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Development Opportunities (development + opportunity)

Distribution by Scientific Domains

Medical Sciences	75%
Education	12%
Business, Economics, Finance and Accounting	12%

Kinds of Development Opportunities

professional development opportunity

Selected Abstracts

The MERC at CORD Scholars Program in Medical Education Research: A Novel Faculty Development Opportunity for Emergency Physicians

ACADEMIC EMERGENCY MEDICINE, Issue 2009
Jeffrey N. Love MD
Abstract Medical educators are increasingly charged with the development of outcomes-based "best practices" in medical student and resident education and patient care. To fulfill this mission, a cadre of well-trained, experienced medical education researchers is required. The experienced medical educator is in a prime position to fill this need but often lacks the training needed to successfully contribute to such a goal. Towards this end, the Association of American Medical Colleges (AAMC) Group on Educational Affairs developed a series of content-based workshops that have resulted in Medical Education Research Certification (MERC), promoting skills development and a better understanding of research by educators. Subsequently, the Council of Emergency Medicine Residency Directors (CORD) partnered with the AAMC to take MERC a step further, in the MERC at CORD Scholars Program (MCSP). This venture integrates a novel, mentored, specialty-specific research project with the traditional MERC workshops. Collaborative groups, based on a common area of interest, each develop a multi-institutional project by exploring and applying the concepts learned through the MERC workshops. Participants in the inaugural MCSP have completed three MERC workshops and initiated a project. Upon program completion, each will have completed MERC certification (six workshops) and gained experience as a contributing author on a mentored education research project. Not only does this program serve as a multi-dimensional faculty development opportunity, it is also intended to act as a catalyst in developing a network of education scholars and infrastructure for educational research within the specialty of emergency medicine. [source]

Additional Resources for Medical Student Educators: An Annotated Review

ACADEMIC EMERGENCY MEDICINE, Issue 4 2005
Tamara Howard MD
There are numerous resources available to help educators of medical students improve their methods of instruction. For example, several Internet sites exist that describe specific ways to teach and reinforce concepts basic to emergency medicine. Some of these sites also allow users to share their own experiences and teaching techniques. There are professional associations and organizations that specifically cater to the needs of those involved in the education and training of medical students and resident physicians. Educators may wish to take advantage of distance learning programs that offer instruction in areas such as adult learning, curriculum and teaching methods, and medical education evaluation and research. Finally, educators may wish to participate in professional development opportunities such as fellowships and online modules that have been designed to offer instruction on teaching skills, provide an arena for exchange of effective techniques, and acclimate faculty to academic medicine. [source]

Australasian emergency physicians: A learning and educational needs analysis.

EMERGENCY MEDICINE AUSTRALASIA, Issue 2 2008
Part Three: Participation by FACEM in available CPD: What do they do, do they like it?
Abstract Objective: To determine the participation of Emergency Physicians (EP) in currently available continuing professional development opportunities (CPD), their perception of the usefulness of available CPD and their preferred format or method of CPD desired in the future. Method: A mailed survey of Fellows of the Australasian College for Emergency Medicine with 17 Likert type options on educational methods and qualitative analysis grouping volunteered free text responses. Results: The most frequent learning methods reported by EP are on the job contact with other clinicians, formal ED based teaching and reading journals, which were also perceived as useful or very useful learning methods by more than 90% of EP. Less than 15% often or always participate on hospital grand rounds, high fidelity simulation, computer programmes or commercially sponsored events. Increased exposure was desired to high-fidelity simulation center skills training by 58% of respondents with nearly 49% of fellows also wanting more participation in international conferences with around 44% of fellows also wanting more participation in international conferences with around 44% desiring more formal teaching in the ED, more formal feedback on performance, and more meetings with other hospital departments. Over 50% of EP want less or no exposure to commercially sponsored dinners or events. Conclusion: Whilst emergency physicians currently participate in a wide variety of learning methods, the results of this survey suggest EP most appreciate ED based teaching, would like more contact with other departments, along with increased opportunities for simulation based learning and attendance at international conferences. [source]

The effect of human resource management practices on the job retention of former welfare clients

HUMAN RESOURCE MANAGEMENT, Issue 4 2006
John R. Deckop
Why should an employer hire a former welfare client?What human resource management practices can help employers retain former welfare clients? This study addresses these questions against the backdrop of changes in welfare legislation in the United States that have lessened support to welfare clients and their families and emphasized movement into the workplace. We conducted a large-scale empirical study of the effectiveness of a wide range of HRM practices and found that higher wages, better financial and health benefits, and development opportunities were positively associated with job retention. Unexpectedly, supervisory training had no relationship to retention, and appraising supervisors on providing a supportive and inclusive work environment showed a negative relationship. We provide suggestions to employers for improving the job retention of former welfare recipients along with directions for additional research. © 2006 Wiley Periodicals, Inc. [source]

Passive patient or engaged expert?

