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PubMed1994

Ethical issues in infectious diseases.

Ethical behavior is an essential component of professional life. Developments in medical science continually test society's concepts of right and wrong, of virtue and morality. Ethical conflicts will be played out in public with greater frequency and intensity. Physicians will be challenged to maintain high standards of ethical conduct despite the pressures that personal preference, society, and government may exert. We do not present neat solutions to ethical conflicts, but we describe a framework for understanding models of physician behavior and outline an approach to the analysis of problems.

Acquired Immunodeficiency Syndrome↗

PubMed1989

Pharmaceutical continuing-education program based on a core curriculum.

The use of a core curriculum concept in the establishment of a comprehensive continuing-education program is described. A departmental staff development committee was selected to develop a core curriculum of topics for professional continuing education. Six core curriculum areas of interest and importance were identified: cardiology; infectious disease; total parenteral nutrition, acid-base balance, and fluid and electrolytes; pharmacy management; critical-care medicine; and pharmacokinetics. Coordinators were selected from the staff to identify topics and speakers in each core curriculum area. The drug information center was assigned responsibility for logistical aspects of the program such as scheduling, evaluations, objectives, information support, and providing continuing-education credit. A survey of staff perceptions revealed a very positive view of the program. The staff rated the program highly as meeting their needs for continuing-education credit, as an employee benefit, and in covering topics related to their practice. The core curriculum concept has been shown to be a successful and effective approach to the establishment of a comprehensive continuing-education program.

Curriculum↗

PubMed1998

An evaluation of nursing development in a community NHS trust.

AIM: This study sets out to evaluate the contribution of the Nursing Development Officer (NDO) on nursing developments within a local UK NHS Trust. BACKGROUND: Qualified nursing staff are an essential, although expensive resource and it is suggested that the contribution of professional employees should be continually assessed and developed in order to ensure that they are meeting the aims of the organization. Consequently a significant amount of resources has been focussed on the development of this staff group. METHOD: Following a review of the literature the researcher collected two sets of data. Firstly quantitative data via a questionnaire from fieldstaff, and secondly qualitative data from semi-structured interviews with the nurse managers. Data were analysed manually by the researcher. FINDINGS: The main theme to emerge was the potential scope of the NDO role within the organization. The NDO was frequently consulted by nursing staff for advice and help, particularly for information on courses. Managers identified a range of themes which were the personal qualities of the NDO, the scope of service provided by the NDO, the qualities of the training and development department, the needs of nurses within the Trust and, finally, a range of corporate and external issues which impact on nursing development. CONCLUSIONS: This study has evaluated the contribution of the NDO on nursing development and further highlighted the complementary systems that are necessary to enhance nursing within a healthcare organization.

Attitude of Health Personnel↗

PubMedDate not supplied

Delegation skills and nurse job satisfaction.

In this study, the mean age was 41 and these nurses had been out of school for approximately 13 years. Over half of these RNs had never been taught delegation skills in nursing school. Of those who were exposed to the concept of delegation, their skills were not adequate to meet the patient care demands in the restructured health care system. During these challenging periods in health care, it is imperative that nursing service administrators provide RNs with the continuing education necessary to develop delegation strategies to adapt to their evolving professional roles. Continuing education classes on delegation skills are requisite for RNs practicing in a competitive managed care environment. As we approach the year 2000, the economic climate will dictate that RNs be skilled not only as clinicians, but also as leaders of the health care team. The findings of this study support that delegation decision-making skills enhance job satisfaction in the areas of decision making and promotional opportunity. Delegation knowledge is crucial to the successful direction of the health care team in the managed care environment.

Adult↗

PubMed1994

A standard for professional development: the use of self and peer review; learning contracts and reflection in clinical practice.

An initiative to develop a standard for professional development is outlined. The standard takes a structure, process, outcome format. Its development resulted in several initiatives being introduced to the unit including: the introduction of a self and peer review system, the introduction of learning contracts and the introduction of the concept of reflection. It was considered that these initiatives would promote individual professional accountability, increases self-awareness and reflective practice. The initiatives may be viewed in the context of PREP, United Kingdom Central Council for Nursing, Midwifery and Health Visiting (1990) and the Higher Award, English National Board for Nursing, Midwifery and Health Visiting (1991). The audit of the standard may be a tool to measure 'value for money' used in professional development.

