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Results for “continuing professional development”

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At least 775 records · Page 43Linked to original sources
PubMed1996

Improving job satisfaction of rural South Dakota mental health providers through education: a pilot study.

Many underserved rural areas of South Dakota are plagued by high turnover of mental health providers, and need to develop retention strategies through improving job satisfaction. A major source of job dissatisfaction in rural areas is professional isolation (lack of continuing education opportunities and inadequate number of peers available for professional interaction). The authors developed and implemented interdisciplinary educational programs to improve job satisfaction (and possibly job retention) of rural mental health providers (RMHPs) through reduced professional isolation. The outcome data showed a significant improvement over the 3 year project period on measures of professional isolation. We suggest that strategic educational programs can be successful in reducing turnover of mental health professionals.

Community Mental Health Services↗
PubMed1996

Participation in continuing professional education in nursing: findings of an interview study.

The evidence suggests that enrolled nurses and those working part-time and on night duty consistently attend less continuing professional education than their more senior, full-time and day duty colleagues. This was substantiated in the findings of this study which also highlighted the paucity of opportunities for continuing education among unqualified practitioners. In the light of recent developments within the health services, this inequitable provision of continuing professional education to all nursing practitioners will need to be addressed and resolved. Continuing professional education provided on an arbitrary and random basis will not afford maximum positive outcomes for clients, the service and practitioners and has the potential to increase the levels of frustration among disadvantaged groups of nursing staff.

Adult↗
PubMed1999

Pharmacy continuing education available on the Internet.

Access to interesting and pertinent continuing education material would be expected to encourage pharmacists to pursue postgraduate professional development. The Internet is one means of providing accessible and timely instructional material. Twenty-nine Internet sources of continuing education available for pharmacists were identified. Criteria for inclusion included free educational credit and accreditation by a recognized body. Evaluation criteria were currency of the offerings, author and sponsor identification, software requirements in addition to a browser, and methods for submitting examination answers and receiving certificates of credit.

Education, Continuing↗
PubMed2001

Fundamentals of education: "Edu-Mentals".

As new accreditation standards for health professions education increasingly require end-of-life (EOL) curriculum and performance-based assessment, health professions educators struggle to shift through the educational literature to find core principles, practical strategies, emerging trends, and on-line resources to advance as educators. A new kind of resource is needed for educators in today's health care environment. Emerging literature in the field of faculty development and continuing education in health professions highlight key features of resources for health professionals. To be effective, this faculty development resource must be: timely, problem focused, practical, and easily accessible. Based on these principles, the Medical College of Wisconsin initiated a series of short, focused fact sheets for educators. Dubbed, "Edu-Mentals" to represent the fundamentals of education, the series was launched in late spring 2001 and consists of short, focused fact sheets for health care professionals based on the parts of a systematic instructional design process.

Curriculum↗
PubMed1994

Scientists in the courtroom: basic pointers for the expert scientific witness.

The need for expert and unbiased participation in legal proceedings by physicians, industrial hygienists, toxicologists, environmental scientists, regulators, and similar professionals is hampered by lack of familiarity with the requirements of expert testimony and lack of opportunities for professional training in this activity. Drawing on material developed in a continuing education course offered by the University of Washington, we describe the role and process of being an expert witness and provide basic information regarding good professional practices pertaining to the testifying expert role.

Ethics, Professional↗
PubMed2005

Mandatory continuing education in physical therapy: survey of physical therapists in states with and states without a mandate.

BACKGROUND AND PURPOSE: Although formal continuing education (CE) in physical therapy is one part of professional development, its value for renewing licensure is not shared by all states. The purpose of this study was to explore the differences in how physical therapists pursue formal continuing education on the basis of state mandate, sex, years of experience, practice specialty, American Physical Therapy Association membership, motivation, and perception of the benefits of CE. SUBJECTS AND METHODS: A survey questionnaire was sent to 3,000 physical therapists in 7 states--1,500 to physical therapists in states with mandatory CE and 1,500 to physical therapists in states without a requirement. A total of 1,145 usable survey questionnaires were returned, for a response rate of 38.2%. RESULTS: Physical therapists in states with mandatory CE averaged 33.8 hours of CE per year, whereas physical therapists in states without a mandate averaged 28.3 hours per year; 5.9% of therapists in states without a mandate reported taking no CE at all, and 10.8% reported taking 2 or fewer hours of CE within the preceding 5 years. No statistically significant relationships were observed between the amount of CE taken and years of experience, sex, or practice specialty. Therapists who reported membership in the American Physical Therapy Association participated in 7.2 more hours of CE per year than therapists who did not report membership. Significant motivational variables that respondents noted for taking CE were state mandate, increased clinical competence, and certification. Therapists overwhelmingly (96.2%) believed that CE had a beneficial effect on their clinical practice. DISCUSSION AND CONCLUSION: Results from this study suggest that mandatory CE does have a significant association with the number of formal CE hours taken by physical therapists.

Attitude of Health Personnel↗