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PubMed1994

Health promotion and empowerment: reflections on professional practice.

Recent reformulations of health promotion focus on empowerment as both a means and an end in health promotion practice. Both concepts, however, are rarely examined for their assumptions about social change processes or the potential of community groups, professionals, and institutions to create healthier living situations. This article attends to some of these assumptions, expressing ideas generated during 6 years of professional training workshops with over 2,500 community health practitioners in Canada, New Zealand, and Australia. The article first argues that health promotion is not a social movement but a professional and bureaucratic response to the new knowledge challenges of social movements. As such, it has both empowering and disempowering aspects. The article analyzes empowerment as a dialectical relation in which power is simultaneously given and taken, and illustrates this in the context of health promotion programs. A model of an empowering professional (institutional) health promotion practice is presented, in which linkages among personal services, small group supports, community organizing, coalition advocacy, and political action are made explicit. Practice examples are provided to illustrate each level of the empowering relation, and the article concludes with a brief discussion of the model's educational and organizational utility.

Canada↗
PubMedDate not supplied

An assessment of recent pharmacy graduates' knowledge and competency, professional practice functions, and involvement in pharmacy teaching programs.

STUDY OBJECTIVES: To determine self-evaluated professional knowledge and competency, functions, demographic information, lifelong learning, degree and training status, practice sites, involvement in pharmacy teaching programs, and salary for recent pharmacy graduates. DESIGN: A survey of recent Bachelor of Science (B.S.) pharmacy graduates of the University of Wisconsin School of Pharmacy. MEASUREMENTS AND MAIN RESULTS: A total of 371 B.S. pharmacy graduates (55% response rate) provided information. Graduates who had an advanced degree or training (from many programs) after completing their B.S. pharmacy degree, and those who were teaching in pharmacy programs generally had higher self-rated levels of knowledge and competencies. Hospital pharmacists spent less of their work time in dispensing activities (33.82% +/- 30.39%) than community pharmacists (61.04% +/- 19.97%; t = 8.78, df = 288, p < 0.001); community pharmacists spent twice as much of their work time counseling and educating patients (16.65% +/- 10.47% vs 7.13% +/- 7.39%; t = 9.06, df = 288, p < 0.001). The amount of time pharmacists spent in dispensing functions had a negative association with knowledge and competencies in the sections on pharmacokinetic and disease process (r = -0.277, p < 0.01), patient communications (r = -0.272, p < 0.01), and administrative and economic aspects of practice (r = -0.210, p < 0.01) for all respondents. Pharmacists reported that they spent 13.78 +/- 14.06 hours per month outside work in professional lifelong learning. There was a negative association between the time pharmacists spent dispensing and the time they spent in professional lifelong learning (r = -0.239, p < 0.001), and a positive relationship between the time spent in such learning and the time providing information to prescribers and other health care professionals (r = 0.214, p < 0.001), monitoring patients (r = 0.216, p < 0.001), and performing primary care activities (r = 0.176, p < 0.001). Graduates reported a mean yearly salary of $46,879 +/- $8183. More hospital pharmacists were involved in teaching (48, 37%) than those practicing in a community setting (19, 12%). CONCLUSIONS: Practice site, advanced degree or training, lifelong learning, involvement in teaching programs, and time spent in various professional functions were associated with pharmacists' self-rated knowledge and competencies.

Community Pharmacy Services↗
PubMedDate not supplied

The baccalaureate degree in nursing as minimal preparation for professional practice.

POSITION STATEMENT: Rapidly expanding clinical knowledge and mounting complexities in health care mandate that professional nurses possess educational preparation commensurate with the diversified responsibilities required of them. As health care shifts from hospital-centered, inpatient care to more primary and preventive care throughout the community, the health system requires registered nurses who not only can practice across multiple settings-both within and beyond hospitals-but can function with more independence in clinical decision making, case management, provision of direct bedside care, supervision of unlicensed aides and other support personnel, guiding patients through the maze of health care resources, and educating patients on treatment regimens and adoption of healthy lifestyles. In particular, preparation of the entry-level professional nurse requires a greater orientation to community-based primary health care, and an emphasis on health promotion, maintenance, and cost-effective coordinated care. Accordingly, the American Association of Colleges of Nursing (AACN) recognizes the Bachelor of Science degree in nursing as the minimum educational requirement for professional nursing practice.

Education, Nursing, Baccalaureate↗
PubMed1999

[Describing the features that characterize the singular status of nursing care: the picture and the fact of professional practice].

The rehearsal reconsiders the institutionalized process of taking care, evidencing the own order of that fact mobilized by that interdiction. It evidences the effects of that process in the conformation of the identifying the professional institutional pact, the framework that gives it support, identifying its properties, as well as the possibilities of creating a device of capable work to promote finding again a significative primary task.

Algorithms↗