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Professional Context (professional + context)
Selected AbstractsExtramural clinic in comprehensive care educationEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2003K. Petersson In the Malmo model, the students' experience of their future professional context is a basic principle. Therefore, comprehensive care education includes one day per week in the public dental health service during the 9th and 10th semesters. There are three main objectives of this clinical module that the students should be able to, namely: ,,Further develop insights in general dentistry and its pre-requisites in Sweden. ,,Identify themselves as a member of the professional team. ,,,Think like a dentist'. A questionnaire was given to final year students and their clinical supervisors in the public dental health service. The students were asked to self-assess to which extent they had achieved the objectives and to list the most valuable experiences of their practice. The supervisors assessed the students' fulfilment of the objectives and were asked on their experience of the co-operation with the dental school and their perception of the students' clinical competence. On a 9-grade rating scale both students and supervisors rated the fulfilment of the objectives high (7,9). The supervisors rated somewhat higher than the students did. The students mentioned that it was most valuable to take full responsibility, work closely together with a dental assistant and to experience a ,real' professional context. The supervisors' most frequent comment was that the co-operation with the faculty could be improved considerably. Our conclusion is that both the dental students and their clinical supervisors considered this model for extramural clinical training most valuable. [source] The Meaning of Balanced Scorecards in the Health Care OrganisationFINANCIAL ACCOUNTABILITY & MANAGEMENT, Issue 1 2001Lars-Göan Aidemark This study investigates the introduction of balanced scorecards in a health care organisation. It analyses a top-down control system, built on measurement, in a medical professional context, where attempts at implementing systematic performance auditing are expected to meet resistance. The study shows, however, that balanced scorecards, redesigned by medical professionals and used in a dialogue about service activities and finances, are regarded attractive successors to criticised financial control systems. In the light of the markets, hierarchies and clans perspective, developed by Ouchi, this popularity becomes comprehensible. Balanced scorecards are seen to reduce both the ambiguity of performance evaluation and the goal in-congruence between parties in the organisation. [source] Primary health care practitioners' tools for mental health careJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 5 2004S. HYVÖNEN rn mnsc The purpose of this study was to describe and analyse the content of mental health care from the practitioner's point of view. The specific aim of this paper was to outline the types of mental health care tools and the ways in which they are used by primary health care practitioners. The data were derived from interviews with doctors and nurses (n = 29) working in primary health care in six different health care centres of the Pirkanmaa region in Finland. The data were analysed by using qualitative content analysis. The tools of mental health care used in primary health care were categorized as communicative, ideological, technical and collaborative tools. The interactive tools are either informative, supportive or contextual. The ideological tools consist of patient initiative, acceptance and permissiveness, honesty and genuineness, sense of security and client orientation. The technical tools are actions related to the monitoring of the patient's physical health and medical treatment. The collaborative tools are consultation and family orientation. The primary health care practitioner him/herself is an important tool in mental health care. On the one hand, the practitioner can be categorized as a meta-tool who has control over the other tools. On the other hand, the practitioner him/herself is a tool in the sense that s/he uses his/her personality in the professional context. The professional skills and attitudes of the practitioner have a significant influence on the type of caring the client receives. Compared with previous studies, the present informants from primary health care seemed to use notably versatile tools in mental health work. This observation is important for the implementation and development of mental health practices and education. [source] Nonprofit association CEOs how their context shapes what, how, and why they learnNONPROFIT MANAGEMENT & LEADERSHIP, Issue 1 2007John J. Sherlock This qualitative study explored the learning experiences of twelve national nonprofit membership association CEOs using a phenomenological research design. While the professional context of an organization's chief executive is considered unique from other executive positions, the impact of this context on what and how CEOs learned was unclear. The findings describe association CEO learning as being affected in significant ways by the politically charged context in which the nonprofit association CEO operates with his or her board of directors. Power imbalances with staff and the board make learning through traditional organizational dialogue a less useful learning process for the CEOs. Furthermore, the feelings of isolation and vulnerability that are generated from the nonprofit association CEO context often cause CEOs to use private reflection and dialogue with their spouse as primary learning mechanisms. The study concludes that the association CEO context uniquely and profoundly shapes what, how, and why CEOs learn. Perhaps lacking the financial security of lucrative severance payments, which are often specified in employment contracts of for-profit CEOs, the nonprofit association CEO will often temper his or her actions to avoid personal vulnerability with a politically charged board of directors. [source] Scepticism about the virtue ethics approach to nursing ethicsNURSING PHILOSOPHY, Issue 3 2010D.Phil, Stephen Holland MA (Oxon) Abstract Nursing ethics centres on how nurses ought to respond to the moral situations that arise in their professional contexts. Nursing ethicists invoke normative approaches from moral philosophy. Specifically, it is increasingly common for nursing ethicists to apply virtue ethics to moral problems encountered by nurses. The point of this article is to argue for scepticism about this approach. First, the research question is motivated by showing that requirements on nurses such as to be kind, do not suffice to establish virtue ethics in nursing because normative rivals (such as utilitarians) can say as much; and the teleology distinctive of virtue