on individual rather than social or cultural influences on learning. In this study, we explored how feedback is handled within different professional cultures, and how the characteristics and values of a profession shape learners' responses to feedback. Using a constructivist grounded theory approach, we conducted 12 focus groups and nine individual interviews (with a total of 50 participants) across three cultures of professional training in, respectively, music, teacher training and medicine. Constant comparative analysis for recurring themes was conducted iteratively. Each of the three professional cultures created a distinct context for learning that influenced how feedback was handled. Despite these contextual differences, credibility and constructiveness emerged as critical constants, identified by learners across cultures as essential for feedback to be perceived as meaningful. However, the definitions of credibility and constructiveness were distinct to each professional culture and the cultures varied considerably in how effectively they supported the occurrence of feedback with these critical characteristics. Professions define credibility and constructiveness in culturally specific ways and create contexts for learning that may either facilitate or constrain the provision of meaningful feedback. Comparison with other professional cultures may offer strategies for creating a productive feedback culture within medical education. © 2013 John Wiley & Sons Ltd.

Practernship: A Theoretical Construct for Developing Professionalism in Preservice Teachers.

ERIC Educational Resources Information Center

Millwater, Jan; Yarrow, Allan

1997-01-01

Professors from Australia's Queensland University introduce the concept of a "practernship" that is a variation of typical internship/apprenticeship programs for preservice teachers. The "practernship" combines practice teaching and internship, encourages collaboration and professional development, and promotes a holistic,…

Responsiveness of a simple tool for assessing change in behavioral intention after continuing professional development activities.

PubMed

Légaré, France; Freitas, Adriana; Turcotte, Stéphane; Borduas, Francine; Jacques, André; Luconi, Francesca; Godin, Gaston; Boucher, Andrée; Sargeant, Joan; Labrecque, Michel

2017-01-01

Continuing professional development (CPD) activities are one way that new knowledge can be translated into changes in practice. However, few tools are available for evaluating the extent to which these activities change health professionals' behavior. We developed a questionnaire called CPD-Reaction for assessing the impact of CPD activities on health professionals' clinical behavioral intentions. We evaluated its responsiveness to change in behavioral intention and verified its acceptability among stakeholders. We enrolled 376 health professionals who completed CPD-Reaction before and immediately after attending a CPD activity. We contacted them three months later and asked them to self-report on any behavior change. We compared the mean rankings on each CPD-Reaction construct before and immediately after CPD activities. To estimate its predictive validity, we compared the median behavioral intention score (post-activity) of health professionals reporting a behavior change three months later with the median behavioral intention score of physicians who reported no change. We explored stakeholders' views on CPD-Reaction in semi-structured interviews. Participants were mostly family physicians (62.2%), with an average of 19 years of clinical practice. Post-activity, we observed an increase in intention-related scores for all constructs (P < 0.001) with the most appreciable for the construct beliefs about capabilities. A total of 313 participants agreed to be contacted at follow up, and of these only 69 (22%) reported back. Of these, 43 (62%) self-reported a behavior change. We observed no statistically significant difference in intention between health professionals who later reported a behavior change and those who reported no change (P = 0.30). Overall, CPD stakeholders found the CPD-Reaction questionnaire of interest and suggested potential solutions to perceived barriers to its implementation. The CPD-Reaction questionnaire seems responsive to change in

The Development and Structure of Professional Examinations Planned for National Use.

ERIC Educational Resources Information Center

Hecht, James T.

The process typically employed by testing services in developing professional tests for national use is described: (1) determination of professional standards; (2) development of test specifications; (3) test construction; (4) test registration and administration; and (5) scoring, analysis, and reporting. To determine professional standards, input…

The Relationship between Accounting Students' Personality, Professional Skepticism and Anticipatory Socialization

ERIC Educational Resources Information Center

Farag, Magdy S.; Elias, Rafik Z.

2016-01-01

Professional skepticism is an essential component of every successful audit. Research in psychology identified the trait professional skepticism as an enduring personality construct. The current study examines the relationship between the Big Five personality characteristics and accounting students' trait professional skepticism and their level of…

How Mentor Identity Evolves: Findings From a 10-Year Follow-Up Study of a National Professional Development Program.

PubMed

Balmer, Dorene F; Darden, Alix; Chandran, Latha; D'Alessandro, Donna; Gusic, Maryellen E

2018-02-20

Despite academic medicine's endorsement of professional development and mentoring, little is known about what junior faculty learn about mentoring in the implicit curriculum of professional development programs, and how their mentor identity evolves in this context. The authors explored what faculty-participants in the Educational Scholars Program implicitly learned about mentoring and how the implicit curriculum affected mentor identity transformation. Semi-structured interviews with 19 of 36 former faculty-participants were conducted in 2016. Consistent with constructivist grounded theory, data collection and analysis overlapped. The authors created initial codes informed by Ibarra's model for identity transformation, iteratively revised codes based on patterns in incoming data, and created visual representations of relationships amongst codes in order to gain a holistic and shared understanding of the data. In the implicit curriculum, faculty-participants learned the importance of having multiple mentors, the value of peer mentors, and the incremental process of becoming a mentor. The authors used Ibarra's model to understand how the implicit curriculum worked to transform mentor identity: faculty-participants reported observing mentors, experimenting with different ways to mentor and to be a mentor, and evaluating themselves as mentors. The Educational Scholars Program's implicit curriculum facilitated faculty-participants taking on a mentor identity via opportunities it afforded to watch mentors, experiment with mentoring, and evaluate self as mentor, key ingredients for professional identity construction. Leaders of professional development programs can develop faculty as mentors by capitalizing on what faculty-participants learn in the implicit curriculum and deliberately structuring post-graduation mentoring opportunities.

Does Professional Development Change Teaching Practice? Results from a Three-Year Study.

ERIC Educational Resources Information Center

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

This report, the third in a series of reports from the longitudinal evaluation of the Eisenhower Professional Development Program, examines the effects of professional development on improving classroom teaching practice. The Eisenhower Professional Development Program, Title II of the Elementary and Secondary Education Act, is the federal…

Constructions of Professional Identity in a Dynamic Higher Education Sector

ERIC Educational Resources Information Center

Lewis, Kenton

2014-01-01

The expansion and specialisation of "non-academic" higher education roles, in response to increased regulation, monitoring and measurement of the sector, can be attributed to a rise in neoliberal manageralism and globalisation. Such changes have challenged the professional status of the academy, potentially…

A mixed-methods study of mid-career science teachers: The growth of professional empowerment

NASA Astrophysics Data System (ADS)

Moreland, Amy Laphelia

The purpose of this concurrent, mixed-methods study was to examine the professional empowerment qualities of mid-career (years 4-8), science teachers. I used the construct of professional empowerment as the theoretical frame to explore K-12 mid-career science teachers' career trajectories and consider how they can be supported professionally and ideally retained over time. In investigating the qualities of these teachers, I also constructed a new teaching trajectory model and tested the differences between mid-career and veteran science teachers. I analyzed seventy-eight surveys of mid-career science teachers across Texas, including six in-depth, interview-based case studies. The qualitative piece used behavior-over-time graphing combined with the interviews and the quantitative component used survey data from the Teacher Empowerment Survey (TES). Results indicated that science content knowledge gain through professional development opportunities was an especially important factor in supporting mid-career teachers' sense of empowerment. This increased content knowledge connected positively with the dimensions of decision-making, status, and impact. In a between-group analysis using a larger subset of TES data, I analyzed 254 surveys by conducting a nonparametric statistical test. A statistically significant difference was found between the two groups, in that mid-career science teachers had a lower sense of "status" than their more experienced counterparts (p < .05). I could infer that, for this sample, as teaching experience increases, so does at least one dimension of empowerment. The study was situated within a broader scope of exploring how educational leaders and professional development providers can understand and support science teachers of varying experience levels. A well-designed and possibly differentiated professional development program could successfully connect with these kind of empowered and receptive mid-career science teachers, and thus increase

Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience

PubMed Central

Kraft, Matthew A.; Papay, John P.

2014-01-01

Although wide variation in teacher effectiveness is well established, much less is known about differences in teacher improvement over time. We document that average returns to teaching experience mask large variation across individual teachers and across groups of teachers working in different schools. We examine the role of school context in explaining these differences using a measure of the professional environment constructed from teachers responses to state-wide surveys. Our analyses show that teachers working in more supportive professional environments improve their effectiveness more over time than teachers working in less supportive contexts. On average, teachers working in schools at the 75th percentile of professional environment ratings improved 38% more than teachers in schools at the 25th percentile after 10 years. PMID:25866426

Alaska State Professional Teaching Practices Commission (PTPC). Annual Report. Fiscal Year 1996.

ERIC Educational Resources Information Center

Green, Sanna

This annual report of the Alaska State Professional Teaching Practices Commission (PTPC) cites activities and services of the PTPC as authorized by Alaska Statutes, Title 14, Chapter 20, Article 5, entitled "The Professional Teaching Practices Act." In general, the Commission deals with matters of ethical and professional standards of…

Alaska State Professional Teaching Practices Commission (PTPC). Annual Report. Fiscal Year 1997.

ERIC Educational Resources Information Center

Green, Sanna

This annual report of the Alaska State Professional Teaching Practices Commission (PTPC) cites activities and services of the PTPC as authorized by Alaska Statutes, Title 14, Chapter 20, Article 5, entitled "The Professional Teaching Practices Act." In general, the Commission handles matters of ethical and professional standards of…

A qualitative thematic content analysis of medical students' essays on professionalism.

PubMed

Park, So-Youn; Shon, Changwoo; Kwon, Oh Young; Yoon, Tai Young; Kwon, Ivo

2017-05-03

Physicians in both Western and Eastern countries are being confronted by changes in health care delivery systems and medical professionalism values. The traditional concept of "In-Sul" (benevolent art) and the modern history of South Korea have led to cultural differences between South Korea and other countries in conceptualizing medical professionalism; thus, we studied medical students' perceptions of professionalism as described in essays written on this topic. In 2014, we asked 109 first-year medical students who were enrolled in a compulsory ethics course to anonymously write a description of an instance of medical professionalism that they had witnessed, as well as reflecting on their own professional context. We then processed 105 valid essays using thematic content analysis with computer-assisted qualitative data analysis software. Thematic analysis of the students' essays revealed two core aspects of professionalism in South Korea, one focused on respect for patients and the other on physicians' accountability. The most common theme regarding physician-patient relationships was trust. By contrast, distributive justice was thought to be a non-essential aspect of professionalism. In Western countries, physicians tend to promote justice in the health care system, including fair distribution of medical resources; however, we found that medical students in South Korea were more inclined to emphasize doctors' relationships with patients. Medical educators should develop curricular interventions regarding medical professionalism to meet the legitimate needs of patients in their own culture. Because professionalism is a dynamic construct of culture, medical educators should reaffirm cultural context-specific definitions of professionalism for development of associated curricula.

The Impact of Changing Policies about Technology on the Professional Development Needs of Early Years Educators in England

ERIC Educational Resources Information Center

Ingleby, Ewan

2015-01-01

This paper considers the implications of UK policy approaches to ICT (Information Communication Technology) in education by exploring the views of early years (0-8 years) educators about their ICT CPD (continuing professional development) needs. UK policy approaches to ICT may be visualised as a "house that Jack built." The policies are…

Concussion Incidence and Recurrence in Professional Australian Football Match-Play: A 14-Year Analysis

PubMed Central

2017-01-01

Background Concussion incidence rates in professional Australian football may be underreported due to the injury classification definition. A myriad of factors contribute to concussion risk; however, there is limited long-term surveillance in Australian football. This study analysed concussion in one Australian football team over an extended period. Method Match-play concussion injuries in one team (n = 116 participants) were diagnosed and treated by the team physician over 14 years. Analysis of factors related to concussion including matches played, time of day and season, and return to play provided an insight into occurrence and recurrence rates. Results 140 concussions were recorded (17.6 per 1000 player match hours). A strong relationship was evident between matches played and concussion incidence (r = 0.70) and match conditions did not negatively affect the concussion rate. Whether an athlete returned to play in the same match or suffered a loss-of-consciousness concussion (p = 0.84), their ensuing rate of concussion was not affected. Conclusion Concussion in professional Australian football was related to the number of matches played. Further, neither previous incidence nor loss of consciousness affected future concussion risk. This study provides ecologically valid evidence of the concussion incidence rate in professional Australian football and has implications for the management of athletes sustaining concussion injuries. PMID:28804753

EAL Teacher Agency: Implications for Participation in Professional Development

ERIC Educational Resources Information Center

Gurney, Laura; Liyanage, Indika

2016-01-01

Teachers construct their practice, education and professional development within two domains of professionalism: sponsored and independent. The association between these two domains, however, is complex; it is overlapping, inseparable and sometimes uneasy. The complexity is further exacerbated by the codependent nature of association between the…

Predicting professional quality of life among professional and volunteer caregivers.

PubMed

Avieli, Hila; Ben-David, Sarah; Levy, Inna

2016-01-01

This study is one of the few that has compared volunteers' professional quality of life (PQL), which includes secondary traumatic stress (STS), burnout, and compassion satisfaction (CS), to those of professional caregivers. In addition, the research compared the ethical behavior of volunteers with that of professional therapists and examined the connection between years of experience, ethical behavior, and PQL. One hundred eighty-three volunteers and professional caregivers filled out a sociodemographic questionnaire, an Ethical Behavior Questionnaire and the Professional Quality of Life (ProQOL) questionnaire. The results indicated that professional caregivers report lower levels of STS and burnout, and higher levels of CS and ethical behavior compared with volunteer caregivers. Moreover, the findings suggest that ethical behavior correlates with STS, burnout, and CS. Ethical behavior has a protective value for mental health caregivers. The discussion emphasizes the value of a professional code of ethics and ethical training for professional and volunteering caregivers. (c) 2016 APA, all rights reserved).

Impact of Professional Nursing Practices on Patient/Nurse Outcomes: Testing the Essential Professional Nursing Practices Instrument.

PubMed

Kramer, Marlene; Brewer, Barbara B; Halfer, Diana; Hnatiuk, Cynthia Nowicki; MacPhee, Maura; Duchscher, Judy Boychuk; Maguire, Pat; Coe, Thomas; Schmalenberg, Claudia

2017-05-01

Increasing patient and healthcare system complexity and the need to accurately measure the engagement of clinical nurses (CNs) in holistic, professional nursing practice indicates that an update to the Essentials of Magnetism instrument is needed. The purposes of this research were to critique and weight items, assess the value and psychometric properties of the newly constructed Essential Professional Nursing Practices (EPNP) instrument, and establish relationships between EPNPs and CN job, practice, and nurse-assessed patient satisfaction.

The Impact of University Housing Construction Type on Psychosocial Development of First-Year Students

ERIC Educational Resources Information Center

Owens, Justin Tyler

2010-01-01

The purpose of this study was to explore the impact of university housing construction type on psychosocial development of first-year students. Data were collected at a large, four-year, public, research university in the Southeast using the Student Development Task and Lifestyle Assessment. The population considered for this study consisted of…

Insights into Contextualised Learning: How Do Professional Examiners Construct Shared Understanding through Feedback?

ERIC Educational Resources Information Center

Johnson, Martin

2014-01-01

This project uses the community of practice metaphor to explore some of the discursive characteristics of learning that take place when a group of United Kingdom-based professional examiners engage in joint-work activity in both face-to-face and remote computer-mediated communication contexts. Professional examiners are all subject experts, and…

Criterion and Construct Validity of an Isometric Midthigh-Pull Dynamometer for Assessing Whole-Body Strength in Professional Rugby League Players.

PubMed

Dobbin, Nick; Hunwicks, Richard; Jones, Ben; Till, Kevin; Highton, Jamie; Twist, Craig

2018-02-01

To examine the criterion and construct validity of an isometric midthigh-pull dynamometer to assess whole-body strength in professional rugby league players. Fifty-six male rugby league players (33 senior and 23 youth players) performed 4 isometric midthigh-pull efforts (ie, 2 on the dynamometer and 2 on the force platform) in a randomized and counterbalanced order. Isometric peak force was underestimated (P < .05) using the dynamometer compared with the force platform (95% LoA: -213.5 ± 342.6 N). Linear regression showed that peak force derived from the dynamometer explained 85% (adjusted R 2  = .85, SEE = 173 N) of the variance in the dependent variable, with the following prediction equation derived: predicted peak force = [1.046 × dynamometer peak force] + 117.594. Cross-validation revealed a nonsignificant bias (P > .05) between the predicted and peak force from the force platform and an adjusted R 2 (79.6%) that represented shrinkage of 0.4% relative to the cross-validation model (80%). Peak force was greater for the senior than the youth professionals using the dynamometer (2261.2 ± 222 cf 1725.1 ± 298.0 N, respectively; P < .05). The isometric midthigh pull assessed using a dynamometer underestimates criterion peak force but is capable of distinguishing muscle-function characteristics between professional rugby league players of different standards.

Two-course bonded concrete bridge deck construction : condition and performance after six years.

DOT National Transportation Integrated Search

1981-01-01

This report presents the findings from a six-year study of two-course bonded concrete bridge decks constructed in Virginia. Each of three special portland cement concretes was applied as an overlay, or wearing course, on two experimental spans. The o...

Teacher Morale, Motivation and Professional Identity: Insight for Educational Policymakers from State Teachers of the Year. Teacher Researcher Policy Paper Series

ERIC Educational Resources Information Center

Bosso, David

2017-01-01

Informed by a qualitative study involving 24 individuals, each of whom has been recognized as a State Teacher of the Year, this report presents an exploration of the phenomena of teacher morale, motivation and perceptions of job satisfaction as related to professional identity and professional growth in the context of educational change. The…

Developing professionalism: dental students' perspective.

PubMed

Ashar, Abid; Ahmad, Amina

2014-12-01

To explore the undergraduate dental students' insight of their professionalism development through Focus Group Discussions (FGD). Constructivist approach using qualitative phenomenological design. Fatima Memorial Hospital, College of Dentistry, Lahore, from April to June 2011. Four FGDs of 1st year (8 students), 2nd year (6 students), 3rd year (6 students) and 4th year (6 students) enrolled in Bachelor of Dental Surgery (BDS) program were conducted to explore how they have developed various elements of professionalism namely altruism, accountability, excellence, duty and service, honor and integrity, and respect for all; and how professionalism can be further developed in them. The FGDs were audio taped, transcribed and analyzed through thematic analysis. Triangulation of themes and trends were done through content analysis by relating to their respective frequency of quotes. Data verification was done through audit by second author. Role models and social responsibility were the main reasons in the students' professionalism development thus far with personal virtues and reasons; religion; and punishment and reward contributing to a lesser degree. Training contributed least but was deemed most in furthering professionalism. Excessive workload (quota) and uncongenial educational environment were considered detrimental to the cause. Formal planning and implementation of professionalism curriculum; selection of students with appropriate attributes; control of hidden curriculum, including effective role models, good educational and working environments will foster professionalism among dental students maximally.

Some professional experiences

PubMed Central

Shamasundar, C.

2008-01-01

This narrative of some of my professional experiences attempts to present circumstances in which I arrived at certain conclusions like: (a) Subjective personal experiences can be valid contributors to integration of a professional's world-view. (b) Concepts and constructs relating to diagnosis and other systems of understanding and practice are useful only as reference-systems. Rigidity in their use can be counter-productive. (c) Mental health profession is not always indispensable to patient's well being. Professional pride is an obstacle to learning. (d) Psychotherapy is not consciously done, but is a natural consequence of therapist's efforts to understand the patient and his/her predicament. Therapist's qualities play a predominant role. (e) Usefulness of therapeutic methods and techniques is dependent entirely on how the therapist uses them. (f) Absolute therapeutic effectiveness is a myth. (g) Indian mythology can offer a system of “Psycho-pathology,” a system of explanation and management, parallel to existing systems. PMID:19742239

Mentoring Literacy Professionals: Continuing the Spirit of CRA/ALER after 50 Years. The Thirty-First Yearbook: A Doubled Peer Reviewed Publication of the College Reading Association

ERIC Educational Resources Information Center

Szabo, Susan, Ed.; Sampson, Mary Beth, Ed.; Foote, Martha M., Ed.; Falk-Ross, Francine, Ed.

2010-01-01

This volume is a milestone year for the Yearbook, the conference, and the College Reading Association (CRA). At this conference, CRA celebrated its 50th year. The title of this thirty-first yearbook mirrors the theme of the 2008 conference--"Mentoring Literacy Professionals for 50 Years." The title "Mentoring Literacy Professionals:…

The Teachers' Perspective on Teacher Professional Development Evaluation

ERIC Educational Resources Information Center

Chen, Yu-Fen

2013-01-01

This study constructs indicators and weights that can be used in the professional development evaluation (PDE) of elementary school teachers. The indicators were constructed using data collected from literature reviews, interviews with experts, and questionnaire surveys. The Fuzzy Analytic Hierarchy Process (FAPH) was used to analyze the collected…

TANK OPERATIONS CONTRACT CONSTRUCTION MANAGEMENT METHODOLOGY UTILIZING THE AGENCY METHOD OF CONSTRUCTION MANAGEMENT TO SAFELY AND EFFECTIVELY COMPLETE NUCLEAR CONSTRUCTION WORK

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

LESO KF; HAMILTON HM; FARNER M

Washington River Protection Solutions, LLC (WRPS) has faced significant project management challenges in managing Davis-Bacon construction work that meets contractually required small business goals. The unique challenge is to provide contracting opportunities to multiple small business construction subcontractors while performing high hazard work in a safe and productive manner. Previous to the Washington River Protection Solutions, LLC contract, Construction work at the Hanford Tank Farms was contracted to large companies, while current Department of Energy (DOE) Contracts typically emphasize small business awards. As an integral part of Nuclear Project Management at Hanford Tank Farms, construction involves removal of old equipmentmore » and structures and installation of new infrastructure to support waste retrieval and waste feed delivery to the Waste Treatment Plant. Utilizing the optimum construction approach ensures that the contractors responsible for this work are successful in meeting safety, quality, cost and schedule objectives while working in a very hazardous environment. This paper describes the successful transition from a traditional project delivery method that utilized a large business general contractor and subcontractors to a new project construction management model that is more oriented to small businesses. Construction has selected the Agency Construction Management Method. This method was implemented in the first quarter of Fiscal Year (FY) 2009, where Construction Management is performed by substantially home office resources from the URS Northwest Office in Richland, Washington. The Agency Method has allowed WRPS to provide proven Construction Managers and Field Leads to mentor and direct small business contractors, thus providing expertise and assurance of a successful project. Construction execution contracts are subcontracted directly by WRPS to small or disadvantaged contractors that are mentored and supported by DRS personnel

Professional Identity Development Through Service Learning: A Qualitative Study of First-Year Medical Students Volunteering at a Medical Specialty Camp.

PubMed

Beck, Jimmy; Chretien, Katherine; Kind, Terry

2015-11-01

To describe the experience of medical students volunteering at a camp for children with a variety of medical conditions. Rising second-year medical students who had served as counselors for 1 week at a medical specialty camp were invited to participate. We conducted a 2-part qualitative study using on-site focus groups and follow-up individual interviews. Nine medical students participated. Students described their experience as motivating and career reinforcing. It helped them "move beyond the textbook" and deepened their commitment to serving future patients with compassion. One theme that emerged was the idea that their camp experience fostered the development of their professional identities. A 1-week, immersive community service experience at a medical specialty camp played a role in influencing the early formative professional identities of rising second-year medical students. Medical schools could use camps as a promising community service-learning experiences to foster professional identity. © The Author(s) 2015.

Nine-year risk of depression diagnosis increases with increasing self-reported concussions in retired professional football players.

PubMed

Kerr, Zachary Y; Marshall, Stephen W; Harding, Herndon P; Guskiewicz, Kevin M

2012-10-01

Concussions may accelerate the progression to long-term mental health outcomes such as depression in athletes. To prospectively determine the effects of recurrent concussions on the clinical diagnosis of depression in a group of retired football players. Cohort study; Level of evidence, 2. Members of the National Football League Retired Players Association responded to a baseline General Health Survey (GHS) in 2001. They also completed a follow-up survey in 2010. Both surveys asked about demographic information, number of concussions sustained during their professional football career, physical/mental health, and prevalence of diagnosed medical conditions. A physical component summary (Short Form 36 Measurement Model for Functional Assessment of Health and Well-Being [SF-36 PCS]) was calculated from responses for physical health. The main exposure, the history of concussions during the professional playing career (self-report recalled in 2010), was stratified into 5 categories: 0 (referent), 1 to 2, 3 to 4, 5 to 9, and 10+ concussions. The main outcome was a clinical diagnosis of depression between the baseline and follow-up GHS. Classic tabular methods computed crude risk ratios. Binomial regression with a Poisson residual and robust variance estimation to stabilize the fitting algorithm estimated adjusted risk ratios. χ(2) analyses identified associations and trends between concussion history and the 9-year risk of a depression diagnosis. Of the 1044 respondents with complete data from the baseline and follow-up GHS, 106 (10.2%) reported being clinically diagnosed as depressed between the baseline and follow-up GHS. Approximately 65% of all respondents self-reported sustaining at least 1 concussion during their professional careers. The 9-year risk of a depression diagnosis increased with an increasing number of self-reported concussions, ranging from 3.0% in the "no concussions" group to 26.8% in the "10+" group (linear trend: P < .001). A strong dose

Translations of Policy and Shifting Demands of Teacher Professionalism: From CPD to Professional Learning

ERIC Educational Resources Information Center

Watson, Cate; Michael, Maureen K.

2016-01-01

This article concerns policy implementation and examines the processes of translation through which policy may be enacted at local level. In particular, it focuses on education policy and constructions of teacher professionalism, drawing on a framework of critical logics--social, political and fantasmatic--which examine different dimensions of…

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

DOT National Transportation Integrated Search

2013-02-27

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

The Veil of Professionalism: An Autoethnographic Critique of White Positional Identities in the Figured Worlds of White Research Performance

ERIC Educational Resources Information Center

Pennington, Julie L.; Prater, Kathryn

2016-01-01

Two white researchers critique the professional veil of silence they created as they reflected on a qualitative study they performed 12 years earlier. Autoethnography and performance ethnography are utilized to examine the ways in which whiteness can remain unexamined throughout the research process due to the construction of white positional…

Getting to the top: an analysis of 25 years of career rankings trajectories for professional women's tennis.

PubMed

Kovalchik, Stephanie A; Bane, Michael K; Reid, Machar

2017-10-01

Official rankings are the most common measure of success in professional women's tennis. Despite their importance for earning potential and tournament seeding, little is known about ranking trajectories of female players and their influence on career success. Our objective was to conduct a comprehensive study of the career progression of elite female tennis talent. The study examined the ranking trajectories of the top 250 female professionals between 1990 and 2015. Using regression modelling of yearly peak rankings, we found a strong association between the shape of the ranking trajectory and the highest career ranking earned. Players with the highest career peak ranking were the youngest when first ranked. For example, top 10 players were first ranked at age 15.5 years (99% CI = 14.8-15.9), 1.2 years (99% CI = 0.8-1.5) earlier than top 51-100 players. Top 10 players were also ranked in the top 100 longer than other players, holding a top 100 ranking until a mean age of 29.0 years (99% CI = 27.8-30.3) compared with age 24.4 years (99% CI = 23.7-25.2) for top 51-100 players. Ranking trajectories were more distinct with respect to player age than years from first ranking. The present study's findings will be instructive for players, coaches, and administrators in setting goals and assessing athlete development in women's tennis.

