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Results for “continuing professional development”

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At least 829 records · Page 46Linked to original sources
PubMed1998

Transitional portfolios: orchestrating our professional competence.

Reflective professional development results from thoughtful planning of goals and meeting learning objectives. With rapid changes in health care resulting in major reevaluation and even modification of the role and functions of an occupational therapy practitioner, producing a historical record of competencies in order to learn from one's own experience and to plan for change is essential. A new use of the portfolio is presented to show that a portfolio can be more than the typical repository of completed projects. The transitional portfolio is introduced as a tool for one to self-direct professional development through thoughtful engagement with artifacts created during one's career in relationship to professional goals and desired roles. The transitional portfolio process is holistic, flexible, and reflective. It can serve as a way to document accumulated knowledge and skill acquisition as well as facilitate thoughtful, planned reflection on one's career development in occupational therapy. This article describes the use of transitional portfolios to connect professional development learning experiences, accomplishments, and future opportunities for occupational therapy practitioners.

Career Mobility↗
PubMed1981

Continuing education of health professionals: proposal for a definition of quality.

The present reality of continuing education of health professionals is briefly reviewed: what it can and cannot do and how it differs from preparatory professional education. It is hoped that the application of educational theory and the analysis of the successes and failures of continuing education of the past will result in continuing education being an effective bridge between academia and practice. From a study of educational theory, of adult learning, of management, and of past experience, a model was developed. The model describes quality continuing education and encourages the health professional to assume personal responsibility for learning. The listed elements of quality can be used to introduce a measure of quality to the planning and implementation of continuing education activities. Agencies responsible for the quality of continuing education activities can use the elements to assess activities, products, and services.

Education, Medical, Continuing↗
PubMed2005

X-train: teaching professionals remotely.

Increased popularity of the Internet, along with the development of new software applications have dramatically improved our ability to create and deliver online continuing education trainings to professionals in the areas of nutrition and food safety. In addition, these technological advances permit effective and affordable measurement of training outcomes, i.e., changes in knowledge, attitude, and behavior, that result from these educational efforts. Impact assessment of engagement programs is becoming increasing important for demonstrating the value of training activities to stakeholders. A novel software program, called X-Train, takes advantage of technological advances (databases, computer graphics, Web-based interfaces, and network speed) for delivering high-quality trainings to teachers and health care professionals. X-Train automatically collects outcome data, and generates and sends certificates of completion and communicates with participants through electronic messages. X-Train can be used as a collaborative tool whereby experts from various academic institutions are brought together to develop Web-based trainings. Finally, X-Train uses a unique approach that encourages cooperative extension specialists and educators to promote these educational opportunities within their state or county.

Dietary Supplements↗
PubMedDate not supplied

Defining home health care nursing: implications for continuing nursing education.

The purpose of this qualitative interpretivist study was to analyze and articulate the characteristics of nursing practice in the home health care context. Researchers sought to describe expert home health care nursing practice and how it developed. Twenty-one nurses, at various stages of practice development, were asked to write three clinical narratives describing their home health care practice. Data were analyzed to elicit themes and characteristics of nursing practice in the home health care context. Findings indicate that in the context of home health care, expert nursing practice develops along a continuum, until nurses can integrate physiological data with environmental and family data to provide seamless, intuitive, and highly complex nursing care. The results of this research can assist continuing education and staff development providers as they develop educational programs designed to facilitate professional development of new graduates and newly employed nurses in home health care.

Community Health Nursing↗
PubMedDate not supplied

Clinical program leadership: skill requirements for contemporary leaders.

With knowledge of these leadership requirements and a shrinking base of experienced managers, healthcare organizations and professional societies have little choice in their approach to prepare for the leadership development challenges of the future. Organizations will focus leadership development, training, and continuing management education on integrating business tools and skills into clinical program management. The management requirements for clinical programs will continue to grow in complexity and the number of qualified managers will continue to diminish, New approaches to solving this shortage will evolve. Professional, forprofit companies, healthcare provider organizations, and academic programs will develop clinical program management training tracks. Organizations that create solutions to this management imperative will maintain their competitive edge in the challenging times that will greet the industry in the future.