INTERNATIONAL JOURNAL OF MENTAL HEALTH NURSING, Issue 4 2007
Using a Ptolemaic approach to enhance mental health nurse education, practice
ABSTRACT:, This discussion paper seeks to explore an approach that metal health nurses can adopt that ensures the patient is at the centre of training and professional development opportunities. Although nurse training and education is shaped by practice and theory, the lived experiences of the patients as an educational resource often become lost in the milieu of ,doing' nursing. We argue that in addition to theoretical knowledge and practice knowledge, there is the need to harness the equally important patient experience knowledge. Drawing upon Ptolemaic concepts, this paper explores the potential tensions for mental health nurses resulting from the imbalance in power when engaging in therapeutic relationships with patients. It is argued that in order for mental health nurses to become more effective, they need to learn how to relinquish some of their power, even where this gives rise to uncomfortable tensions for the nurse. Such tensions result from the centrality afforded to theoretical knowledge and ritualized practice that underpins nursing and the difficulties this may cause for many nurses in accepting the value of patient experience as a primary source of knowledge. The difficulties of adopting this approach point to a need for mental health nurses and nurse educationalists to take a more reflexive approach to their patient encounters and within their encounters with each other. [source]

Embedding nursing and therapy consultantship: the case of stroke consultants

JOURNAL OF CLINICAL NURSING, Issue 2 2009
Christopher R Burton
Aims and objectives., As the basis for the design of career development opportunities for current and aspiring nursing and therapy consultants, we aimed to explore the factors that shape how these roles have embedded in UK stroke services. Background., The non-medical consultant role has been introduced into UK health care services to provide opportunities for experienced practitioners to progress their careers in clinical practice. Whilst there have been evaluations of the impact of the role on service delivery, little attention has been paid to the pathways towards consultantship. Design., An exploratory design, incorporating focus group discussions, was used to address the research questions. Participating consultants, both nurses and allied health professionals, worked in stroke services, although it is anticipated that the results will have wider application. Methods., Two focus groups were held with non-medical consultants in stroke from across the UK. Participants had the opportunity to comment on an interim paper prior to publication of the results. Thirteen consultants took part in the study. Results., A lack of consensus about the nature of clinical expertise and a diverse range of pathways towards consultantship were identified. Health care policy had presented the opportunity for consultants to be entrepreneurial in the development of stroke services, although this had limited the scope for the development of professional knowledge. Inflexible programmes to support aspiring consultants may limit the opportunities to develop these entrepreneurial skills. Conclusions., This study challenges health care organizations and the education and research departments that support them to think creatively in the way that the non-medical consultant role is embedded, and that this should draw on the commitment of existing consultants to support succession planning. Relevance to clinical practice., The identification of those aspects of career pathways that current consultants have found to be helpful will be useful in designing opportunities for aspiring consultants. [source]

A literature review of principles, policies and practice in extended nursing roles relating to UK intensive care settings

JOURNAL OF CLINICAL NURSING, Issue 20 2008
Namita Srivastava
Aims., To provide an overview of the literature relating to the principles, policy and practice of extended nursing roles in UK intensive care settings to date; to review and critically assess evidence of impact, outcomes and effect on practice and provide suggestions for future research. Background., It is known that career development opportunities, new technologies, patient needs, as well as the reduction in junior doctors' hours, are driving the development of new roles for nurses. Policy initiatives aim to expand nursing roles to support professional substitution. In adult, neonatal and paediatric intensive care, specialist trained nurses and designated advanced nursing practitioners are increasingly taking on extended practice of clinical tasks previously undertaken by medical staff. As yet there are no statutory regulations on the perceived scope and definition of the role of extended and advanced roles. Design., Systematic review. Methods., Search of electronic databases and selection of policy and peer-reviewed reports and reviews of extended nursing roles or advanced nursing practitioners in UK intensive care settings. Results., Chronological review shows policy development proceeding in a relatively ad hoc way. There is limited information available about how extensively or effectively extended nursing roles are being implemented in intensive care settings in the UK, particularly in adult and paediatric intensive care. To test local initiative findings for reliability and generalisability, a more robust evidence base is required. Conclusions., More data are needed on definition and outcomes of extended nursing roles in intensive care and care process measures should be developed to better inform implementation of nurse role development in the UK. Relevance to clinical practice., The review of policy and research evidence in this paper may better inform clinicians working in adult, neonatal or paediatric intensive care, as they continue to be challenged by expansion and development of their role. It may also help to form a basis and evaluation for future research into extended and advanced nursing roles in intensive care settings. [source]

