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Professional Competence (professional + competence)

Distribution by Scientific Domains

Medical Sciences	52%
Business, Economics, Finance and Accounting	21%

Selected Abstracts

Strategy for Implementation of IFAC International Education Guideline No. 9: "Prequalification Education, Tests of Professional Competence and Practical Experience of Professional Accountants": A Task Force Report of the International Association for Accounting Education and Research (IAAER)

JOURNAL OF INTERNATIONAL FINANCIAL MANAGEMENT & ACCOUNTING, Issue 3 2001
Belverd E. Needles
This paper provides strategies for implementing the recommendations of the International Education Guideline No. 9 (hereafter referred to as Guideline), issued by the International Federation of Accountants. The three principal implementation issues addressed in this paper are as follows. (1) How to instill the characteristics of lifelong learning in future professional accountants through accounting education. (2) How to design and implement a program of accounting education that achieves the objectives of the Guideline. (3) How to develop awareness and encourage adoption of the recommendations of the Guideline by communicating and disseminating information through a series of projects within IFAC's constraints and policies. [source]

Professional Competence as Ways of Being: An Existential Ontological Perspective

JOURNAL OF MANAGEMENT STUDIES, Issue 7 2009
Jörgen Sandberg
abstract Current theories propose that professional competence is primarily constituted by scientific and tacit knowledge, knowing-in-action, understanding of work or practice. While providing valuable insights we contend that they present a fragmented understanding of professional competence. In particular, they do not adequately explain how central aspects of practice such as knowledge and understanding are integrated into a specific professional competence in work performance. An existential ontological perspective is proposed as offering a more comprehensive and integrative analysis of professional competence. It is explored through an empirical study of corporate lawyers and the findings suggest that professional competence should be understood as ways of being. The results show that different ways of practising corporate law distinguish and integrate a specific understanding of work, a particular self-understanding, other people, and tools into distinct forms of competence in corporate law. [source]

Professional competence: factors described by nurses as influencing their development

INTERNATIONAL NURSING REVIEW, Issue 1 2006
R. Tabari Khomeiran bs mscn phd
Aim:, To discuss the results of a study that explored factors that may influence competence development. Background:, Competence, a controversial issue in health care settings, affects many aspects of the nursing profession, including education, practice and management. Although a number of research and discussion papers have explored the issue, in particular the meaning and assessment of nursing competence, to date little research has explored factors identified by nurses themselves as influencing their development of professional competence. Methods:, A purposive sample of 27 registered nurses was recruited from two university-affiliated hospitals. Data collection was by tape-recorded semi-structured interviews. Interviews were transcribed verbatim and analysed according to the qualitative methodology of content analysis. Findings:, Six descriptive categories were identified from the data: experience, opportunities, environment, personal characteristics, motivation and theoretical knowledge. Conclusions:, The findings suggest that the factors influencing the process of developing professional competence in nursing extend across personal and extra-personal domains. An understanding of these factors may enhance the ability of nursing managers and educators to enable student and qualified nurses to pursue effective competency development pathways to prepare them to provide a high standard of care. These findings, which may have important implications for nursing practice, management and education, are being further tested in a larger study. [source]

Migration and Recognition of Diplomas in Sweden

EUROPEAN JOURNAL OF EDUCATION, Issue 2 2005
ELENA DINGU-KYRKLUND
Trans-national migration is now a global phenomenon, affecting an increasing amount of persons, many of whom have already completed a form of higher education in their country of origin or earlier residence at the time of migration. There is consequently a need to evaluate foreign degrees and assess migrants' professional competence beyond their initial borders. Recognition of diplomas against the background of the integration process is the core of this article. Combining considerations regarding migration and integration of highly educated international migrants on the labour market of their target countries with a closer perspective on the process of validation of foreign higher education and professional competence in Sweden, the article treats this topic as a European example of the development of an issue of increasing importance in years to come. [source]