Financial Management↗
PubMed2001

[Health care supply regulation].

In the current context of health systems' reforms, the regulation would have to occupy a major place in the new role of the State concerning health in order that the system could reach the essential objective to control the quantity and the distribution of health services and to insure an optimal, efficient and equitable coverage of the population's needs. Authors pass in review, in a first part, current regulation means of health care supply, public and private, put in place in Tunisia and suggest their development in areas not covered yet; notably these in relation with the quality and the cost-containment of health care. The current regulation is interested especially in areas of the infrastructure, equipment, medicines and pharmaceutical products and financial and human resources of the sector. In a second part, means of regulation of health care supply are exposed and could serve as basis to the reform of the current health system. It is thus the mastery of the medical demography, incentives for health care providers, payment systems, fees and rates of professionals and the free choice and the managed competition between providers. Authors conclude by the necessity to promote patients' rights in the health system and to valorise its human resources, through the development of information on performances of providers and the continuous training of professionals.

Cost Control↗
PubMed1984

Planning for continuing education: goal setting and self-assessment.

The American Dietetic Association placed the responsibility for professional growth and development on individual dietitians when the membership voluntarily accepted registration in 1969. One goal of registration was to improve individual competency of dietitians through their participation in continuing education activities. Such participation, to be effective, requires self-assessment of needs, formulation of goals, and the setting of priorities for learning. A recent study revealed, however, that only 20% of registered dietitians desire to assess their own learning needs and to plan their own continuing education experiences to meet those needs. This discrepancy between the goals of the professional association and the behavior of individual members may be a result of members not knowing about ways to plan effectively for their own professional growth. The "Well-Dones" method is presented as a tool for dietitians to use in planning their own learning by determining needs, setting goals, and assessing achievements. Professional concern over the improvement of competency through continuing education should be a matter of importance for each registered dietitian.

Dietetics↗
PubMedDate not supplied

Coming full circle: mentorship in HIV/AIDS care.

The role of the mentor has been found to be crucial for learning, yet mentorship in HIV/AIDS nursing care has not been well documented. The purpose of this study was to (a) examine the characteristics of a nurse mentor in HIV care as perceived by nursing and medical students and HIV staff, and (b) explore an HIV nurse mentor's perceptions of her role and responsibilities in the professional development of students and staff. Mentorship, as a process of "coming full circle," was highlighted by the mentor's accounts of early influences in her career as well as students' and staff members' intents to facilitate the professional development of the next generation. The legacy of excellent HIV nursing care can be continued if expert HIV nurse mentors are identified and encouraged to work with students, inexperienced nurses, and health care providers. Health care institutions have a responsibility to foster mentorship in HIV/AIDS care to assure quality health care for clients and the professional development of expert nurses in HIV/AIDS care.

Acquired Immunodeficiency Syndrome↗
PubMed1993

From competent novice to competent expert: a discussion of competence in the light of the post registration and practice project (PREPP).

The nursing profession in the UK, is today faced with major changes in the light of the Post Registration and Practice Project (PREPP) (UKCC 1990). This paper raises questions about how the maintenance of professional competence as detailed in PREPP can be assured. Through a discussion of professional porfolios and continuing education, the subjectivity of guaranteeing a practitioner's competence at tri-annual re-registration is raised. With reference to Benner's (1984) work, the paper suggests that there may be some similarities on the 'novice to expert' continuum that relate directly to the UKCC's proposals. However, the inherent deficiencies with such a mandatory approach to professional development are discussed and questions posed about the extent of nurses' continuing education needs being met. In view of the controversy that still surrounds who will finance the changes, and what format the portfolios will adopt, practitioners are at risk of conforming to the changes but being denied the opportunity of ensuring that they possess the necessary skills and framework, that are essential in ensuring the maintenance of clinical competence. The paper suggests that a concerted effort will be required by both educators and service personnel to ensure that the PREPP proposals are successful.

Certification↗
PubMed1996

Risk management.

This article describes the aims and the process of risk management, which the author argues should be seen as a positive concept, aimed at ensuring better quality of care. The article relates to UKCC professional development category: Educational development.

Education, Nursing, Continuing↗