Professional nursing values: A concept analysis.

PubMed

Schmidt, Bonnie J; McArthur, Erin C

2018-01-01

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

Superheroes v Demons: Constructing Identities of Male Student Teachers in the Early Years

ERIC Educational Resources Information Center

Jones, Deborah

2008-01-01

This article presents research undertaken among male teachers and it explores their perceptions and experiences of working in early years contexts. It examines prevalent, contrary discourses and their impact on the construction of male teachers' identities. Public discourses in relation to male teachers reveal contradictions and ambiguities…

The Overlapping Spheres of Medical Professionalism and Medical Ethics: A Conceptual Inquiry

ERIC Educational Resources Information Center

Ruitenberg, Claudia W.

2016-01-01

This essay examines the concepts of "professionalism" and "ethics" as they are used in health professions education and, in particular, medical education. It proposes that, in order to make sense of the construct of "professional ethics," it would be helpful to conceive of professionalism and ethics as overlapping but…

Professional Socialization: A Bridge between the Explicit and Implicit Curricula

ERIC Educational Resources Information Center

Miller, Shari E.

2013-01-01

Professional socialization has become a notable construct for social work with the publication of the Council on Social Work Education's (2008) revised "Educational Policy and Accreditation Standards." Though historically regarded as essential, little is known about the professional socialization of social workers. This article presents…

Idea Sharing: Professionalizing ESP Teaching to University Students through Modeling Professional Interaction in ESP Classrooms

ERIC Educational Resources Information Center

Tarnopolsky, Oleg

2015-01-01

The article discusses the implementation of the "constructivist approach" in ESP teaching to university students. This approach creates opportunities for students to "construct" their own target language communication skills meant for use in their professional intercourse. The way of achieving such an effect can be seen in…

Investigating Professional Learning Communities in Turkish Schools: The Effects of Contextual Factors

ERIC Educational Resources Information Center

Bellibas, Mehmet Sukru; Bulut, Okan; Gedik, Serafettin

2017-01-01

A great number of studies have focused on professional learning communities in schools, but only a limited number of studies have treated the construct of professional learning communities as a dependent variable. The purpose of this research is to investigate Turkish schools' capacity for supporting professional learning communities and to…

Micro-Cycle Teaching Experiments as a Vehicle for Professional Development

ERIC Educational Resources Information Center

Billings, Esther M. H.; Kasmer, Lisa

2015-01-01

This study used design experiments, specifically micro-cycle teaching experiments (MTE) as a catalyst for practice-based professional development. The MTE incorporated research-based characteristics of effective professional development: it was embedded in the teachers' daily work of planning and enacting lessons, co-constructed with the…

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

PubMed Central

2018-01-01

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

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

PubMed

Zheng, Junwei; Wu, Guangdong

2018-02-15

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

Professional expertise amongst speech-language therapists: "willing to share".

PubMed

Jackson, Bianca N; Purdy, Suzanne Carolyn; Cooper-Thomas, Helena

2017-09-18

Purpose The current healthcare environment provides several challenges to the existing roles of healthcare professionals. The value of the professional expert is also under scrutiny. The purpose of this paper is to generate a construction of professional expertise amongst practitioners in the current healthcare environment. It used the speech-language therapy community in New Zealand (NZ) as an example. Design/methodology/approach Speech-language therapists currently practicing in NZ completed an online survey including qualitative and quantitative components. The range of experience and work settings of participants ( n=119) was representative of the workforce. Findings Participants clearly identified being "highly experienced" and "having in-depth knowledge" as essential elements of professional expertise. Thematic analysis generated two interconnected themes of a professional expert being a personal leader and teacher, and a highly experienced, knowledgeable and skilful practitioner. Additionally, practitioners needed to be seen to contribute to the community in order to be known as experts. Clinical practice was valued differently from research generation. Originality/value This study is novel in exploring a construction of professional expertise amongst practitioners in a current healthcare community. Within that community, experts could be viewed as highly effective practitioners that visibly contribute to the professional community. The study draws attention to the role of reputation and the impacts of being a clinical teacher or leader compared with pursuing a research role. This could be particularly relevant in the promotion of evidence-based practice.

The Identity Construction Experiences of Early Career English Language Teachers in Hong Kong. Great Expectations and Practical Realities

ERIC Educational Resources Information Center

Trent, John

2016-01-01

This article reports the results of a multiple qualitative case study which investigated the challenges that seven early career English language teachers in Hong Kong confronted as they constructed their professional and personal identities. A series of in-depth interviews with participants during the entire first year of their full-time teaching…

Sensemaking: a driving force behind the integration of professional practices.

PubMed

Sylvain, Chantal; Lamothe, Lise

2012-01-01

There has been considerable effort in recent years to link and integrate professional services more closely for patients with comorbidities. However, difficulties persist, especially at the clinical level. This study aims to shed light on these difficulties by examining the process of sensemaking in professionals directly involved in this integration. The authors conducted an eight-year longitudinal case study of an organization specializing in mental health and substance abuse. Different data collection methods were used, including 34 interviews conducted between 2003 and 2009, observations and document analysis. The authors performed a qualitative analysis of the data using a processual perspective. This paper provides empirical insights about the nature of the sensemaking process in which professionals collectively participate and the effects of this process on the evolution of integrated services. It suggests that the development of integrated practices results from an evolutional and collective process of constructing meanings that is rooted in the work activities of the professionals involved. By drawing attention to the capacity of professionals to shape the projects they are implementing, this study questions the capacity of managers to actually manage such a process. In order to obtain the expected benefits of integration projects, such emergent dynamics must first be recognized and then supported. Only then can thought be given to mastering them. The fact that this is a single case study is not a limitation per se, although it does raise the issue of the transferability of results. Replicating the study in other contexts would verify the applicability of the authors' conclusions. This study offers a fresh perspective on the difficulties generally encountered at the clinical level when trying to integrate services. It makes a significant contribution to work on the dynamics of sensemaking in organizational life.

Value Orientations and the Effects of Professional Schools on Students.

ERIC Educational Resources Information Center

Forsyth, Patrick B.; Danisiewicz, Thomas J.

The extent to which value orientations of professional students differ by occupational groups and by the socializing effects of professional schools on students was assessed. Approximately 1,150 students in nine major doctoral-granting universities participated. Based on work by Bengtson (1975), a humanism/materialism score was constructed for…

Constructing a School-Wide Professional Community: The Negotiated Order of a Performing Arts School.

ERIC Educational Resources Information Center

Talbert, Joan E.

This qualitative account of a magnet school, California's Ibsen School (grades 4-12), addresses teachers' professional identities and the shaping of them. In most high schools, teachers' professional identities are shaped by subject cultures. At Ibsen, a schoolwide community has developed because of its mission and in the leadership of its…

In-place cement stabilized base reconstruction techniques interim report : "construction and two year evaluation".

DOT National Transportation Integrated Search

2002-08-01

The purpose of this research was to evaluate the effectiveness of soil cement shrinkage crack mitigation techniques. The contents of this report reflect an evaluation of the construction of the test sections and a two-year evaluation of the test sect...

Life history and point prevalence of low back pain in pre-professional and professional dancers.

PubMed

Swain, Christopher T V; Bradshaw, Elizabeth J; Whyte, Douglas G; Ekegren, Christina L

2017-05-01

To investigate lifetime history and point prevalence of low back pain (LBP) in pre-professional and professional dancers and to identify any demographic or physical factors associated with LBP in dancers. Cross-sectional study. One pre-professional ballet school, two pre-professional university dance programs, and a professional nationally touring ballet company. Male and female classical ballet and contemporary dancers aged 12 years old and above. Lifetime history and point prevalence of LBP. A total of 110 (n = 19 male) dancers (mean (SD) 17.8 (2.9) years old) participated in the study, which represented 50% of the population invited to participate. A 74% lifetime prevalence of LBP was reported by dancers. Point and 12 month prevalence were 24 and 64%, respectively. No significant association was observed between LBP and any demographic or physical variables. Pre-professional and professional dancers have an increased vulnerability to LBP. The development of LBP within this population is complex and may not be associated with individual factors measured in this study. Copyright © 2017 Elsevier Ltd. All rights reserved.

Early-Years Teachers' Professional Upgrading in Science: a Long-Term Programme

NASA Astrophysics Data System (ADS)

Kallery, Maria

2017-04-01

In this paper, we present a professional development/upgrading programme in science for early-years teachers and investigate its impact on the teachers' competencies in relation to their knowledge and teaching of science. The basic idea of the programme was to motivate the teachers by making them members of an action research group aimed at developing and implementing curriculum activities to which they would contribute and thus meaningfully engaging them in their own learning. The programme used a `collaborative partnership' model for the development of the activities. In this model, the collaborative notion is defined as an act of `shared creation': partners share a goal and members bring their expertise to the partnership. Within this context, the partners were a researcher in science education with a background in physics, who also served as a facilitator, and six in-service early-years teachers with a background in early-years pedagogy and developmental sciences, who had many years of experience (classroom experts). These teachers participated in the programme as co-designers, but were involved to a significantly lesser degree than the researcher. The programme procedures comprised group work and individual teachers' class work. Data sources included teachers' essays, field-notes, lesson recordings and group-work records. Data were qualitatively analysed. The main results indicate improvement of teachers' `transformed' knowledge of the subject matter, development/improvement of knowledge of instructional strategies, including factors related to quality of implementation of the activities, knowledge of the pupils and improvement of the teachers' efficacy.

5 CFR 551.208 - Learned professionals.

Code of Federal Regulations, 2014 CFR

2014-01-01

... employee collects, observes, tests and records factual scientific data within the oversight of professional... sciences related to the design and construction of new, or the improvement of existing, buildings. (h..., a teacher's certificate is not generally necessary for post-secondary educational establishments. (3...

5 CFR 551.208 - Learned professionals.

Code of Federal Regulations, 2012 CFR

2012-01-01

... employee collects, observes, tests and records factual scientific data within the oversight of professional... sciences related to the design and construction of new, or the improvement of existing, buildings. (h..., a teacher's certificate is not generally necessary for post-secondary educational establishments. (3...

5 CFR 551.208 - Learned professionals.

Code of Federal Regulations, 2010 CFR

2010-01-01

... employee collects, observes, tests and records factual scientific data within the oversight of professional... sciences related to the design and construction of new, or the improvement of existing, buildings. (h..., a teacher's certificate is not generally necessary for post-secondary educational establishments. (3...

5 CFR 551.208 - Learned professionals.

Code of Federal Regulations, 2011 CFR

2011-01-01

... employee collects, observes, tests and records factual scientific data within the oversight of professional... sciences related to the design and construction of new, or the improvement of existing, buildings. (h..., a teacher's certificate is not generally necessary for post-secondary educational establishments. (3...

5 CFR 551.208 - Learned professionals.

Code of Federal Regulations, 2013 CFR

2013-01-01

... employee collects, observes, tests and records factual scientific data within the oversight of professional... sciences related to the design and construction of new, or the improvement of existing, buildings. (h..., a teacher's certificate is not generally necessary for post-secondary educational establishments. (3...

Carotid intimal-medial thickness in active professional American football players aged 23 to 35 years.

PubMed

Hurst, R Todd; Nelson, Matthew R; Kendall, Christopher B; Cha, Stephen S; Ressler, Steven W; Lester, Steven J

2012-03-15

Risk of cardiovascular disease and death in retired professional American football players may be higher than that in the general population. Previously published data have demonstrated that American football players have less glucose intolerance, less smoking, similar lipid profiles, and higher blood pressure despite a much larger body compared to the general population, although the presence of subclinical atherosclerosis in these subjects has not been evaluated. This study compared the prevalence of subclinical atherosclerosis in active professional American football players to that in age-, gender-, and race-matched controls derived from the Bogalusa Heart Study. Carotid intimal-medial thickness (CIMT) was used as an indicator of subclinical atherosclerosis in 75 active American football players (23 to 35 years old, 31 white, 44 African-American) as measured by B-mode ultrasonography at Mayo Clinic, Scottsdale, Arizona, on September 13 and 14, 2009. CIMT measurements of 75 athletes were compared to those of 518 matched controls who had CIMT determinations in 1995 and 1996. Two-group t tests determined population similarities between groups. In a generalized linear model, players (overall and by race) had lower CIMT values than controls after age and race adjustment (p <0.001 for all comparisons). Nonlinemen and linemen had lower CIMT values than controls (p < 0.001 and p = 0.004, respectively). In conclusion, active professional American football players, regardless of position, had mean CIMT values similar to or lower than those in a matched general population cohort, suggesting that if the prevalence of subclinical atherosclerosis is increased in retired professional American football players, this occurs after retirement. Copyright © 2012 Elsevier Inc. All rights reserved.

Ankle Sprain Injuries: A 2-Year Prospective Cohort Study in Female Greek Professional Basketball Players

PubMed Central

Kofotolis, Nikolaos; Kellis, Eleftherios

2007-01-01

Context: Ankle sprains are a common basketball injury. Therefore, examination of risk factors for injury in female professional basketball players is worthwhile. Objective: To examine rates of ankle sprains, associated time missed from participation, and risk factors for injury during 2 consecutive seasons. Design: Prospective cohort study. Setting: Eighteen professional basketball facilities. Patients or Other Participants: We observed 204 players from 18 female professional basketball teams for 2 consecutive seasons during a 2-year period. Main Outcome Measure(s): Using questionnaires, we recorded the incidence of ankle sprains, participation time missed, and mechanisms of injury in games and practice sessions. Potential risk factors, such as age, body mass, height, training experience, and history of ankle sprain, were examined using multivariate logistic regression. Results: Fifty of the 204 participants sustained ankle injuries; injuries included 32 ankle sprains, which translated to an ankle sprain rate of 1.12 per 1000 hours of exposure to injury. The 32 players missed 224.4 training and game sessions and an average of 7.01 sessions per injury. Most injuries occurred in the key area of the basketball court and were the result of contact. Injury rates during games were higher than injury rates during practice sessions. Centers, followed by guards and forwards, had the highest rate of injury. Players who did not wear an external ankle support had an odds ratio of 2.481 for sustaining an ankle sprain. Conclusions: Female professional basketball athletes who did not wear an external ankle support, who played in the key area, or who functioned as centers had a higher risk for ankle sprain than did other players. PMID:18059995

Instrument Construction and Initial Validation: Professional Identity Scale in Counseling (PISC)

ERIC Educational Resources Information Center

Woo, Hong Ryun

2013-01-01

The advantages of having a strong professional identity include ethical performances, promoted wellness, and increased awareness of roles and functions among individual counselors (Brott & Myers, 1999; Grimmit & Paisley, 2008; Ponton & Duba, 2009). Scholars in the counseling field have underscored the importance of unified professional…

Preparedness of final-year Turkish nursing students for work as a professional nurse.

PubMed

Güner, Perihan

2015-03-01

To determine the preparedness levels of final-year Turkish nursing students starting their careers as professional nurses. The transition from nursing student to professional nurse is challenging. One of the ways to help facilitate this transition is to determine how well students are prepared to start work. There are limited, but conflicting, results on this topic. Mixed-methods study. Undergraduate nursing students (n = 4490) in their final year of study from 74 Turkish universities were eligible to participate in this study. Of these, 1804 total students participated from 38 randomly selected universities. Data were collected through an investigator-developed questionnaire (n = 1804) and focus group interviews (n = 57). Students felt highly prepared to start work (57·6%). Those who were older, male, graduates of a vocational high school or already working as a nurse felt most prepared. Students who felt that their education preparation and resources were adequate felt more prepared. Focus group interviews revealed that students felt confident in their knowledge of educational theory, but not in clinical skills. Students may have felt prepared to start work, but insufficient clinical experience probably contributed to a lack of confidence in their skills. The resources of the school, the quality of the education, and the clinical practice environments were considered most important for the students' perceived preparedness levels. An undergraduate education provides the foundation for successful nurse preparation. A good clinical environment along with a high-quality education programme can help give students more confidence in their skills when they join the nursing workforce. Internship or residency programmes may also facilitate this learning. This is extremely important for safe, high-quality patient care. © 2014 John Wiley & Sons Ltd.

Forensics as a Gateway: Promoting Undergraduate Interest in Science, and Graduate Student Professional Development through a First-Year Seminar Course

ERIC Educational Resources Information Center

Charkoudian, Louise K.; Heymann, Jared J.; Adler, Marc J.; Haas, Kathryn L.; Mies, Kassy A.; Bonk, James F.

2008-01-01

A group of five graduate students and a faculty mentor used the cultural popularity of forensics to develop a first-year undergraduate seminar. This course fulfilled two main objectives: First, the graduate student instructors developed professionally through a two-year process of creating, instructing, and revising a course. Second, a variety of…

Perceptions of healthcare professionals' support, shock anxiety and device acceptance among implantable cardioverter defibrillator recipients.

PubMed

Morken, Ingvild M; Norekvål, Tone M; Bru, Edvin; Larsen, Alf I; Karlsen, Bjørg

2014-09-01

To investigate the extent to which perceived support from healthcare professionals and shock anxiety is related to device acceptance among implantable cardioverter defibrillator recipients. Device acceptance can be influenced by several factors, one of which is shock anxiety associated with poor device acceptance. Reduced shock anxiety, as well as increased device acceptance, has been reported after psycho-educational programmes. As healthcare professionals appear to play a significant role in providing support and education during regular follow-up visits, they may constitute an important social support system that could be another factor influencing device acceptance. However, little is known about the relationship between perceived support from healthcare professionals and device acceptance among recipients. A cross-sectional survey design. A sample comprising implantable cardioverter defibrillator recipients completed questionnaires assessing perceived support from healthcare professionals, shock anxiety and device acceptance. Demographic and clinical data were collected by self-report and from medical records in September-October 2010. The descriptive results indicated that approximately 85% of the recipients experienced high device acceptance. Regression analysis demonstrated that constructive support from healthcare professionals was positively associated with device acceptance and moderated the negative relationship between shock anxiety and device acceptance. Non-constructive support and shock anxiety had a negative statistical association with device acceptance. Healthcare professionals may represent a valuable constructive support system that can enhance device acceptance among implantable cardioverter defibrillator recipients, partly by preventing shock anxiety from leading to poor device acceptance. Non-constructive communication on the part of healthcare professionals could hinder device acceptance. © 2014 John Wiley & Sons Ltd.

[Contract learning: effects of professionalization on the student nurse].

PubMed

Jubin, Patricia

2013-03-01

The reengineering of nurse training implies the implementation of self-development, empowering tools and a reshaping of the function of accompaniment during training which becomes a shared function. This work is part of a psycho-socio-educational approach of the accompaniment to self-directed learning and also in the field of practices of health and social work. This study contributes to the identification of the conditions of efficiency of contracting between student nurses, tutors and instructors. It aims to explore the interest of a triangular steering of the learning contract centered on the student's individual project and also the interest of meetings during training as triggers to a process of self-construction of competences. Moreover, the study aims to identify the effects of contract on professionalization. Our study reverts to the basic question of learning by contract as a pillar for the self-directed learning in an alternating training context. The empirical approach takes into account a qualitative study carried out with 15 people (tutors, managers, student nurses and instructors) in 3 health care structures and a quantitative study based on 78 first year students, 106 second year students, and 47 third year students at the same nursing education institute. The study shows that learning by contract is empowering and professionalizing, if the student is placed in favorable conditions of learning and contractual relationship.

TANK OPERATIONS CONTRACT CONSTRUCTION MANAGEMENT METHODOLOGY UTILIZING THE AGENCY METHOD OF CONSTRUCTION MANAGEMENT

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

LESKO KF; BERRIOCHOA MV

2010-02-26

Washington River Protection Solutions, LLC (WRPS) has faced significant project management challenges in managing Davis-Bacon construction work that meets contractually required small business goals. The unique challenge is to provide contracting opportunities to multiple small business constructioin subcontractors while performing high hazard work in a safe and productive manner. Previous to the WRPS contract, construction work at the Hanford Tank Farms was contracted to large companies, while current Department of Energy (DOE) Contracts typically emphasize small business awards. As an integral part of Nuclear Project Management at Hanford Tank Farms, construction involves removal of old equipment and structures and installationmore » of new infrastructure to support waste retrieval and waste feed delivery to the Waste Treatment Plant. Utilizing the optimum construction approach ensures that the contractors responsible for this work are successful in meeting safety, quality, cost and schedule objectives while working in a very hazardous environment. This paper descirbes the successful transition from a traditional project delivery method that utilized a large business general contractor and subcontractors to a new project construction management model that is more oriented to small businesses. Construction has selected the Agency Construction Management Method (John E Schaufelberger, Len Holm, "Management of Construction Projects, A Constructor's Perspective", University of Washington, Prentice Hall 2002). This method was implemented in the first quarter of Fiscal Year 2009 (FY2009), where Construction Management is performed by substantially home office resources from the URS Northwest Office in Richland, Washington. The Agency Method has allowed WRPS to provide proven Construction Managers and Field Leads to mentor and direct small business contractors, thus providing expertise and assurance of a successful project. Construction execution contracts are

Professional experience and traffic accidents/near-miss accidents among truck drivers.

PubMed

Girotto, Edmarlon; Andrade, Selma Maffei de; González, Alberto Durán; Mesas, Arthur Eumann

2016-10-01

To investigate the relationship between the time working as a truck driver and the report of involvement in traffic accidents or near-miss accidents. A cross-sectional study was performed with truck drivers transporting products from the Brazilian grain harvest to the Port of Paranaguá, Paraná, Brazil. The drivers were interviewed regarding sociodemographic characteristics, working conditions, behavior in traffic and involvement in accidents or near-miss accidents in the previous 12 months. Subsequently, the participants answered a self-applied questionnaire on substance use. The time of professional experience as drivers was categorized in tertiles. Statistical analyses were performed through the construction of models adjusted by multinomial regression to assess the relationship between the length of experience as a truck driver and the involvement in accidents or near-miss accidents. This study included 665 male drivers with an average age of 42.2 (±11.1) years. Among them, 7.2% and 41.7% of the drivers reported involvement in accidents and near-miss accidents, respectively. In fully adjusted analysis, the 3rd tertile of professional experience (>22years) was shown to be inversely associated with involvement in accidents (odds ratio [OR] 0.29; 95% confidence interval [CI] 0.16-0.52) and near-miss accidents (OR 0.17; 95% CI 0.05-0.53). The 2nd tertile of professional experience (11-22 years) was inversely associated with involvement in accidents (OR 0.63; 95% CI 0.40-0.98). An evident relationship was observed between longer professional experience and a reduction in reporting involvement in accidents and near-miss accidents, regardless of age, substance use, working conditions and behavior in traffic. Copyright © 2016 Elsevier Ltd. All rights reserved.

USTC & TBA Guidelines for Tennis Court & Running Track Construction.

ERIC Educational Resources Information Center

United States Tennis Court & Track Builders Association.

Guidelines are presented on tennis court and track and field construction that reflect the latest developments in construction technology, methodology, and practice. Based on contributions from experienced certified tennis court and track builders, material suppliers and design professionals, this manual examines each of the critical areas of…

Pre-Professional Ideologies and Career Trajectories of the Allied Professional Undergraduate Student

ERIC Educational Resources Information Center

Hosein, Anesa; Rao, Namrata

2017-01-01

Undergraduate students sometimes pursue degrees that are aimed at allied jobs. This research examines how students in one allied professional degree, education studies, conceptualise their pre-professional ideology and how these ideologies relate to their intended career trajectory. The research draws upon a year-long qualitative survey of over 70…

Perceptions about the Construction of Academic and Professional Competencies in Psychologists

ERIC Educational Resources Information Center

Arias, Jesus de la Fuente; Justicia, Fernando Justicia; Casanova, Pedro Felix; Trianes, Maria Victoria

2005-01-01

Introduction: Evaluating competencies required for professional practice is a matter of particular current interest. Its importance lies in improvements that can be made in both preparatory and ongoing training and development processes. This paper summarizes results obtained from a recent investigation regarding this issue. Method: A total of 76…

Rescuing Teacher Professionalism

ERIC Educational Resources Information Center

Gillard, Derek

2005-01-01

If teachers are to reclaim any sort of agenda--let alone a radical one--they need to be taken seriously as professionals. Why aren't they? Derek Gillard surveys the history of teaching in England and argues that teacher professionalism was a short-lived phenomenon which has been in decline for thirty years. Far from rescuing it from the Tories,…

Issues and Strategies for Improving Constructibility.

DTIC Science & Technology

1988-09-01

materials. First, the roof design called for the use of an asphalt coated roof felt layer below an EPDM membrane. The asphalt coated felt is not needed when a...being prepared by people trained in subjects foreign to construction. As designers, we were in fact contractually and professionally isolated from...specially constructed for sound isolation . The architect* correctly specified special sound seals around the doors between the rooms in this area, but

CINAHL: an exploratory analysis of the current status of nursing theory construction as reflected by the electronic domain.

PubMed

Riddlesperger, K L; Beard, M; Flowers, D L; Hisley, S M; Pfeifer, K A; Stiller, J J

1996-09-01

Since the 1980s the electronic domain has become the primary method for academic and professional communication of research and information. Papers relating to theory construction in nursing are a frequently occurring phenomenon within the electronic domain. Theory construction provides the underpinning for the advancement of professional nursing, facilitating the conceptualization of nursing actions leading to theory-based practice and research. The purpose of this study was to address the research question, 'What are the similarities and differences among theory construction papers that are accessible electronically in nursing literature today?' The Cumulative Index to Nursing and Allied Health Literature (CINAHL) was accessed to obtain a listing of papers from which an overall description of the type of theory construction papers being published in the nursing literature today could be determined. A literature search was conducted using the description 'theory construction'. Papers were limited to publication years from 1990 onwards. A total of 125 papers were obtained and read by one of the six authors. Using grounded theory, categories emerged by identification of similarities and differences among the papers. The findings are discussed here along with suggestions for further study. A second purpose of this paper was to present both traditional and non-traditional methods of tapping into the electronic domain when searching for assistance with theory construction.

The ProQOL-21: A revised version of the Professional Quality of Life (ProQOL) scale based on Rasch analysis.

PubMed

Heritage, Brody; Rees, Clare S; Hegney, Desley G

2018-01-01

The Professional Quality of Life scale is a measure intended to provide practitioners and researchers with an indication of a caring professional's compassion satisfaction, burnout, and secondary traumatic stress. While this measure has been used extensively in nursing research, owing to the relevancy of patient-care associated satisfaction and fatigue within this profession, information regarding the construct validity of this measure is less well represented in the literature. We examined the construct validity of the Professional Quality of Life scale using a Rasch analysis procedure on each of its three scales, as a means of substantiating their measurement adequacy. Responses on the Professional Quality of Life scale from 1615 registered nurses (age x̅ = 46.48 years, SD = 11.78) were analysed. While support for the measurement adequacy (invariance, person/item fit, and unidimensionality) of the compassion satisfaction scale was found, the burnout and secondary traumatic stress scales did not demonstrate adequate measurement properties. We instead present an alternative measurement model of these subscales, involving items from each, to form a robust measure of compassion fatigue, and provide recoding, scoring, and normed scores for both measures. Our findings indicate that use of the Professional Quality of Life scale's burnout and secondary traumatic stress scales may require caution, while our revised compassion satisfaction and fatigue scales provide robust measurement options for practitioners and researchers.