The Swedish Welfare State and the Emergence of Female Welfare State Occupations

GENDER, WORK & ORGANISATION, Issue 4 2000
Lars Evertsson
The Swedish welfare state has, during the twentieth century, developed into the primary guarantor of health and social services as well as economic security. As the welfare state has developed, a new group of professions has emerged which can be described as welfare state professions. In this paper I will point out a few central aspects of how female-dominated welfare state professions have emerged and developed within the framework of the Swedish welfare state's expansion. These ideas will then be demonstrated on two female-dominated occupations, nurses and occupational therapists, which have developed in close association with the expansion of the welfare state. The results indicate that the emergence of a centrally planned welfare state and the occupational groups' organizational resources have been of crucial importance for the professional development of female-dominated health and care occupations in Sweden. The welfare state has opened up new professional fields and created a stable labour market, which has provided good conditions for professional organizing. The state has also been quick to establish relationships with occupational groups whose professional competence has been deemed to be suited to the welfare political context. However, the state's interests in professional matters have often been in conflict with those of the professions themselves, regarding, for example, education, sub-specialization and certification. One conclusion that can be drawn is that the Swedish welfare state has acted both as an engine and a brake regarding professional development and status. [source]

Professional competence: factors described by nurses as influencing their development

Genetics education in the nursing profession: literature review

JOURNAL OF ADVANCED NURSING, Issue 2 2006
Sarah Burke BA MA
Aim., This paper reports a literature review exploring genetics education for nursing professionals. The aim was to contribute to the debate about the future direction of such education. Background., Advances in genetics science and technology have profound implications for health care and the growing importance and relevance of genetics for everyday nursing practice is increasingly recognized. Method., A search was conducted in February 2005 using the CINAHL and Google Scholar databases and the keywords nurse, midwife, health visitor, education and genetics. Papers were included if they were published in English between 1994 and 2005 and included empirical data about genetics education in nursing. In addition, attempts were made to access the grey literature, with requests for information on research, for example, to members of the Association of Genetic Nurses and Counsellors and searches of relevant websites. Findings., Agreement on the relevance of genetics for nursing practice is extensive. Empirical evidence of the learning needs of practitioners highlights widespread deficits in knowledge and skills, and low confidence levels. Provision of nursing education in genetics is patchy and insubstantial across a number of countries, further hampered by lack of strategic development. Significant progress has been made in the identification of learning outcomes for nurses. Research on the delivery of genetics education is limited, but the role of skills-based training, use of clinical scenarios, and importance of assessment have all been identified as factors that can promote learning. Conclusion., Whilst areas of good performance were revealed, many studies identified gaps in professional competence and/or education. New initiatives are underway to support genetics education and its integration into professional practice, but further research is needed on the most effective forms of educational delivery, and an international collaborative approach to this should be considered. [source]

Professional Competence as Ways of Being: An Existential Ontological Perspective

Working conditions and the possibility of providing good care

JOURNAL OF NURSING MANAGEMENT, Issue 4 2002
Gunvor Lövgren RN
Background,An open and tolerant climate characterized by joy in work where the personnel can mature as people and develop their professional competence was postulated as essential to working conditions under which good care can be provided in line with a care policy accepted for healthcare in a northern Swedish county. Aim, This study aimed to examine working conditions before and 3 years after the implementation of the care policy. Method, All personnel working on four hospital wards in the county described their experiences in questionnaires in a baseline measure in 1995 (n = 119) and a follow-up measure in 1998 (n = 106). Findings, Lower ratings for working conditions were found in many respects in the follow-up measure. Fewer respondents from three wards expressed satisfaction with their current work situation. More respondents in one of these wards expressed, in addition, an inability to keep up with their work and fewer also evaluated their immediate superiors as good leaders. More of the respondents from one ward expressed the intention of looking for alternative employment and wanted to have another job. More respondents in two wards reached scores indicating burnout risk or burnout, and lower means were seen in two to 10 work climate dimensions per ward, out of 10 possible, in the follow-up measure compared with the baseline. Conclusion, The working conditions seen as requisite for the possibility of providing good care seem to have deteriorated in a number of respects on the wards studied over a three-year period and improvements are needed if the care offered is to be in line with the stated care policy. A concurrent study investigating patient satisfaction of the care quality in the same county showed a deterioration in their assessments between measurements carried through with a three-year interval, implying a relationship between the working conditions of the personnel and the patients' experiences of care. [source]

