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Professional Education (professional + education)
Kinds of Professional Education Selected AbstractsGRADUATE AND PROFESSIONAL EDUCATIONHIGHER EDUCATION ABSTRACTS, Issue 4 2009Article first published online: 26 FEB 2010 No abstract is available for this article. [source] Methods of Continuing Professional Education Preferred by Irish Pediatric NursesJOURNAL FOR SPECIALISTS IN PEDIATRIC NURSING, Issue 2 2006Carmel Doyle PURPOSE.,To explore the continuing professional education (CPE) of pediatric nurses in Ireland and establish if and in what ways pediatric nurses are taking part in CPE as well as factors that might assist or hinder pediatric nurses in undertaking CPE. DESIGN AND METHODS., A stratified random sample of 205 registered children's nurses (RCNs) completed a questionnaire. RESULTS.,RCNs in Ireland use a variety of methods of CPE, the most popular being journal reading, while the least popular method is the use of computerized journal databases and the internet. Many RCNs appear to lack the computer skills necessary to utilize these methods of CPE. PRACTICE IMPLICATIONS.,The favored methods of CPE by RCNs need to be utilized and promoted in the practice setting in order to ensure RCNs are up to date in the provision of quality care to pediatric patients. [source] Evaluation of Continuing Professional Education: Toward a Theory of Our OwnNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 86 2000Judith M. Ottoson Program evaluation theory seeks to make the evaluation of continuing professional education a transparent process. This chapter introduces the Situated Evaluation Framework, which situates the learner and knowledge assessment at the junction of the educational context, the practice context, and the evaluation context. [source] Marketing Realities in Continuing Professional EducationNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 86 2000Ruth F. Craven Effective marketing strategies can promote attendance, enhance the satisfaction of registrants, and help continuing professional education programs meet financial goals. [source] Continuing Professional Education: A Spiritually Based ProgramNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 85 2000Lynda W. Miller Parish nursing education is an example of continuing professional education that intentionally addresses the spiritual dimension of learning as it relates to the adult learner, both personally and professionally. The continuing professional education course described here is based on a spirited epistemology, a learner-centered approach. [source] Where's the Patient's Voice in Health Professional Education?NURSING PHILOSOPHY, Issue 3 2006Article first published online: 12 JUN 200 [source] A Study of Reasons for Participation in Continuing Professional Education in the U.S. Nuclear Power IndustryPERFORMANCE IMPROVEMENT QUARTERLY, Issue 3 2003Randy B. McCamey ABSTRACT The need for workers in the U.S. nuclear power industry to continually update their knowledge, skills, and abilities is critical to the safe and reliable operation of the country's nuclear power facilities. To improve their skills, knowledge, and abilities, many professionals in the nuclear power industry participate in continuing professional education (CPE). This study investigates participation in CPE using the Participation Reasons Scale (Grotel-ueschen, 1985), a 30-item self-report instrument that measures five dimensions or reasons for participation in continuing professional education. Professional Development ranked as the most important reason for participating in continuing professional education. Identity and Commitment ranked as the least important reason for participating. All reasons for voluntary participation were found to be significantly different (higher) than corresponding compulsory reasons for participation in CPE. [source] Community Experience as Health and Medical Professional EducationANTHROPOLOGY OF WORK REVIEW, Issue 2 2001Assistant Professor Sue Cena Lurie Ph.D. First page of article [source] Role of Ethics Committees, Ethics Networks, and Ethics Centers in Improving End-of-Life CarePAIN MEDICINE, Issue 2 2001Myra Christopher BS This article chronicles the work of Midwest Bioethics Center, several community-state partnerships, and other local and national initiatives to determine their proper role and appropriate contribution. Professional education and development, institutional reform, and community engagement are areas of concern because ethics committees, networks, and centers sponsor workshops and conferences on palliative care for healthcare professionals, hold public forums, develop advance care planning projects, and provide expertise to legislators and other policymakers. The leading edge of the work being done by ethics committees, networks, and centers appears to be using continuous quality improvement methods, specifically the development of quality indicators, to promote accountability in end-of-life care reform efforts. This work is something that ethics committees can and should take on. [source] Socio-economic achievements of individuals born very preterm at the age of 27 to 29 years: a nationwide cohort studyDEVELOPMENTAL MEDICINE & CHILD NEUROLOGY, Issue 11 2009RENÉ MATHIASEN MD Aim, To describe the socio economic achievement of individuals born very preterm (VPT) at the age of 27 to 29 years. Method, Demographic and social data were extracted from national registers for all individuals born between 1974 and 1976 in Denmark (n=208 656). Of these, 203 283 individuals were alive in 2006. We compared VPT individuals (gestational age <33wks, n=1422; 51.8% males, n=736) with individuals born at term (>36wks, n=192 223; 51.1% males, n=98 240), of whom 4.08% (n=58) of the VPT and 0.19% (n=373) of the term individuals had a diagnosis of cerebral palsy (CP). Results, Overall results in the two groups were similar, but significant differences appeared. The VPT group had a lower educational level than the term group: 23.9% versus 16.3% had a basic education (corresponding to attendance at basic school for 9y or less; odds ratio [OR] =1.61, 95% confidence interval [CI] 1.42,1.82). Similarly, 31.9% versus 37.6% had a tertiary education (corresponding to different levels of professional education; OR=0.77, CI 0.69,0.86). Net income was 11% lower in the VPT group and 10.8% versus 5.3% were