Out Went Caesar and in Came the Conqueror, though I'm Sure Something Happened in between... A Case Study in Professional Thinking

ERIC Educational Resources Information Center

Fordham, Michael

2012-01-01

Michael Fordham examines the evolution of his own practice as an example of how history teachers draw upon collective, professional knowledge constructed by other history teachers in journals, books, conferences and seminars. Fordham explains how a particular Year 7 enquiry examining historical change from the "fall" of the Roman Empire…

Elements of a Professional Development Seminar for First-Year Astronomy Graduate Students

NASA Astrophysics Data System (ADS)

Dinerstein, H. L.

1999-12-01

Students entering the astronomy Ph.D. program at the University of Texas at Austin take a seminar course which is designed to serve as an introduction and orientation both to the program and the department, and also to astronomy as a profession and a career. This seminar meets one hour per week, and has been taught in approximately the same format annually since 1994. While details of the syllabus vary from year to year, about half the sessions are devoted to information specific to our program, such as overviews of the research activities and facilities of the department and McDonald Observatory. The rest of the sessions address broader issues. They include discussions and (sometimes practice) of essential skills such as giving oral presentations, writing and peer-review of journal articles and proposals, and norms and practices of the profession. Another major focus, usually occupying three or four class sessions, is the current job market, prospects for employment, and various career paths for astronomers. National employment statistics are reviewed, as well as the employment experiences of recent graduates of our own program (Dinerstein 1996, BAAS, 28, 1277). Astronomers at various stages of their careers, and in various professional tracks, come and talk about their experiences; these guests include current post-doctoral fellows associated with the department, astronomers who have spent most of their careers on grant support (``soft money'' track) or in observatory support positions, and individuals with experience teaching at small or community colleges. The purpose of this seminar course is to ensure that graduate students become aware of their options early in their graduate careers, in order to avoid unrealistic expectations followed by unpleasant surprises later on, and to help them plan an optimum strategy for their own professional development. I also discuss how this course, originally tailored for one department, could be modified and adapted to other

Understanding constructive feedback: a commitment between teachers and students for academic and professional development.

PubMed

Hamid, Yasir; Mahmood, Sajid

2010-03-01

This review highlights the need in the Pakistani medical education system for teachers and students to be able to: define constructive feedback; provide constructive feedback; identify standards for constructive feedback; identify a suitable model for the provision of constructive feedback and evaluate the use of constructive feedback. For the purpose of literature review we had defined the key word glossary as: feedback, constructive feedback, teaching constructive feedback, models for feedback, models for constructive feedback and giving and receiving feedback. The data bases for the search include: Medline (EBSCO), Web of Knowledge, SCOPUS, TRIP, ScienceDirect, Pubmed, U.K. Pubmed Central, ZETOC, University of Dundee Library catalogue, SCIRUS (Elsevier) and Google Scholar. This article states that the Pakistani medical schools do not reflect on or use the benefits of the constructive feedback process. The discussion about constructive feedback suggests that in the context of Pakistan, constructive feedback will facilitate the teaching and learning activities.

Becoming a Clinical Psychologist: Midlife Women's Narratives of Professional Identity Development

ERIC Educational Resources Information Center

Normoyle, Tre Marie

2009-01-01

This dissertation is a narrative study of the professional developmental experiences of women who were becoming clinical psychologists in midlife. The role of gender in professional identity development as described in gender socialization, the social construction of gender and developmental theories formed the conceptual basis for the study. I…

Evolution of Structural Empowerment: Moving From Shared to Professional Governance.

PubMed

Clavelle, Joanne T; Porter O'Grady, Tim; Weston, Marla J; Verran, Joyce A

2016-06-01

The aim of this study is to describe the maturation of the concept of shared governance to professional governance as a framework for structural empowerment. An analysis of the literature and concept clarification of structural empowerment and shared governance demonstrate that the concept and attributes of shared governance have evolved toward professional governance. A comprehensive, deductive literature review and concept clarification of structural empowerment, shared governance, and related constructs was completed. The concept and practice of shared governance has matured to a concept of professional governance with the attributes of accountability, professional obligation, collateral relationships, and effective decision-making.

10-year changes in upper body strength and power in elite professional rugby league players--the effect of training age, stage, and content.

PubMed

Baker, Daniel G

2013-02-01

The purpose of this investigation was to observe changes in maximal upper body strength and power across a 10-year period in professional athletes who were experienced resistance trainers. Six professional rugby league players were observed with test data reported according to 2 important training stages in their professional careers. The first stage (1996-1998) monitored the changes as the subjects strived to establish themselves as elite professionals in their sport. The remaining test data are from the latter stage (2000-2006), which is characterized by a longer competition schedule and shorter periods devoted to improving physical preparation. The changes in upper body strength, assessed by the 1 repetition maximum bench press and mean maximum power during bench press throws with various barbell resistances of 40-80 kg, were assessed by effect size (ES) and smallest worthwhile change (SWC) statistics. Large increases in strength and power of approximately 22-23% were reported across the 10-year period, however, only small changes (as determined by ES) in strength or power occurred after year 2000 till 2006. This result of only small changes in strength or power despite 6 years of intense resistance training was attributed to 3 main factors. Key among them are the possible existence of a "strength ceiling" for experienced resistance trainers, the Long-term Athlete Development model, and possibly an inappropriate volume of strength-endurance training from 2004 to 2005. The fact that an SWC in strength and power occurred in the year after the cessation of strength-endurance training suggests that training program manipulation is still an influencing factor in continuing strength and power gains in experienced resistance trainers.

Student Affairs New Professionals Employee Orientation Programs' Relationship with Organizational Socialization

ERIC Educational Resources Information Center

Cotner-Klingler, Amy L.

2013-01-01

This quantitative study explored self-reported orientation and organizational socialization experiences of new student affairs professionals through a survey instrument constructed by the researcher and administered online. Individuals who identified themselves as entry level professionals through membership of the American College Personnel…

Knowing Practice in English Teaching? Research Challenges in Representing the Professional Practice of English Teachers

ERIC Educational Resources Information Center

Doecke, Brenton; Green, Bill; Kostogris, Alex; Reid, Jo-Anne; Sawyer, Wayne

2007-01-01

This article problematises representations of professional practice. It investigates assumptions behind received accounts of professional practice, including professional standards that purportedly capture what accomplished English teachers "should know and be able to do", "scientific" studies that construct accounts of classrooms from the…

Enhancing Teaching through Constructive Alignment.

ERIC Educational Resources Information Center

Biggs, John

1996-01-01

An approach to college-level instructional design that incorporates the principles of constructivism, termed "constructive alignment," is described. The process is then illustrated with reference to a professional development unit in educational psychology for teachers, but the model is viewed as generalizable to most units or programs in higher…

Uniforms, status and professional boundaries in hospital.

PubMed

Timmons, Stephen; East, Linda

2011-11-01

Despite their comparative neglect analytically, uniforms play a key role in the delineation of occupational boundaries and the formation of professional identity in healthcare. This paper analyses a change to the system of uniforms in one UK hospital, where management have required all professions (with the exception of doctors) to wear the same 'corporate' uniform. Focus groups were conducted with the professionals and patients. We analyse this initiative as a kind of McDonaldisation, seeking to create a new 'corporate' worker whose allegiance is principally to the organisation, rather than a profession. Our findings show how important uniforms are to their wearers, both in terms of the defence of professional boundaries and status, as well as the construction of professional identity. © 2011 The Authors. Sociology of Health & Illness © 2011 Foundation for the Sociology of Health & Illness/Blackwell Publishing Ltd.

Students' Construction of External Representations in Design-Based Learning Situations

ERIC Educational Resources Information Center

de Vries, Erica

2006-01-01

This article develops a theoretical framework for the study of students' construction of mixed multiple external representations in design-based learning situations involving an adaptation of professional tasks and tools to a classroom setting. The framework draws on research on professional design processes and on learning with multiple external…

Education, Language and Professionalism: Issues in the Professional Development of Early Years Practitioners in Germany

ERIC Educational Resources Information Center

Fried, Lilian

2009-01-01

In the Federal Republic of Germany, many efforts are currently under way to improve the quality of early childhood education. One starting point is the quality of the professional training of early childhood practitioners. However, discussions mainly refer to input factors, such as the training curricula or the formal level of training. Output…

Researching Gender Professions: Nurses as Professionals

ERIC Educational Resources Information Center

Zufiaurre, Benjamin; de Villarreal, Maider Pérez

2018-01-01

Nurses as professionals of health, childhood education teachers, social workers and caregivers, join a group of "feminine professions" which grew through policies of a welfare state in postwar constructive period, or in times of postwar accords (Jones, 1983). These professions are under challenge because of neoliberal policies and…

Assessment of professionalism: a consolidation of current thinking.

PubMed

Goldie, John

2013-01-01

Professionalism has become a hot topic in medical education. Professionalism needs to be assessed if it is to be viewed as both positive and relevant. The assessment of professionalism is an evolving field. This review aims to consolidate current thinking. Assessment of professionalism has progressed from an initial focus on the development and attainment of professional identity, through identifying areas of deficiency, to the attainment of a set of identifiable positive attributes and behaviours. It is now beginning to recognise the challenge of assessing a multi-dimensional construct, looking beyond the measurement of behaviour to embrace a diversity of approaches. Professionalism should be assessed longitudinally. It requires combinations of different approaches, assessing professionalism at individual, interpersonal and societal/institutional levels. Increasing the depth and the quality of reliability and validity of existing programmes in various contexts may be more appropriate than concentrating on developing new instruments. Increasing the number of tests and the number of relevant contexts will increase the reliability of the result. Similarly increasing the number of observers increases reliability. Feedback, encouraging reflection, can promote change in behaviour and identity formation.

Teachers as Professionals and Teachers' Identity Construction as an Ecological Construct: An Agenda for Research and Training Drawing upon a Biographical Research Process

ERIC Educational Resources Information Center

Lopes, Amelia

2009-01-01

The study of teacher identity developed greatly during the 1990s and, in a way, replaced other studies on teacher professionalism. Highlighting the interactions, emotions and cognitions in their everyday expression, these studies contributed to making visible the role of specific communities of professionals in valuing and improving professional…

Teacher Educators: Their Identities, Sub-Identities and Implications for Professional Development

ERIC Educational Resources Information Center

Swennen, Anja; Jones, Ken; Volman, Monique

2010-01-01

In this article we address the question: "What sub-identities of teacher educators emerge from the research literature about teacher educators and what are the implications of the sub-identities for the professional development of teacher educators?" Like other professional identities, the identity of teacher educators is a construction of various…

Infrared survey of 50 buildings constructed during 100 years: thermal performances and damage conditions

NASA Astrophysics Data System (ADS)

Ljungberg, Sven-Ake

1995-03-01

Different building constructions and craftsmanship give rise to different thermal performance and damage conditions. The building stock of most industrial countries consists of buildings of various age, and constructions, from old historic buildings with heavy stone or wooden construction, to new buildings with heavy or light concrete construction, or modern steel or wooden construction. In this paper the result from a detailed infrared survey of 50 buildings from six Swedish military camps is presented. The presentation is limited to a comparison of thermal performance and damage conditions of buildings of various ages, functions, and constructions, of a building period of more than 100 years. The result is expected to be relevant even to civilian buildings. Infrared surveys were performed during 1992-1993, with airborne, and mobile short- and longwave infrared systems, out- and indoor thermography. Interpretation and analysis of infrared data was performed with interactive image and analyzing systems. Field inspections were carried out with fiber optics system, and by ocular inspections. Air-exchange rate was measured in order to quantify air leakages through the building envelope, indicated in thermograms. The objects studied were single-family houses, barracks, office-, service-, school- and exercise buildings, military hotels and restaurants, aircraft hangars, and ship factory buildings. The main conclusions from this study are that most buildings from 1880 - 1940 have a solid construction with a high quality of craftsmanship, relatively good thermal performance, due to extremely thick walls, and adding insulation at the attic floor. From about 1940 - 1960 the quality of construction, thermal performance and craftsmanship seem to vary a lot. Buildings constructed during the period of 1960 - 1990 have in general the best thermal performance due to a better insulation capacity, however, also one finds here the greatest variety of problems. The result from this

The metaphors of collaboration, or the social construction of collaborative interactions between health professionals.

PubMed

Tomelleri, Stefano; Lusardi, Roberto; Artioli, Giovanna

2015-03-13

This article illustrates the ways in which symbolic representations of reality, embodied in metaphors and language, can affect collaborative interactions in the current situation of social and economic change. We assume that corporate transformation and organizational configurations influence health professionals' representations in largely unconscious ways and, with these, their everyday practice. On the basis of empirical data collected through 13 focus groups in an Italian hospital, our intention is to show the extent to which joint working can be linked to three main metaphors each matching specific forms of social and professional interaction. The three metaphors of collaboration constitute different attempts to interpret social and organizational changes in proactive - encouraging social innovation - or defensive terms - as actions of cultural resistance. The three metaphors are: apparatus, family and team. In different ways, the first two represent forms of resistance to change and are widely present within organizations. The latter, on the other hand, consists of a proactive way to deal with ongoing social and organizational change. This metaphor testifies to the existence of a different approach to collaborative interactions, a perspective related to specific combinations of organizational and professional characteristics. This study indicates that organizational change and collaboration can be strengthened by metaphors that illustrate open, plural and highly heterogeneous professional settings.

Your professionalism is not my professionalism: congruence and variance in the views of medical students and faculty about professionalism.

PubMed

Sattar, Kamran; Roff, Sue; Meo, Sultan Ayoub

2016-11-08

Medical professionalism is an essential aspect of medical education and practice worldwide and it must be adopted according to different social and cultural contexts. We examined the current congruence and variance in the perception of professionalism in undergraduate medical students and faculty members in one medical school in Saudi Arabia. The target population was first year to final year medical students of College of Medicine, King Saud University. Out of a total of 1431 students at College of Medicine 750 students (52 %) participated in the study. Fifty faculty members from clinical and non-clinical departments of the College of Medicine were randomly selected for this study and all participated in the study. The respondents recorded their responses through the Bristol online survey system, using a bilingual (English and Arabic) version of the Dundee Polyprofessionalism Inventory I: Academic integrity, which has 34 items. There are 17 lapses (50 % of the total) in professional behaviour where none of the faculty recommend the ignore sanction while students recommended a variable ignore sanction in a range of 6-29 % for different behaviours. Students and faculty recommended similar sanctions for 5 lapses (14.7 % of the total) in professional behaviours. Furthermore, there is statistically significant two level difference between the sanctions approved by faculty and students in the recommended sanctions for 12 lapses (35 % of the total (p < 0.050). These results raised concerns in relation to the students' understanding of professionalism. It is therefore, important to enhance their learning around the attributes of medical professionalism.

Improving professionalism in the engineering curriculum through a novel use of oral presentations

NASA Astrophysics Data System (ADS)

Berjano, Enrique; Sales-Nebot, Laura; Lozano-Nieto, Albert

2013-05-01

This hypothesis is based on the fact that oral presentations in the context of engineering education could be used not only to develop oral communication skills but also to augment the professionalism in the curriculum. The methodological innovation is first described, which allows encouraging the capacity of summarising ideas, teamwork, assertiveness, listening skills and constructive criticism. Second, the preliminary results from two pilot groups of students during two academic years are analysed. Finally, the paper reflects on the possibilities of expanding this method to pre-university studies.

Indian nurses in Italy: a qualitative study of their professional and social integration.

PubMed

Stievano, Alessandro; Olsen, Douglas; Tolentino Diaz, Ymelda; Sabatino, Laura; Rocco, Gennaro

2017-12-01

To investigate the lived subjective experiences of immigrant Indian nurses in Italy and specifically their professional and social integration. To study the worldwide, nursing flux is a health priority in the globalised world. The growth in migration trends among nurses, not only from Philippines or India, has proliferated in recent years. The research on nurses' mobility for Southern European countries is underexplored, and in Italy, the out-migration flows of Indian nurses were never analysed. Qualitative methodological approach. Semi-structured interviews (n = 20) were completed with Indian clinical nurses working in Italy for more than one year mainly in private organisations. A purposive sampling technique was used for recruitment. The data were then content-analysed using an inductive method. The findings were categorised into four themes: (1) aspects of professional integration and working experience, (2) intra- and interprofessional relationships and perceptions of the IPASVI Regulatory Nursing Board, (3) initial nursing education and continuous professional development and (4) perceptions of social integration. The results show that for Indian nurses in Italy emigration is important to gain opportunities to expand economic and social privileges as well as escape from historical assumptions of stigma associated with nursing work, especially for women. However, these conclusions have to be seen in wider socio-cultural complexities that are at the basis of transnational fluxes (Prescott & Nichter ). The research offers an insight into the complicated reasons for Indian nurses out-migration to Italy. Without comprehending the interwoven textures of the political and social relations that are continually constructed and re-constructed among different nations, it is difficult to understand nurses out-migration and consequently have a better and safer collaborative teamwork in the host countries. © 2017 John Wiley & Sons Ltd.

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…

Measuring potential predictors of burnout and engagement among young veterinary professionals; construction of a customised questionnaire (the Vet-DRQ).

PubMed

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

2014-02-15

The Job Demands-Resources model (JD-R model) was used as the theoretical basis of a tailormade questionnaire to measure the psychosocial work environment and personal resources of recently graduated veterinary professionals. According to the JD-R model, two broad categories of work characteristics that determine employee wellbeing can be distinguished: job demands and job resources. Recently, the JD-R model has been expanded by integrating personal resource measures into the model. Three semistructured group interviews with veterinarians active in different work domains were conducted to identify relevant job demands, job resources and personal resources. These demands and resources were organised in themes (constructs). For measurement purposes, a set of questions ('a priori scale') was selected from the literature for each theme. The full set of a priori scales was included in a questionnaire that was administered to 1760 veterinary professionals. Exploratory factor analysis and reliability analysis were conducted to arrive at the final set of validated scales (final scales). 860 veterinarians (73 per cent females) participated. The final set of scales consisted of seven job demands scales (32 items), nine job resources scales (41 items), and six personal resources scales (26 items) which were considered to represent the most relevant potential predictors of work-related wellbeing in this occupational group. The procedure resulted in a tailormade questionnaire: the Veterinary Job Demands and Resources Questionnaire (Vet-DRQ). The use of valid theory and validated scales enhances opportunities for comparative national and international research.

Professional Identity at Los Angeles College of Chiropractic.

PubMed

Kimura, Melissa Nagare; Russell, Robb; Scaringe, John

2016-12-01

The objective of this article is to describe chiropractic professional identity as espoused by the Los Angeles College of Chiropractic. Professional identity is a construct that begins formation prior to career selection, can be considered the backbone of health care education, and has been linked to career success. Los Angeles College of Chiropractic's professional identity is shaped by a philosophy of health care that is focused on vitalism, holism, naturalism, therapeutic conservatism, critical rationalism, phenomenology, humanism, and interprofessionalism. Other distinguishing aspects include portal-of-entry professionals with broad diagnostic skills; a focus on spine care; promotion of public-health; and delivery of manual treatments. The chiropractic professional identity at the Los Angeles College of Chiropractic focuses on serving the needs of the people who entrust their health to its graduates and will continue to evolve on the basis of many factors, such as politics, social perceptions, and economic conditions.

Drivers of professional mobility in the Northern Territory: dental professionals.

PubMed

Hall, D J; Garnett, S T; Barnes, T; Stevens, M

2007-01-01

Attracting and retaining an efficient allied health workforce is a challenge faced by communities in Australia and overseas. High rates of staff turnover in the professional workforce diverts resources away from core business and results in the loss of valuable skills and knowledge. Understanding what attracts professionals to a particular place, and why they leave, is important for developing effective strategies to manage turnover and maximise workforce productivity. The Northern Territory (NT) faces particular workforce challenges, in part because of its geographic location and unusual demography. Do these factors require the development of a tailored approach to recruitment and retention? This article reports on a study undertaken to examine the motivations for coming to, staying in and leaving the NT for dental professionals, and the implications of results on workforce management practices. In 2006, dentists, dental specialists, dental therapists and dental hygienists who were working or had worked in the NT, Australia, in the recent past were surveyed to collect demographic and workforce data and to establish the relative importance of social and work-related factors influencing their migration decisions. Multivariate logistic regression models were generated to describe the demographic characteristics of dental professionals who stayed in the NT for more than 5 years and to analyse why dental professionals left. The analyses, based on a 42% response rate, explained 60-80% of the variation in responses. Generally dental professionals who had stayed for more than 5 years were older, had invested in the purchase of homes and were more involved in social and cultural activities. Those who moved to the NT as a result of financial incentives or who had strong expectations that working in the NT would be an exciting, novel experience tended to stay for no more than 5 years, often leaving because they found the work environment too stressful. In contrast, those who

Innovative Organization of Project Activity of Construction Students

NASA Astrophysics Data System (ADS)

Stolbova, I. D.; Aleksandrova, E. P.; Krainova, M. N.

2017-11-01

The construction industry competitiveness depends on its equipping with information modeling technologies. This requires training and development of human resources. The advantages of BIM-technologies are considered. The requirements for the specialists capable of promoting information modeling technologies in the construction industry are discussed. For a wide application of BIM-technologies, the problem of training personnel with a new thinking must be solved. When preparing graduates of the major “Construction”, it is necessary to introduce innovative educational technologies aimed at building the students’ ability for team work, competences in the field of modern information and communication technologies, as well as design skills basing on spatial modeling. Graphic training is the first discipline of the professional orientation for construction students. In the context of training it is important to create such learning environment that is close to a professional one. The paper provides the examples of practice-oriented assignments based on the project method in the course of students’ independent work.

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

NASA Astrophysics Data System (ADS)

Rostock, Roseanne

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

The Roles of Motivation and Coping Behaviours in Managing Stress: Qualitative Interview Study of Hong Kong Expatriate Construction Professionals in Mainland China.

PubMed

Chan, Isabelle Yee Shan; Leung, Mei-Yung; Liang, Qi

2018-03-20

Driven by fast-growing economies worldwide, the number of international construction projects is booming, and employing expatriates has inevitably become a strategy used by construction firms. However, stress arising from expatriate assignments can lead to early return, assignment failure, and staff turnover, causing in significant losses to an organisation. Extensive research has focused on the effectiveness of coping behaviours in relation to stress. However, studies investigating the antecedents of coping are rare. The limited studies to date tend to focus on content-based motivations (identifying what), instead of on how coping behaviours can be motivated in the stress management process (identifying how). Focus on expatriate construction professionals (ECPs) is further limited. Hence, this study aims to investigate from a process theory perspective the role of motivation in the stress management process. Using a qualitative interview study approach, involving 22 in-depth interviews, this study first identifies the content of motivation, coping behaviours, performance, and stress in the context of Hong Kong ECPs working on cross-cultural projects in China; it then unveils and explains the associations between the identified variables. Based on the results, stakeholders are recommended to review pre-departure training, so as to ensure that key elements such as personal awareness of stress (cognitive, affective, and physical), expectancies of coping strategies on stress (adaptive or maladaptive), and expectancies of the influence of stress on performance are covered.

The Roles of Motivation and Coping Behaviours in Managing Stress: Qualitative Interview Study of Hong Kong Expatriate Construction Professionals in Mainland China

PubMed Central

Chan, Isabelle Yee Shan; Leung, Mei-yung; Liang, Qi

2018-01-01

Driven by fast-growing economies worldwide, the number of international construction projects is booming, and employing expatriates has inevitably become a strategy used by construction firms. However, stress arising from expatriate assignments can lead to early return, assignment failure, and staff turnover, causing in significant losses to an organisation. Extensive research has focused on the effectiveness of coping behaviours in relation to stress. However, studies investigating the antecedents of coping are rare. The limited studies to date tend to focus on content-based motivations (identifying what), instead of on how coping behaviours can be motivated in the stress management process (identifying how). Focus on expatriate construction professionals (ECPs) is further limited. Hence, this study aims to investigate from a process theory perspective the role of motivation in the stress management process. Using a qualitative interview study approach, involving 22 in-depth interviews, this study first identifies the content of motivation, coping behaviours, performance, and stress in the context of Hong Kong ECPs working on cross-cultural projects in China; it then unveils and explains the associations between the identified variables. Based on the results, stakeholders are recommended to review pre-departure training, so as to ensure that key elements such as personal awareness of stress (cognitive, affective, and physical), expectancies of coping strategies on stress (adaptive or maladaptive), and expectancies of the influence of stress on performance are covered. PMID:29558458

Competency Mapping Framework for Regulating Professionally Oriented Degree Programmes in Higher Education

ERIC Educational Resources Information Center

Perera, Srinath; Babatunde, Solomon Olusola; Zhou, Lei; Pearson, John; Ekundayo, Damilola

2017-01-01

Recognition of the huge variation between professional graduate degree programmes and employer requirements, especially in the construction industry, necessitated a need for assessing and developing competencies that aligned with professionally oriented programmes. The purpose of this research is to develop a competency mapping framework (CMF) in…

Kirjoitetaan Kielista--Puhutaan Kielilla: Kielivalinnat Opettajien Elamakerroissa (Language Choices: Language Teachers Reflect on Their Professional Choices in a National Writing Contest).

ERIC Educational Resources Information Center

Kalaja, Paula; Dufva, Hannele; Nordman, Leena

This article focuses on the language choices that second language teachers have made in the course of their professional lives as constructed in life stories that they wrote for a national writing contest. The choices include those made by the teachers during their school years, upon entering college, and in the course of their careers. In the…

Stress, burnout, and job satisfaction in 470 health professionals in 98 apheresis units in Italy: A SIdEM collaborative study.

PubMed

Tremolada, Marta; Schiavo, Simone; Tison, Tiziana; Sormano, Emilia; De Silvestro, Giustina; Marson, Piero; Pierelli, Luca

2015-10-01

In Italian and international background, there are no studies focusing on stress, burnout indicators, and job satisfaction in health professionals working in the apheresis units. This study aims to fill this void both for scientific and clinical reasons. The participants were 470 health professionals (220 physicians, 250 nurses), mostly female (73.4%), with an average age of 48.09 (with the 5° percentile under 32 years and the 95° percentile over 60), working in the Apheresis Units in the North (228), in the Center (131) and in the Southern-islands of Italy (111). The health professionals' years on the job were principally between one and 10 years (40.2%) or from 11 to 20 years (33.2%). The prevalent activity was therapeutic apheresis (48.5%). The self-report questionnaires were proposed electronically by a protected online site. Important stress levels were identified in the health professionals. Physicians principally showed medium (47.5%) and high (35.8%) stress levels. Stress levels of nurses were mostly low (57.7%) or medium (25.7%). Female gender in nurses [t(268) = -3.29; P = 0.001] and in physician professions [t(217) = -3.01; P = 0.03] was a risk factor for stress. Both job categories were placed at a high risk level for burnout syndrome comparing with normative scales, especially the health professionals working in the center of Italy for the scales "Emotional exhaustion" [F(2) = 4.39; P = 0.013] and "Professional inefficacy" [F(2) = 4.38; P = 0.013]. Health professionals working in the apheresis unit show high stress levels and burnout risk. New preventive programs and specific clinical interventions should be constructed. © 2015 Wiley Periodicals, Inc.

