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PubMedDate not supplied

Professional development during a career break: building your own program.

Professional organizations offer healthcare quality management professionals a myriad of opportunities for professional development. Healthcare professionals taking a break from their careers can take advantage of these and other opportunities to build a program for professional development that is not job-specific, with a focus on reentry into the workforce. Options include continuing education via certificate, credentialing, and fellowship programs, writing, networking, doing volunteer work, and providing résumé or marketing services.

Career Mobility↗

PubMed2003

The future of the American Group Psychotherapy Association: whither we goest?

The author describes his perspective about what the future holds for the American Group Psychotherapy Association (AGPA). Utilizing Nitsun's (1996) construct of the "anti-group" as an organizing metaphor, he delineates the destructive forces both within and outside the organization that are currently affecting it, and then describes how they can be transformed into instruments for positive development. He suggests that the AGPA can and must continue to provide a "holding environment" (Winnicott, 1960) for professionals interested in working with people in groups. In addition, he asserts that the organization will build upon its remarkable response to the September 11, 2001 debacle in the United States to expand its services to those who have been traumatized. Beyond this, he underscores the importance of the AGPA consolidating and expanding its various educational offerings into a coherent package that will meet the needs of any and all who are interested in learning about how to work effectively with groups. In these and other ways, he contends that the AGPA will thereby confirm Nitsun's assertion that anti-group forces can be transformed, and that organizations that confront these forces constructively can not only survive but thrive.

Forecasting↗

PubMed2006

Change in approach and delivery of medical care in children with asthma: results from a multicenter emergency department educational asthma management program.

OBJECTIVES: The Hawaii Child Asthma Research to Elevate Standards (CARES) Program implemented an emergency department (ED)-based education and management program to facilitate National Asthma Education and Prevention Program (NAEPP) guideline understanding among asthmatic children and their families, ED staff, and health care providers. METHODS: The multipronged approach used: (1) 2-phased prospective tracking system of ED asthma patients; (2) ED-based educational intervention for patients/families; and (3) asthma education for ED staff and community-based health care providers. Data were collected across 4 EDs during phase I (October 8, 2002, to October 1, 2003) and phase II (October 1, 2003, to July 8, 2004). Follow-up data were collected by telephone 3 weeks (phase I), and 3 weeks and 3 months (phase II) after the ED encounter. The patient/family intervention was delivered throughout phase II. During phase I, ED and community-based health care professionals developed strategies for building an integrated asthma care system. ED staff training was delivered before phase II. Continuing medical education for health care providers was delivered before and during the first month of phase II. RESULTS: Tracking data on 706 phase I and 353 phase II patient encounters revealed that the majority of patients with persistent asthma did not use long-term controller medications and did not possess a written asthma action plan. From preintervention to postintervention, the number of patients possessing a written asthma action plan increased from 48 to 322. Of 186 persistent asthmatics, 34 were using controller medications daily, 34 as needed, and 118 not at all. Daily use increased to 80 3 weeks postintervention and to 68 3 months postintervention. CONCLUSION: An ED-based childhood asthma tracking system can serve as a basis for designing and implementing an ED-based educational intervention. ED staff, primary care providers, and others can work together to promote asthma care.

Adolescent↗

PubMed1999

Understanding the impact of power in organizations.

Although implementation of Shared Governance appears to have failed, it failed primarily on the surface. Many staff nurses actively involved in the Shared Governance movement not only were empowered but were dramatically affected on a professional level. Several council chairpersons were empowered to assume management roles in the transition back to the hierarchial model--a manifestation of their professional growth and development. At the unit level, several units lobbied the new leadership to allow them to continue to do peer review and unit-based council management of unit governance issues. Three councils lobbied to continue to do their work, although in a modified role, in the reestablished hierarchial structure. The three remaining councils were those of Practice, Quality, and Research. If nurse leaders at any level within the organization are to guide their departments forward while in the throes of the current chaos in health care, they must develop and use their power bases, both formal and informal, as individuals and then as leaders. Russell Coile identifies the need for more clinical expertise (expert power) on the executive team of health care organizations. He predicts that 50% of the executive team will be nurses and physicians and that only health care executives with an MBA or financial backgrounds, who also have well-developed informal power bases with skills in relationship development, facilitation, and networking, will be part of the new system. Those with a diversified informal power base will be most successful in guiding their organization to its destination. The future for nursing leaders is in the sharing of information; it is about embracing diversity and recognizing the contributions others can make that are refreshingly different; it is also about clearly defining a balance in life, because balanced leaders who have found a way to nurture and meet their own needs are better positioned to do the same for others. Ultimately, understanding the impact of power in an organization, regardless of organizational structure, begins with understanding and defining your own power base.