ethics does not transpose to a professional context, such as nursing. Next, scepticism is argued for by responding to various attempts to secure a role for virtue ethics in nursing. The upshot is that virtue ethics is best left where it belongs , in personal moral life, not professional ethics , and nursing ethics is best done by taking other approaches. [source] Cancer as a chronic illness?EUROPEAN JOURNAL OF CANCER CARE, Issue 3 2002Reconsidering categorization, exploring experience Cancer as a chronic illness? Reconsidering categorization and exploring experience This article explores the different ways that user experience is defined and conceptualized, and the various policy and professional contexts in which emphasis is placed on exploring users' views. We go on to examine the experience of cancer as a chronic illness and argue that, although there are common features in the experience of cancer and people with chronic illness, the differences are too significant and cancer should not be defined as a chronic condition. We conclude with a consideration of the methodological difficulties of documenting user experience and identify the need for further methodological development. [source] A paradigmatic and methodological examination of information systems research from 1991 to 2001INFORMATION SYSTEMS JOURNAL, Issue 3 2004WenShin Chen Abstract., The field of information systems (IS) has evolved for more than three decades. Although many schools of thought have emerged and even become well established, few historical analyses of research paradigms and methodologies have been undertaken. One of the rare exceptions is Orlikowski & Baroudi (1991). Yet, the IS research community has evolved substantially since 1991 in many aspects. A variety of journal outlets have emerged and become well established. More attention has been paid to paradigmatic and methodological issues. Political and professional contexts have also changed noticeably. Therefore, it should be an opportune time for the field to ask: ,What changes are manifested in journal publications?',Is the field making progress regarding pluralism in IS research?',How will the field's publications practices change in the future?' The purpose of this paper is to investigate these questions and, in turn, reflect on the paradigmatic and methodological progress made since 1991. We examined 1893 articles published in eight major IS publication outlets between 1991 and 2001. Our findings suggest that the long-term endeavours of interpretivist researchers might need to continue because the paradigmatic progress appears somewhat inconsequential; positivist research still dominates 81% of published empirical research. In particular, US journals, as opposed to European journals, tend to be more positivist, quantitative, cross-sectional and survey oriented. With respect to research design, survey research is still the most widely used method (41%), although case studies have gained substantial recognition (36%). Further, the increase of qualitative research (30%), empirical studies (61%) and longitudinal cases (33%) at the expense of laboratory experiments (18%) might suggest that IS researchers have become more interested in obtaining scientific knowledge in real world settings. In summary, we suggest that the field has been dominated by the positivist paradigm, despite calls to the contrary. Indeed, if the field was to truly embrace pluralism, it would have to find ways to fundamentally change the publication practices of the journal system, including the current tenure and promotion system, which pose considerable obstacles for the acceptance of alternative paradigms. [source] Scepticism about the virtue ethics approach to nursing ethicsNURSING PHILOSOPHY, Issue 3 2010D.Phil, Stephen Holland MA (Oxon) Abstract Nursing ethics centres on how nurses ought to respond to the moral situations that arise in their professional contexts. Nursing ethicists invoke normative approaches from moral philosophy. Specifically, it is increasingly common for nursing ethicists to apply virtue ethics to moral problems encountered by nurses. The point of this article is to argue for scepticism about this approach. First, the research question is motivated by showing that requirements on nurses such as to be kind, do not suffice to establish virtue ethics in nursing because normative rivals (such as utilitarians) can say as much; and the teleology distinctive of virtue ethics does not transpose to a professional context, such as nursing. Next, scepticism is argued for by responding to various attempts to secure a role for virtue ethics in nursing. The upshot is that virtue ethics is best left where it belongs , in personal moral life, not professional ethics , and nursing ethics is best done by taking other approaches. [source] Trouble in the village?PSYCHOTHERAPY AND POLITICS INTERNATIONAL, Issue 2 2004Counselling, clinical psychology in the NHS Abstract Over the past two decades, counselling has sought to position itself within a number of different professional contexts. In recent years the growth of counselling in medical settings, most notably in primary care, has been considerable, and in many areas in the UK the presence of a counsellor in a GP surgery is now the norm rather than the exception. In many cases, counsellors are employed by psychological services and are supervised by psychologists. This is often an uneasy relationship and raises a number of issues that are highlighted in this paper. Copyright © 2004 Whurr Publishers Ltd. [source] Silence in the Context of ,Child Voice'CHILDREN & SOCIETY, Issue 1 2010Ann Lewis Recent decades have seen growing enthusiasm internationally for the concept and practice of ,child voice'. This was encapsulated in, and stimulated, by Article 12 of the 1989 United Nations Convention on the Rights of the Child. This article presents the case for incorporating the equally important concept of ,child silence' in both research and applied contexts. ,Child voice' has become a powerful moral crusade and consequently criticism of voice has been muted. This is despite the growing articulation of reservations about ,child voice' in various research and applied contexts. Two particular sets of emerging concerns are discussed: one set is around the purposes behind such engagement with children; and one set relates to the ethical protocols involved. Finally, the article makes a series of recommendations for researchers working in the fields of ,child voice'. These concern five methodological aspects: recognising, noting, responding to, interpreting and reporting silence from children. It is concluded that it is timely to take a step back from assumed support for ,child voice' as necessarily ,a good thing'. Rather, we need to consider more reflexively how, why and when ,child voice' is realised in co-constructed research and professional contexts. [source] | |||||||||||||