Clinician Responses to Client Traumas: A Chronological Review of Constructs and Terminology.

PubMed

Newell, Jason M; Nelson-Gardell, Debra; MacNeil, Gordon

2016-07-01

This paper presents a chronologically-organized review of various concepts and constructs in the literature describing professional burnout, compassion fatigue, secondary traumatic stress reactions, as well as other related terms and constructs that have been used to describe these experiences among clinical practitioners and other social service professionals. A timeline will provide a graphic illustration of the historical relationships between the concepts under examination. This paper begins with a review of practitioner-related stress that primarily results from interaction with clients, followed by an examination of professional burnout, which is thought to result largely from environmentally-related issues. Finally, the paper concludes with a discussion of posttraumatic growth and compassion satisfaction. © The Author(s) 2015.

In Search of the Excellent Literature Teacher: An Inductive Approach to Constructing Professional Teaching Standards

ERIC Educational Resources Information Center

Witte, T. C. H.; Jansen, E. P. W. A.

2015-01-01

This study makes a contribution to the development of empirically based, domain-specific teaching standards that are acknowledged by the professional community of teachers and which, therefore, have a good chance of being successfully implemented and used for professional development purposes. It was prompted by the resistance on the part of many…

Assessing medical students' perceptions of patient safety: the medical student safety attitudes and professionalism survey.

PubMed

Liao, Joshua M; Etchegaray, Jason M; Williams, S Tyler; Berger, David H; Bell, Sigall K; Thomas, Eric J

2014-02-01

To develop and test the psychometric properties of a survey to measure students' perceptions about patient safety as observed on clinical rotations. In 2012, the authors surveyed 367 graduating fourth-year medical students at three U.S. MD-granting medical schools. They assessed the survey's reliability and construct and concurrent validity. They examined correlations between students' perceptions of organizational cultural factors, organizational patient safety measures, and students' intended safety behaviors. They also calculated percent positive scores for cultural factors. Two hundred twenty-eight students (62%) responded. Analyses identified five cultural factors (teamwork culture, safety culture, error disclosure culture, experiences with professionalism, and comfort expressing professional concerns) that had construct validity, concurrent validity, and good reliability (Cronbach alphas > 0.70). Across schools, percent positive scores for safety culture ranged from 28% (95% confidence interval [CI], 13%-43%) to 64% (30%-98%), while those for teamwork culture ranged from 47% (32%-62%) to 74% (66%-81%). They were low for error disclosure culture (range: 10% [0%-20%] to 27% [20%-35%]), experiences with professionalism (range: 7% [0%-15%] to 23% [16%-30%]), and comfort expressing professional concerns (range: 17% [5%-29%] to 38% [8%-69%]). Each cultural factor correlated positively with perceptions of overall patient safety as observed in clinical rotations (r = 0.37-0.69, P < .05) and at least one safety behavioral intent item. This study provided initial evidence for the survey's reliability and validity and illustrated its applicability for determining whether students' clinical experiences exemplify positive patient safety environments.

Does Independent Research with a Faculty Member Enhance Four-Year Graduation and Graduate/Professional Degree Plans? Convergent Results with Different Analytical Methods

ERIC Educational Resources Information Center

Kilgo, Cindy A.; Pascarella, Ernest T.

2016-01-01

This study examines the effects of undergraduate students participating in independent research with faculty members on four-year graduation and graduate/professional degree aspirations. We analyzed four-year longitudinal data from the Wabash National Study of Liberal Arts Education using multiple analytic techniques. The findings support the…

Professional identity in medical students: pedagogical challenges to medical education.

PubMed

Wilson, Ian; Cowin, Leanne S; Johnson, Maree; Young, Helen

2013-01-01

Professional identity, or how a doctor thinks of himself or herself as a doctor, is considered to be as critical to medical education as the acquisition of skills and knowledge relevant to patient care. This article examines contemporary literature on the development of professional identity within medicine. Relevant theories of identity construction are explored and their application to medical education and pedagogical approaches to enhancing students' professional identity are proposed. The influence of communities of practice, role models, and narrative reflection within curricula are examined. Medical education needs to be responsive to changes in professional identity being generated from factors within medical student experiences and within contemporary society.

How Fares the "New Professionalism" in Schools? Findings from the "State of the Nation" Project

ERIC Educational Resources Information Center

Storey, Anne

2009-01-01

In a series of policy documents over the past decade, the idea of a "New Professionalism" for teachers has been constructed. It encompasses three core components: a national framework of professional standards; performance management; and continuing professional development (CPD). The planned interplay of these components into a coherent…

[Cardiovascular variables in construction workers in Santander, Colombia. Comparative profile years 2011 and 2012].

PubMed

Rodríguez-Amaya, R M

2015-01-01

The construction sector has an important workforce for the country; however it is believed that this group of workers have inadequate healthy lifestyles. The aim of this study was to compare the clinical and para-clinical cardiovascular characteristics of these workers in 2 time periods. A retrospective study and analysis was performed using the medical records of 291 construction workers. The data collected included, sociodemographic variables, work, clinical and para-clinical details related to the cardiovascular status for the years 2011 and 2012. The mean age was 40.1 years, and mean body mass index was 26. In addition, 46% of workers were overweight and 15% obese. The annual increase in mean systolic blood pressure increased from 114.4 to 121.7mmHg (P=.000), and in diastolic pressure it increased from 72.8 to 79.5mmHg (P=.000), with the BMI increasing from 26 to 26.24 (P=.0000). The cholesterol levels ranged from 204.4 to 200.3mg/dl (P=.03) and triglycerides ranged from 175.6 to 208.2mg/dl (P=.0001). An annual increase was observed in several cardiovascular risk factors in construction workers in Colombia. An intervention is required for primary prevention focused on regular and quality education in these workers in order to mitigate cardiovascular risk and the presence of subsequent disease. Copyright © 2015 SEHLELHA. Published by Elsevier Espana. All rights reserved.

Construction of the real patient simulator system.

PubMed

Chan, Richard; Sun, C T

2012-05-01

Simulation for perfusion education has been used for at least the past 25 years. The earlier models were either electronic (computer games) or fluid dynamic models and provided invaluable adjuncts to perfusion training and education. In 2009, the *North Shore-LIJ Health System at Great Neck, New York, opened an innovative "Bioskill Center" dedicated to simulated virtual reality advanced hands-on surgical training as well as perfusion simulation. Professional cardiac surgical organizations now show great interest in using simulation for training and recertification. Simulation will continue to be the direction for future perfusion training and education. This manuscript introduces a cost-effective system developed from discarded perfusion products and it is not intended to detail the actual lengthy process of its construction.

Construction in Occupied Spaces

NASA Astrophysics Data System (ADS)

Ward, Andrew E.; Azhar, Salman; Khalfan, Malik

2017-06-01

Conducting construction activities in occupied environments presents a great challenge due to the additional logistical requirements and the presence of the building occupants. The aim of this research is to gather and evaluate the means and methods to successfully plan, manage, and execute construction activities in occupied spaces in an effort to provide consolidated industry tools and strategies for maintaining a schedule and minimizing the impact on the occupants. The methodology of the research utilizes an exploratory approach to gather qualitative data. The data was collected through interviews with industry professionals to identify industry best practices. The semi-structured interviews provided a platform for the documents, lessons learned, and the techniques and strategies used for occupied construction by the construction industry. The information obtained in the interview process identified six themes that are critical to achieving and maintaining quality in occupied construction. These themes of the schedule, cost, customer satisfaction, planning, fire/life safety and utilities, and contractor management are reviewed in detail, and the paper discusses how to manage each element. The analysis and extracted management techniques, procedures and strategies can be used by the construction industry for future projects by focusing on the critical aspects of occupied construction and the manner in which to succeed with it.

The Work Calls for Men: The Social Construction of Professionalism and Professional Education for Librarianship

ERIC Educational Resources Information Center

Stauffer, Suzanne M.

2016-01-01

The leaders of the library profession in the United States in the 19th century were white, middle-class, college-educated men. They attempted to construct librarianship in the United States as an equivalent profession to the other white, masculine professions of their day. They also created education for librarianship in the same mold. They…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Conceptualising professionalism in occupational therapy through a Western lens.

PubMed

Hordichuk, Chelsea J; Robinson, Allison J; Sullivan, Theresa M

2015-06-01

The term professionalism is embedded within curriculum and occupational therapy documents, yet, explicit discussion of the concept is lacking in the literature. This paper strives for a greater understanding of how professionalism is currently conceptualised within Western occupational therapy literature. A broad literature search was conducted and included international peer-reviewed and grey literature from Western cultures including Australia, Canada, New Zealand, the United Kingdom and the United States. To enrich understanding, some documents from medicine were also included. Professionalism is widely upheld as a core construct of occupational therapy. However, an evidence-based consensus of the specific elements of professionalism guiding occupational therapy practice is lacking. Currently, understanding of professionalism is largely based on multiple, isolated concepts presented in Western professional association documents. Acknowledging the multifaceted and multicultural nature of professionalism is essential to begin systematically delineating and conceptualising elements of professionalism specific to occupational therapy. This review has been conducted from a solely Western cultural lens. Additional work to highlight differences specific to international contexts, cultures, and societal influences is needed to enrich the understanding of professionalism in occupational therapy practice. © 2015 Occupational Therapy Australia.

Turning into Teachers before Our Eyes: The Development of Professional Identity through Professional Dialogue

ERIC Educational Resources Information Center

Mantei, Jessica; Kervin, Lisa

2011-01-01

This paper examines the development of professional identity in early career teachers enrolled in an "add-on year" of an undergraduate teacher education degree. Through a series of readings focused on reflection and pedagogy, participants engaged in professional dialogue as they made connections between the themes in their professional…

Challenges in Japanese Teachers' Professional Development: A Focus on an Alternative Perspective

ERIC Educational Resources Information Center

Arani, Mohammad Reza Sarkar; Matoba, Masami

2006-01-01

In this paper we examine challenges of Japanese teachers' professional development which points to the essential change in in-service teacher training programs. Emphasis is placed here on an integrated model for professional development that should be deliberately designed to assist teacher training to construct an understanding of the spirit of…

A Critical Analysis of Job-Embedded Professional Learning within a Distributed Leadership Framework

ERIC Educational Resources Information Center

Campoli, Ashley Jimerson

2011-01-01

Leadership style and professional learning have been linked to student achievement. Studies have linked leadership styles such as distributed leadership to job-embedded professional learning. However, research is mixed when these two constructs are related to student achievement. This study evaluated the relationship between distributed…

Survey dataset on work-life conflict of women in the construction industry.

PubMed

Tunji-Olayeni, Patience F; Afolabi, Adedeji O; Adewale, Bukola A; Fagbenle, Ayoola O

2018-08-01

Work-life conflict can have a detrimental effect on family life, particularly for women who have to work in order to support their families financially. The data set presents the views of 50 female construction professionals in Lagos, Nigeria through a purposive sampling technique with the aid of questionnaire. Categorical Regression was used to assess the effect of work pressure on family expectations. The features of the respondents in terms of profession, years of experience, office location and household characteristics were presented in bar chart. Analysis of the data can provide information on the work experiences of women in the construction industry particularly work load, hours worked per day, work on weekends and work on holidays. The data can also provide insights on the family expectations that are significantly affected by work pressure.

Construction Management for Educational Facilities: Professional Services' Procurement and Competitive Bid Statutes.

ERIC Educational Resources Information Center

Goldblatt, Steven M.; Wood, R. Craig

Construction management is utilized when a school district engages a firm to coordinate a total project. The construction management seeks to save an owner time and cost primarily through better contractor coordination and project management. These services may include the planning and design phases of the project as well as the actual…

Tetanus immunity in construction workers in Italy.

PubMed

Rapisarda, V; Bracci, M; Nunnari, G; Ferrante, M; Ledda, C

2014-04-01

Tetanus is a serious vaccine-preventable disease that remains a significant health risk in certain occupations. Since 2006, Italy has reported the highest number of cases in Europe. Some professions, such as construction workers, are more exposed to tetanus. To evaluate tetanus immunity status and associated factors in construction workers in Italy. A cross-sectional study of construction workers attending for periodic occupational health surveillance at one site in Italy between September 2011 and January 2013. Serum tetanus antitoxin levels were measured and analysed according to demographic and clinical variables. All 5275 workers attending for health surveillance between September 2011 and January 2013 agreed to participate. Protective tetanus antitoxin levels (>0.1 IU/ml) were found in 4116 workers (78%). Multivariate logistic regression analysis suggested that the following risk factors were significantly associated with inadequate immunization status: older age (age >58 years, odds ratio [OR] 1.78, 95% confidence intervals [CIs] 1.76-1.84), poor education (no formal education: OR 3.74, 95% CI: 3.69-3.78), unskilled work tasks (OR 2.71, 95% CI: 2.67-2.77) and country of origin (Egypt: OR 1.72, 95% CI: 1.67-1.77; Morocco: OR 1.69, 95% CI: 1.62-1.76). In this study, a significant proportion of construction workers in Italy were not adequately immunized against tetanus, as required by Italian law. Occupational health professionals should promote and implement vaccination campaigns, especially among migrant workers, for public health and legal reasons.

Professional Identities: What Is Professional about Professional Communication?

ERIC Educational Resources Information Center

Faber, Brenton

2002-01-01

Reviews: (1) ways in which researchers have used the term "professional communication"; (2) democratic and knowledge-based contradictions between rhetorical scholarship and professional powers; and (3) current challenges facing professional workers. Argues that if professional communication research and teaching are to remain prominent…

Dermatopathology and Social Media: A Survey of 131 Medical Professionals From 29 Countries.

PubMed

Carlquist, Erin; Lee, Nathan E; Shalin, Sara C; Goodman, Michael; Gardner, Jerad M

2018-02-01

- Use of social media in the medical profession is an increasingly prevalent and sometimes controversial practice. Many doctors believe social media is the future and embrace it as an educational and collaborative tool. Others maintain reservations concerning issues such as patient confidentiality, and legal and ethical risks. - To explore the utility of social media as an educational and collaborative tool in dermatopathology. - We constructed 2 identical surveys containing questions pertaining to the responders' demographics and opinions regarding the use of social media for dermatopathology. The surveys were available on Twitter and Facebook for a period of 10 days. - The survey was completed by 131 medical professionals from 29 different countries: the majority (81%, 106 of 131) were 25 to 45 years of age. Most replied that they access Facebook or Twitter several times a day (68%, 89 of 131) for both professional and social purposes (77%, 101 of 131). The majority agreed that social media provides useful and relevant information, but stated limitations they would like addressed. - Social media is a powerful tool with the ability to instantaneously share dermatopathology with medical professionals across the world. This study reveals the opinions and characteristics of the population of medical professionals currently using social media for education and collaboration in dermatopathology.

Evaluating the effectiveness of a laboratory-based professional development program for science educators

PubMed Central

Amolins, Michael W.; Ezrailson, Cathy M.; Pearce, David A.; Elliott, Amy J.

2015-01-01

The process of developing effective science educators has been a long-standing objective of the broader education community. Numerous studies have recommended not only depth in a teacher's subject area but also a breadth of professional development grounded in constructivist principles, allowing for successful student-centered and inquiry-based instruction. Few programs, however, have addressed the integration of the scientific research laboratory into the science classroom as a viable approach to professional development. Additionally, while occasional laboratory training programs have emerged in recent years, many lack a component for translating acquired skills into reformed classroom instruction. Given the rapid development and demand for knowledgeable employees and an informed population from the biotech and medical industries in recent years, it would appear to be particularly advantageous for the physiology and broader science education communities to consider this issue. The goal of this study was to examine the effectiveness of a laboratory-based professional development program focused on the integration of reformed teaching principles into the classrooms of secondary teachers. This was measured through the program's ability to instill in its participants elevated academic success while gaining fulfillment in the classroom. The findings demonstrated a significant improvement in the use of student-centered instruction and other reformed methods by program participants as well as improved self-efficacy, confidence, and job satisfaction. Also revealed was a reluctance to refashion established classroom protocols. The combination of these outcomes allowed for construction of an experiential framework for professional development in applied science education that supports an atmosphere of reformed teaching in the classroom. PMID:26628658

Professional Tenure: Is It Really a Solution?

ERIC Educational Resources Information Center

Schaefer, C. Barry

1980-01-01

Dilemmas arising from a corporate lawyer's conflict between professional and organizational obligations are discussed, and the possible usefulness of attorney tenure is examined. It is concluded that strong and constructive management of the corporate legal function is preferable. Available from University of Nebraska, Lincoln, NE 68583; $3.75.…

The becoming: students' reflections on the process of professional identity formation in medical education.

PubMed

Sharpless, Joanna; Baldwin, Nell; Cook, Robert; Kofman, Aaron; Morley-Fletcher, Alessio; Slotkin, Rebecca; Wald, Hedy S

2015-06-01

Professional identity formation (PIF) within medical education is the multifaceted, individualized process through which students develop new ways of being in becoming physicians. Personal backgrounds, values, expectations, interests, goals, relationships, and role models can all influence PIF and may account for diversity of both experience and the active constructive process of professional formation. Guided reflection, including reflective writing, has been used to enhance awareness and meaning making within the PIF process for both students and medical educators and to shed light on what aspects of medical education are most constructive for healthy PIF. Student voices about the PIF process now emerging in the literature are often considered and interpreted by medical educators within qualitative studies or in broad theoretical overviews of PIF.In this Commentary, the authors present a chorus of individual student voices from along the medical education trajectory. Medical students (years 1-4) and a first-year resident in pediatrics respond to a variety of questions based on prevalent PIF themes extracted from the literature to reflect on their personal experiences of PIF. Topics queried included pretending in medical education, role of relationships, impact of formal and informal curricula on PIF (valuable aspects as well as suggestions for change), and navigating and developing interprofessional relationships and identities. This work aims to vividly illustrate the diverse and personal forces at play in individual students' PIF processes and to encourage future pedagogic efforts supporting healthy, integrated PIF in medical education.

A 16 year study of injuries to professional kickboxers in the state of Victoria, Australia

PubMed Central

Zazryn, T; Finch, C; McCrory, P

2003-01-01

Objectives: To determine the rate and type of injuries occurring to registered professional kickboxers in Victoria, Australia over a 16 year period. Methods: Data describing all fight outcomes and injuries sustained during competition for the period August 1985 to August 2001 were obtained from the Victorian Professional Boxing and Combat Sports Board. Results: A total of 382 injuries were recorded from 3481 fight participations, at an injury rate of 109.7 injuries per 1000 fight participations. The most common body region injured was the head/neck/face (52.5%), followed by the lower extremities (39.8%). Specifically, injuries to the lower leg (23.3%), the face (19.4%), and intracranial injury (17.2%) were the most common. Over 64% of the injuries were superficial bruising or lacerations. Conclusion: The nature of kickboxing, whereby kicking the opponent is the prime movement and the head a prime target, is reflected in the distributions of body regions most commonly injured by participants. Further research into injury patterns in different styles of kickboxing and the mechanism of injury occurrence is required. Exposure adjusted prospective studies are needed to monitor injury rates over time. PMID:14514540

The ProQOL-21: A revised version of the Professional Quality of Life (ProQOL) scale based on Rasch analysis

PubMed Central

Rees, Clare S.; Hegney, Desley G.

2018-01-01

The Professional Quality of Life scale is a measure intended to provide practitioners and researchers with an indication of a caring professional’s compassion satisfaction, burnout, and secondary traumatic stress. While this measure has been used extensively in nursing research, owing to the relevancy of patient-care associated satisfaction and fatigue within this profession, information regarding the construct validity of this measure is less well represented in the literature. We examined the construct validity of the Professional Quality of Life scale using a Rasch analysis procedure on each of its three scales, as a means of substantiating their measurement adequacy. Responses on the Professional Quality of Life scale from 1615 registered nurses (age x̅ = 46.48 years, SD = 11.78) were analysed. While support for the measurement adequacy (invariance, person/item fit, and unidimensionality) of the compassion satisfaction scale was found, the burnout and secondary traumatic stress scales did not demonstrate adequate measurement properties. We instead present an alternative measurement model of these subscales, involving items from each, to form a robust measure of compassion fatigue, and provide recoding, scoring, and normed scores for both measures. Our findings indicate that use of the Professional Quality of Life scale’s burnout and secondary traumatic stress scales may require caution, while our revised compassion satisfaction and fatigue scales provide robust measurement options for practitioners and researchers. PMID:29489875

Don't We Care?: The Ethics and Emotional Labour of Early Years Professionalism

ERIC Educational Resources Information Center

Taggart, Geoff

2011-01-01

This paper argues that early childhood education and care (ECEC) has a legitimate aspiration to be a "caring profession" like others such as nursing or social work, defined by a moral purpose. For example, practitioners often draw on an ethic of care as evidence of their professionalism. However, the discourse of professionalism in…

Presence of transient hydronephrosis immediately after surgery has a limited influence on renal function 1 year after ileal neobladder construction.

PubMed

Narita, Takuma; Hatakeyama, Shingo; Koie, Takuya; Hosogoe, Shogo; Matsumoto, Teppei; Soma, Osamu; Yamamoto, Hayato; Yoneyama, Tohru; Tobisawa, Yuki; Yoneyama, Takahiro; Hashimoto, Yasuhiro; Ohyama, Chikara

2017-08-31

Urinary tract obstruction and postoperative hydronephrosis are risk factor for renal function deterioration after orthotopic ileal neobladder construction. However, reports of relationship between transient hydronephrosis and renal function are limited. We assess the influence of postoperative transient hydronephrosis on renal function in patients with orthotopic ileal neobladder construction. Between January 2006 and June 2013, we performed radical cystectomy in 164 patients, and 101 received orthotopic ileal neobladder construction. This study included data available from 64 patients with 128 renal units who were enrolled retrospectively. The hydronephrosis grade of each renal unit scored 0-4. The patients were divided into 4 groups according to the grade of hydronephrosis: control, low, intermediate, and high. The grade of postoperative hydronephrosis was compared with renal function 1 month and 1 year after surgery. There were no significant differences in renal function before surgery between groups. One month after surgery, the presence of hydronephrosis was significantly associated with decreased renal function. However, 1 year after urinary diversion hydronephrosis grades were improved significantly, and renal function was comparable between groups. Postoperative hydronephrosis at 1 month had no significant influence on renal function 1 year after ileal neobladder construction. Limitations include retrospective design, short follow-up periods, and a sample composition. The presence of transient hydronephrosis immediately after surgery may have limited influence on renal function 1 year after ileal neobladder construction.

The emerging dental workforce: why dentistry? A quantitative study of final year dental students' views on their professional career

PubMed Central

Gallagher, Jennifer E; Patel, Resmi; Donaldson, Nora; Wilson, Nairn HF

2007-01-01

Background Dental graduates are joining a profession experiencing changes in systems of care, funding and skill mix. Research into the motivation and expectations of the emerging workforce is vital to inform professional and policy decisions. The objective of this research was to investigate final year dental students' perceived motivation for their choice of career in relation to sex, ethnicity and mode of entry. Methods Self-administered questionnaire survey of all final year dental students at King's College London. Data were entered into SPSS; statistical analysis included Chi Squared tests for linear association, multiple regression, factor analysis and logistic regression. Results A response of 90% (n = 126) was achieved. The majority were aged 23 years (59%), female (58%) and Asian (70%). One in 10 were mature students. Eighty per cent identified 11 or more 'important' or 'very important' influences, the most common of which were related to features of the job: 'regular working hours' (91%), 'degree leading to recognised job' (90%) and 'job security' (90%). There were significant differences in important influences by sex (males > females: 'able to run own business'; females > males: 'a desire to work with people'), ethnic group (Asians > white: 'wish to provide public service', 'influence of friends', 'desire to work in healthcare', having 'tried an alternative career/course' and 'work experience') and mode of entry (mature > early entry: 'a desire to work with people'). Multivariate analysis suggested 61% of the variation in influences is explained by five factors: the 'professional job' (31%), 'healthcare-people' (11%), 'academic-scientific' (8%), 'careers-advising' (6%), and 'family/friends' (6%). The single major influence on choice of career was a 'desire to work with people'; Indian students were twice as likely to report this as white or other ethnic groups. Conclusion Final year dental students report a wide range of important influences on their

Revisiting Professional Dispositions: Research Redux

ERIC Educational Resources Information Center

Bush, Gail; Jones, Jami L.

2011-01-01

As the authors progressed through their research agenda last year, they contributed an article to "School Library Monthly" entitled "Forecasting Professional Dispositions of School Librarians" (January 2011, 54-56) wherein they described a Delphi study they conducted in the fall of 2009 that identified professional dispositions based on responses…

Professional burnout and its correlates in Lithuanian neurosurgeons.

PubMed

Pranckeviciene, Aiste; Tamasauskas, Arimantas; Deltuva, Vytenis Pranas; Bunevicius, Adomas

2016-08-01

This study aimed to evaluate prevalence and severity of professional burnout in a sample of Lithuanian neurosurgeons and to analyze its personal, interpersonal, and organizational correlates. Thirty-one out of 79 (response rate 39 %) Lithuanian neurosurgeons participated in the study. Professional burnout was evaluated using the Maslach Burnout Inventory - General Survey. Participants also answered questions about professional stressors, sources of professional dissatisfaction, life-style factors, sickness absenteeism/presenteeism, and professional practice. The majority of neurosurgeons were between 41 and 60 years of age (48 %), were married (97 %), had children (84 %). Most neurosurgeons had 20 or more years of professional experience (54.9 %), worked from 41 to 60 h per week (58 %), and performed up to 150 surgeries per year (77.4 %). Eight (26 %) neurosurgeons reported a high level of emotional exhaustion, five (16 %) reported high level of cynicism, and eight (26 %) reported low professional efficacy. Correlation analyses revealed that higher number of surgeries per year, more hours devoted to clinical work, opportunities for professional development, intellectual challenges at work, appreciation by the patients and prestige of the profession were related to lower level of burnout. Greater general workload, unpredictability of the work schedule, lack of necessary technical equipment, dissatisfaction with colleagues, and uncertainty about the future were related to a higher level of burnout. Burnout was reported by one-quarter of neurosurgeons who chose to participate in the study. Personal, interpersonal, and organizational factors arising while fulfilling professional duties were important correlates of neurosurgeons' burnout. Due to the moderate response rate, our results should be interpreted with caution. Larger studies evaluating burnout among European neurosurgeons are needed.