Decision Making, Organizational↗

PubMed1997

PREP: what's on offer?

To help you maintain and develop your professional and clinical practice and meet your UKCC requirements for PREP the RCN is offering free Continuing Education vouchers along with some new CE initiatives starting next week in Nursing Standard. This report explains what will be available.

Education, Nursing, Continuing↗

PubMed1999

Quality development in perinatal care -- the OBSQID project. OBStetrical Quality Indicators and Data.

This special communication describes the objectives and strategies of the OBStetrical Quality Indicators and Data collection (OBSQID) project, a pan-European network of researchers, healthcare providers, and professional institutions and associations using agreed key quality indicators and served by a common database. OBSQID is based on the general concept of continuous assessment, management and development of quality of care and is geared to perinatal medicine. It allows contributors to measure, on an on-going basis, the outcomes of care they provide against those of other facilities within their own region or country as well as in Europe. It identifies 'best practices' and allows for the exchange and transfer of knowledge and expertise through 'twinning' or collaborative partnerships. It also assists in setting general quality standards as well as specific guidelines aimed at ensuring all patients high quality, cost-effective care.

Data Collection↗

PubMed1983

Professional experiences of recent graduates.

Graduates of a coordinated undergraduate program in dietetics assessed the influence on the development of competency of undergraduate education, graduate study, continuing education, and work experience. Work and undergraduate education were rated as making the greatest contributions toward development of competency. Also examined were career patterns from first to current job position. In the first position, nearly one-half of the graduates accepted clinical jobs and one-fourth general positions. Current positions for one-half of the graduates reflect a movement to administration, education, and consultation.

Adult↗

PubMed1997

Experiences of a nursing ethics forum. Case studies and outcomes.

Nursing staff members should need few rules and should focus on using critical thinking to guide nursing practice and care. Nurses are decision makers participating in collaborative practice. A high degree of professionalism, responsibility, and accountability is expected. We feel that this program has succeeded not only in meeting the mission and vision of the department of nursing but also that of the hospital. It also has developed to promote the philosophy that nurses must be committed to providing excellence in patient care. In addition to developing this group concept as a model, our intention is to assist staff members with the continued expansion of the group and its tenets. As Uustal asserted, the knowledge of ethical theories and principles can stimulate the nurse's thinking, and ethical decision making can offer direction; however, only you can make ethical decisions. We hope to continue the development of clinical, ethical decision-making skills and to promote the value of this program to the ongoing growth and development of professionalism in nursing.

Decision Making↗

PubMed2001

Teacher candidates' reflective teaching and learning in a hospital setting - changing the pattern of practical training: a challenge to growing into teacherhood.

UNLABELLED: AIMS OF THE PROJECT: The main goal of the 'teacher candidates' reflective teaching and learning' project was to integrate theories of reflection in education and nursing practice. This was realised through teacher candidates' practical training in a hospital setting providing them with personal experiences of reflection in different forms and contexts. In this paper one teacher candidate pair's experiences of developing documentation in one operating theatre are described. BACKGROUND: The power of reflection is acknowledged in health care education and, on the other hand, also in nursing practice. Reflection, however, is not spontaneous but it requires active contribution. The key persons in this respect seem to be healthcare teachers. The challenges for today are that, for example, the theoretical background of reflection is multi-fold and that the concept of reflection is popularised in common use. DESIGN OF THE PROJECT: The project (1995-1998) was accomplished in one of the biggest university hospitals in Finland. On the collaborating wards, systematic team supervision was in progress. Teacher candidates planned and implemented in-service-training modules for teams based on educational needs raised during team supervision sessions. FINDINGS: The contribution of the project can be assessed as important to health care teacher education, but also to nursing practice. Practical training in a hospital setting enhanced teacher candidates' ability to work as teachers in a hospital organisation as well as a nursing college/polytechnic by providing them with a new viewpoint. They learned valuable lessons from applying theory, as planning in-service-training required continuous reflective discussion with the nursing staff but also theoretical reflection. Improvements in nursing practice were also promoted as staff educational needs were met. CONCLUSIONS: Shifting the teacher candidates' practical training into a hospital setting and emphasising reflection seemed to promote their professional development towards teacherhood and improve nursing practice.

