SEARCH · Search PubMed

Results for “PROFESSIONS”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

SourceResearch connectionFrom yearThrough year

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 379 records · Page 21Linked to original sources

PubMed1995

Science, technology, caring and the professions: are they compatible?

There is concern expressed about the decreased level of caring in the professions today. Many factors have been proposed to explain this, but the present authors believe it is due to an overemphasis on science and technology. It is in caring that we connect with one another, are fulfilled and experience growth; a lack of caring diminishes both professional and client. The professional-client relationship is essential to the meaning of professional: therefore, a professional must care. Shifting our focus to a paradigm which includes both science and technology and caring allows us to see life's experiences and our interconnectedness in a new way. It is then that the truth will emerge that the essence of caring and profession are one.

Humans↗

PubMedDate not supplied

Scholarship of practice for a practice profession.

At a time of shrinking resources, rapidly changing health care environments, and increased demands for solutions to pressing health issues, concerns regarding the relevance of nursing research for practice are again being raised. After the national debate surrounding definitions of scholarship across disciplines and having established respectability for past and current contributions to knowledge development, nursing may now begin to reconceptualize what constitutes scholarship in a practice profession. This article addresses two central questions related to the scholarship of nursing practice: (1) How is scholarship of practice in a practice of profession defined? and (2) What characteristics differentiate the new conceptualizations of scholarship of practice from traditional research models? The results include a delineation of scholarship of practice and a differentiation of characteristics between scholarship of practice and traditional research approaches. Implications for nursing education are also addressed.

Clinical Nursing Research↗

PubMed2001

Misplaced confidence in a profession's ability to safeguard the public?

A major requirement of a profession is to safeguard the public in providing a valid and reliable means of admitting to practice only those who will meet minimum requirements. Nursing uses two different forms of assessment (clinical and academic assessments) in attempting to discriminate between those who are likely to be safe and competent to practice and those who are not. The paper reviews the literature on systems of assessment with a specific focus on Behaviourally Anchored Rating Scales (BARS) and Objective Structured Clinical Examination (OSCE). The conclusion drawn is that the methods described are inadequate in predicting/assessing the clinical performance of nurses. An implication for the nursing profession is the possible loss of confidence in its ability to safeguard the public.

Clinical Competence↗

PubMed2002

Antibiotic prophylaxis of infective endocarditis during digestive endoscopy: over- and underuse in Switzerland despite professed adherence to guidelines.

BACKGROUND AND STUDY AIMS: Guidelines for antibiotic prophylaxis of infective endocarditis associated with gastrointestinal endoscopy are not uniform. Though based on weak scientific evidence, they do represent an attempt to unify the management of antibiotic prophylaxis. We investigated whether physicians who profess to adhere to these guidelines actually do apply them correctly. MATERIALS AND METHODS: A questionnaire was sent to all 195 Swiss gastroenterologists asking whether they adhered to antibiotic prophylaxis guidelines and under what conditions did they apply antibiotic prophylaxis in gastrointestinal endoscopy. We analysed whether the Swiss gastroenterologists who claim to adhere to these guidelines actually do so in practice. RESULTS: The response rate to our questionnaire was 95%. Of the Swiss gastroenterologists, 60% correctly employ antibiotic prophylaxis guidelines in gastroscopy, as do 47% in colonoscopy. In therapeutic endoscopy, the percentage of correct antibiotic prophylaxis use depends upon the type of intervention and varies between 21 and 58%. Overuse of antibiotic prophylaxis is at least twice as frequent in colonoscopy and therapeutic endoscopy than in gastroscopy. CONCLUSIONS: Guidelines for antibiotic prophylaxis are not well applied and do not lead to uniform management despite a high degree of professed adherence to them. This phenomenon can be explained by "cognitive dissonance" and "reactance." We conclude that guidelines based on unconvincing data may even prove harmful.

Antibiotic Prophylaxis↗

PubMed2004

[Respiratory therapist: introduction of a new profession].

Respiratory therapists are healthcare professionals taking care of patients with pulmonary disorders. They are an allied health specialty, practicing under medical direction. The professionalism of nurses and therapists must grow up to act successfully in new fields of medicine, where evidence-based independent action is necessary. Specialized therapists can help us coordinate separated processes (diagnoses, therapy and nursing). The profession "Respiratory Therapist" was created in the United States 50 years ago. We intend to introduce this profession also in Germany. We follow many other countries who have already taken this step. We hope that we can reach yet a higher quality of patient care.

Evidence-Based Medicine↗

PubMed1979

Increasing minority recruitment to the health professions by enlarging the applicant pool.

Over an eight-year period, 707 students from minority groups or with economically disadvantaged backgrounds were selected from junior and senior-high-school classes throughout the state of Arizona and admitted to a Med Start program emphasizing careers in the health professions. The program featured recruitment into clubs, training in leadership, counseling by other minority students, work experience and specialized courses in English, mathematics and basic biologic sciences. Attrition was remarkably low. At the time of follow-up study, 369 of these students had sought further education beyond high school, and 220 of this group had enrolled in or completed health-education programs. Although obviously not a controlled experiment, this experience suggests that the pool of minority and economically disadvantaged applicants for careers in the health professions can be enlarged.