Telepresence teacher professional development for physics and math constructs focused on US and Thai classrooms' TC-1 slinky seismometer networks

NASA Astrophysics Data System (ADS)

Livelybrooks, D.; Parris, B. A.; Cook, A.; Kant, M.; Wogan, N.; Zeryck, A.; Tulyatid, D.; Toomey, D. R.

2015-12-01

As part of the Broader Impacts of the Cascadia Initiative, a seismic study of the Cascadia margin, and the Magnetotelluric Observations of Cascadia using a Huge Array (MOCHA) collaboration we have developed school- and museum/library-based networks of TC-1 educational seismometers. The TC-1 is constructed such that its 'guts' are visible through an transparent acrylic outer cylinder, thus it is an excellent demonstration of how fundamental physics constructs can be leveraged to design and operate a vertical-channel seismometer capable of recording signals from large earthquakes world-wide. TC-1 (aka 'slinky seismometer') networks therefore serve as the application for projects-based learning (PBL) physics and data science instruction in Oregon and Thai classrooms. The TC-1 acts as a simple harmonic oscillator, employing electromagnetic induction of a moving magnet within a wire coil. Movement of the lower magnet within an electrically conductive pipe dampens motion such that P-, S- and Surface wave phases can be identified. Further, jAmaSeis software can be configured to simultaneously show live signals from three TC-1s and has tools necessary to pick phases for earthquake signals and, thus, locate earthquake epicenters. Leveraging a long-standing collaboration between the Royal Thai Distance Learning Foundation and the University of Oregon, we developed five, 2-hour, two-way teacher professional development sessions that were transmitted live to Thai K-12 teachers and others starting mid-August, 2015. As an example, one session emphasized hands-on activities to analyze the effect of spring stiffness, inertial mass and initial displacement on the resonance frequency of a simple oscillator. Another pedagogical goal was to elucidate how math is important to understanding the analysis of seismic data, for example, how cross-correlation is useful for distinguishing between genuine earthquake signals and, say, a truck rolling by a TC-1 station. UO graduate and

A blueprint for professionalizing humanitarian assistance.

PubMed

Walker, Peter; Hein, Karen; Russ, Catherine; Bertleff, Greg; Caspersz, Dan

2010-12-01

International humanitarian response to crises employs 210,000 people and accounts for nearly $15 billion in spending globally each year. Most action is carried out by not-for-profit organizations working with United Nations (UN) agencies, military organizations, and commercial entities. UN agencies employ many technical experts, often retaining them for five or more years. As yet there is no international professional apparatus to promote the quality and integrity of this workforce. This paper reports on research exploring the case for professionalizing humanitarian action through an international professional association, the development of core competencies, and the creation of a universal certification system for aid workers.

The Future of Professional Learning

ERIC Educational Resources Information Center

Burns, Mary

2013-01-01

What will technology-based teacher professional development look like in the next few years? In this article, teacher training curriculum designer Mary Burns presents her 5 top picks from the professional learning technologies now emerging around the world: (1) IPTV; (2) Immersive Environments; (3) Video; (4) Social Media; and (5) Mobile…

Professional self-concept and professional values of senior students of the nursing department.

PubMed

Çöplü, Mehtap; Tekinsoy Kartın, Pınar

2018-01-01

This study was carried out in order to determine professional self-concept and professional values in the students, who were studying in the final year of the nursing department in schools providing undergraduate education in the Inner Anatolia Region. This cross-sectional study was conducted on a total of 619 senior students of nursing departments in the Inner Anatolia Region. Data were collected using a Student Information Form, Professional Self-Concept Scale for the Student Nurses, and The Nurses' Professional Values Scale. Descriptive statistics, the Shapiro-Wilk test, the t-test, analysis of variance, and the Bonferroni tests were used for data analysis. Ethical Considerations: A written consent was obtained from Ethics Board of Erciyes University Faculty of Medicine and from nursing schools participating in the study. Prior to data collection, students were informed about the purpose of the study and gave written and verbal consents. Participation in the study was on voluntary basis. In the study, students' total and sub-dimension scores from the Professional Self-Concept Scale for the Student Nurses and total scores from the Nurses' Professional Values Scale were moderately high. It was detected that women received higher scores than men from the sub-dimension of professional attributes; the students who had positive perception of the nursing image and voluntarily selected their department received high scores from professional satisfaction, professional competence, and professional attributes sub-dimensions of the Professional Self-Concept Scale for the Student Nurses ( p < 0.001). In order to improve students' perceptions of professional self-concept and professional values, it is thought that students' awareness should be increased on these topics.

Exploration of the Professional Development Needs of New York City High School Principals with Less than 5 Years Experience

ERIC Educational Resources Information Center

Berman, Margaret Lacey

2015-01-01

This grounded theory study was conducted to explore the professional development needs of New York City high school principals with less than five years' experience based on the McREL balanced leadership framework. The purpose of this research is to answer the three research questions below in hopes of contributing to the field. The research for…

Closing the Professional Development, Learning Outcome and Budget Proposal Gap at a Two-Year Eduational Institution: An Action Research Study

ERIC Educational Resources Information Center

Mason, Eric L.

2014-01-01

Two-year community colleges are commissioned to close the assessment-outcome loop, which includes the research site for this study. This action research study, which utilized quantitative and qualitative data sets, was designed to close the assessments, learning outcomes and the professional development budget proposal process gap. The developed…

An Overview of Total Quality Management (TQM) practice in Construction Sector

NASA Astrophysics Data System (ADS)

Likita, A. J.; Zainun, N. Y.; Rahman, I. Abdul; Awal, A. S. M. Abdul; Alias, A. R.; Rahman, M. Q. Abdul; Ghazali, F. E. Mohamed

2018-04-01

In construction sector TQM can be termed as a philosophy which guides construction professionals on the proper execution of construction projects in terms of quality. The aim of this paper is to discuss on quality management practice in construction sector. This paper evaluated five previous researches and the findings were discussed to find a conclusion of TQM practise in construction sector. The study found that TQM had been successfully practice in construction sector at Saudi Arabia, India, US and South Africa. Application of Artificial Neural Network (ANN) help to improve the implementation of TQM in construction sector. In conclusion, quality management practices will give better control of processes in construction sector.

Barriers to Professionalism in the Native-Speaking English Teacher Scheme in Hong Kong

ERIC Educational Resources Information Center

Moorhouse, Benjamin Luke

2017-01-01

This article reports on a small-scale exploratory study that examined how native-speaking English teachers (NETs) working in the Primary Native-speaking English Teacher (PNET) Scheme construct their professional identity(ies) and explored the barriers to their professionalism that exist within their role and context. Data were collected using…

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

PubMed

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

2016-05-01

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

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

PubMed Central

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

2016-01-01

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

POLYGON - A New Fundamental Movement Skills Test for 8 Year Old Children: Construction and Validation

PubMed Central

Zuvela, Frane; Bozanic, Ana; Miletic, Durdica

2011-01-01

Inadequately adopted fundamental movement skills (FMS) in early childhood may have a negative impact on the motor performance in later life (Gallahue and Ozmun, 2005). The need for an efficient FMS testing in Physical Education was recognized. The aim of this paper was to construct and validate a new FMS test for 8 year old children. Ninety-five 8 year old children were used for the testing. A total of 24 new FMS tasks were constructed and only the best representatives of movement areas entered into the final test product - FMS-POLYGON. The ICC showed high values for all 24 tasks (0.83-0.97) and the factorial analysis revealed the best representatives of each movement area that entered the FMS-POLYGON: tossing and catching the volleyball against a wall, running across obstacles, carrying the medicine balls, and straight running. The ICC for the FMS-POLYGON showed a very high result (0.98) and, therefore, confirmed the test’s intra-rater reliability. Concurrent validity was tested with the use of the “Test of Gross Motor Development” (TGMD-2). Correlation analysis between the newly constructed FMS-POLYGON and the TGMD-2 revealed the coefficient of -0.82 which indicates a high correlation. In conclusion, the new test for FMS assessment proved to be a reliable and valid instrument for 8 year old children. Application of this test in schools is justified and could play an important factor in physical education and sport practice. Key points All 21 newly constructed tasks demonstrated high intra-rater reliability (0.83-0.97) in FMS assessment. High reliability was also noted in the FMS-POLYGON test (0.98). A high correlation was found between the FMS-POLYGON and TGMD-2 which is a confirmation of the new test’s concurrent validity. The research resolved the problem of long and detailed FMS assessment by adding a new dimension using quick and effective norm-referenced approach but also covering all the most important movement areas. New and validated test can be

POLYGON - A New Fundamental Movement Skills Test for 8 Year Old Children: Construction and Validation.

PubMed

Zuvela, Frane; Bozanic, Ana; Miletic, Durdica

2011-01-01

Inadequately adopted fundamental movement skills (FMS) in early childhood may have a negative impact on the motor performance in later life (Gallahue and Ozmun, 2005). The need for an efficient FMS testing in Physical Education was recognized. The aim of this paper was to construct and validate a new FMS test for 8 year old children. Ninety-five 8 year old children were used for the testing. A total of 24 new FMS tasks were constructed and only the best representatives of movement areas entered into the final test product - FMS-POLYGON. The ICC showed high values for all 24 tasks (0.83-0.97) and the factorial analysis revealed the best representatives of each movement area that entered the FMS-POLYGON: tossing and catching the volleyball against a wall, running across obstacles, carrying the medicine balls, and straight running. The ICC for the FMS-POLYGON showed a very high result (0.98) and, therefore, confirmed the test's intra-rater reliability. Concurrent validity was tested with the use of the "Test of Gross Motor Development" (TGMD-2). Correlation analysis between the newly constructed FMS-POLYGON and the TGMD-2 revealed the coefficient of -0.82 which indicates a high correlation. In conclusion, the new test for FMS assessment proved to be a reliable and valid instrument for 8 year old children. Application of this test in schools is justified and could play an important factor in physical education and sport practice. Key pointsAll 21 newly constructed tasks demonstrated high intra-rater reliability (0.83-0.97) in FMS assessment. High reliability was also noted in the FMS-POLYGON test (0.98).A high correlation was found between the FMS-POLYGON and TGMD-2 which is a confirmation of the new test's concurrent validity.The research resolved the problem of long and detailed FMS assessment by adding a new dimension using quick and effective norm-referenced approach but also covering all the most important movement areas.New and validated test can be of great use

Training Psychiatry Residents in Professionalism in the Digital World.

PubMed

John, Nadyah Janine; Shelton, P G; Lang, Michael C; Ingersoll, Jennifer

2017-06-01

Professionalism is an abstract concept which makes it difficult to define, assess and teach. An additional layer of complexity is added when discussing professionalism in the context of digital technology, the internet and social media - the digital world. Current physicians-in-training (residents and fellows) are digital natives having been raised in a digital, media saturated world. Consequently, their use of digital technology and social media has been unconstrained - a reflection of it being integral to their social construct and identity. Cultivating the professional identity and therefore professionalism is the charge of residency training programs. Residents have shown negative and hostile attitudes to formalized professionalism curricula in training. Approaches to these curricula need to consider the learning style of Millennials and incorporate more active learning techniques that utilize technology. Reviewing landmark position papers, guidelines and scholarly work can therefore be augmented with use of vignettes and technology that are available to residency training programs for use with their Millennial learners.

Stakeholder Perceptions of Risk in Construction.

PubMed

Zhao, Dong; McCoy, Andrew P; Kleiner, Brian M; Mills, Thomas H; Lingard, Helen

2016-02-01

Safety management in construction is an integral effort and its success requires inputs from all stakeholders across design and construction phases. Effective risk mitigation relies on the concordance of all stakeholders' risk perceptions. Many researchers have noticed the discordance of risk perceptions among critical stakeholders in safe construction work, however few have provided quantifiable evidence describing them. In an effort to fill this perception gap, this research performs an experiment that investigates stakeholder perceptions of risk in construction. Data analysis confirms the existence of such discordance, and indicates a trend in risk likelihood estimation. With risk perceptions from low to high, the stakeholders are architects, contractors/safety professionals, and engineers. Including prior studies, results also suggest that designers have improved their knowledge in building construction safety, but compared to builders they present more difficultly in reaching a consensus of perception. Findings of this research are intended to be used by risk management and decision makers to reassess stakeholders' varying judgments when considering injury prevention and hazard assessment.

Proprioceptive Training and Injury Prevention in a Professional Men's Basketball Team: A Six-Year Prospective Study

PubMed Central

Bianchi, Roberto; Rocca, Flavio; Mamo, Carlo

2016-01-01

Abstract Riva, D, Bianchi, R, Rocca, F, and Mamo, C. Proprioceptive training and injury prevention in a professional men's basketball team: A six-year prospective study. J Strength Cond Res 30(2): 461–475, 2016—Single limb stance instability is a risk factor for lower extremity injuries. Therefore, the development of proprioception may play an important role in injury prevention. This investigation considered a professional basketball team for 6 years, integrating systematic proprioceptive activity in the training routine. The purpose was to assess the effectiveness of proprioceptive training programs based on quantifiable instability, to reduce ankle sprains, knee sprains, and low back pain through developing refined and long-lasting proprioceptive control. Fifty-five subjects were studied. In the first biennium (2004–2006), the preventive program consisted of classic proprioceptive exercises. In the second biennium (2006–2008), the proprioceptive training became quantifiable and interactive by means of electronic proprioceptive stations. In the third biennium (2008–2010), the intensity and the training volume increased while the session duration became shorter. Analysis of variance was used to analyze the differences in proprioceptive control between groups, years, and bienniums. Injury rates and rate ratios of injury during practices and games were estimated. The results showed a statistically significant reduction in the occurrence of ankle sprains by 81% from the first to the third biennium (p < 0.001). Low back pain showed similar results with a reduction of 77.8% (p < 0.005). The reduction in knee sprains was 64.5% (not significant). Comparing the third biennium with the level of all new entry players, proprioceptive control improved significantly by 72.2% (p < 0.001). These findings indicate that improvements in proprioceptive control in single stance may be a key factor for an effective reduction in ankle sprains, knee sprains, and low back pain

77 FR 5527 - Announcement of Funding Awards for Fiscal Year 2010 Sustainable Construction in Indian Country...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-03

... DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT [Docket No. FR-5415-FA-42] Announcement of Funding Awards for Fiscal Year 2010 Sustainable Construction in Indian Country Small Grant Program AGENCY: Office of the Assistant Secretary for Policy Development and Research, HUD. ACTION: Announcement of funding...

A Computer-Supported Method to Reveal and Assess Personal Professional Theories in Vocational Education

ERIC Educational Resources Information Center

van den Bogaart, Antoine C. M.; Bilderbeek, Richel J. C.; Schaap, Harmen; Hummel, Hans G. K.; Kirschner, Paul A.

2016-01-01

This article introduces a dedicated, computer-supported method to construct and formatively assess open, annotated concept maps of Personal Professional Theories (PPTs). These theories are internalised, personal bodies of formal and practical knowledge, values, norms and convictions that professionals use as a reference to interpret and acquire…

"Psytizens": the co-construction of the professional identity of psychology students in the postmodern world.

PubMed

Castro-Tejerina, Jorge

2014-12-01

This work aims to analyze the relations between psychology as social engineering and self-reflective citizenship from a historiogenetic point of view. Such a connection was founded during modernity; hence our proposal is to study its operative continuity in the postmodern world, taking into account the mismatches due to the new global, multicultural, and technological conditions. Based both on the theory of activity and the concept of semiosphere, the interaction and discussions of a group of Spanish students of psychology in a virtual forum were analyzed. They were asked to negotiate and co-construct their double condition of citizens and future psychologists in connection with the controversial exhibition of religious symbols in Spanish schools. Results show that students segregate both conditions. On one hand, they agree and consolidate the neutral image of a professional psychologist being respectful with the multicultural world. On the other hand, they argue about the citizen and religious topics from a personal or ideological point of view, establishing limits to multiculturalism. Neither the interchange of ideas nor the writing-reading features of the virtual artefacts improved the reflexivity on the close dependencies and contradictions of the two identity domains. This great resilience is due to a sociocultural context -the Western World- where psychology has been constituted as a neutral, objective Science World, one of whose socio-historical products - reflective citizenship- has evolved until proclaiming his/her autonomous agency, forgetting any root in the social engineering.

Construct Validation--Community College Instructional Development Inventory

ERIC Educational Resources Information Center

Xiong, Soua; Delgado, Nexi; Wood, J. Luke; Harris, Frank, III

2017-01-01

This white paper describes the construct validation of the Community College Instructional Development Inventory (CC-IDI). The CC-IDI is an institutional assessment tool designed to inform professional development programming for instructional faculty. The instrument was developed to serve as a standardized assessment tool to determine the…

Sustaining Care: Cultivating Mindful Practice in Early Years Professional Development

ERIC Educational Resources Information Center

Taggart, Geoff

2015-01-01

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

Five-year evaluation of habitat remediation in Thunder Bay, Lake Huron: Comparison of constructed reef characteristics that attract spawning lake trout

USGS Publications Warehouse

Marsden, J. Ellen; Binder, Thomas R.; Johnson, James; He, Ji; Dingledine, Natalie; Adams, Janice; Johnson, Nicholas S.; Buchinger, Tyler J.; Krueger, Charles C.

2016-01-01

Degradation of aquatic habitats has motivated construction and research on the use of artificial reefs to enhance production of fish populations. However, reefs are often poorly planned, reef design characteristics are not evaluated, and reef assessments are short-term. We constructed 29 reefs in Thunder Bay, Lake Huron, in 2010 and 2011 to mitigate for degradation of a putative lake trout spawning reef. Reefs were designed to evaluate lake trout preferences for height, orientation, and size, and were compared with two degraded natural reefs and a high-quality natural reef (East Reef). Eggs and fry were sampled on each reef for five years post-construction, and movements of 40 tagged lake trout were tracked during three spawning seasons using acoustic telemetry. Numbers of adults and spawning on the constructed reefs were initially low, but increased significantly over the five years, while remaining consistent on East Reef. Adult density, egg deposition, and fry catch were not related to reef height or orientation of the constructed reefs, but were related to reef size and adjacency to East Reef. Adult lake trout visited and spawned on all except the smallest constructed reefs. Of the metrics used to evaluate the reefs, acoustic telemetry produced the most valuable and consistent data, including fine-scale examination of lake trout movements relative to individual reefs. Telemetry data, supplemented with diver observations, identified several previously unknown natural spawning sites, including the high-use portions of East Reef. Reef construction has increased the capacity for fry production in Thunder Bay without apparently decreasing the use of the natural reef. Results of this project emphasize the importance of multi-year reef assessment, use of multiple assessment methods, and comparison of reef characteristics when developing artificial reef projects. Specific guidelines for construction of reefs focused on enhancing lake trout spawning are suggested.

Teaching in the Field: What Teacher Professional Life Histories Tell About How They Learn to Teach in the Outdoor Learning Environment

NASA Astrophysics Data System (ADS)

Feille, Kelly K.

2017-06-01

This research investigates the professional life histories of upper elementary science teachers who were identified as effective both within the classroom and in the outdoor learning environment (OLE). The narratives of five teachers, collected through semistructured and open-ended interviews, provided the data for the study. Professional life histories were constructed for each teacher participant and an analysis of the teacher narratives identified the themes of teacher development across the voices of the participants. Narrative reasoning was used to unify those themes into a hypothetical professional life history as reported in this manuscript. Implications of this research can be realized for stakeholders in the preparation of pre-service teachers as well as the development of in-service teachers. Future research regarding the early induction years of new teachers, impacts of inclusion of the OLE in pre-service teacher instruction, and teacher experiences regarding professional development relating to efforts to include the OLE in formal education should be investigated.

Not just another multi-professional course! Part 1. Rationale for a transformative curriculum.

PubMed

Duncan, Madeleine; Alperstein, Melanie; Mayers, Pat; Olckers, Lorna; Gibbs, Trevor

2006-02-01

Undergraduate inter- and multi-professional education has traditionally aimed to develop health professionals who are able to collaborate effectively in comprehensive healthcare delivery. The respective professions learn from and about each other through comparisons of roles, responsibilities, powers, duties and perspectives in order to promote integrated service. Described here is the educational rationale of a multi-professional course with a difference; one that injects value to undergraduate health professional education through the development of critical cross-field knowledge, skills and attitudes that unite rather than differentiate professions. The aim of this course, offered at the Faculty of Health Sciences, University of Cape Town, is to lay an integrated, pan-professional foundation for the advancement of collective commitment to and understanding of national health and social development objectives such as primary health care, human rights and professionalism. Pan-professional refers to curriculum content that is core and of critical relevance to all participating professions. What is learned, how it is learned, how learning is facilitated and how it is applied, has been co-constructed by a multi-professional design team representing a range of health professions (audiology, medicine, occupational therapy, nursing, physiotherapy and speech therapy) and academic disciplines (anthropology, sociology, psychology, history, African studies and social development, information technology and language literacy). Education specialists facilitate the ongoing design process ensuring that the structure and content of the curriculum complies with contemporary adult learning principles and national higher education imperatives. Designing the original curriculum required the deconstruction of intra-professional and disciplinary canons of knowledge and ways of 'doing things' in order to identify and develop shared interpretations of critical epistemology and axiology

WWC Quick Review of the Report "Middle School Mathematics Professional Development Impact Study: Findings after the First Year of Implementation"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

The study examined whether 7th-graders' knowledge of rational numbers improved when the students' math teachers participated in related professional development activities. The study analyzed data on about 4,500 students and 200 teachers from approximately 80 schools in 12 districts during the 2007-08 academic year. The study found that students…

Evaluating the effectiveness of a laboratory-based professional development program for science educators.

PubMed

Amolins, Michael W; Ezrailson, Cathy M; Pearce, David A; Elliott, Amy J; Vitiello, Peter F

2015-12-01

The process of developing effective science educators has been a long-standing objective of the broader education community. Numerous studies have recommended not only depth in a teacher's subject area but also a breadth of professional development grounded in constructivist principles, allowing for successful student-centered and inquiry-based instruction. Few programs, however, have addressed the integration of the scientific research laboratory into the science classroom as a viable approach to professional development. Additionally, while occasional laboratory training programs have emerged in recent years, many lack a component for translating acquired skills into reformed classroom instruction. Given the rapid development and demand for knowledgeable employees and an informed population from the biotech and medical industries in recent years, it would appear to be particularly advantageous for the physiology and broader science education communities to consider this issue. The goal of this study was to examine the effectiveness of a laboratory-based professional development program focused on the integration of reformed teaching principles into the classrooms of secondary teachers. This was measured through the program's ability to instill in its participants elevated academic success while gaining fulfillment in the classroom. The findings demonstrated a significant improvement in the use of student-centered instruction and other reformed methods by program participants as well as improved self-efficacy, confidence, and job satisfaction. Also revealed was a reluctance to refashion established classroom protocols. The combination of these outcomes allowed for construction of an experiential framework for professional development in applied science education that supports an atmosphere of reformed teaching in the classroom. Copyright © 2015 The American Physiological Society.

Teaching and assessing professionalism in medicine.

PubMed

Duff, Patrick

2004-12-01

Professionalism is the single most important of the clinical competencies. Lack of professional behavior, in turn, is the single most common cause for disciplinary action against third and fourth-year medical students, residents, fellows, and clinical practitioners. Desirable professional attributes include humility, honesty, responsibility, reliability, and accountability. The ability to preserve an appropriate balance between patient care responsibilities and personal commitments also is an important feature of professional behavior. Altruism, respectfulness, loyalty, compassion, sensitivity, and tactfulness are other desirable professional attributes. In addition, professionalism requires a heightened sense of intellectual curiosity, insight into personal strengths and weaknesses, maturity, and commitment to clinical excellence and self-directed learning. Professionalism can be taught and assessed through lectures, small-group seminars, role-playing exercises, directed reading, and one-on-one observation and counseling. However, the most effective way of teaching professionalism is for instructors to model appropriate behavior and to impose a consistent policy of zero tolerance for unprofessional behavior.

Challenges for Professional Organizations: Lessons from the Past

ERIC Educational Resources Information Center

O'Neil, Sharon Lund; Willis, Cheryl L.

2005-01-01

Many challenges face professional organizations. This study focused on the contributions, challenges, and trends in business education professional organizations over the years. Data was gathered from formal and informal sources associated with 17 business education professional organizations. The study showed that primary challenges were…

The Work, Perceptions and Professional Development of Teachers

ERIC Educational Resources Information Center

Silva, Ana Maria; Herdeiro, Rosalinda

2014-01-01

This article presents work from an ongoing investigation, where the objective is to understand the impact of recent Portuguese legislation--the Teaching Career Statute and its respective Evaluation of Teacher Performance regulations--on the (re)construction of teacher identity, the teaching career and professional development. From an analysis of…

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

PubMed

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

2011-12-01

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

The Impact of a Three-Year Teacher Professional Development Course on Quality of Teaching: Strengths and Limitations of the Dynamic Approach

ERIC Educational Resources Information Center

Kyriakides, L.; Christoforidou, M.; Panayiotou, A.; Creemers, B. P. M.

2017-01-01

The dynamic approach (DA) suggests that professional development should be differentiated to meet teachers' individual needs while engaging participants into systematic and guided critical reflection. Previous experimental studies demonstrated that one-year interventions based on the DA have a positive impact on teacher effectiveness. The study…

Exploration of Values: Israeli Teachers' Professional Ethics

ERIC Educational Resources Information Center

Fisher, Yael

2013-01-01

The main purpose of this study was to explore Israeli teachers' professional ethics and values using the Facet Theory (Guttman in Psychmetrika 33:469-506, 1968). Since Israel does not have a teachers' code of ethics, such exploration can be a basis for constructing one. The study is mainly exploratory, and the main hypotheses that guided the study…

Design and Implementation of a Professional Development Course Series.

PubMed

Welch, Beth; Spooner, Joshua J; Tanzer, Kim; Dintzner, Matthew R

2017-12-01

Objective. To design and implement a longitudinal course series focused on professional development and professional identity formation in pharmacy students at Western New England University. Methods. A four-year, theme-based course series was designed to sequentially and longitudinally impart the values, attributes, and characteristics of a professional pharmacist. Requirements of the course include: goal planning and reflective assignments, submission of "Best Works," attendance at professional meetings, completion of service hours, annual completion of a Pharmacy Professionalism Instrument, attendance at Dean's Seminar, participation in roundtable discussions, and maintenance of an electronic portfolio. Though the Professional Development course series carries no credit, these courses are progression requirements and students are assessed on a pass/fail basis. Results. Course pass rates in the 2015-2016 academic year for all four classes were 99% to 100%, suggesting the majority of students take professional development seriously and are achieving the intended outcomes of the courses. Conclusion. A professional development course series was designed and implemented in the new Doctor of Pharmacy program at Western New England University to enhance the professional identity formation of students.