The development of nurses as managers: the prevalence of the self-development route

JOURNAL OF NURSING MANAGEMENT, Issue 4 2000
D. Foster PHD
Aim This article identifies ways in which hospital sisters and charge nurses (ward managers) are developed as managers in one London teaching hospital.Context Ward managers are practising in the context of increasing management responsibility in which decision-making is being driven to occur as close to the patient as possible. Decision-making about the management development opportunities for ward managers rests with senior nurse managers who have espoused their own preferences about the styles of management development open to ward managers. Methods For this small-scale exploratory-descriptive study, qualitative research methods were used with a postal self-completed questionnaire followed by a focus group. The target population was a group of 22 senior nurse managers. There was a questionnaire response rate of 68% (n=15 respondents, four of whom participated in the focus group). Findings The research exposed and substantiated four styles of management development. The organizational prevalence of these styles and the ward managers' preference for each style were also ascertained. The most prevalent style was the one for which there was the least preference. Conclusions The findings indicated that there was a general mismatch between the style of management development prevalent in the organization and the style of management development preferred by the subjects. This left the ward managers generally to follow an unstructured self-development route. The use of a theoretical framework, expressed as a Reluctance-Readiness to Manage Continuum, is suggested to harness the propensity to self-develop and to link it with the organizational need to develop nurses as managers through the paradox of structuring self-development. [source]

Human Rights Barriers for Displaced Persons in Southern Sudan

JOURNAL OF NURSING SCHOLARSHIP, Issue 3 2009
Carol Pavlish PhD
Abstract Purpose: This community-based research explores community perspectives on human rights barriers that women encounter in a postconflict setting of southern Sudan. Methods: An ethnographic design was used to guide data collection in five focus groups with community members and during in-depth interviews with nine key informants. A constant comparison method of data analysis was used. Atlas.ti data management software facilitated the inductive coding and sorting of data. Findings: Participants identified three formal and one set of informal community structures for human rights. Human rights barriers included shifting legal frameworks, doubt about human rights, weak government infrastructure, and poverty. Conclusions: The evolving government infrastructure cannot currently provide adequate human rights protection, especially for women. The nature of living in poverty without development opportunities includes human rights abuses. Good governance, protection, and human development opportunities were emphasized as priority human rights concerns. Human rights framework could serve as a powerful integrator of health and development work with community-based organizations. Clinical Relevance: Results help nurses understand the intersection between health and human rights as well as approaches to advancing rights in a culturally attuned manner. [source]

Using technology and innovation for planning social and economic transformation in a region of Mexico

PERFORMANCE IMPROVEMENT QUARTERLY, Issue 2 2009
Gonzalo Rodríguez Villanueva
This article shows the possibility of achieving social transformation by applying the triple helix model, which establishes the university's participation and its research centers, the government and its three levels, and the private sector (Etzkowitz, 2002). These three allies have shared the vision and participated during the entire process, where the main focus is to increase development opportunities for the inhabitants of the southern region of Sonora, mainly from five elements: (1) creating an innovative regional system; (2) supporting creation of productive chains; (3) prioritizing investment in technology, information, and transport to improve territorial integration; (4) creating a safe and healthy environment where investments can be made; and (5) developing a government model based on a state policy and administered by projects. The methodology to create a regional plan for Southern Sonora is considered. [source]