Lawyer Specialization,Managing the Professional Paradox

LAW & POLICY, Issue 2 2010
RICHARD MOORHEAD
This article explores a series of paradoxes exposed by specialization within the legal profession. It will argue that while the existing literature rightly identifies specialization as posing potential challenges to coherence, legitimacy, and professional ethics, it fails to grapple with the relationship between professional competence and specialization. In exploring this relationship, three paradoxes are articulated. The first is that specialization is both a necessary element in the development of professionalism and a threat to it. The second is the normative ambiguity of specialization: specialization is capable of giving rise to both benefits and detriments. The third paradox is the profession's response to this ambiguity. It will be argued that the profession's approach is incoherent in public interest terms and can be best explained as part of a desire to protect its members' interests and its collective identity over the public interest in competence. These arguments are made in the context of a series of three empirical studies of specialists and nonspecialists in legal aid practice in England and Wales. The evidence is worrying enough to suggest significant concerns about the quality and indeed legitimacy of the professional qualification as a general warrant of competence. The implications for institutionalizing specialization within the legal profession are discussed. [source]

OSCE! Variations on a theme by Harden

MEDICAL EDUCATION, Issue 12 2003
Brian Hodges
Background, In 1979, Harden described the first objective structured clinical examination (OSCE). Harden's OSCE dramatically changed the assessment of professional competence because it used actors and choreographed scenarios to evaluate the performance of professional behaviours. Analysis, Because of the intense focus on performance, OSCEs have had a powerful influence on doctor training and practice. However, the immediate psychometric characteristics of OSCEs rather than their performance effects have been the subject of most research. Conclusion, The time has come to undertake a sophisticated sociological investigation of how OSCEs affect medical practice, including the ways in which they shape doctor interaction with patients, families and other health professionals. [source]

Peer assessment of competence

MEDICAL EDUCATION, Issue 6 2003
John J Norcini
Objective, This instalment in the series on professional assessment summarises how peers are used in the evaluation process and whether their judgements are reliable and valid. Method, The nature of the judgements peers can make, the aspects of competence they can assess and the factors limiting the quality of the results are described with reference to the literature. The steps in implementation are also provided. Results, Peers are asked to make judgements about structured tasks or to provide their global impressions of colleagues. Judgements are gathered on whether certain actions were performed, the quality of those actions and/or their suitability for a particular purpose. Peers are used to assess virtually all aspects of professional competence, including technical and non-technical aspects of proficiency. Factors influencing the quality of those assessments are reliability, relationships, stakes and equivalence. Conclusion, Given the broad range of ways peer evaluators can be used and the sizeable number of competencies they can be asked to judge, generalisations are difficult to derive and this form of assessment can be good or bad depending on how it is carried out. [source]

Physicians' perceptions of protocol-directed weaning in an intensive care unit in Norway

NURSING & HEALTH SCIENCES, Issue 1 2009
Britt Sætre Hansen ccrn, mnsc
Abstract The aim of this paper is to identify physicians' perceptions of protocol-directed weaning from mechanical ventilation in an intensive care unit in Norway. Errors occur in the absence of procedures, plans, and a team culture. Standardized weaning protocols, or pathways, offer a systematic approach. The focus group method was used. Four themes emerged: (i) acceptance, where the participants perceived the protocol as having a positive influence on the weaning process, although some barriers were identified, such as its failure to facilitate the "difficult-to-wean" patient; (ii) indignant responses, which gave the impression that the protocol was prescribed for the benefit of the nurses; (iii) ambivalence was evident in the two different approaches to the weaning process when problems occurred, which were "directing" and "collaborating"; and (iv) continuity and professional competence were perceived as important aspects of the weaning process. An unclear pattern of responsibility and poor interprofessional collaboration and communication were reported. [source]

Professional identity as a resource for talk: exploring the mentor,student relationship