A Two Year Longitudinal Outcome Study of Addicted Health Care Professionals: An Investigation of the Role of Personality Variables

PubMed Central

Angres, Daniel; Bologeorges, Stephanie; Chou, Jessica

2013-01-01

The co-morbidity of personality disorders (PDs) and other dysregulatory personality patterns with addiction have been well-established, although few studies have examined this interplay on long-term sobriety outcome. In addition, health care professionals suffering from addiction have both a significant public health impact and a unique set of treatment and recovery challenges. The aim of this study was to investigate if personality variables differentiated sobriety outcome in this population over a two year interval. A clinical sample of health care professionals participated in a substance abuse hospital treatment program individually tailored with respect to personality. Participants took the Temperament and Character Inventory and the Millon Clinical Multiaxial Inventory at intake, and were tracked two years post-discharge to determine sobriety status. Univariate analyses showed antisocial personality, female gender, and alcohol dependence were independent predictors of relapse, however a significant relationship between personality and substance use did not exist in multivariate analysis when controlling for demographic variables The lack of multivariate relationships demonstrates the heterogeneity in self-report measures of personality, which suggests the interplay of personality and addiction is complex and individualized. PMID:23531922

Effects of Professional Development on Teachers' Instruction: Results from a Three-year Longitudinal Study.

ERIC Educational Resources Information Center

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

2002-01-01

Examined the effects of professional development on teachers' instruction using a purposeful sample of about 207 teachers across 5 states for 1996-1999. Professional development focused on specific instructional practices increased teachers' use of those practices in the classroom, and specific features, such as active learning opportunities,…

A situation analysis of inter-professional education and practice for ethics and professionalism training at Makerere University College of Health Sciences.

PubMed

Byakika-Kibwika, Pauline; Kutesa, Annet; Baingana, Rhona; Muhumuza, Christine; Kitutu, Freddy Eric; Mwesigwa, Catherine; Chalo, Rose Nabirye; Sewankambo, Nelson K

2015-10-23

Students at Makerere University College of Health Sciences (MakCHS) are introduced to ethics and professionalism using the inter-professional education (IPE) model. Ethics and professionalism should be running themes throughout succeeding years of study during which students are expected to develop qualities and skills for future inter-professional practice (IPP). We performed a situation analysis of IPE and IPP among students and teaching health professionals at MakCHS to guide development of a relevant training curriculum of ethics and professionalism. A cross sectional study with quantitative and qualitative methods which included questionnaires, focus group discussions and key informant interviews. We interviewed 236 undergraduate students (148, 63 % male) and 32 teaching health professionals (25, 78 % male). Two hundred fifteen (91 %) students indicated they had joint learning activities with students of other professions and 166 (70 %) stated there was benefit in having an IPE model training curriculum. Most students (140, 59 %) strongly agreed that learning with other students will make them more effective members of the health team. Whereas the respondents reported inter professionalism as being well articulated in their course curricula, more than half said IPE is only implemented in the pre-clinical years of study. They noted that IPE and IPP concepts were not well programmed, health professionals engaged in teaching had poor attitudes towards IPE and IPP, there were limited numbers of skilled health care workers to implement IPP and there was poor communication between students and teaching health professionals. Majority of teaching health professionals noted challenges in implementation of IPE such as poor coordination and large student population and major factors influencing ethics and professionalism in healthcare such as limited government support, low pay for the health care workers, disrespect and lack of appreciation of the health workers by the

Teachers' Experience from a School-Based Collaborative Teacher Professional Development Programme: Reported Impact on Professional Development

ERIC Educational Resources Information Center

Svendsen, Bodil

2016-01-01

The aim of this study was to find out how science teachers who have participated in a one-year school-based collaborative teacher professional development programme, perceive the programme's impact on their professional development. Constant comparative analysis was used on data from three schools to generate the findings in this study. The…

Construct Validation of Content Standards for Teaching

ERIC Educational Resources Information Center

van der Schaaf, Marieke F.; Stokking, Karel M.

2011-01-01

Current international demands to strengthen the teaching profession have led to an increased development and use of professional content standards. The study aims to provide insight in the construct validity of content standards by researching experts' underlying assumptions and preferences when participating in a delphi method. In three rounds 21…

Towards a better reliability of risk assessment: development of a qualitative & quantitative risk evaluation model (Q2REM) for different trades of construction works in Hong Kong.

PubMed

Fung, Ivan W H; Lo, Tommy Y; Tung, Karen C F

2012-09-01

Since the safety professionals are the key decision makers dealing with project safety and risk assessment in the construction industry, their perceptions of safety risk would directly affect the reliability of risk assessment. The safety professionals generally tend to heavily rely on their own past experiences to make subjective decisions on risk assessment without systematic decision making. Indeed, understanding of the underlying principles of risk assessment is significant. In this study, the qualitative analysis on the safety professionals' beliefs of risk assessment and their perceptions towards risk assessment, including their recognitions of possible accident causes, the degree of differentiations on their perceptions of risk levels of different trades of works, recognitions of the occurrence of different types of accidents, and their inter-relationships with safety performance in terms of accident rates will be explored in the Stage 1. At the second stage, the deficiencies of the current general practice for risk assessment can be sorted out firstly. Based on the findings from Stage 1 and the historical accident data from 15 large-scaled construction projects in 3-year average, a risk evaluation model prioritizing the risk levels of different trades of works and which cause different types of site accident due to various accident causes will be developed quantitatively. With the suggested systematic accident recording techniques, this model can be implemented in the construction industry at both project level and organizational level. The model (Q(2)REM) not only act as a useful supplementary guideline of risk assessment for the construction safety professionals, but also assists them to pinpoint the potential risks on site for the construction workers under respective trades of works through safety trainings and education. It, in turn, arouses their awareness on safety risk. As the Q(2)REM can clearly show the potential accident causes leading to

"I Think a Lot of It Is Common Sense. ..." Early Years Students, Professionalism and the Development of a "Vocational Habitus"

ERIC Educational Resources Information Center

Vincent, Carol; Braun, Annette

2011-01-01

This paper reports on research from a small-scale project investigating the vocational training of students in Early Childhood Education and Care (ECEC) in England. We draw on data from interviews with 42 students and five tutors in order to explore the students' understandings of professionalism in early years. In the paper, we discuss first, the…

Seven Liberal Outcomes of Professional Study.

ERIC Educational Resources Information Center

Stark, Joan S.

A group of faculty members and accrediting representatives was assembled to explore ways to better integrate liberal and professional study during the undergraduate years. The group based its discussions on educational outcomes previously identified by the project directors as important for all college-educated professionals. The project involved…

Discussing Science in Professional Learning Communities

ERIC Educational Resources Information Center

Harris, Emily; Rosenman, Amelia

2017-01-01

Teachers who participate in the Teacher Institute on Science and Sustainability (TISS) at the California Academy of Sciences commit to intensive professional development--that is, two two-week summer sessions, four evening workshops, and four Professional Learning Community (PLC) meetings throughout each school year--focused on creating more…

Development of a simple 12-item theory-based instrument to assess the impact of continuing professional development on clinical behavioral intentions.

PubMed

Légaré, France; Borduas, Francine; Freitas, Adriana; Jacques, André; Godin, Gaston; Luconi, Francesca; Grimshaw, Jeremy

2014-01-01

Decision-makers in organizations providing continuing professional development (CPD) have identified the need for routine assessment of its impact on practice. We sought to develop a theory-based instrument for evaluating the impact of CPD activities on health professionals' clinical behavioral intentions. Our multipronged study had four phases. 1) We systematically reviewed the literature for instruments that used socio-cognitive theories to assess healthcare professionals' clinically-oriented behavioral intentions and/or behaviors; we extracted items relating to the theoretical constructs of an integrated model of healthcare professionals' behaviors and removed duplicates. 2) A committee of researchers and CPD decision-makers selected a pool of items relevant to CPD. 3) An international group of experts (n = 70) reached consensus on the most relevant items using electronic Delphi surveys. 4) We created a preliminary instrument with the items found most relevant and assessed its factorial validity, internal consistency and reliability (weighted kappa) over a two-week period among 138 physicians attending a CPD activity. Out of 72 potentially relevant instruments, 47 were analyzed. Of the 1218 items extracted from these, 16% were discarded as improperly phrased and 70% discarded as duplicates. Mapping the remaining items onto the constructs of the integrated model of healthcare professionals' behaviors yielded a minimum of 18 and a maximum of 275 items per construct. The partnership committee retained 61 items covering all seven constructs. Two iterations of the Delphi process produced consensus on a provisional 40-item questionnaire. Exploratory factorial analysis following test-retest resulted in a 12-item questionnaire. Cronbach's coefficients for the constructs varied from 0.77 to 0.85. A 12-item theory-based instrument for assessing the impact of CPD activities on health professionals' clinical behavioral intentions showed adequate validity and reliability

Conceptual Representations of Flu and Microbial Illness Held by Students, Teachers, and Medical Professionals

ERIC Educational Resources Information Center

Jones, M. Gail; Rua, Melissa J.

2008-01-01

This study describes 5th, 8th, and 11th-grade students', teachers', and medical professionals' conceptions of flu and microbial illness. Participants constructed a concept map on "flu" and participated in a semi-structured interview. The results showed that these groups of students, teachers and medical professionals held and structured their…

Training 2;6-Year-Olds to Produce the Transitive Construction: The Role of Frequency, Semantic Similarity and Shared Syntactic Distribution

ERIC Educational Resources Information Center

Abbot-Smith, Kirsten; Lieven, Elena; Tomasello, Michael

2004-01-01

Childers and Tomasello (2001) found that training 2 1/2-year-olds on the English transitive construction greatly improves their performance on a post-test in which they must use novel verbs in that construction. In the current study, we replicated Childers and Tomasello's finding, but using a much lower frequency of transitive verbs and models in…

The first year of practice: an investigation of the professional learning and development of promising novice physical therapists.

PubMed

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

2010-12-01

The goal in studying expertise is not merely to describe ways in which experts excel but also to understand how experts develop in order to better facilitate the development of novices. The study of novice progression helps us to understand what successful versus unsuccessful learning looks like. This understanding is critical, as autonomous practice places increased demands for advanced clinical judgments and the ability to assume professional responsibilities. The purpose of this study was to explore the experiences, learning, and development of promising novice therapists throughout their first year of practice in the United States. A longitudinal, multiple-site qualitative case study method was used for within-case and across-case analysis. A purposive sample of 11 promising new graduates from 4 physical therapist education programs participated. Investigators followed the graduates throughout their first year of practice. Data sources included: (1) semistructured interviews conducted at baseline and every 3 months thereafter for 1 year, (2) reflective journals completed at regular intervals, and (3) review of academic and clinical education records and résumés. Four themes emerged: (1) the clinical environment influenced the novice physical therapists' performance, (2) participants learned through experience and social interaction and learning was primarily directed toward self, (3) growing confidence was directly related to developing communication skills, and (4) therapists were engaged in professional identity formation and role transitions. The findings suggest there are common experiences and themes that emerge as novice physical therapists develop. Although research has been conducted on expertise in physical therapy, few longitudinal investigations have explored the development of therapists across transitions from graduate to novice to expert practitioner. This study explored and described the learning and development of graduates during their first

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

Research Integrity and Research Ethics in Professional Codes of Ethics: Survey of Terminology Used by Professional Organizations across Research Disciplines.

PubMed

Komić, Dubravka; Marušić, Stjepan Ljudevit; Marušić, Ana

2015-01-01

Professional codes of ethics are social contracts among members of a professional group, which aim to instigate, encourage and nurture ethical behaviour and prevent professional misconduct, including research and publication. Despite the existence of codes of ethics, research misconduct remains a serious problem. A survey of codes of ethics from 795 professional organizations from the Illinois Institute of Technology's Codes of Ethics Collection showed that 182 of them (23%) used research integrity and research ethics terminology in their codes, with differences across disciplines: while the terminology was common in professional organizations in social sciences (82%), mental health (71%), sciences (61%), other organizations had no statements (construction trades, fraternal social organizations, real estate) or a few of them (management, media, engineering). A subsample of 158 professional organizations we judged to be directly involved in research significantly more often had statements on research integrity/ethics terminology than the whole sample: an average of 10.4% of organizations with a statement (95% CI = 10.4-23-5%) on any of the 27 research integrity/ethics terms compared to 3.3% (95% CI = 2.1-4.6%), respectively (P<0.001). Overall, 62% of all statements addressing research integrity/ethics concepts used prescriptive language in describing the standard of practice. Professional organizations should define research integrity and research ethics issues in their ethics codes and collaborate within and across disciplines to adequately address responsible conduct of research and meet contemporary needs of their communities.

Research Integrity and Research Ethics in Professional Codes of Ethics: Survey of Terminology Used by Professional Organizations across Research Disciplines

PubMed Central

Komić, Dubravka; Marušić, Stjepan Ljudevit; Marušić, Ana

2015-01-01

Professional codes of ethics are social contracts among members of a professional group, which aim to instigate, encourage and nurture ethical behaviour and prevent professional misconduct, including research and publication. Despite the existence of codes of ethics, research misconduct remains a serious problem. A survey of codes of ethics from 795 professional organizations from the Illinois Institute of Technology’s Codes of Ethics Collection showed that 182 of them (23%) used research integrity and research ethics terminology in their codes, with differences across disciplines: while the terminology was common in professional organizations in social sciences (82%), mental health (71%), sciences (61%), other organizations had no statements (construction trades, fraternal social organizations, real estate) or a few of them (management, media, engineering). A subsample of 158 professional organizations we judged to be directly involved in research significantly more often had statements on research integrity/ethics terminology than the whole sample: an average of 10.4% of organizations with a statement (95% CI = 10.4-23-5%) on any of the 27 research integrity/ethics terms compared to 3.3% (95% CI = 2.1–4.6%), respectively (P<0.001). Overall, 62% of all statements addressing research integrity/ethics concepts used prescriptive language in describing the standard of practice. Professional organizations should define research integrity and research ethics issues in their ethics codes and collaborate within and across disciplines to adequately address responsible conduct of research and meet contemporary needs of their communities. PMID:26192805

[Meanings attributed to management as an explanation for clinician managers' attitudes and professional identity].

PubMed

Cascón-Pereira, Rosalía; Valverde, Mireia

2014-01-01

To understand the process by which clinician managers construct their professional identities and develop their attitudes toward managing. A qualitative study was performed, based on grounded theory, through in-depth interviews with 20 clinician managers selected through theoretical sampling in two public hospitals of Catalonia (Spain), participant observation, and documentation. Clinician managers' role meanings are constructed by comparing their roles with those of senior managers and clinicians. In this process, clinician managers seek to differentiate themselves from senior managers through the meanings constructed. In particular, they use proximity with reality and clinical knowledge as the main sources of differentiation. This study sheds light on why clinician managers develop adverse attitudes to managing and why they define themselves as clinicians rather than as managers. The explanation lies in the construction of the meanings they assign to managing as the basis of their attitudes to this role and professional identity. These findings have some practical implications for healthcare management. Copyright © 2014. Published by Elsevier Espana.

Stakeholder Perceptions of Risk in Construction

PubMed Central

Zhao, Dong; McCoy, Andrew P.; Kleiner, Brian M.; Mills, Thomas H.; Lingard, Helen

2015-01-01

Safety management in construction is an integral effort and its success requires inputs from all stakeholders across design and construction phases. Effective risk mitigation relies on the concordance of all stakeholders’ risk perceptions. Many researchers have noticed the discordance of risk perceptions among critical stakeholders in safe construction work, however few have provided quantifiable evidence describing them. In an effort to fill this perception gap, this research performs an experiment that investigates stakeholder perceptions of risk in construction. Data analysis confirms the existence of such discordance, and indicates a trend in risk likelihood estimation. With risk perceptions from low to high, the stakeholders are architects, contractors/safety professionals, and engineers. Including prior studies, results also suggest that designers have improved their knowledge in building construction safety, but compared to builders they present more difficultly in reaching a consensus of perception. Findings of this research are intended to be used by risk management and decision makers to reassess stakeholders’ varying judgments when considering injury prevention and hazard assessment. PMID:26441481

Conflicting representations of pain: a qualitative analysis of health care professionals' discourse.

PubMed

Montali, Lorenzo; Monica, Colombo; Riva, Paolo; Cipriani, Roberto

2011-11-01

Studies regarding health care professionals' representations of pain indicate that doctors and nurses tend to concentrate on the organic origin of pain, and to view pain as subordinate to diagnosis and treatment of the disease; they also tend to underestimate the psychological and psychosocial components of pain, which means that they generally view the patient's subjective experience as secondary. This leads to an underestimation of pain. The objective of this study was to analyze the representations of pain held by doctors, head nurses, and nurses in two Italian hospitals, focusing on how these representations are shaped according to the local culture in which they are constructed and negotiated. Our study is based on a socio-constructionist approach, drawing on semi-structured, in-depth interviews with 26 health care professionals. The results show similarities and differences in how health care professionals construct their representations of pain. Three main issues emerged. First, the contents of these representations are strictly related to participants' job position and professional training; second, the representation of pain is significantly influenced by the values and meanings associated with the different professions; and third, there are two conflicting representations of pain, focusing on the objectivity vs the subjectivity of pain, respectively. To promote significant change regarding pain management within hospital organizations, it is essential to construct shared representations of the problem and its implications, particularly as regards relations with the patient. This change should take place at the educational as well as the socio-organizational level, and it should take into account ideas and proposals from the subjects involved. Wiley Periodicals, Inc.

The development of vaccination perspectives among chiropractic, naturopathic and medical students: a case study of professional enculturation.

PubMed

McMurtry, Angus; Wilson, Kumanan; Clarkin, Chantalle; Walji, Rishma; Kilian, Brendan C; Kilian, Carney C; Lohfeld, Lynne; Alolabi, Bashar; Hagino, Carol; Busse, Jason W

2015-12-01

An important influence on parents' decisions about pediatric vaccination (children under 6 years of age) is the attitude of their health care providers, including complementary and alternative medicine (CAM) providers. Very limited qualitative research exists, however, on how attitudes towards vaccination develop among healthcare professionals in-training. We explored perspective development among three groups of students: medical, chiropractic, and naturopathic. We conducted focus group sessions with participants from each year of study at three different healthcare training programs in Ontario, Canada. Semi-structured and open-ended questions were used to elicit dynamic interaction among participants and explore how they constructed their attitudes toward vaccination at the beginning and part way through their professional training. Analyses of verbatim transcripts of audiotaped interviews were conducted both inductively and deductively using questions structured by existing literature on learning, professional socialization and interprofessional relations. We found five major themes and each theme was illustrated with representative quotes. Numerous unexpected insights emerged within these themes, including students' general open-mindedness towards pediatric vaccination at the beginning of their training; the powerful influence of both formal education and informal socialization; uncritical acceptance of the vaccination views of senior or respected professionals; students' preference for multiple perspectives rather than one-sided, didactic instruction; the absence of explicit socio-cultural tensions among professions; and how divergences among professional students' perspectives result from differing emphases with respect to lifestyle, individual choice, public health and epidemiological factors-rather than disagreement concerning the biomedical evidence. This last finding implies that their different perspectives on pediatric vaccination may be complementary

Attitudes toward Professional Psychological Help Seeking in South Asian Students: Role of Stigma and Gender

ERIC Educational Resources Information Center

Arora, Prerna G.; Metz, Kristina; Carlson, Cindy I.

2016-01-01

This study examined (a) the roles of perceived and personal stigma on attitudes toward professional psychological help seeking and (b) the effects of these constructs across gender in South Asians. Personal stigma and being male was negatively associated with attitudes toward professional psychological help seeking; no difference in the…

[Chemistry for sustainable construction: 20 years of progress].

PubMed

Leoni, R

2012-01-01

Sustainable development is based on three pillars, economic, social and environmental development. Sustainable products can be developed only by companies that grow on these pillars, but in building sustainability is often identified only with the reduction of dangerous synthetic substances. From this point of view, the efforts of the construction chemicals industry have focused on reducing emissions, dust and volatile organic compounds (VOCs), replacing, if technically possible, the most dangerous components, such as formaldehyde, phthalates, and chlorinated or aromatic solvents, and developing water-borne products with very low VOC emissions. Differences in the definition of VOC and in the methods of measurement of emissions, however, make it difficult to choose the safest product and grows in the construction industry the need to reference trusted standards and product certifications to guarantee users. At present, products labeled "bio", "eco" or "solvent free" do not necessarily mean safe products.

The Diabetes Initiative of South Carolina Celebrates Over 20 Years of Professional Diabetes Education.

PubMed

Hermayer, Kathie L

2016-04-01

Diabetes is a major public health problem in South Carolina; however, the Diabetes Initiative of South Carolina (DSC) provides a realistic mechanism to address issues on a statewide basis. The Diabetes Center of Excellence in the DSC provides oversight for developing and supervising professional education programs for health care workers of all types in South Carolina to increase their knowledge and ability to care for people with diabetes. The DSC has developed many programs for the education of a variety of health professionals about diabetes and its complications. The DSC has sponsored 21 Annual Diabetes Fall Symposia for primary health care professionals featuring education regarding many aspects of diabetes mellitus. The intent of the program is to enhance the lifelong learning process of physicians, advanced practice providers, nurses, pharmacists, dietitians, laboratorians and other health care professionals, by providing educational opportunities and to advance the quality and safety of patient care. The symposium is an annual 2-day statewide program that supplies both a comprehensive diabetes management update to all primary care professionals and an opportunity for attendees to obtain continuing education credits at a low cost. The overarching goal of the DSC is that the programs it sponsors and the development of new targeted initiatives will lead to continuous improvements in the care of people at risk and with diabetes along with a decrease in morbidity, mortality and costs of diabetes and its complications in South Carolina and elsewhere. Published by Elsevier Inc.

Networked Professional Learning: Relating the Formal and the Informal

ERIC Educational Resources Information Center

Vaessen, Matthieu; van den Beemt, Antoine; de Laat, Maarten

2014-01-01

The increasing complexity of the workplace environment requires teachers and professionals in general to tap into their social networks, inside and outside circles of direct colleagues and collaborators, for finding appropriate knowledge and expertise. This collective process of sharing and constructing knowledge can be considered "networked…

Factors That Develop Effective Professional Learning Communities in Taiwan

ERIC Educational Resources Information Center

Chen, Peiying; Lee, Che-Di; Lin, Hongda; Zhang, Chun-Xi

2016-01-01

This research aimed to investigate the key factors of developing effective professional learning communities (PLCs) within the Taiwanese context. Four constructs--supportive and shared leadership, shared visions, collegial trust, and shared practices--were adopted and developed into an instrument for measuring PLC function. A stratified random…

[Professional values: a strategic component of health professionals. The contribution of decisional research at the Toulouse University Hospital Center].

PubMed

Péoc'h, Nadia; Ceaux, Christine

2012-03-01

The organizational involvement concept is often developed by many researchers and practitioners. This study is in the right inheritance of Allen and Meyer (1990) and Thevenet and Neveu (2002) works who all considered the involvement as "an affective or emotional attachment towards the organization such as an individual strongly involved identifies himself, reinforces his own agreement and enjoys being a member of the organization that employs him". The aim of this study was to demonstrate the impact of professional values (in terms of adherence to the purposes, norms and values of the establishment upon the subject's involvement in professional activities). 1538 health professionals practising in Toulouse academic hospital center have answered a questionnaire upon the subject's individual perception of his personal involvement in his workplace; the possible working impacts upon his own motivation, the perceptions upon professional values. Results indicate that if involvement is subject to professional values, it turns towards a double determination: technical and axiological or ethical. The professional and axiological dimension introduces a moral position and a cognitive framework that participates in the decision-making action : working together, creating a climate of confidence, trusting the group, and progressing for greater cohesion. The ethical dimension joins historic and humanist values: self respect and altruism; developing human values for oneself and for others. Specifying values is already a project in itself, in terms of consciousness. Understanding those impacts upon health professionals involvements' is also the aim to include the historical of our Care Project in collective interaction, alteration and construction purposes.

First Professional Degree Awards to Women.

ERIC Educational Resources Information Center

Brown, George H.

Changes in the percentage representation of women among recipients of first professional degrees are examined between the academic years 1970-71 and 1975-76. The data were collected through the annual Survey of Degrees and Other Formal Awards Conferred. A first professional degree is one that "signifies completion of the academic requirements for…

Critical Professional Issues in Labour Force Development for Teachers with Children up to Two Years of Age: A New Zealand Perspective

ERIC Educational Resources Information Center

Rockel, Jean

2014-01-01

This paper critically examines current concerns regarding professional issues in labour force development for teachers with children up to two years of age (UtoT). The concerns in New Zealand (NZ) relate to whether initial teacher-education (ITE) qualifications prepare teachers to work with children UtoT, involving synergy between ITE and the…

Corruption and internal fraud in the Turkish construction industry.

PubMed

Gunduz, Murat; Önder, Oytun

2013-06-01

The purpose of this paper is to develop an understanding about the internal fraud and corruption problem in the Turkish construction industry. The reasons behind the internal fraud and corruption problem as well as the types of prevention methods were investigated; and as a result various recommendations were made. To this end, a risk awareness questionnaire was used to understand the behavioral patterns of the construction industry, and to clarify possible proactive and reactive measures against internal fraud and corruption. The type of fraud experienced by Turkish construction companies was also surveyed in the questionnaire. The questionnaire was sent to 89 firms; and depending on the collected data, certain recommendations for construction industry professionals were provided.

Constructing the health care system in Greece: responsibility and powerlessness.

PubMed

Lentza, Vassiliki; Montgomery, Anthony J; Georganta, Katerina; Panagopoulou, Efharis

2014-02-01

Based on health care professionals' (HPs) and patients' interviews about work demands and quality of care in hospitals, the study explores the way that patients and HPs constructed their identities to describe and construct the health care system in Greece. This is a qualitative study using a focus group (FG) design. Seven FGs discussions were conducted: three FGs discussions were conducted for the assessment of job stressors (1 for doctors, 1 for nurses and 1 for residents) and four FGs discussions for the assessment of quality of care (1 for doctors, 1 for nurses, 1 for residents and 1 for patients). The sample consisted of health care professionals working in a teaching hospital in the region of Thessaloniki, Greece, and patients who had at least one experience of any kind in the same hospital. Transcripts of the FGs discussions underwent discourse analysis. The results showed that both HPs and patients construct the health care system based on bipolar constructions of responsibility and powerlessness. In particular, participants use these constructions to allocate the responsibility to different levels of the health care system hierarchy or to the system per se constructing, at the same time, themselves as the 'viewers' of this system. The study allowed a deeper understanding of issues related to quality of care in hospitals providing context-specific information. Identity in health care organizations was inextricably linked to power and responsibility. The need to deconstruct this responsibility/powerlessness ideology is discussed. © 2013 The British Psychological Society.

[Influence of organizational commitment and professional nurses in conflict resolution strategies].

