Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “continuing professional development”

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.

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

At least 919 records · Page 51Linked to original sources
PubMed2002

Health human resources: can present trends be altered?

Predicting the need for health human resources and ensuring an adequate supply continues to confound those with a stake in health services. The many interrelated factors that influence the demand and supply of health professionals seem to exceed our ability to develop strategies that ensure a healthy balance between the size of the health services workforce and the needs of Canadians. We continue to focus on specific health disciplines rather than considering alternatives and implementing policy options that recognize the interdependence of health professionals.

Canada↗
PubMedDate not supplied

Suicide: a target for health (continuing education credit).

There were almost 4,000 suicides in England and Wales in 1992, and for every completed suicide there are probably at least 25 attempts. Many attempts at suicide are not the patient's first, and it has been estimated that one in four people who attempt suicide will try a second time, probably within the following three months. Of these, 10 per cent will succeed. General nurses often have a key role in caring for people who have attempted to take their lives. This article is relevant to the UKCC Professional Development Category of Reducing Risk.

Education, Nursing, Continuing↗
PubMed1994

Nonclinical competencies: a survey of occupational health physical therapists.

Consulting with business and industry represents a very new world for physical therapists--a world in which most have had little formal academic preparation. Some competencies in consulting in occupational health physical therapy are beyond specific clinical skills and knowledge. The purpose of this research was to survey occupational health physical therapists (OHPTs) concerning a previously identified list of nonclinical competencies in consulting with business and industry. The survey addressed how OHPTs rated the importance of these competencies, how they rated their own level of competence for each, and how they developed these competencies. The survey sample was based on members of the American Physical Therapy Association Orthopaedic Section's Special Interest Group in Occupational Health Physical Therapy. The response rate was 98% (61/62). Mean importance of competencies was 3.66/4.00 (range 3.00-3.88), which further validated the list of nonclinical competencies. The mean level of competence was 3.17/4.00 (range 2.40-3.50). The mean importance of individual competencies was consistently higher than level of competence. This discrepancy is of practical significance in terms of professional development of OHPTs consulting with business and industry. Primary sources of competence were practical experience (59.87%) and continuing education for physical therapists (15.51%). These results may indicate that current continuing education programs are not meeting OHPTs' educational needs and may serve as a basis for developing programs to better meet these needs. The survey instrument may help OHPTs identify and prioritize their own educational needs and to plan their own professional development accordingly.

Commerce↗
PubMed2001

[Visions for the future--nursing as a profession in German-speaking Swiss health care].

Social, scholarly, and technical changes and changes in health politics have a lasting influence on the nursing profession. The development of nursing science programs can be seen in this context and institutions, which offer educational programs for nurses, have to orient them toward the new demands of the profession. Up to now in the German-speaking realm, published data, which describe the changes the nursing profession can expect, have not been available, nor have possible future fields of activity of nursing been examined. In order to close this gap, a group of opinion leaders and experts in nursing in German-speaking Switzerland were studied. Eighty-one people were surveyed by means of a questionnaire, and ten people were interviewed in-depth. The results reflect the visions and perspectives of the nursing profession of the future in German-speaking Switzerland. The expectation is that nursing should deal increasingly with sociopolitical changes and that the main issues of nursing with regard to type of client and locations where care is given will change. A re-orientation toward strengthening professional identity is called for in the following areas: involvement in determining and shaping decisions in politics and health politics; taking entrepreneurial initiatives; building clinical practice on caring, patient preferences, and evidence; making professional training and continuing education clinically-oriented as well as the development and the establishment of nursing science. Through a re-orientation, nursing should be better able to meet the challenges, which it faces because of health and social problems in the population. A great discrepancy exists between the expectations for nursing in the future and present reality. The challenge will be to see whether it will be possible to close the gap between visions and reality by means of training, continuing education, and changes in clinical practice.

Career Choice↗
PubMedDate not supplied

Continuing-education needs of public health educators: their perspectives.

The objective of the study described in this article was to determine the perceived continuing-education needs of employed public health educators. A three-wave mailing of a questionnaire was sent to a national sample of 500 public health educators who were asked to rate their preparation on 41 subcompetencies. Of 299 returned surveys (63%), 149 indicated that they were not currently practicing public health educators. Thus, analysis was based on 150 respondents. Six subcompetencies were perceived by 25% or more of the respondents as topics in which they needed more training. Health educators reported a need for continuing education, focused primarily on administration and evaluation of programs and applying appropriate research principles. Furthermore, the public health educators overwhelmingly preferred to attend a conference or workshop (85%) as their method of obtaining further continuing education. Health education programs and professional organizations need to take note of the identified continuing-education needs when developing future educational programs to adequately update health educators.

Adult↗
PubMed2000

Early childhood development: putting knowledge into action.