NURSING INQUIRY, Issue 4 2008
Pam Shakespeare
This paper discusses a study examining how mentors in nurse education make professional judgments about the clinical competence of their pre-registration nursing students. Interviews were undertaken with nine UK students and 15 mentors, using critical incidents in practice settings as a focus. The study was undertaken for the English National Practice-Based Professional Learning Centre for Excellence in Teaching and Learning. This paper reports on the conversation analytic thread of the work. The mentor role with pre-registration nursing students is not only supportive but involves formal assessment. Central to the relationship is communication. In professional education, communication is seen as a skill to be applied and assessed in practice settings but is also the medium mentors and mentees use to talk about the relationship. Analysis of excerpts of conversation in the interviews shows that episodes of communication are used as topics of conversation to establish professional identity. It also reveals that judgments about the extent of professional capacity of both students and mentors are grounded in everyday behaviours (for example, enthusiasm, indifference and confidence) as well as professional competence. In addition to focusing on clinical issues, mentors can and do use mundane communication as a resource for judgments about competence. [source]

A Loss of Faith: The Sources of Reduced Political Legitimacy for the American Medical Profession

THE MILBANK QUARTERLY, Issue 2 2002
Mark Schlesinger
Writing at the beginning of the 20th century, Shaw identified one of the significant contemporary transformations in industrial democracies. In part as the result of advances in science and technology, in part as a rejection of the monopolistic abuses of industrialization, and in part as a consequence of assiduous efforts by the professions themselves, this was a period in which the legitimacy and social authority of professionals increased dramatically (Brint 1994; Krause 1996; Larson 1977; Sandel 1996). Nowhere was this more evident than in medicine. Over several decades, medicine changed from an occupation with a mixed reputation and little political influence into one that would "dominate both policy and lay perceptions of health problems" (Freidson 1994, 31). In a number of countries, the professional authority and political influence of physicians also rose during this era (Coburn, Torrance, and Kaufert 1983; Krause 1996; Stone 1980), most dramatically in the United States (Starr 1982). The political legitimacy and policymaking influence of the medical profession have greatly declined in American society over the past 30 years. Despite speculation about the causes, there has been little empirical research assessing the different explanations. To address this gap, data collected in 1995 are used to compare attitudes of the American public and policy elites toward medical authority. Statistical analyses reveal that (1) elites are more hostile to professional authority than is the public; (2) the sources of declining legitimacy are different for the public than they are for policy elites; and (3) the perceptions that most threaten the legitimacy of the medical profession pertain to doubts about professional competence, physicians' perceived lack of altruism, and limited confidence in the profession's political influence. This article concludes with some speculations about the future of professional authority in American medicine. [source]

ML08 CONDUCTING A REVIEW , THE IMPORTANCE OF PROCESS

ANZ JOURNAL OF SURGERY, Issue 2007
A. F. Merry
Reviews of practice tend to arise out of conflict between the person reviewed and the organisation requesting the review, usually after a failure of the two parties to resolve their differences at a lower level. It follows that legal challenges are likely, and this has been borne out by experience. Such challenges will generally be based on alleged failures in process. Furthermore, being reviewed is exceptionally stressful for any doctor and creates serious risks to his or her health and reputation. It is essential that these risks are minimized and that all parties emerge from the review believing that the process has been impartial, professional, confidential and fair. The key is to engage a senior lawyer with appropriate experience and expressly charge him or her (in writing) with the responsibility for process. This lawyer must be independent (the reviewing organisation's own lawyers are not appropriate for this position), directly accountable to the chair of the review panel, and have unrestricted time for this task. He or she should be present at all meetings between the panel and the reviewed doctor and should revise all documents produced by the panel. The panel chair should assign the primary responsibility for reviewing the professional competence of the doctor to other panel members and should focus instead on ,chairing', on process, and on the wider (or ,big picture') issues which surround the review. Previous experience in reviews is essential for this role. [source]

Creating a Culture of Self-Care

CLINICAL PSYCHOLOGY: SCIENCE AND PRACTICE, Issue 1 2009
Jeffrey E. Barnett
Psychologists are vulnerable to the effects of distress, which if left unchecked may lead to burnout, vicarious traumatization, and impaired professional competence. Smith and Moss (2009) provide a convincing call to action for the profession of psychology to give adequate attention to these important issues. This commentary adds to their excellent review and provides specific recommendations for individual psychologists for those who train graduate students, and for professional associations. A rationale is provided for the recommendations made and further guidance is provided for creating a culture of self-care in the profession of psychology. The importance of this approach as an ethical imperative is presented and strategies and recommendations are provided. [source]