Arizona↗

PubMed2001

The internal morality of clinical medicine: a paradigm for the ethics of the helping and healing professions.

The moral authority for professional ethics in medicine customarily rests in some source 'external' to medicine, i.e., a pre-existing philosophical system of ethics or some form of social construction, like consensus or dialogue. Rather, 'internal' morality is grounded in the phenomena of medicine, i.e., in the nature of the clinical encounter between physician and patient. From this, a philosophy of medicine is derived which gives moral force to the duties, virtues and obligations of physicians qua physicians. Similarly, an ethic specific to the other healing professions, law, teaching or ministry, can be derived from the specific ends to telos of each of these professions, which like medicine, are focused on a special type of human relationship.

Attitude of Health Personnel↗

PubMed1998

A descriptive study of how dentists view their profession and the doctor-patient relationship.

In this article we report on how 64 dentists working in a big city in southern Sweden view their profession. The dentists ranged in age from 30 to 70 years (as it was indicated in intervals of 10 years). Their professional experience ranged from 2 to 44 years (mean, 23 years). We collected their views on the ideal skills of a good dentist by means of a questionnaire. From this material we identified three categories: 1) interpersonal skills; 2) clinical skills; and 3) others, such as self-confidence, stress tolerance, and managerial and administrative skills. Next, they rated the relative importance of a number of listed attributes in dentistry in this order: contact with patients, communication skills, empathy, manual skills, and theory. Finally, they described a number of aspects of their profession. We conclude that the importance of interpersonal skills, as well as stress tolerance and administrative skills, is emphasized by experienced practitioners but that these skills are not focused on in the dental curriculum.

Adult↗

PubMed1988

Turbulence and change--the veterinary profession in a competitive environment.

This paper examines the views of members of the veterinary profession towards the change in orientation of professional practice that is occurring. It contrasts the values of veterinarians with those of doctors, dentists, lawyers and accountants. Particular attention is given to the areas of business efficiency, competition and advertising. Data was derived from self-completion questionnaires containing 40 Likert scales which were mailed to 300 members of each of the five professions.

Journal Article↗

PubMed2002

Altruism and compassion in the health professions: a search for clarity and precision.

This article presents a conceptual model of altruism grounded in compassion in the health professions. The intent is to bring order out of the current conceptual chaos about the meaning and practical operation of these constructs. The theory-based model proposes that altruism is expressed as overt behavior in specific situations that vary in levels of intensity. It assumes that altruism is not a broad-based, cross-situational personal trait; that altruism can be measured objectively; and that altruism can be increased via education, practice and reinforcement. The article concludes by demonstrating the progression from formation of a theory-based conceptual model, development of objective measures, performing systematic research and accumulating an orderly and consensual body of knowledge about altruism grounded in compassion in the health professions.

Altruism↗

PubMed2006

Remaining in or leaving the profession: the view of medical students.

Views held by medical students on their remaining in a medical career or leaving it and the relationship with other elements of becoming a doctor are described. The study was carried out with a self-administered questionnaire with general medical students randomly selected in Hungary. Depending on whether they want to remain in the profession or want to leave it, medical students were divided into two groups. A significant difference was revealed between the two groups with regard to the strength of their dedication to the profession. The medical students indicated that their decision to leave or stay with medicine is conditioned by subjective factors. Our results could contribute to shaping of a better professional identity during training/socialisation, as well as to a better understanding of job abandoners.

Career Choice↗

PubMed1981

Avoiding the humanistic aspect of death: an outcome from the implicit elements of health professions education.

There is a basic incompatibility between contemporary death education and the fundamental education of health care professionals. Programs on death and dying explicitly require learners to focus on the affectual and experiential aspects of their patients and of themselves; yet there are implicit elements of health professions education that keep the attention of the student and clinician centered on technological factors. As a result, reactions to death become inadvertently linked to the models and actions prescribed for health care. Thus, humanistic aspects of death and dying are avoided because of the need to fulfill the technological expectations of the profession. These covert influences arise from the use of the medical model, the language of the health professional, and the expectations of the medicalized patient.

Attitude to Death↗

PubMed2001

Best practices in community-oriented health professions education: international exemplars.