Education, Nursing, Continuing↗

PubMed1981

Legality of mandatory continuing professional education.

The legality of state requirements that professionals participate in continuing professional education is discussed. The historical development of the requirement in pharmacy is reviewed, and the legal doctrine of police power is considered as the basis for legal requirements in this area. The need for a statutory basis for this condition is presented, and court cases wherein such requirements have been challenged are reviewed. There must be statutory authorization for imposing continuing education requirements for professionals, and the statute and regulations affecting the rule must not infringe on an individual's constitutional rights.

Education, Pharmacy, Continuing↗

PubMed1997

An innovative night service program in home care.

Comprehensive night service by a home care agency has resulted in increased customer satisfaction and referrals to the agency. The description of this innovative night nurse program includes the job requirements and duties of a visiting night nurse and the tools the nurse uses to accomplish the task of nighttime care delivery. The use of self-directed work groups and mentorship to manage the demands of night service are discussed. Continuity of care, nurse safety, professional development, and program cost also are addressed.

Community Health Nursing↗

PubMedDate not supplied

Professional development of the BMET.

Acceptance of the BMET into the patient care picture, and recognition of the BMET as an equal contributor to quality patient care are central to the advancement of this relatively new career field. One factor in gaining this acceptance is the overall image presented by those who call themselves BMET's. An understanding of emerging professions and the effect of dress on image enhancement can provide useful insight into the phenomena of professional recognition. A second aspect of development important to any professional is continuing educational growth. A performance-evaluation scheme, stressing and promoting continuing education, is described in this paper.

Biomedical Engineering↗

PubMed2005

A Master Class for nursing unit managers: an Australian example.

AIM: To design and provide a Master Class leadership course for nursing unit managers. BACKGROUND: The selection and development of nursing unit managers is important to the profession and to the units they manage given their critical role in staff retention. While many in these positions are well-qualified academically they may require ongoing professional development in a cycle of continuous learning that challenges and motivates them to maintain skill mastery. EVALUATION: A review of the literature found examples of a Master Class conducted in the arts but none in leadership development. The elements of a Master Class have been distilled from the literature and applied to the development of a programme for 18 nursing unit managers employed at four hospitals in an area health service in New South Wales (Australia). A Delphi survey using participants determined the 20 most important topics from which to construct the programme. CONCLUSIONS: The programme was positively evaluated by participants in aspects such as allowing the expression of opinions, networking, stretching their minds and time to reflect on their own experiences. Nursing unit managers occupy a pivotal role in health care institutions. Investing resources into the ongoing development of their leadership skills may provide significant benefits for the individuals themselves, their staff and the organization.

Delphi Technique↗

PubMed2006

A qualitative study of how experienced certified holistic nurses learn to become competent practitioners.

PURPOSE: Artistry of holistic nursing requires practitioners to be equipped with the ability to integrate and assimilate knowledge and experience. This integrated wisdom is woven into proficiency and expertise, thus allowing for the transition to an experienced competent health care provider who can meet the complex mélange of practice. This qualitative naturalistic study was designed to explore how 10 experienced certified holistic nurses (HNCs) learned to become competent holistic nurses. METHOD: In-depth interviews of 10 HNCs, critical incident reports, and a summative focus group. FINDINGS: (a) Disjuncture existed between the structure of traditional nursing and the need of nurses for continued personal and professional growth and development; (b) need for credibility was key to nurses becoming competent holistic nurses; (c) use of informal learning strategies to help them achieve competency; and (d) overcoming challenges emanating from the traditional system as they transitioned to becoming holistic nurses.

Certification↗

PubMedDate not supplied

Research for a practice professional.

Research for any practice profession necessarily deals with professional arts and skills, with the base of knowledge underlying the practice field, and with the initial and continuing education of the professional. Recent developments and activities in the above areas are discussed, including growth in the investigator pool and studies that deal with the process and outcomes of nursing care.

Education, Nursing, Graduate↗

PubMed1999

Nursing rotas. Shift up.