Moral reasoning among physical therapists: results of the defining issues test

PHYSIOTHERAPY RESEARCH INTERNATIONAL, Issue 2 2010
Laura Lee Swisher
Abstract Background and Purpose.,Although there is extensive literature in other health care fields about the ability to make ethical judgements (moral reasoning), there is a paucity of research addressing the moral reasoning of practising physical therapists. The purposes of this research were to 1) identify the types of moral reasoning used by practising physical therapists as measured by the Defining Issues Test; 2) identify differences in moral reasoning among physical therapists based on educational background, demographic variables, clinical experience, practice setting or expertise in ethics; and 3) compare the moral reasoning of physical therapists with that of other professional groups.,Methods.,The Defining Issues Test of James Rest was used to evaluate moral reasoning. Five hundred thirty-seven physical therapists responded to a mail survey sent to a random sample of 2,000 American Physical Therapy Association members. Twelve physical therapists with expertise in ethics or professionalism completed the same survey.,Results.,The mean postconventional score for the random sample was 41.93. This score was lower than the mean scores of physicians, nurses, medical students, nursing students and dental students established in previous research. Females, ethics experts and those in academic settings had higher postconventional scores.,Conclusions.,Physical therapists scored lower in postconventional moral reasoning than some other professional groups with similar educational background. Factors that may inhibit or enhance the development of moral reasoning among physical therapists and possible consequences of high or low moral reasoning scores in physical therapy require further research. These findings may raise concerns about the entry-level educational curriculum and professional development opportunities in the area of ethics and moral reasoning. Results of this research may also highlight the challenges of evaluation, scholarship and research in physical therapy ethics. Further research and theory development is needed to address the relationships between moral theory and descriptive or empirical research within physical therapy. Copyright © 2010 John Wiley & Sons, Ltd. [source]

Laptop computers and children with disabilities: Factors influencing success

AUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 1 2001
Naomi Priest
The purpose of this study was to determine factors perceived to influence the successful use of laptop computers by clients of the Crippled Children's Association of South Australia. The study was conducted in two phases: (i) a consultation phase involving key stakeholders; and (ii) a survey phase in which a questionnaire was distributed. Five key themes were identified by the consultation phase which grouped together similar factors perceived to influence the successful use of laptop computers. These themes were factors related to: (i) the laptop user; (ii) the laptop user's parents/family; (iii) attributes of the laptop; (iv) the laptop user's school; and (v) support and assistance which the laptop user may receive. A questionnaire was developed around these themes. Participants rated the importance of factors within these themes in relation to successful laptop computer use by children with disabilities. Results identified the most important factors across the whole sample were portability and teachers ability to adapt learning tasks to suit laptop use. However, each stakeholder group rated different factors as most important. Recommendations for a collaborative approach to laptop computer prescription, ongoing follow up and quality assurance, and the provision of training and development opportunities are suggested. [source]

Staff development in information technology for special needs: a new, distance-learning course at Keele University

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 3 2000
John Hegarty
Whilst information technology has much to offer people with special needs, the availability of staff training in the use of special-needs IT in the UK and Europe is sparse. Keele University, with over a decade of experience in research and in supporting and training staff in the use of information technology, has launched a new, distance-learning course. This article describes the course background, its structure, and feedback from the first cohort of students. Results suggest that the course strikes an effective balance between the need of distance-learning students for face-to-face contact with peers and tutors, and the difficulties faced by students wishing to attend training whilst in full-time employment who are geographically distant. The course structure appears appropriate for a wide range of special-needs settings and the curriculum seems to have an appropriate mix of background theory and practical application. Difficulties faced with computer conferencing became apparent, which need to be addressed in future. The course could be a model for further staff development opportunities in IT for special-needs professionals. [source]

Characteristics of professional development that effect change in secondary science teachers' classroom practices

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 6 2005
Bobby Jeanpierre
We studied the outcome of a professional development opportunity that consisted of 2-week-long resident institutes for teams consisting of a secondary science teacher and two students. The science content of the National Science Foundation (NSF)-funded professional development institute was monarch butterfly ecology. The first institute took place in Minnesota during the summer, and the second in Texas during the fall. Staff scientists provided intense instruction in inquiry, with numerous opportunities for participants to conduct short inquiry-based research projects. Careful attention was paid to introducing each step of the full inquiry process, from asking questions to presenting research findings. All participants conducted independent team full inquiry projects between the two institutes. Project findings show that the number of teachers providing opportunities for their students to conduct full inquiry increased significantly after their participation. A mixed-methodology analysis that included qualitative and quantitative data from numerous sources, and case studies of 20 teachers, revealed that the characteristics of the program that helped teachers successfully translate inquiry to their classrooms were: deep science content and process knowledge with numerous opportunities for practice; the requirement that teachers demonstrate competence in a tangible and assessable way; and providers with high expectations for learning and the capability to facilitate multifaceted inquiry experiences. © 2005 Wiley Periodicals, Inc. [source]