PubMed

Pinho, Paula; Albuquerque, Carlos

2013-01-01

INTRODUCE: The changes in the health area and the set of structural changes in the nursing profession and career interfere in the dynamics and stability of the future of the nurses. To study the influence of organizational and professional commitment of the nurses in the strategies of conflict resolution. This is a quantitative, transversal and non-experimental research, following a descriptive-correlational way. Non-probabilistic sample of 102 nurses to perform duties in Health Units, mostly female (82.4%) with a mean age of 39.33 years and standard deviation 9.226. The measuring instrument consists of three scales calibrated and validated for the portuguese population: Organizational Commitment Questionnaire, Professional Commitment Scale and Inventory Strategies for Conflict Resolution, which assesses how individuals deal with conflict situations before higher (Form A), subordinate (Form B) and colleagues (Form C). Nurses demonstrate a moderate organizational commitment and higher affective commitment and normative commitment to the instrumental. Nurses demonstrate a moderate professional commitment and the results show that nurses have higher values on the dimensions of that interest and challenge the relevance dimension of nursing as a profession. The organizational commitment influences the adoption of strategies of conflict resolution as a conflict situation arises with the boss, subordinates or colleagues. The higher the level of organizational commitment higher the level of professional commitment. Nurses more engaged professionally demonstrate strategies that use more integrative and compromise in conflict resolution whether against the boss, subordinates or colleagues. The results ensure the need to promote and stimulate the affective commitment by the positive consequences it entails the organization and the profession. The organizational performance benefits from the stimulation of the conflict under certain conditions and that the constructive

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

ERIC Educational Resources Information Center

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

2017-01-01

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

The Construction and Practice of Classified Talent Cultivation System Combining with Professional Certification

ERIC Educational Resources Information Center

Jianwei, Yang; Aihua, Zhu; Yuanyuan, Zhang; Chunqing, Zhao

2016-01-01

According to the idea of CDIO engineering education, this paper, combing with professional certification, makes training plan of Urban Rail Transit Vehicles Engineering direction in our school on the basis of research on universities at home and abroad. It strengthens the teaching of basic subjects and increases the weeks of practice link in the…

Developing professionalism in Italian medical students: an educational framework

PubMed Central

Consorti, Fabrizio; Notarangelo, Mariagiovanna; Potasso, Laura; Toscano, Emanuele

2012-01-01

Developing and assessing professionalism in medical students is an international challenge. This paper, based on preliminary research at the Faculty of Medicine and Dentistry of the University Sapienza of Rome, Italy, briefly summarizes the main issues and experiences in developing professionalism among Italian undergraduate medical students. It concludes with a proposed framework suited to the Italian medical curricula. In our educational system, professionalism is defined as the context of medical expertise, the combination of rules, conditions, and meanings in which the act of health care occurs, as well as the ability of critical reflection on technical expertise. It is a multidimensional construct of ethical, sociocultural, relational, and epistemological competencies, requiring a wide range of tools for assessment. With reference to Italian versions of validated tools of measure, vignettes, videos, and a student’s portfolio of reflective writings, this paper outlines the manner in which education for professionalism is embedded in the existing curriculum and overall framework of assessment. PMID:23762002

School Leaders as Participants in Teachers' Professional Development: The Impact on Teachers' and School Leaders' Professional Growth

ERIC Educational Resources Information Center

Hilton, Annette; Hilton, Geoff; Dole, Shelley; Goos, Merrilyn

2015-01-01

Over a two-year period, approximately 70 teachers from 18 schools participated in an on-going professional development program as part of a study to promote the teaching and learning of numeracy. Principals and other school leaders were invited to participate in the professional development program alongside their teachers, which 20 leaders from…

Dyshormonia Iatrogenica: crossroads of medicine, malpractice law, and professional ethics in clinical endocrinology.

PubMed

Goldberg, Philip A; Varriale, David J; Mercurio, Mark R

2012-01-01

To present 2 challenging cases of patients who request endocrine therapies that their physician considers to be outside of the standard of care. With these complex cases as a backdrop, we explore the constructs of medicine, malpractice law, and professional ethics that guide physicians' medical decision-making processes. These cases illustrate a common conundrum for clinical endocrinologists, who often find themselves struggling to balance patient satisfaction and well-being with generally accepted standards of medical care. From the perspective of a malpractice lawyer, we review the keys to limiting medicolegal liability, with emphasis on thorough documentation, informed consent, and effective doctor-patient communication. We then review the constructs of professional ethics that guide patient care, with emphasis on virtues of the "good physician," patients' right to self-determination, and paternalism. Finally, we explore some justifications for a compassionate physician to refuse a patient's desired treatment plan. In the end, we hope that this manuscript helps to facilitate best medical, legal, professional, and ethical practices of clinical endocrinology.

Identity Constructions and Transition to Adulthood for Young People with Mild Intellectual Disabilities

ERIC Educational Resources Information Center

Midjo, Turid; Aune, Karin Ellingsen

2018-01-01

This article explores the self-constructions of young adults with mild intellectual disabilities in talk about their everyday living and how parents and professionals construct young adults with disabilities in talk about their involvement in transition processes. The analysis is related to an interpretive tradition and conducted based on…

Using movies to teach professionalism to medical students.

PubMed

Klemenc-Ketis, Zalika; Kersnik, Janko

2011-08-23

Professionalism topics are usually not covered as a separate lesson within formal curriculum, but in subtler and less officially recognized educational activities, which makes them difficult to teach and assess. Interactive methods (e.g. movies) could be efficient teaching methods but are rarely studied. The aims of this study were: 1) to test the relevance and usefulness of movies in teaching professionalism to fourth year medical students and, 2) to assess the impact of this teaching method on students' attitudes towards some professionalism topics. This was an education study with qualitative data analysis in a group of eleven fourth year medical students from the Medical School of University Maribor who attended an elective four month course on professionalism. There were 8 (66.7%) female students in the group. The mean age of the students was 21.9 ± 0.9 years. The authors used students' written reports and oral presentations as the basis for qualitative analysis using thematic codes. Students recognised the following dimensions in the movie: communication, empathy, doctors' personal interests and palliative care. It also made them think about their attitudes towards life, death and dying. The controlled environment of movies successfully enables students to explore their values, beliefs, and attitudes towards features of professionalism without feeling that their personal integrity had been threatened. Interactive teaching methods could become an indispensible aid in teaching professionalism to new generations.

A Moral (Normative) Framework for the Judgment of Actions and Decisions in the Construction Industry and Engineering: Part II.

PubMed

Alkhatib, Omar J

2017-12-01

The construction industry is typically characterized as a fragmented, multi-organizational setting in which members from different technical backgrounds and moral values join together to develop a particular business or project. The most challenging obstacle in the construction process is to achieve a successful practice and to identify and apply an ethical framework to manage the behavior of involved specialists and contractors and to ensure the quality of all completed construction activities. The framework should reflect a common moral ground for myriad people involved in this process to survive and compete ethically in today's turbulent construction market. This study establishes a framework for moral judgment of behavior and actions conducted in the construction process. The moral framework provides the basis of judging actions as "moral" or "immoral" based on three levels of moral accountability: personal, professional, and social. The social aspect of the proposed framework is developed primarily from the essential attributes of normative business decision-making models identified in the literature review and subsequently incorporates additional attributes related to professional and personal moral values. The normative decision-making models reviewed are based primarily on social attributes as related to moral theories (e.g., utilitarianism, duty, rights, virtue, etc.). The professional and moral attributes are established by identifying a set of common moral values recognized by professionals in the construction industry and required to prevent common construction breaches. The moral framework presented here is the complementary part of the ethical framework developed in Part I of this article and is based primarily on the personal behavior or the moral aspect of professional responsibility. The framework can be implemented as a form of preventive personal ethics, which would help avoid ethical dilemmas and moral implications in the first place

Understanding Teachers' Professional Cultures through Interview: A Constructivist Approach.

ERIC Educational Resources Information Center

Knight, Peter; Saunders, Murray

1999-01-01

Describes a research method used in a British project studying the professional culture of teachers, that of "dialogic interviews." The focus was on cultural constructs teachers used spontaneously, and the interviews were formed around elements of concept, discourse, general accounts of teaching, and site-specific accounts of teaching.…

The Professional Identity of Mathematics Teachers in Further Education

ERIC Educational Resources Information Center

Dalby, Diane

2017-01-01

Professional identities may be viewed as narrative constructions in social situations but personal experiences and beliefs are fundamental influences in their development. Within Further Education colleges in England, mathematics teachers are typically expected to fulfil multiple roles, teaching a wide range of curricula and age groups, and this…

Profile of Graduate and First-Professional Students: Trends from Selected Years, 1995-96 to 2007-08. Web Tables. NCES 2011-219

ERIC Educational Resources Information Center

Chen, Xianglei

2010-01-01

Enrollment in graduate and first-professional education in the United States has increased in recent years--from about 2 million students in fall 1995 to more than 2.6 million students in fall 2007 (Snyder, Dillow, and Hoffman 2009, tables 206 and 207). Increasing enrollments overall raise questions regarding the types of students entering…

Teacher Research in Secondary Education: Effects on Teachers' Professional and School Development, and Issues of Quality

ERIC Educational Resources Information Center

Meijer, Paulien C.; Oolbekkink, Helma W.; Meirink, Jacobiene A.; Lockhorst, Ditte

2013-01-01

This article describes an empirical exploration of three initiatives in which teachers in secondary education (learn to) research their own practice in collaboration with university-based research institutes, aiming at professional development and knowledge construction. We found evidence of professional development, mainly at the level of the…

[Survey of professional practices within the framework of the Continuous professional development: an experience led on a national scale on the theme of macroenzymes].

PubMed

Leon, Anthony; Aimone-Gastin, Isabelle

2014-01-01

The recent HPST law (reform of the hospital and relative to the patients, to the health and to the territories) states that the formation of the healthcare professionals is now "independent" and "compulsory". This law introduces the term of "Continuous professional development". The "Continuous professional development" groups together the former systems of both Evaluation of the professional practices and in-services training. Indeed, our practice gave us an opportunity to evaluate the practices of the professional of the specialists in laboratory medicine. We had to deal with very unsual cases of interference with a medicine (tenofovir) during the dosage of creatines kinases induced by the presence of a macroenzyme. To achieve this goal, a situation scenario was constructed and sent to a sample of practitioners. The first part deals with a clinical case with an analytic interference provoked by a macroenzyme. The second part refers to the usual techniques employed to reveal the presence of macroenzymes. The results were returned as a document suggesting a way to behave "in front of a suspicion of macroenzymes". This study is an illustration of what can be realized to answer the obligations of continuous professional development.

Professionalism--a required CLS/CLT curricular component.

PubMed

Latshaw, Sandra; Honeycutt, Karen

2010-01-01

Determine the impact of requiring Clinical Laboratory Science (CLS) students to participate in approved professionalism activities as part of a mandatory management course. Quasi-experimental, case study reporting qualitative results of 25 CLS students. During the admission interview, students complete a written response to questions about their perceptions related to professionalism. During the clinical educational year, students are required to complete approved professionalism activities as part of a management course. At the end of the course, students write a reflective paper focusing on their professional activities and how these experiences will influence their future professional practice. Overall themes of student reflections are provided. University of Nebraska Medical Center (UNMC) CLS Program in Omaha. After participating in a mandatory professionalism curricular component requiring active student participation in professional activities, student reflective writings provide evidence this is one successful approach to nurture professional identity within future Clinical Laboratory Science/Clinical Laboratory Technician (CLS/CLT) practitioners.

Professional development themes in strength and conditioning coaches.

PubMed

Tod, David A; Bond, Kath A; Lavallee, David

2012-03-01

The purpose of this study was to explore professional development themes in experienced strength and conditioning coaches. Strength and conditioning coaches (N = 15, mean age = 34.3 years, SD = 5.2 years) with 11.4 (SD = 4.9) years experience working with elite, professional, or talented athletes were interviewed about their professional development. The interviews were transcribed verbatim and content analyzed. Over time, subjects' service-delivery practices became more flexible and client driven. Their role understanding also broadened to include various dimensions, such as the need to consider various stakeholders and the value of good relationships with athletes. The subjects shifted from relying on external justification for professional decision making to their experience-based knowledge. The subjects believed athlete work experience, interactions with senior strength and conditioning coaches and other colleagues, the professional literature, and nonprofessional experiences, such as their own athletic experience and sales or managerial training, were the primary influences on their professional development. Typically, the subjects experienced anxiety about their competence, both early in their careers and when working in new contexts or with new athlete groups, but over time, they developed increased confidence. In addition, the subjects experienced reduced narcissism over time about the control they had over athletes and their competitive results. The current results provide information about the characteristics of effective strength and conditioning coaches, the ways they develop their competencies to help athletes, and the emotions they experience throughout their careers. These results may help strength and conditioning practitioners in planning and optimizing their professional development and effectiveness with athletes.

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

PubMed

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

2017-08-01

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

Home field advantage: new stadium construction and team performance in professional sports.

PubMed

Watson, Jack C; Krantz, Andrew J

2003-12-01

To identify the relations between new stadiums and home team performance and attendance for professional baseball (MLB) (n=14), basketball (NBA) (n=13), and football (NFL) (n=25) teams in the USA since 1950 dependent t tests assessed significance of increases in attendance in both MLB and the NBA and a significantly improved home winning percentage in MLB following the building of new stadiums. Implications include a better understanding of the rationales used by owners, fans, and players for building new stadiums.

Building information modelling (BIM) after ten years: Malaysian construction players’ perception of BIM

NASA Astrophysics Data System (ADS)

Latiffi, A. Ahmad; Brahim, J.; Fathi, M. S.

2017-08-01

Building Information Modelling (BIM) concept has expanded widely in many countries for more than a decade with its role of improving current practices in construction projects. However, the understanding of BIM differs among construction players, depending on how construction players utilize the concept in their projects. Therefore, this paper aims to explore the understanding of BIM concept among construction players in the Malaysian construction industry. A literature review on BIM concept and semi-structured interviews with construction players in BIM such as client, civil and structural (C&S) engineer and mechanical and electrical (M&E) engineer, quantity surveyor (QS), contractor, facilities manager and BIM consultant have been conducted in order to achieve this study’s the aim. The results show that the understanding of BIM concept among the construction players is limited to BIM as a process and technology. It is important for the construction players to improve their understanding of BIM as it can be used to enhance performance and productivity of construction projects.

Teacher Participation in Online Professional Development: Exploring Academic Year Classroom Impacts

ERIC Educational Resources Information Center

Opfer, Thomas

2017-01-01

The purpose of this mixed methods case study research was to investigate the reasons teachers chose online professional development (OPD) focusing on technology integration and how this OPD impacted teachers' classroom practices over a six month period. Previous research identified that OPD provides flexibility beyond what traditional face-to-face…

Get on your boots: preparing fourth-year medical students for a career in surgery, using a focused curriculum to teach the competency of professionalism.

PubMed

Hultman, Charles S; Connolly, Annamarie; Halvorson, Eric G; Rowland, Pamela; Meyers, Michael O; Mayer, David C; Drake, Amelia F; Sheldon, George F; Meyer, Anthony A

2012-10-01

Few educational programs exist for medical students that address professionalism in surgery, even though this core competency is required for graduate medical education and maintenance of board certification. Lapses in professional behavior occur commonly in surgical disciplines, with a negative effect on the operative team and patient care. Therefore, education regarding professionalism should begin early in the surgeon's formative process, to improve behavior. The goal of this project was to enhance the attitudes and knowledge of medical students regarding professionalism, to help them understand the role of professionalism in a surgical practice. We implemented a 4-h seminar, spread out as 1-h sessions over the course of their month-long rotation, for 4th-year medical students serving as acting interns (AIs) in General Surgery, a surgical subspecialty, Obstetrics/Gynecology, or Anesthesia. Teaching methods included lecture, small group discussion, case studies, and journal club. Topics included Cognitive/Ethical Basis of Professionalism, Behavioral/Social Components of Professionalism, Managing Yourself, and Leading While You Work. We assessed attitudes about professionalism with a pre-course survey and tracked effect on learning and behavior with a post-course questionnaire. We asked AIs to rate the egregiousness of 30 scenarios involving potential lapses in professionalism. A total of 104 AIs (mean age, 26.5 y; male to female ratio, 1.6:1) participated in our course on professionalism in surgery. Up to 17.8% of the AIs had an alternate career before coming to medical school. Distribution of intended careers was: General Surgery, 27.4%; surgical subspecialties, 46.6%; Obstetrics/Gynecology, 13.7%; and Anesthesia, 12.3%. Acting interns ranked professionalism as the third most important of the six core competencies, after clinical skills and medical knowledge, but only slightly ahead of communication. Most AIs believed that professionalism could be taught and

Architects and Design-Phase Cost Estimates: Design Professionals Should Reconsider the Value of Third-Party Estimates

ERIC Educational Resources Information Center

Coakley, John

2010-01-01

Professional cost estimators are widely used by architects during the design phases of a project to provide preliminary cost estimates. These estimates may begin at the conceptual design phase and are prepared at regular intervals through the construction document phase. Estimating professionals are frequently tasked with "selling" the importance…

Construction and validation of the national survey on recreation and the environment's lifestyles scale

Treesearch

Gary T. Green; H. Ken Cordell; Carter J. Betz; Christine DiStefano

2007-01-01

This study sought to construct and validate a lifestyle scale that would capture for leisure professionals a more holistic picture of people's interests. A broader profile of their customers would allow recreation professionals to tailor information of their services. Public sector recreation managers would provide better serviced by learning about how customers...

Moral distress in physicians and nurses: Impact on professional quality of life and turnover.

PubMed

Austin, Cindy L; Saylor, Robert; Finley, Phillip J

2017-07-01

The purpose of this study was to investigate moral distress (MD) and turnover intent as related to professional quality of life in physicians and nurses at a tertiary care hospital. Health care providers from a variety of hospital departments anonymously completed 2 validated questionnaires (Moral Distress Scale-Revised and Professional Quality of Life Scale). Compassion fatigue (as measured by secondary traumatic stress [STS] and burnout [BRN]) and compassion satisfaction are subscales which make up one's professional quality of life. Relationships between these constructs and clinicians' years in health care, critical care patient load, and professional discipline were explored. The findings (n = 329) demonstrated significant correlations between STS, BRN, and MD. Scores associated with intentions to leave or stay in a position were indicative of high verses low MD. We report highest scoring situations of MD as well as when physicians and nurses demonstrate to be most at risk for STS, BRN and MD. Both physicians and nurses identified the events contributing to the highest level of MD as being compelled to provide care that seems ineffective and working with a critical care patient load >50%. The results from this study of physicians and nurses suggest that the presence of MD significantly impacts turnover intent and professional quality of life. Therefore implementation of emotional wellness activities (e.g., empowerment, opportunity for open dialog regarding ethical dilemmas, policy making involvement) coupled with ongoing monitoring and routine assessment of these maladaptive characteristics is warranted. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Professional failure to thrive: a threat to high-quality care?

PubMed

Stamler, Lynnette Leeseberg; Gabriel, Aaron M

2010-03-01

The term professional failure to thrive arose from descriptions of non-organic failure to thrive in infants and observations of nurses' behaviours. First coined by Stamler in 1997, subsequent unrelated research results have supported the theoretical construct. In an era when patient safety and high-quality care have never been more important, and nursing retention has reached heretofore unknown levels of global concern, critical examination of factors that may alleviate professional issues and support high-quality healthcare is especially useful. In this paper, we suggest theoretical causes for professional failure to thrive (PFTT) and associated behaviours exhibited by nurses, and draw links to current research to support the theory. Given the theoretical support, PFTT represents an additional avenue that should be considered and explored through research studies.

Evaluating the professional libraries of practicing physical therapists.

PubMed

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

2007-01-01

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

Musculoskeletal disorders among construction workers: a one-year follow-up study

PubMed Central

2012-01-01

Background Work-related musculoskeletal disorders (MSDs) are an important cause of functional impairments and disability among construction workers. An improved understanding of MSDs in different construction occupations is likely to be of value for selecting preventive measures. This study aimed to survey the prevalence of symptoms of MSDs, the work-relatedness of the symptoms and the problems experienced during work among two construction occupations: bricklayers and supervisors. Methods We randomly selected 750 bricklayers and 750 supervisors resident in the Netherlands in December 2009. This sample was surveyed by means of a baseline questionnaire and a follow-up questionnaire one year later. The participants were asked about complaints of the musculoskeletal system during the last six months, the perceived work-relatedness of the symptoms, the problems that occurred during work and the occupational tasks that were perceived as causes or aggravating factors of the MSD. Results Baseline response rate was 37%, follow-up response was 80%. The prevalence of MSDs among 267 bricklayers and 232 supervisors was 67% and 57%, respectively. Complaints of the back, knee and shoulder/upper arm were the most prevalent among both occupations. Irrespective of the body region, most of the bricklayers and supervisors reported that their complaints were work-related. Complaints of the back and elbow were the most often reported among the bricklayers during work, whereas lower arm/wrist and upper leg complaints were the most often reported among the supervisors. In both occupations, a majority of the participants perceived several occupational physical tasks and activities as causes or aggravating factors for their MSD. Recurrent complaints at follow-up were reported by both bricklayers (47% of the complaints) and supervisors (31% of the complaints). Participants in both occupations report that mainly back and knee complaints result in additional problems during work, at the time

New graduate nurses' experiences about lack of professional confidence.

PubMed

Ortiz, Jennifer

2016-07-01

Professional confidence is an essential trait for new graduate nurses to possess in order to provide quality patient care in today's complex hospital setting. However, many new graduates are entering the workforce without it and this remains to be explored. This study describes how new graduate nurses accounted for their lack of professional confidence upon entry into professional practice and how it developed during their first year of practice in the hospital setting. Two face-to-face, individual interviews of 12 participants were utilized to capture the lived experiences of new graduate nurses to gain an understanding of this phenomenon. After manual content analysis seven themes emerged: communication is huge, making mistakes, disconnect between school and practice, independence, relationship building, positive feedback is important, and gaining experience. The findings indicate that the development of professional confidence is a dynamic process that occurs throughout the first year of practice. New graduate nurses must experience both positive and negative circumstances in order to move toward the attainment of professional confidence. Knowing this, nurse educators in academia as well as in the hospital setting may better support the development of professional confidence both before and during the first year of practice. Copyright © 2016 Elsevier Ltd. All rights reserved.

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

ERIC Educational Resources Information Center

Massachusetts Department of Elementary and Secondary Education, 2008

2008-01-01

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

Ethical Aspects of Professional Dilemmas in the First Year of Teaching

ERIC Educational Resources Information Center

Ulvik, Marit; Smith, Kari; Helleve, Ingrid

2017-01-01

Education is described as a moral enterprise and many of the professional dilemmas teachers encounter have an ethical aspect. Research on ethical situations that novice teachers experience, however, seems to be limited, and we know little about how teacher education can prepare student-teachers for dealing with ethical issues. In this article a…

Using twitter in health professional education: a case study.

PubMed

Gagnon, Kendra

2015-01-01

The vast majority of health care students, providers, and organizations utilize social media to access and share information. However, there is little research exploring integration of social media into health professional education. This case study describes how the social media site Twitter was used in a first-year physical therapy professionalism course to teach, support, and model professional online communication. Twitter was used for discussion and sharing among 36 doctor of physical therapy (DPT) students enrolled in a first-year professionalism course. Participants completed four Twitter assignments. Outcome measures included student surveys of overall social media use, perceptions of Twitter use in the course, Twitter use during the course, and student engagement measured using a subset of questions from the National Survey of Student Engagement (NSSE). During the course, students posted a total of 337 tweets (mean 9.36 tweets/student). Pre- and post-course surveys showed an increase in academic and professional social media use. Perception of Twitter use in the course was generally positive. There was a small increase in mean NSSE score that was not statistically significant. Using Twitter in a physical therapy professionalism course was a positive experience for students and was associated with increased academic and professional social media use. Future studies are needed to determine whether deliberate teaching of social media as a professional technology competency will result in meaningful increases in professional online engagement and improved digital professionalism in health professional students and providers.

Beyond the Professional Development Academy: Teachers' Retention of Discipline-Specific Science Content Knowledge throughout a 3-Year Mathematics and Science Partnership

ERIC Educational Resources Information Center

Clary, Renee M.; Elder, Anastasia; Dunne, James; Saebo, Svein; Beard, Debbie; Wax, Charles; Tucker, Deborah L.

2018-01-01

The Teacher Academy in the Natural Sciences (TANS) provided middle school (U.S. Grades 6-8) teachers (N = 81) with intensive professional development (PD) in chemistry, geosciences, and physics, with teachers enrolled in one scientific discipline per year. Because some teachers were retained and rotated into different disciplines, the TANS program…

Review of qualitative approaches for the construction industry: designing a risk management toolbox.

PubMed

Zalk, David M; Spee, Ton; Gillen, Matt; Lentz, Thomas J; Garrod, Andrew; Evans, Paul; Swuste, Paul

2011-06-01

This paper presents the framework and protocol design for a construction industry risk management toolbox. The construction industry needs a comprehensive, systematic approach to assess and control occupational risks. These risks span several professional health and safety disciplines, emphasized by multiple international occupational research agenda projects including: falls, electrocution, noise, silica, welding fumes, and musculoskeletal disorders. Yet, the International Social Security Association says, "whereas progress has been made in safety and health, the construction industry is still a high risk sector." Small- and medium-sized enterprises (SMEs) employ about 80% of the world's construction workers. In recent years a strategy for qualitative occupational risk management, known as Control Banding (CB) has gained international attention as a simplified approach for reducing work-related risks. CB groups hazards into stratified risk 'bands', identifying commensurate controls to reduce the level of risk and promote worker health and safety. We review these qualitative solutions-based approaches and identify strengths and weaknesses toward designing a simplified CB 'toolbox' approach for use by SMEs in construction trades. This toolbox design proposal includes international input on multidisciplinary approaches for performing a qualitative risk assessment determining a risk 'band' for a given project. Risk bands are used to identify the appropriate level of training to oversee construction work, leading to commensurate and appropriate control methods to perform the work safely. The Construction Toolbox presents a review-generated format to harness multiple solutions-based national programs and publications for controlling construction-related risks with simplified approaches across the occupational safety, health and hygiene professions.

Review of Qualitative Approaches for the Construction Industry: Designing a Risk Management Toolbox

PubMed Central

Spee, Ton; Gillen, Matt; Lentz, Thomas J.; Garrod, Andrew; Evans, Paul; Swuste, Paul

2011-01-01

Objectives This paper presents the framework and protocol design for a construction industry risk management toolbox. The construction industry needs a comprehensive, systematic approach to assess and control occupational risks. These risks span several professional health and safety disciplines, emphasized by multiple international occupational research agenda projects including: falls, electrocution, noise, silica, welding fumes, and musculoskeletal disorders. Yet, the International Social Security Association says, "whereas progress has been made in safety and health, the construction industry is still a high risk sector." Methods Small- and medium-sized enterprises (SMEs) employ about 80% of the world's construction workers. In recent years a strategy for qualitative occupational risk management, known as Control Banding (CB) has gained international attention as a simplified approach for reducing work-related risks. CB groups hazards into stratified risk 'bands', identifying commensurate controls to reduce the level of risk and promote worker health and safety. We review these qualitative solutions-based approaches and identify strengths and weaknesses toward designing a simplified CB 'toolbox' approach for use by SMEs in construction trades. Results This toolbox design proposal includes international input on multidisciplinary approaches for performing a qualitative risk assessment determining a risk 'band' for a given project. Risk bands are used to identify the appropriate level of training to oversee construction work, leading to commensurate and appropriate control methods to perform the work safely. Conclusion The Construction Toolbox presents a review-generated format to harness multiple solutions-based national programs and publications for controlling construction-related risks with simplified approaches across the occupational safety, health and hygiene professions. PMID:22953194

A historical perspective of injuries in professional football. Twenty-six years of game-related events.