INTRODUCTION: During 1998-2000, an international team of five researchers described nine innovative health professions education programmes as selected by The Network: Community Partnerships for Health through Innovative Education, Service, and Research. Each researcher visited one or two schools. Criteria for selection of these nine schools included commitment to multidisciplinary and community-based education, longitudinal community placements, formal linkages with government entities and a structured approach to community participation. The purpose of these descriptions was to identify key issues in designing and implementing community-based education. METHODOLOGY: Programmes in Chile, Cuba, Egypt, India, the Philippines, South Africa, Sudan, Sweden and the United States were visited. Before site visits were conducted, the researchers as a group agreed upon the elements to be described. Elements included overall institutional characteristics, curriculum, admissions practices, evaluation systems, research, service, community involvement, faculty development, postgraduate programmes and the school's relationship with government entities. Here I describe the common features of each of the nine programmes, their shared dilemmas and how each went about balancing the teaching of clinical competence and population perspectives. LESSONS LEARNED: Based upon an analysis of the cases, I present seven "lessons learned" as well as a discussion of programme development, institutionalization of reform and long-term implications for health professions education. The seven lessons are: (1) PBL and CBE are not seen as independent curricular reforms; (2) student activities are determined based upon sensitivity to locale; (3) health professionals need to work collaboratively; (4) there is a connection between personal health and population health issues; (5) population health interventions and treatment strategies need to be appropriate to local conditions; (6) graduates need to advocate for patients and the community in the public policy arena; and (7) organizational change takes a long time. CONCLUSIONS: Despite their differences, all nine exemplars are engaged in processes of organizational change. Schools are becoming more community-oriented and socially accountable, and all of these programmes have accepted two fundamental tenets: "take public money, give to the public" and "place matters".

Journal Article↗

PubMed2003

Graduate health professions education: an interdisciplinary university - community partnership model 1996 - 2001.

INTRODUCTION: In 1996, East Tennessee State University (ETSU) reinforced its historical commitment to multidisciplinary community engagement by developing a graduate level community partnerships program in the Division of Health Sciences. While the university's earlier health partnership efforts relied primarily on curricular innovation, the approach to graduate health professions education was to seed a series of curricular enhancements and interdisciplinary, community-based learning experiences and service into traditional curricula. This paper presents the experience of one school in crafting a regional network that became the basis of a division-wide graduate level teaching and learning initiative. INNOVATIONS AND EVALUATION: Carefully selected planning and implementation techniques enabled multidisciplinary practitioners and community members from across a 20-county region to participate with university faculty in training ETSU learners in community-based medical care. By year four of the project, curricular "enhancements" were institutionalized in over five departments across the Division and engaged 1160 medical residents and graduate learners in a give - get model of health education. Programme evaluation methodology was collaboratively defined and documentation of programme effort and outcomes regularly reported and strategically reviewed. CONCLUSIONS: Programme evaluation demonstrates mutual benefit to community and university. Faculty involvement in programme activity increased fourfold and community involvement in training of health professions graduate learners increased threefold by year four. Educational innovations were adopted into traditional curricula, thousands of hours of clinical services were provided to underserved communities and the university-community team forged by network links continues to promote multidisciplinary interests through joint public policy endeavors.

Appalachian Region↗

PubMed1982

Professions as "callings".

The idea of an occupation as a "calling" refers to some moral and perhaps religious motives and to a vision of the larger ends and purposes that work serves. Professions are characterized by mastery of technical information, concepts and theories that guide choices, institutionalization that exercises social controls, and, at least traditionally, a service orientation. "Calling" without professionalization is inept, and a profession without a calling lacks moral and humane roots, loses human sensitivity, and restricts the vision of the purposes of human good that are served.

Health Occupations↗

PubMedDate not supplied

Integrating Healthy Communities concepts into health professions training.

To meet the demands of the evolving health care system, health professionals need skills that will allow them to anticipate and respond to the broader social determinants of health. To ensure that these skills are learned during their professional education and training, health professions institutions must look beyond the medical model of caring for communities. Models in Seattle and Roanoke demonstrate the curricular changes necessary to ensure that students in the health professions are adequately prepared to contribute to building Healthy Communities in the 21st century. In addition to these models, a number of resources are available to help promote the needed institutional changes.

Community Health Planning↗

PubMed1989

The case for a national center for health professions education research.

Overall concerns with the health care system have raised important questions concerning educating health professionals. The need to study and perhaps alter the assumptions of this education has been raised, but data on which to base programmatic change have not been generated, since neither the assumptions nor proposed educational innovations have been adequately tested. A national center for health professions education research is proposed to facilitate well-funded, peer-reviewed, and academically credible research in health professions education. The goals of the center would allow for the testing of models to provide physicians and other health professionals with education grounded in sound methodology and content.

Education↗

PubMed1991

Survey of 1975-1987 graduates of Houston's High School for Health Professions.

Baylor College of Medicine and the Houston Independent School District created in 1972 the Houston High School for Health Professions (HSHP). Fifteen years later, Baylor conducted a follow-up study of HSHP graduates to determine whether the high school has been successful in encouraging and supporting young people to pursue health professional careers. Of the 2,033 students who graduated from the HSHP between 1975 and 1987, 951 (46.8%) returned usable responses to the survey. The results raised some concerns about the value of the high school's counseling services and showed that financial barriers posed problems for many students in their pursuit of health-related careers. Also, the results suggest that gender stereotyping may influence the students' career choices. Overall, however, the results of the survey were clearly favorable and provide evidence that the HSHP has been successful in fostering its students' pursuit of careers in the health professions and related careers.

Career Choice↗