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PubMedDate not supplied

Research and scholarship among R.T. educators.

Full-time registered radiologic technologist educators were surveyed to determine their professional profile and research/scholarship productivity. Overall, research and scholarship productivity was low. More than 85% of respondents had not authored an article in a peer or nonpeer-reviewed journal, although more than half of the sample reported other scholarly activities, such as reviewing books, developing continuing education material and presenting at professional meetings. As a group, full-time educators employed in 4-year institutions and holding a higher academic degree were more productive in research and scholarship.

Adult↗
PubMed1999

Reflective education for professional practice: discovering knowledge from experience.

To continually develop as a discipline, a profession needs to generate a knowledge base that can evolve from education and practice. Midwifery reflective practitioners have the potential to develop clinical expertise directed towards achieving desirable, safe and effective practice. Midwives are 'with woman', providing the family with supportive and helpful relationships as they share the deep and profound experiences of childbirth. To become skilled helpers students need to develop reflective skills and valid midwifery knowledge grounded in their personal experiences and practice. Midwife educators and practitioners can assist students and enhance their learning by expanding the scope of practice, encouraging self-assessment and the development of reflective and professional skills. This paper explores journal writing as a learning strategy for the development of reflective skills within midwifery and explores its value for midwifery education. It also examines, through the use of critical social theory and adult learning principles, how midwives can assist and thus enhance students learning through the development of professional and reflective skills for midwifery practice.

Adult↗
PubMed1999

[Nursing report for patient discharge. A practical service experience].

The report for Medical Release Certificates which nurses fill out for patients after a period of hospitalization is one of the indispensable requirements that guarantee the continuity of treatment. Nursing professionals have the obligation to develop the mechanisms which allow for their services to be provided to the general public in an integrated, continuous manner. On the other hand, health service clients demand rapid, individualized, high quality treatment. Health service administrators, echoing these demands, pursue interdepartmental coordination and efficiency from health service system. This purpose of this article is to supply regulated information to the patient and his/her family as well as to health professionals which will serve as a guide while filling out the hospital medical release certificate. To this end, by means of a consensus among groups of experts, a document for medical release certificate reports, emission circuits, transfer of forms and their filing was elaborated. Furthermore, an attempt was made to introduce these reports as a habitual part in the procedures nurses follow while treating patients. The document designed and the circuits correspond to, in reality, the needs for regulated information. Other organizations have not stated any inconveniences to accepting this document and nurses are filling out these reports as the final part of the treatment process they lend to their patients. This document and its procedures guarantee its availability to all interested parties while increasing and accelerating interprofessional communication; in addition, this information is differentiated according to the needs of the receiver.

Certification↗
PubMedDate not supplied

The really useful guide to portfolios and profiles (continuing education credit).

It is generally accepted that there is value in developing personal professional portfolios within nursing. This assumption is based on its inclusion as one of the main features of the UKCC's Standards for Education and Practice Following Registration (1): the requirement that all practitioners should maintain a personal professional profile. The fundamental purpose of the personal professional profiel is to 'provide a means for showing that nurses, midwives and health visitors have maintained and developed their professional knowledge and competence' (1). However, there is the potential to achieve much more than this rudimentary outcome. This Unit is relevant to UKCC Professional Development category Educational Development.

Accreditation↗
PubMed2002

Cultural competency: professional action and South Asian carers.

Inequality and exclusion are characteristic of the experience of UK South Asian communities. In health care, community needs are often not addressed by health and social welfare services. An increase in cultural competency is now part of identified policy. The aim of this paper is to examine the extent to which there is evidence of cultural competency amongst professionals concerning South Asian parents caring for a person with cerebral palsy. Semi-structured interviews were conducted with respondents from 19 service organisations. Results are presented on perceptions of service delivery and on the dynamics of service development: evidence is found that inadequate service delivery continues despite professional knowledge that it exists. Conditions necessary for the achievement of cultural competence are discussed. We suggest that service development to meet the needs of South Asian carers must form part of an overall strategy geared to change at different levels within and outside service organisations.

Asia↗
PubMed2004

Competency identification and modeling in healthcare leadership.