PubMed

Nicholas, J A; Rosenthal, P P; Gleim, G W

1988-08-19

A professional football franchise was studied consecutively from 1960 through 1985 for injuries incurred during regular-season games. A "significant" injury was defined as one requiring the player to miss at least two consecutive games (N = 331) and a "major" injury as one that caused the player to miss at least eight games or the equivalent time (N = 130). Significant injuries averaged 0.89 per game and major injuries 0.35 per game for the entire 26 years. Following a high injury rate prior to 1965, significant injury rates were episodic. Major injuries declined (rs = -.68; P less than .01). Since the team's first games on synthetic surfaces in 1968, there was no difference in the rates of significant injuries per game (0.57 vs 0.67) or major injuries per game (0.22 vs 0.33) between games played on grass or artificial turf, respectively. Since 1969 there has been a decline in major knee injuries (rs = -.51; P less than .05) and a decline in major injuries incurred during special-teams play (rs = -.55; P less than .05). The data indicate that this team suffered fewer injuries with the passing of time, primarily in injuries that caused a player to miss at least eight consecutive games. Observations of short duration do not lend themselves to current media perception that injury rates are higher and more serious today in professional football.

A Professional Practice Portfolio for Quality Learning

ERIC Educational Resources Information Center

Jones, Elizabeth

2010-01-01

This article focuses on the extent to which a portfolio may address the challenges of assessment for quality learning in professional education programmes. A four-year action research study investigated the development and implementation of a portfolio for the assessment of practice in a professional development programme preparing special…

Using movies to teach professionalism to medical students

PubMed Central

2011-01-01

Background Professionalism topics are usually not covered as a separate lesson within formal curriculum, but in subtler and less officially recognized educational activities, which makes them difficult to teach and assess. Interactive methods (e.g. movies) could be efficient teaching methods but are rarely studied. The aims of this study were: 1) to test the relevance and usefulness of movies in teaching professionalism to fourth year medical students and, 2) to assess the impact of this teaching method on students' attitudes towards some professionalism topics. Method This was an education study with qualitative data analysis in a group of eleven fourth year medical students from the Medical School of University Maribor who attended an elective four month course on professionalism. There were 8 (66.7%) female students in the group. The mean age of the students was 21.9 ± 0.9 years. The authors used students' written reports and oral presentations as the basis for qualitative analysis using thematic codes. Results Students recognised the following dimensions in the movie: communication, empathy, doctors' personal interests and palliative care. It also made them think about their attitudes towards life, death and dying. Conclusions The controlled environment of movies successfully enables students to explore their values, beliefs, and attitudes towards features of professionalism without feeling that their personal integrity had been threatened. Interactive teaching methods could become an indispensible aid in teaching professionalism to new generations. PMID:21861900

Development of a Simple 12-Item Theory-Based Instrument to Assess the Impact of Continuing Professional Development on Clinical Behavioral Intentions

PubMed Central

Légaré, France; Borduas, Francine; Freitas, Adriana; Jacques, André; Godin, Gaston; Luconi, Francesca; Grimshaw, Jeremy

2014-01-01

Background Decision-makers in organizations providing continuing professional development (CPD) have identified the need for routine assessment of its impact on practice. We sought to develop a theory-based instrument for evaluating the impact of CPD activities on health professionals' clinical behavioral intentions. Methods and Findings Our multipronged study had four phases. 1) We systematically reviewed the literature for instruments that used socio-cognitive theories to assess healthcare professionals' clinically-oriented behavioral intentions and/or behaviors; we extracted items relating to the theoretical constructs of an integrated model of healthcare professionals' behaviors and removed duplicates. 2) A committee of researchers and CPD decision-makers selected a pool of items relevant to CPD. 3) An international group of experts (n = 70) reached consensus on the most relevant items using electronic Delphi surveys. 4) We created a preliminary instrument with the items found most relevant and assessed its factorial validity, internal consistency and reliability (weighted kappa) over a two-week period among 138 physicians attending a CPD activity. Out of 72 potentially relevant instruments, 47 were analyzed. Of the 1218 items extracted from these, 16% were discarded as improperly phrased and 70% discarded as duplicates. Mapping the remaining items onto the constructs of the integrated model of healthcare professionals' behaviors yielded a minimum of 18 and a maximum of 275 items per construct. The partnership committee retained 61 items covering all seven constructs. Two iterations of the Delphi process produced consensus on a provisional 40-item questionnaire. Exploratory factorial analysis following test-retest resulted in a 12-item questionnaire. Cronbach's coefficients for the constructs varied from 0.77 to 0.85. Conclusion A 12-item theory-based instrument for assessing the impact of CPD activities on health professionals' clinical behavioral

[A study of work stress and professional commitment in outpatient department nurses].

PubMed

Tsai, Ming-Hsiu; Liu, Meng-Fen; Chen, Yu-Ju; Liu, Cheng-Ching

2012-06-01

Nurses working in outpatient departments face tremendous pressure from multiple sources. The effect of nurse professional commitment on continued professional development is an issue worth exploring further. This study explored relationships among nurses' personal attributes, work stress and professional commitment. The Lazarus cognitive appraisal model framed the research plan design. Tools used included stress level and professional commitment scales for healthcare professionals. Of 180 questionnaires sent to outpatient department nurses nurses, 171 (95%) were returned and used in analysis. SPSS 12.0 for windows software was used for statistical analysis. We found a significant negative correlation between work stress and professional commitment and no significant relationship between level of education and either ability to handle work stress or professional commitment. Years of work experience, age and position all correlated positively with ability to handle work stress. Years of work experience correlated positively with professional commitment. This study suggests that nurses experience the highest work stress levels during their first five years of work. Findings show that providing nurses a clear career development path, in addition to attractive incentives and a reasonable workload, is essential to reducing work stress, bolstering professional commitment and increasing retention.

The Formation of Professional Identity in French "Apprenti" Managers

ERIC Educational Resources Information Center

Angot, Jacques; Malloch, Hedley; Kleymann, Birgit

2008-01-01

Purpose: The paper aims to show how professional identity is constructed at a very early stage of initial management education. In so doing, it questions the notion of "le metier" in management. Design/methodology/approach: The paper is based on a study of the experiences of six French management apprentices (or apprentis) who…

The effect of professional identity on comprehensiveness in strategic decision making: physician executives in the Canadian health care context.

PubMed

Karmali, Shazia

2012-01-01

This paper explores differences in decision-making approaches between physician executives and nonphysician executives in a managerial setting. Fredrickson and Mitchell's (1984) conceptualization of the construct of comprehensiveness in strategic decision making is the central construct of this paper. Theories of professional identity, socialization, and institutional/dominant logics are applied to illustrate their impact on strategic decision-making approaches of physician and nonphysician executives. This paper proposes that high-status professionals, specifically physicians, occupying senior management roles are likely to approach decision making in a way that is consistent with their professional identity, and by extension, that departments led by physician executives are less likely to exhibit comprehensiveness in strategic decision-making processes than departments led by nonphysician executives. This paper provides conceptual evidence that physicians and nonphysicians approach management differently, and introduces the utility of comprehensiveness as a construct for strategic decision making in the context of health care management.

Reliability Analysis of the Adult Mentoring Assessment for Extension Professionals

ERIC Educational Resources Information Center

Denny, Marina D'Abreau

2017-01-01

The Adult Mentoring Assessment for Extension Professionals will help mentors develop an accurate profile of their mentoring style with adult learners and identify areas of proficiency and deficiency based on six constructs--relationship, information, facilitation, confrontation, modeling, and vision. This article reports on the reliability of this…

The Student Teacher Portfolio as Autobiography: Developing a Professional Identity.

ERIC Educational Resources Information Center

Antonek, Janis L.; And Others

1997-01-01

Argues that student teacher portfolios are a viable, effective, appropriate tool for documenting teacher growth and development and for promoting reflective practice. Traces the unique paths of two pre-service foreign language teachers who constructed a professional identity from the historical and cultural conditions of their classroom…

Twenty-Five Years of Continuing Professional Development of Teachers in the Post-Communist Era in Slovakia: The Story of Paths Not Taken

ERIC Educational Resources Information Center

Kubalíková, Andrea; Kacian, Adrian

2016-01-01

This article analyzes the present status of continuing professional development of teachers (CPD) in Slovakia in the post-communist era. During 25 years of democracy in Slovak society, the system of education has undergone several formal reforms, mainly in the area of legislation. As the analysis demonstrates, CPD in Slovakia still follows the…

Teachers' Professional Learning Goals in Relation to Teaching Experience

ERIC Educational Resources Information Center

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

2017-01-01

In this study, we explored the relationships between teachers' self-articulated professional learning goals and their teaching experience. Although those relationships seem self-evident, in programmes for teachers' professional development years of teaching experience are hardly taken into account. Sixteen teachers with varying years of experience…

Preliminary Analysis Report: Construct Validity Study of the National Board for Professional Teaching Standards.

ERIC Educational Resources Information Center

Bond, Lloyd; Smith, Tracy; Baker, Wanda K.

This study examined (1) whether students taught by National Board for Professional Teaching Standards (NBPTS)-certified teachers would produce higher quality work than students of teachers who attempted NBPTS certification but were not certified; (2) whether the observed classroom behaviors of NBPTS-certified teachers would be demonstrably…

Redefining Professional Identity: The Voice of a Language Teacher in a Context of Collaborative Learning

ERIC Educational Resources Information Center

Pinho, Ana Sofia; Andrade, Ana Isabel

2015-01-01

Following a narrative and biographic approach, in this study, we present the case of an in-service language teacher and her professional learning trajectory in the context of the project "Languages and education: constructing and sharing training". This project aimed at the construction of a collaborative teacher education context for…

Professional nursing burnout and irrational thinking.

PubMed

Balevre, P

2001-01-01

This article reports how professional, job-related burnout in nurses (N = 192) is examined in relation to a developed index of irrational thinking patterns in a large, urban hospital setting. Based on the constructs of Rational Emotive Behavior Therapy (REBT), the study examines maladaptive thinking patterns related to nursing burnout and provides insight into possible educational and staff interventions for the syndrome. Low mean scores on all but two subscales indicate overall strength and stability among this sample. The demonstration that both burnout thoughts (r = 0.451, p = < .01) and burnout behaviors (r = 0.350, p = < .01) are significantly correlated with the perfection and control pattern support the study's assumptions. Nurses who demand perfection and control in themselves and others create unrealistic demands and expectations that cannot be met in the real world of nursing. The investigator believes that a regular stress management program, using the concepts of REBT, can foster professional growth and development, decrease workplace conflict and stress, and provide nurses (and other employees) with strategies and tools to disarm the irrational beliefs that build maladaptive cognitive patterns leading to professional burnout.

Construction of group exercise sessions in geriatric inpatient rehabilitation.

PubMed

Wallin, Marjo; Talvitie, Ulla; Cattan, Mima; Karppi, Sirkka-Liisa

2008-01-01

There is little knowledge about the ways geriatric physiotherapy is being carried out in practice and about the situational construction of formal policies for promoting physical activity. This article examines how professional physiotherapists and frail community-dwelling older adults as their clients use talk and action to construct a group exercise session in an inpatient rehabilitation setting in Finland. The analysis of 7 group exercise sessions with a total of 52 clients and 9 professional physiotherapists revealed 3 different practitioner approaches, which served different functions in older adults' empowerment and lifestyle activity change. The highly structured approach favored taciturn physical performances completed independently and successfully by frail older adults. The guided exercise approach with individualized guidance encouraged occasional coconstruction of shared understanding of learning the exercises. The circuit training approach facilitated occasional self-regulation by the clients. The results of this study indicate that a combination of different approaches is required to address the multifaceted needs of heterogeneous frail older adults.

Development of professional expertise in optometry.

PubMed

Faucher, Caroline

2011-04-01

Development of professional expertise is the gradual transition from novice to expert within a profession. Studies on expertise in the profession of optometry have never been published. However, many studies have been performed in other health professions (e.g., nursing, medicine, physical therapy, occupational therapy). This report is an overview of the development of professional expertise that will highlight some applications for optometry. A 5-level scale of professional expertise development, divided into 2 parts, is described. The first part is the progression of students during their professional studies (novice, intermediate, competent). The second part is the professional development occurring during the practice years (advanced, expert). Personal and collective efforts are required to foster the progression toward expertise. Great interest for the profession, motivation, and deliberate practice are individual attitudes that help this progression. The "optometric community of practice," by means of university (professional) training, continuing education, and collaboration between colleagues, also contributes to this process. Professional development is an integral part of the Optometric Oath. Each clinical case is a potential learning experience contributing to one's professional development. Optometrists' attitudes are predominant factors in the progression from one level to another. Copyright © 2011 American Optometric Association. Published by Elsevier Inc. All rights reserved.

Professionalization and retention outcomes of a university-service mentoring program partnership.

PubMed

Latham, Christine L; Ringl, Karen; Hogan, Mikel

2011-01-01

With the use of a university-service partnership to introduce mentoring and shared governance, the aim of this study was to evaluate the effect of these interventions on nurse perceptions of the supportive culture of the workplace environment, professional skill development, decisional involvement, and retention and vacancy rates. A nonequivalent pretest-posttest, noncontrol group design was used with mentors of newly hired mentees to evaluate their workplace perspectives following mentor classes, ongoing mentor support, and a formal mentor-management workforce governance board. A convenience sample of 89 RNs from two acute care facilities attended mentoring and professionalization classes and worked with 109 mentees over 1-3 years. Mentors reported improved teamwork and the ability to deal with conflict but wanted more administrative oversight of the quality and scope of practice of support staff and additional interdepartmental collaboration. One hospital's vacancy rate decreased by 80%, and the other facility's retention rate improved by 21%. The data suggest that a mentor program with comprehensive education and mentor-management alliances through formal workforce environment governance enhances professionalization of frontline nurses and helps sustain a positive, constructive workplace environment. Mentoring classes on communication and cultural sensitivity skills and other leadership concepts, followed by mentor support and mentor-administrative forums, have positive implications for sustained improvement of a supportive culture as perceived by hospital-based RNs and new nurse graduates. Copyright © 2011 Elsevier Inc. All rights reserved.

Construction Boom Seen on Campuses over Next 5 Years.

ERIC Educational Resources Information Center

Evangelauf, Jean

1987-01-01

Campus construction is projected to boom as colleges and universities catch up on deferred maintenance and replace outdated classrooms and laboratories. Severe problems identified include roofs, heating systems, asbestos removal, and electical systems. (LB)

Twelve Tips for teaching medical professionalism at all levels of medical education.

PubMed

Al-Eraky, Mohamed Mostafa

2015-01-01

Review of studies published in medical education journals over the last decade reveals that teaching medical professionalism is essential, yet challenging. According to a recent Best Evidence in Medical Education (BEME) guide, there is no consensus on a theoretical or practical model to integrate the teaching of professionalism into medical education. The aim of this article is to outline a practical manual for teaching professionalism at all levels of medical education. Drawing from research literature and author's experience, Twelve Tips are listed and organised in four clusters with relevance to (1) the context, (2) the teachers, (3) the curriculum, and (4) the networking. With a better understanding of the guiding educational principles for teaching medical professionalism, medical educators will be able to teach one of the most challenging constructs in medical education.

Teachers' Continuing Professional Development: Framing a Model of Outcomes

ERIC Educational Resources Information Center

Harland, John; Kinder, Kay

2014-01-01

In order to contribute towards the construction of an empirically-grounded theory of effective continuing professional development (CPD), this paper seeks to develop a model of the effects of teachers' CPD or in-service education and training (INSET). It builds on an earlier typology of INSET outcomes and compares it to two previous classification…

Medical students' and facilitators' experiences of an Early Professional Contact course: active and motivated students, strained facilitators.

PubMed

von Below, Bernhard; Hellquist, Gunilla; Rödjer, Stig; Gunnarsson, Ronny; Björkelund, Cecilia; Wahlqvist, Mats

2008-12-02

Today, medical students are introduced to patient contact, communication skills, and clinical examination in the preclinical years of the curriculum with the purpose of gaining clinical experience. These courses are often evaluated from the student perspective. Reports with an additional emphasis on the facilitator perspective are scarce. According to constructive alignment, an influential concept from research in higher education, the learning climate between students and teachers is also of great importance. In this paper, we approach the learning climate by studying both students' and facilitators' course experiences.In 2001, a new "Early Professional Contact" longitudinal strand through term 1-4, was introduced at the Sahlgrenska Academy, University of Gothenburg, Sweden. General practitioners and hospital specialists were facilitators.The aim of this study was to assess and analyse students' and clinical facilitators' experiences of the Early Professional Contact course and to illuminate facilitators' working conditions. Inspired by a Swedish adaptation of the Course Experience Questionnaire, an Early Professional Contact Questionnaire was constructed. In 2003, on the completion of the first longitudinal strand, a student and facilitator version was distributed to 86 students and 21 facilitators. In the analysis, both Chi-square and the Mann-Whitney tests were used. Sixty students (70%) and 15 facilitators (71%) completed the questionnaire. Both students and facilitators were satisfied with the course. Students reported gaining iiration for their future work as doctors along with increased confidence in meeting patients. They also reported increased motivation for biomedical studies. Differences in attitudes between facilitators and students were found. Facilitators experienced a greater workload, less reasonable demands and less support, than students. In this project, a new Early Professional Contact course was analysed from both student and facilitator

Teacher Professional Development: Who Is the Learner?

ERIC Educational Resources Information Center

Petrie, Kirsten; McGee, Clive

2012-01-01

One of the challenges in in-service teacher education is how teachers can be given professional development (PD) that enables them to respond to national curriculum and policy change. In recent years primary teachers in New Zealand have been inundated with Ministry of Education-funded professional development programmes to help them implement a…

Empathy in health professional students: A comparative cross-sectional study.

PubMed

Petrucci, Cristina; La Cerra, Carmen; Aloisio, Federica; Montanari, Paola; Lancia, Loreto

2016-06-01

It has been shown that empathy strengthens the relationship between patients and health professionals and also improves patient and health professional satisfaction, which helps promote the best clinical outcomes. Empathy is considered an essential prerequisite for a nurse to effectively care for a patient and for a holistic understanding of a patient's perspective in a student population. The main aim was to compare empathy levels between health professional students attending different university courses. A comparative study with a cross-sectional approach was conducted in two successive academic year cohorts of 1st year health professional students at a public Italian university. A sample of 1st year health professional students at a public Italian university was investigated using the Jefferson Scale of Empathy Health Professional Students version (JSE-HPS). Overall, 502 health professional students were included in the study. The students in nursing showed significantly higher empathy levels than the students in other health professions. Furthermore, the female students were found to exhibit significantly more overall empathy than the male students were. The undergraduate nursing students showed a significantly higher mean score of empathy measured by the Jefferson Scale of Empathy Health Professional Students version (JSE-HPS) than the students attending other health undergraduate courses. This could mean that a particular aptitude in establishing a help-relationship with other people exists among the students that choose to become a nurse. Copyright © 2016 Elsevier Ltd. All rights reserved.

Evaluating the professional libraries of practicing physical therapists

PubMed Central

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

2007-01-01

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

A Chinese Teacher's Perspective on Professional Development in Literacy Education

ERIC Educational Resources Information Center

Syed, Khalida Tanvir

2008-01-01

This paper presents the teaching and learning experiences of a Chinese literacy teacher in narrative form. The participant's story is presented in his own voice, as constructed from interview transcripts. Challenges and struggles faced by the participant include limited professional autonomy in a hierarchal school system, awareness of conflict…

Creating, Constructing, and Cultivating Professional Development within a Reggio-Inspired Early Childhood Education Program

ERIC Educational Resources Information Center

Haigh, Karen M.

2009-01-01

The study examined the professional development system of an early childhood education program which was influenced by the Reggio Emilia Approach to early learning. This multi-site program thrived within low-income, inner-city communities of Chicago. Literature connected to the program's historical context of the Settlement House and the Reggio…

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

PubMed Central

2016-01-01

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

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

PubMed

Alsobayel, Hana

2016-09-12

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

Human Rights Education and Training for Professionals

NASA Astrophysics Data System (ADS)

Andreopoulos, George

2002-07-01

Although human rights education (HRE) has a long history, it has only recently begun to realize its transformative potential. A critical catalyst in this process is the emerging global ethos of accountability. Within this context, HRE can play a crucial role in the construction of a universal culture of human rights, inspired by a shared commitment to a humane order and a belief that human beings have both the capacity and the responsibility to make a difference. In such an effort, the training of professionals is vital, especially of those professionals who can influence public debate on accountability and governance. Innovative HRE initiatives, characterized by a commitment to experiential learning and to international and regional cooperation among state and non-state actors, constitute a step in the right direction.

78 FR 67120 - National Construction Safety Team Advisory Committee Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-08

... Team Advisory Committee Meeting AGENCY: National Institute of Standards and Technology, Department of Commerce. ACTION: Notice of open meeting. SUMMARY: The National Construction Safety Team (NCST) Advisory... professional service, and their knowledge of issues affecting teams established under the NCST Act. The...

Evaluation of an Interdisciplinary Studio Experience To Teach Architecture and Construction Science Students the Design-build Project Delivery Method.

ERIC Educational Resources Information Center

Graham, Charles W.; Geva, Anat

2001-01-01

An interdisciplinary studio project involved architecture and construction students. Evaluation of the integrated studio experience found that it gave students an accurate picture of professional practice. Architecture students were made more aware of building materials, construction technology, and cost; construction science students better…

Dealing with ethical challenges: a focus group study with professionals in mental health care.

PubMed

Molewijk, Bert; Hem, Marit Helene; Pedersen, Reidar

2015-01-16

Little is known about how health care professionals deal with ethical challenges in mental health care, especially when not making use of a formal ethics support service. Understanding this is important in order to be able to support the professionals, to improve the quality of care, and to know in which way future ethics support services might be helpful. Within a project on ethics, coercion and psychiatry, we executed a focus group interview study at seven departments with 65 health care professionals and managers. We performed a systematic and open qualitative analysis focusing on the question: 'How do health care professionals deal with ethical challenges?' We deliberately did not present a fixed definition or theory of ethical challenge. We categorized relevant topics into three subthemes: 1) Identification and presence of ethical challenges; 2) What do the participants actually do when dealing with an ethical challenge?; and 3) The significance of facing ethical challenges. Results varied from dealing with ethical challenges every day and appreciating it as a positive part of working in mental health care, to experiencing ethical challenges as paralyzing burdens that cause a lot of stress and hinder constructive team cooperation. Some participants reported that they do not have the time and that they lack a specific methodology. Quite often, informal and retrospective ad-hoc meetings in small teams were organized. Participants struggled with what makes a challenge an ethical challenge and whether it differs from a professional challenge. When dealing with ethical challenges, a number of participants experienced difficulties handling disagreement in a constructive way. Furthermore, some participants plead for more attention for underlying intentions and justifications of treatment decisions. The interviewed health care professionals dealt with ethical challenges in many different ways, often in an informal, implicit and reactive manner. This study revealed

[The confrontation of sexuality in the professional practice of future physicians: the viewpoint of medical interns].

PubMed

Salinas Urbina, Addis Abeba; Jarillo Soto, Edgar Carlos

2013-03-01

The subject of sexuality in academic and service institutions is perceived through predominantly biological conceptual perspectives, blurring the subjective component that is imbued in social and cultural processes. The meanings that medical staff construct around sexuality have implications in their professional development and practice. This work presents results from a qualitative study into the meaning of sexuality among medical interns from the Universidad Autónoma Metropolitana-Xochimilco. In-depth interviews were conducted with students during their community service. This group was selected because they had finished their studies and were performing an independent and autonomous professional practice. The results, which were analyzed based on Grounded Theory, revealed three dichotomies: biology vs. social construction, individual vs. professional and theoretical learning vs. experiences in the community. The most relevant aspect revealed was the antagonism found between a medical intern's biology-centered academic knowledge and the challenge posed by their patients' reproductive and sexual health needs. The interns recognize that they lack the necessary skills to face issues of sexuality in their professional practice.

Danish Health Professionals' Experiences of Being Coached: A Pilot Study

ERIC Educational Resources Information Center

Ammentorp, Jette; Jensen, Hanne Irene; Uhrenfeldt, Lisbeth

2013-01-01

Introduction: In recent years, coaching, as a supplement to professional development, has received increased attention, especially in nursing. Still, only little is known about how health professionals experience participating in coaching sessions. The purpose of this pilot study was to describe and analyze health professionals' experiences from…

Collaborative Professional Learning: Contributing to the Growth of Leadership, Professional Identity and Professionalism

ERIC Educational Resources Information Center

Colmer, Kaye

2017-01-01

This article contributes to understanding of professionalism in early childhood education and argues that in working to implement a mandated curriculum framework, professional identity and professionalism can be enhanced. While primarily focused on examining the nature of leadership practice during professional development and learning to…

The experiences of women engineers who have completed one to five years of professional engineering employment: A phenomenological study

NASA Astrophysics Data System (ADS)

White, Susan M.

Women engineers remain underrepresented in employment in engineering fields in the United States. Feminist theory views this gender disparity beyond equity in numbers for women engineers and looks at structural issues of women's access, opportunities, and quality of experience in the workplace. Research on women's success and persistence in engineering education is diverse; however, there are few studies that focus on the early years of women's careers in engineering and less using a phenomenological research design. Experiences of women engineers who have completed one to five years of professional engineering employment are presented using a phenomenological research design. Research questions explored the individual and composite experiences for the co-researchers of the study as well as challenges and advantages of the phenomenon of having completed one to five years of professional engineering employment. Themes that emanated from the data were a feeling that engineering is a positive profession, liking math and science from an early age, having experiences of attending math and science camps or learning and practicing engineering interests with their fathers for some co-researchers. Other themes included a feeling of being different as a woman in the engineering workplace, taking advantage of opportunities for training, education, and advancement to further their careers, and the role of informal and formal mentoring in developing workplace networks and engineering expertise. Co-researchers negotiated issues of management quality and support, experiences of gender discrimination in the workplace, and having to make decisions balancing their careers and family responsibilities. Finally, the women engineers for this research study expressed intentions to persist in their careers while pursuing expertise and experience in their individual engineering fields.

Towards a Competency-based Vision for Construction Safety Education

NASA Astrophysics Data System (ADS)

Pedro, Akeem; Hai Chien, Pham; Park, Chan Sik

2018-04-01

Accidents still prevail in the construction industry, resulting in injuries and fatalities all over the world. Educational programs in construction should deliver safety knowledge and skills to students who will become responsible for ensuring safe construction work environments in the future. However, there is a gap between the competencies current pedagogical approaches target, and those required for safety in practice. This study contributes to addressing this issue in three steps. Firstly, a vision for competency-based construction safety education is conceived. Building upon this, a research scheme to achieve the vision is developed, and the first step of the scheme is initiated in this study. The critical competencies required for safety education are investigated through analyses of literature, and confirmed through surveys with construction and safety management professionals. Results from the study would be useful in establishing and orienting education programs towards current industry safety needs and requirements