Adult↗

PubMedDate not supplied

Digital imagery/telecytology. International Academy of Cytology Task Force summary. Diagnostic Cytology Towards the 21st Century: An International Expert Conference and Tutorial.

ISSUES: Optical digital imaging and its related technologies have applications in cytopathology that encompass training and education, image analysis, diagnosis, report documentation and archiving, and telecommunications. Telecytology involves the use of telecommunications to transmit cytology images for the purposes of diagnosis, consultation or education. This working paper provides a mainly informational overview of optical digital imaging and summarizes current technologic resources and applications and some of the ethical and legal implications of the use of these new technologies in cytopathology. CONSENSUS POSITION: Computer hardware standards for optical digital imagery will continue to be driven mainly by commercial interests and nonmedical imperatives, but professional organizations can play a valuable role in developing recommendations or standards for digital image sampling, documentation, archiving, authenticity safeguards and teleconsultation protocols; in addressing patient confidentiality and ethical, legal and informed consent issues; and in providing support for quality assurance and standardization of digital image-based testing. There is some evidence that high levels of accuracy for telepathology diagnosis can be achieved using existing dynamic systems, which may also be applicable to telecytology consultation. Static systems for both telepathology and telecytology, which have the advantage of considerably lower cost, appear to have lower levels of accuracy. Laboratories that maintain digital image databases should adopt practices and protocols that ensure patient confidentiality. Individuals participating in telecommunication of digital images for diagnosis should be properly qualified, meet licensing requirements and use procedures that protect patient confidentiality. Such individuals should be cognizant of the limitations of the technology and employ quality assurance practices that ensure the validity and accuracy of each consultation. Even in an informal teleconsultation setting one should define the extent of participation and be mindful of potential malpractice liability. ONGOING ISSUES: Digital imagery applications will continue to present new opportunities and challenges. Position papers such as this are directed toward assisting the profession to stay informed and in control of these applications in the laboratory. Telecytology is an area in particular need of studies of good quality to provide data on factors affecting accuracy. New technologic approaches to addressing the issue of selective sampling in static image consultation are needed. The use of artificial intelligence software as an adjunct to enhance the accuracy and reproducibility of cytologic diagnosis of digital images in routine and consultation settings deserves to be pursued. Other telecytology-related issues that require clarification and the adoption of workable guidelines include interstate licensure and protocols to define malpractice liability.

Computer Communication Networks↗

PubMedDate not supplied

Meeting the continuing education needs of pediatric nurses: the Pediatric Nurse Exchange Program.

Today's dynamic health care environment offers multiple challenges as hospitals attempt to design and implement successful nursing career plans and support the development of professional nurses along such plans. The Pediatric Nurse Exchange Program is designed as a means for personal and professional development to support professional nurses as they are challenged to provide quality nursing care to children and their families. A pilot project is designed to provide experiences for professional nurses in three children's hospitals in Ohio. Exchange experiences, of two to five days in length, provide opportunities for nurses to share expertise, exchange patient care strategies, and develop skills as consultants, change agents, educators, and communicators. Nurse participants in the program are awarded continuing education contact hours for the experience.

Clinical Competence↗

PubMed1978

Patient transfer form provides continuity of care.

General Hospital of Everett (WA) took the initiative in developing a new patient transfer form that has been adopted for statewide use. By using suggestions from a wide variety of sources, a hospital committee, which consisted of professionals from local extended care facilities and nursing homes, as well as from the hospital's staff, was able to develop a useful and effective patient transfer system.

Continuity of Patient Care↗

PubMedDate not supplied

Education to achieve symptom control for patients with cancer.