As part of its continuing mission to serve trustees and staff of health foundations and corporate giving programs, Grantmakers In Health (GIH) convened a select group of grantmakers and national experts who have made a major commitment to improve the health and well being of young children. The roundtable explored the latest research examining early childhood development, as well as public and private programs serving families with young children. The discussion ultimately centered upon the importance of grantmaker involvement to improve early childhood development, including the services delivered to young children and their families, training for professionals, and continued research and evaluation. This report brings together key points from the day's discussion with factual information on demographic, health and human services, and public policy trends drawn from a background paper prepared for the meeting. When available, recent findings, facts, and figures have been incorporated.

Adolescent↗
PubMed2002

The value of experiential education in dietetics.

A survey was sent to 2000 Registered Dietitians (RD) who passed the national registration exam between 1996 and 1999. RDs were asked to self-report their perceived value of professional preparation attained from four areas of dietetic education: didactic program, supervised practice, work experience, and continuing education. Five questions in the survey asked RDs to estimate the contribution of these four areas, in percentage, to their ability, confidence, knowledge, skills and competence as an RD. Analysis of the data included descriptive statistics and two-way correlation. The return rate for the survey was 45.0%. The dietetic internship consistently received the highest mean response for all five aspects of professional development. Knowledge (31.3%) was the highest contribution from the didactic program. The internship contributed the most to skill development (44.8%). Confidence (32.5%) was the greatest contribution from work experience, and knowledge (8.6%) from continuing education. When asked to indicate their first area of practice, 63.5% of the participants reported working in a clinical position, 19.2% reported community/public health, 13.8% reported other, 12.6% reported food service/management and 3.5% reported entrepreneurial/business. Participants' responses indicate that the internship is a critical aspect of dietetics education in order to develop ability, confidence, knowledge, skills, and competence to practice as an RD. However, each component of dietetic education contributed a unique aspect of professional development that is necessary in the preparation of an entry-level dietitian.

Adult↗
PubMed2005

International community health networking project: two year follow-up of graduates.

AIM: This paper presents the perceptions of graduates 2 years post-exchange in a USA-European Union funded programme. The primary goal of this 8-week exchange programme was to increase cultural knowledge and sensitivity by teaching a common module of community health assessment and planning to multi-national groups of undergraduate students in four countries. BACKGROUND: Cultural diversity and globalization are among the factors that encourage faculty in nursing to develop programmes of international exchange for students. The challenge is to combine the exchange with the teaching of other courses required by the home institution during the same semester. METHODS: Twenty-one graduates of participating USA schools responded to an open-ended interview by telephone or email 2 years after graduation. Bennett's continuum (1993) of intercultural sensitivity was used to assess cultural development. FINDINGS: Graduates overwhelmingly supported international education and described its continued impact personally and professionally. Gains in cultural sensitivity were perceived as the greatest benefit and influence on their practice. The majority of graduates were believed to be in Bennett's ethnorelative categories of acceptance and adaptation. The depth and breadth of previous cultural experiences, specific host and home schools, and previous travel were found to be related to development on the intercultural sensitivity continuum. DISCUSSION: Most important are the findings from this evaluation that provide insight into the factors enhancing growth of intercultural sensitivity. Previous travel, characteristics of the home and host institutions, and the opportunity and willingness to be a cultural outsider were important influences.

Adult↗
PubMedDate not supplied

Nursing: profession in peril.

The number of nursing faculty experienced and skilled in research and scholarship is declining because of retirement and insufficient numbers of new scholars entering academia. This trend, alone, puts the future development of the nursing profession at risk. In addition, the increasing expectations placed upon the existing professoriate in the teaching and essential institutional service arenas necessitated by this shortage limit both the time and energy of senior faculty who are most qualified to advance the profession. The historical development of nursing as a profession is grounded in its affiliation with institutions of higher education that provided the support and opportunities for nursing scholarship. The viability of any profession is dependent upon the ongoing generation and dissemination of knowledge. In the current and predicted environments, nursing academic institutions and individual faculty must acknowledge the fundamental role of research and scholarship in the advancement of the profession and seek methods by which they can provide support. Strategies for institutional and individual action are offered so that the knowledge base of the profession will continue to develop.

Burnout, Professional↗
PubMed1988

Decree No. 013/PRG concerning creation of a National Guinean Commission of Literacy and Adult Education, 21 January 1987.

This Decree creates a National Guinean Commission of Literacy and Adult Education under the Minister of National Education. The following are among the goals of the Commission: 1) to regroup the organizations, both public and private, that are engaged in adult education and literacy, with the goal of making their activities more useful; 2) to formulate adult education programs and strategies to combat illiteracy, keeping in mind the policy of human advancement; 3) to harmonize and coordinate all literacy programs and adult education activities; 4) to further the development and implementation of programs relating to literacy, adult education, and continuing and professional education; 5) to undertake studies and research relating to literacy, national languages, and adult education; and 6) to collect and disseminate information, documents, and studies in the area of literacy and adult education in Guinea and elsewhere. Further provisions of the Decree deal with the composition, organization, and resources of the Commission, among other things.

Adult↗