In line with the current interest in leadership development across many industries today, a number of competency-based educational programming initiatives have been launched in professional education. As well, the National Summit on the Future of Education and Practice in Health Management and Policy in 2001 called for the documentation of learning outcomes for continual educational improvement in health management and policy. The National Center for Healthcare Leadership (NCHL) subsequently launched a comprehensive, multi-stage process for identifying the competencies salient to distinguishing outstanding leadership performance in health management. This article describes the plan and the processes associated with NCHL's specification of a preliminary model of core competencies for leadership in health management, as well as the continued methods for refinement and validation of the model with both educators and practitioners in the field. The initial version of the NCHL Competency Model has facilitated field-wide dialogue regarding outcomes-based learning and assessment for both educational and professional development program planning. Subsequent development of the model will continue to stimulate open exchanges regarding pedagogical practice, as well as facilitate the design of leadership assessments for individuals, programs, organizations, and the field at large.

Competency-Based Education↗
PubMed2006

[Implications for professional development in nursing; focus based on professional competencies (II)].

To work with quality criteria is a demand Nursing care has, but one which requires recognition inside and outside the profession. The authors propose a focus based on competencies as a tool for continuous quality improvement. One area in this focus centers on the professional development for Nurses in the field of research and action which will permit one to enter in the spiral of continuing learning, establishing multiple connections.

Clinical Competence↗
PubMedDate not supplied

Certificate programs in continuing professional education.

BACKGROUND: Career-long learning is a concept at the heart of professional disciplines such as nursing. Nursing shortages, especially in some areas of practice, have stimulated the need for in-depth education and training in specific knowledge content areas. One approach to career-long learning is certificate programs. METHOD: Factors, trends, and strategies to consider in creating certificate programs are reviewed, and guidelines for developing certificate programs are presented. FINDINGS: Certificate programs are increasingly in demand by both employers and nurses. Certificate programs provide individuals with a chance to refresh their study skills and raise their abilities and levels of confidence for mastering new learning. Certificate programs also serve as a recruitment and retention strategy for hospitals and agencies. CONCLUSION: Certificate programs are a viable continuing professional education activity and offer opportunities for nurses to develop specific skill sets and in-depth knowledge in specialized areas of nursing practice.

Certification↗
PubMed2001

Self-Perceived Continuing Education Needs of Certified Athletic Trainers.

OBJECTIVE: To determine the self-perceived continuing education needs of current certified athletic trainers and the factors that affect those needs. DESIGN AND SETTING: Self-reporting surveys using a Likert-type scale were sent to 2000 certified athletic trainers. SUBJECTS: All subjects were certified athletic trainers working in the United States. MEASUREMENTS: A 3-part survey of continuing education participation, continuing education needs, and demographic data was developed. Continuing education items were based on the domains of athletic training as defined by the Athletic Training Role Delineation Study, 3rd edition. RESULTS: The response rate was 52% (1040/2000). Athletic trainers in this study perceived "some to moderate need" for continuing education within each of the domains. Rehabilitation of Athletic Injuries (domain 3) was the area in which athletic trainers saw the most need for continuing education. The back and neck were specific anatomical areas perceived by the athletic trainers as needing the highest level of continuing education. Sex was a significant factor in the perceived importance of continuing education within all but domain 5, Professional Development and Responsibility. Other factors included employment setting and years of experience. CONCLUSIONS: Athletic trainers in this study perceived each of the tasks within the domains to be at least "somewhat important," with rehabilitation and specific continuing education programs for the back and neck being the most important. Sex, employment setting, and years of experience may influence what athletic trainers think is important. Therefore, continuing education providers should attempt to vary programs and tailor them to various audiences.

Journal Article↗
PubMedDate not supplied

Professional nursing series by videoconferencing.

A consortially developed continuing education series for rural nurses was implemented using videoconferencing technology. This article provides an overview of distance education technologies, the history and goals of the demonstration project at Edinboro University, and the coordination activities and instructional issues faced by the faculty. Participants became acquainted with distance education technology as they developed a process for program development, delivery, evaluation, and for awarding continuing education credits. The project was well received by instructors and students and testified to previous findings in the literature that distance education is a viable delivery system in terms of a teaching tool, learner satisfaction, and cost effectiveness.

Computer-Assisted Instruction↗