This project evaluated whether shared interprofessional education across primary and secondary care could improve symptom control for patients with cancer. An action learning group of 16 health care professionals and patients from the community and hospital took part in an initial three-month learning and change process and an evaluation at the end of one year. Both participants and facilitators developed skills in working with other health care settings, as well as experience of using a continuous quality improvement tool. Participants developed a greater understanding of how the NHS worked and what was required to enable patients to receive improved care. The project enabled professionals to work more effectively with both primary and secondary services, agencies, and helped patients to enhance symptom control.

Attitude of Health Personnel↗

PubMed2000

Clinical governance: its origins and its foundations.

This article from the NHS Clinical Governance Support Team (NCGST) outlines the development of quality concerns since the NHS was founded in 1948. It traces the development of clinical governance as a means of achieving continuous quality improvement and describes what the implementation of clinical governance means for patients and professionals. It analyses features of the cultural shift necessary to underpin quality improvement initiatives and describes with practical examples the constituents of the culture necessary for successful clinical governance. Future articles in this series will address other issues around clinical governance and will explain the model being followed by delegates to the NCGST's Clinical Governance Development Programme as they implement clinical governance "on the ground".

Communication↗

PubMed1990

Evaluating the impact of continual professional education (ENB 941).

It is often assumed that participation in continuing professional education (CPE) activities necessarily results in maintenance of competence and improvements in nursing practice. A literature review revealed that evaluation of CPE activities is frequently limited to the completion of forms at the conclusion of the offering, indicating the extent to which the objectives have been achieved and the general level of satisfaction of the participants. Very little attention seems to have been paid to the longer term effects of the CPE activity on the individual participant or on their ability to provide an enhanced level of nursing practice--the raison d'être of CPE. This project was designed to explore the impact of ENB 941 on course participants. A group of 11 nurses and their six clinical managers were interviewed 10 months following course completion to discuss the effects of the course on the professional, educational and individual development of course participants and on their ability to improve nursing practice. Analysis of the interviews suggests that all group members used some of the opportunities available in the course to further their development. All clinical managers agreed that despite staffing and financial implications, the course provided value for money in terms of staff development and enhanced nursing practice.

Education, Nursing, Continuing↗

PubMed1999

Clinical governance for public health professionals.

This paper examines the issues specific to clinical governance for public health professionals. It highlights three levels at which public health is capable of promoting clinical governance: within the specialty of public health, across other National Health Service (NHS) organizations and as part of the public health responsibilities of health authorities. Current work is reviewed, and its focus on hospital and community NHS Trusts is noted. Current thinking on the introduction of clinical governance into clinical practice is interpreted to provide a framework for its development in public health professional practice.

Education, Medical, Continuing↗

PubMed1998

International nurse education: implications for providers.

This exploratory study conducted in 1996 described the profiles, roles and preparation of twelve South Australian registered nurses in relation to their provision of education programs for nurses from South East Asia. The research showed respondents were well qualified and highly experienced educators whose roles were complex. Their preparation for providing education programs for nurse from South East Asia had been haphazard and inadequate. Consequently respondents considered they were not fully prepared for the providing this specialised education. Career planning and a more strategic approach to the development of specific expertise are essential to support an international approach to nurse education. Nurse education that values intercultural awareness, and is multicultural and global would benefit both local and international students. Development of germane knowledge, skill, attitudes and behaviours is recommended to ensure excellence in the provision of international nurse education. An action research model is proposed as an alternative to traditional professional development to prepare providers of international education.

Asia, Southeastern↗

PubMed2005

Benchmarking medical absence: measuring the impact of occupational health nursing.

Occupational health nurses are in a unique position to influence medical absence costs through their focus on health promotion and restoration. Corporate management looks to occupational health nurses to maximize employee productivity and reduce costs through lowered disability claims, fewer on-the-job injuries, and improved absentee rates. Benchmarking provides the occupational health nurse with the diagnostic tools to measure and manage productivity, demonstrate results, and justify the resources needed to accomplish desired outcomes. Benchmarking assists the occupational health nurse in all standards of practice outlined by the AAOHN: Assessment, diagnosis, outcome identification, planning, implementation, evaluation, resource management, professional development, collaboration, research, and ethics.

Benchmarking↗