Trusts may wish to consider more flexible, staggered daytime shifts, which accommodate married nurses--for instance, 9.30 am-3.30 pm on weekdays with longer hours at weekends/on nights to ensure that contractual requirements are met. For larger trusts, creche/nursery facilities may solve the problem. After-school clubs on site on a voluntary basis may also mean that more married women and unmarried women with children could more easily accommodate standard shifts. The tribunal decision seems to condone the provision of somewhat ad hoc training and supervision, whereas in professional practice continuous supervision and participation in professional developments are essential elements in the provision of safe, high-quality clinical practice.

Contract Services↗

PubMed2004

Readiness for evidence-based practice: information literacy needs of nurses in the United States.

In this paper U.S. nurses' readiness to provide Evidence-Based Practice (EBP) as measured by their information literacy knowledge and skills is described. The Institute of Medicine directed health care providers to use EBP as a means to improve patient safety, efficiency and effectiveness of health care services. Information literacy has been identified as a nursing informatics competency for the basic nurse. As such, information literacy is an essential component in the application of EBP. The importance of developing information literacy skills is enhancement of the nurse's ability to use current best available research literature in the conduct of EBP with subsequent improvement in nursing sensitive patient outcomes. This study describes the level of nurses' information literacy knowledge and gaps in their skills for identifying, accessing, retrieving, evaluating and utilizing research evidence to provide best care for patients. The value of this study is to increase awareness among nurse administrators, educators, and clinicians of the need for information literacy education to enable evidence-based nursing practice and to guide development of supportive curricula and professional continuing education.

Biomedical Research↗

PubMed2006

Continuing education: a national imperative for school nursing practice.

Competency-based continuing education is critical to the professional development of school nurses to ensure the application of timely, age-appropriate clinical knowledge and leadership skills in the school setting. School nurses are responsible for a large number of students with a variety of complex and diverse health care needs. Benner's theory of novice to expert provides a framework for the development of roles and competencies in the practice of school nursing. This manuscript synthesizes research reviewed in 15 articles. Common themes found in the articles include the importance of continuing education and identified barriers to attainment. In response, methods to access continuing education and financial resources are presented.

Clinical Competence↗

PubMed1983

An assessment of the client-centered planning approach in continuing education for public health professionals.

This paper reviews the concept of client-centered planning as an approach to program development for continuing education in public health. Client-centered planning is aimed at the identification of individual practitioner needs and the development of educational interventions tailored to improve competency in selected areas. This paper presents the essential elements of client-centered planning and examines findings from continuing education programs in public health conducted by the Center for Continuing Education of Public Health Professionals at the University of Michigan. The Center model is presented as one approach to program planning. As such, protocols for needs assessment, program planning, implementation and evaluation developed according to client-centered theory serve as a baseline for improved program planning for use by instructors and agencies.

Consumer Behavior↗

PubMed2002

Staff development and long-term care of patients with dementia.

Staff development and training programs focusing on the care of patients with dementia is important in providing staff with the specialized knowledge and skills essential in the management of these patients. In this article, the nature of staff development is explored with an analysis of conceptual visions or definitions of staff development. Secondly, the Cervero (1985) framework for continuing professional education and behavioral change is used as a guide to describe the factors that influence the effectiveness of staff development (i.e., social system, individual learner characteristics, type or design of program). Next, the literature related to the outcomes of staff development programs is analyzed. In particular, do staff development programs lead to increased staff morale and job satisfaction and improved client care? An analysis of orientation and educational programs developed for staff working with patients with dementia in long-term care settings is conducted. Using aspects of the RSA evaluation model (Abruzzese, 1996), each program is examined in terms of its process, content, outcome, and impact, along with its feasibility in clinical settings. This critical analysis provides some direction for the development and evaluation of staff development programs in long-term care settings for those staff who work with patients with dementia.

Aged↗

PubMed1995

Developing a personal professional profile.

All nurses and midwives need to compile personal professional profiles in order to satisfy the requirements of PREP. Profiles must show the equivalent of five days' study activity every three years. The primary purpose of profiles is to give patients a guarantee that practitioners are up-to-date in their practice. Profiles can be a valuable aid to planning personal and professional development.

Documentation↗

PubMed1994

Personal professional profiles.

Personal professional profiles are central to the UKCC's requirement on all nurses to up-date and develop their professional skills following registration. Sarah Forester explains how to go about setting up and maintaining a portfolio recording professional development.

Documentation↗