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PubMedDate not supplied

[Accreditation of the professional competence of intensive care unit nurses and their education].

The healthcare system must be driven by the needs of patients and their families. Keeping in mind the current nursing education system in the United States, the AACN Certification Corporation has designed a new model to refocus patient care activities so they can be defined according to the needs of patients and families wherever they may be. This model also addresses the credentialing of nurses with specialized knowledge and skills and may be adaptable as the conceptual framework for a national nursing specialty credentialing system in other countries.

Accreditation↗
PubMed1984

[The professional profile of the physician].

This article presents a study done to develop a professional profile of the physician based on the criteria of the medical faculty of the School of Medicine of Concepción University, Chile. It describes the methodology applied in the study and the results obtained organized under five heads: the personal qualities of the physician, professional ethics, professional competence, professional improvement, and the administrative aspects of the physician's work. The article stresses that constructing a professional profile is the most efficient way to organize the entire process of professional training and curriculum evaluation and that, therefore, every university should devise and continually revise the profiles of the professions in which it offers training.

Attitude of Health Personnel↗
PubMed1986

Report of the 1984 ASHA membership survey.

The results of the most recent American School Health Association (ASHA) membership survey, conducted by ASHA to retain its continuing education units provider status granted in 1981 by the American Nurses' Association are reported. Results of the 1984 survey are compared to two previous surveys, conducted in 1980 and 1982. Topics examined include membership demographics, attendance at national meetings, continuing education needs and preferences, maintaining professional competence, professional issues of importance to readers, and options for improving the usefulness of the Journal of School Health. Several membership trends are discussed and implications for future planning are noted.

Data Collection↗
PubMed1992

Nursing in Nazi Germany.

German nursing did indeed change during the Nazi period. There were external changes, in terms of the improved social status of nursing, the tightening and unification of professional nursing organizations, the laws affecting nursing, and the politicization of the profession. Articles written by nurses at the time and more recent interviews suggest that there were internal changes as well. It appears that at least a portion of German nurses accepted the National Socialism reinterpretation of professional nursing ethics and humanitarian principles in the assumption that through their obedience they were doing good. This historical research points to clear lessons for contemporary nurses. Nurses in Nazi Germany were under the illusion that they were remaining true to their professional ethics, unaffected by the social change around them. This apolitical professional consciousness made it possible for the profession to be subsumed as a part of the larger political system. I believe that we must be clear that nursing never takes place in a value-free, neutral context; it is always a socially significant force. This means that we cannot simply observe what is taking place around us but must take a stand and get involved, helping to shape sociopolitical developments. I also believe that we must deal with the history of our profession, especially its darkest hours, so that we may remain sensitive to any signs of inhumanity. We must call into question traditional principles, such as obedience, and replace them with professional competence, professionalism, and creative self-consciousness. And not least, we have a moral obligation to the millions of victims of National Socialism, even if it only means that, through historical research, we assure that they are not forgotten. By taking responsibility for this part of our history, we can become more sensitive for the future, with eyes and ears open for all social injustices.

Complicity↗
PubMed1996

Relationship of critical thinking ability to professional nursing competence.

The relationship of critical thinking ability to professional nursing competence was investigated. Professional nursing competence, defined by Benner (1984) as stages of skill acquisition (novice, advanced beginner, competent, proficient, and expert), provided the conceptual framework. A randomly selected, cross-sectional sample of nursing graduates (N = 121) was utilized. Two cohorts (N = 30) of the sample group were measured longitudinally for critical thinking ability. Relationships were investigated between measures of critical thinking and professional competencies of leadership, critical care, teaching/collaboration, planning/evaluation, interpersonal communication and professional development. Critical thinking was measured over time from beginning nursing student to practicing nurse. Critical thinking ability did not change significantly during the educational experience (sophomore to senior), however, a significant increase was found in scores as practicing nurses. No relationship was demonstrated between critical thinking ability and professional competence. The experiential component of practice emerged as the key influencing factor on the development of competence and critical thinking.

Analysis of Variance↗
PubMedDate not supplied

Perception of managerial and administrative competencies of professional pharmacists in the U.S. Department of Defense.

OBJECTIVE: To determine whether executive and junior pharmacists perceive skills, knowledge, and abilities (SKA) items differently. DESIGN: Two-factor split-plot analysis of variance (ANOVA) mixed design with repeated measures. SETTING: U.S. Department of Defense (DoD). PARTICIPANTS: One hundred fifty-one active duty pharmacy officers in DoD, classified as either executive pharmacists (serving in the military grades of lieutenant colonel/commander [0-5] and colonel/captain [0-6], as well as pharmacists selected for promotion to those grades) or junior pharmacists (serving in the military grades of second lieutenant/ensign [0-1], first lieutenant/lieutenant junior grade [0-2], and captain/lieutenant [0-3], as well as pharmacists selected for promotion to those grades). INTERVENTION: Seven-point relative importance rating scales, with 1 = extremely unimportant to 7 = extremely important, were used to assess respondents' judgments of SKAs. MAIN OUTCOME MEASURES: Main effects of group membership (executive versus junior pharmacists), differences among items within eight specific domains, and assessment of potential interaction effects for the dependent variable of SKA item importance ratings. RESULTS: No main effects for overall rating differences between pharmacist groups were found for any of the eight domains; however, statistically significant and systematic within-main-effect differences were detected for SKA items in all domains. Additionally, statistically significant interaction effects emerged in five of the eight domains. CONCLUSION: The importance ratings given SKAs in the domains of human resources, pharmacy operations and business practices, drug therapy management, and leadership were highly similar between the two groups. However, executive pharmacists tended to place a much greater emphasis on the importance of SKAs within the financial resources and the pharmacy benefit management domains.

Adult↗
PubMed2006

Maximizing competence through professional development: increasing disability knowledge among One-Stop Career Center staff.

The Workforce Investment Act of 1998 (USA) mandates that partners in the One-Stop Career Center system be prepared to serve a diverse customer base. Effective service delivery depends in part on a focus on human resources and professional development. This article presents innovative strategies for One-Stop Career Center staff training related to serving customers with disabilities. Findings from case study research conducted in several One-Stops across the country revealed that staff struggled with both knowledge and attitudes around disability issues. To address these concerns, local leaders developed practices that provided opportunities to gain practical skills and put acquired knowledge to use. These included a formalized curriculum focused on disability issues; informal support and consultation from a disability specialist; and exposure and learning through internships for students with disabilities. Implications are offered to stimulate thinking and creativity in local One-Stops regarding the most effective ways to facilitate staff learning and, in turn, improve services for customers with disabilities.

Consumer Behavior↗
PubMed2003

Pelvic examination teaching: linking medical student professionalism and clinical competence.

The Professional Patient teaching program is an essential part of assuring competency in the performance of the pelvic examination and professional behaviors. Through a series of integrated teaching sessions from the first year reproductive anatomy laboratory, the second year basic clinical pelvic examination teaching program, to the third year teaching program, students perform at an enhanced level of clinical competency and professional behavior. A Professional Patient commented: "We create a safe environment where medical students not only learn the clinical portion of the exam, but also focus on the patient as the primary source of information on patient comfort. Students receive immediate feedback from us and have ample opportunity to ask questions about aspects of the clinical pelvic examination or doctor/patient communication skills. We guide them, teach them, and help them prepare for examinations with other patients who will not be as open or in tune with their bodies as we are."

Anxiety↗