receiving welfare support (OR=2.14, CI 1.81,2.55). In the VPT group 59% versus 52% did not have children (p<0.001) and there were more individuals living alone without children (28.8% vs 21.8%; OR=1.45, CI 1.29,1.63). Interpretation, VPT birth in the 1970s in Denmark is associated with a highly statistically significant educational and social disadvantage persisting into young adulthood. CP increased the relative risk of social disadvantage in VPT individuals. However, the majority of the survivors are well integrated in society. [source] Farrier services at veterinary teaching hospitals in the USAEQUINE VETERINARY EDUCATION, Issue 10 2010C. A. Kirker-Head Summary Horse health is best served when farriers and veterinarians collaborate in the care of their patients. Veterinary Teaching Hospitals (VTHs) provide an environment that can nurture that collaboration. While VTH veterinary services are well known, VTH farrier activities are undocumented. To characterise farrier services at VTHs in the USA, 27 VTH Diplomates of the American College of Veterinary Surgeons and/or VTH farriers completed a multiple choice questionnaire characterising VTH farrier details, training, certification, remuneration method, and clinical, teaching and research responsibilities; and farrier service prevalence, facilities and financial viability. Questionnaire response rate was 81%. Eighteen of 22 (82%) responding VTHs had in-house farrier services. Twenty-one of 22 (95%) VTH farriers were male. Farriers' ages ranged from <30 years (n = 1, 5%) to >50 years (n = 7, 32%). At 11 (61%) VTHs the farriers were paid by the client and at 7 (39%) by the VTH. Five farriers (23%) received a VTH salary. Eighteen of 22 (82%) farriers had a professional certification. At 5 (28%) VTHs the farrier service made a profit and operational costs were met at 13 (72%). Fifteen (83%) farrier services provided professional education in clinical settings and 13 (72%) in lecture settings. Nine (41%) VTH farriers participated in research activities. In the USA, VTH farrier services vary considerably in both nature and extent. The farriers' potential contributions to VTH operations are often recognised but not consistently exploited. VTH farriers are a valuable resource who can contribute effectively toward VTH patient care, veterinary education and research. [source] Conversation with Jim RankinADDICTION, Issue 5 2000Article first published online: 29 AUG 200 In this occasional series we record the views and personal experience of people who have specially contributed to the evolution of ideas in the Journal 's field of interest. Jim Rankin is an Australian physician. Both in his own country and in Canada he has made outstanding contributions to service development and professional education in the alcohol and drugs field. [source] Public perceptions about low back pain and its management: a gap between expectations and reality?HEALTH EXPECTATIONS, Issue 3 2000Jennifer A. Klaber Moffett PhD MSc MCSP Objective To compare public perceptions and patient perceptions about back pain and its management with current clinical guidelines. Design A survey using a quota sampling technique. Setting On-the-street in South Derbyshire in the UK. Subjects 507 members of the general population aged between 20 and 60 years, including a representative subsample of 40% who had experienced back pain in the previous year. Survey To test knowledge and perceptions of back pain and its best management using statements based on The Back Book which was produced in conjunction with the Royal College of General Practitioners and based on best available evidence. In addition expectations of back pain management and outcome were investigated. Results Forty percent of this sample had experienced back pain during the previous year, more than half of whom had consulted their GP. More than half believed the spine is one of the strongest part of the body, but nearly two thirds incorrectly believed that back pain is often due to a slipped disc or trapped nerve. Two thirds expected a GP to be able to tell them exactly what was wrong with their back, although slightly fewer among those who had consulted. Most expected to have an X-ray, especially if they had consulted. Most recognised that the most important thing a GP can do is offer reassurance and advice. The responses were not related to age, gender or social class. Those who had consulted appeared to have slightly more misconceptions: this could be partly due to people with more severe problems or more misconceptions being more likely to consult, but also suggests either that GPs are still giving inaccurate information or at least failing to correct these misconceptions. Conclusions The problem of managing back pain might be reduced by closing the gap between the public's expectations and what is recommended in the guidelines through the promotion of appropriate health education messages. Further professional education of GPs also appears to be needed to update them in the most effective approach to managing back pain. [source] Hydrology and water resources in monsoon Asia: a consideration of the necessity of establishing a standing research community of hydrology and water resources in the Asia Pacific regionHYDROLOGICAL PROCESSES, Issue 14 2003Katumi Musiake Abstract Hydrological and water resources issues appear very differently in different regions, and are strongly affected by geographical conditions. Hydrological knowledge and methodologies obtained in a specific region cannot necessarily be adapted to other regions. The purpose of this paper is to clarify one way to address adequately the regional characteristics of hydrology and water resources in monsoon Asia, especially the ,too much water' problems in the region. For this purpose, geomorphological factors, climatic factors and human intervention in the natural environment are taken into consideration as the three major factors governing the regional characteristics of the hydrology,water resources system. To identify geomorphological features macroscopically between the Asia Pacific region and other continental regions, the concepts ,tectonic zone' and ,stable region', which are two major subdivisions of continental masses in the world, are introduced. Also, a new climatic subdivision termed ,warm-humid' is proposed to express the abundant precipitation due to the Asian monsoon. Then, hydrological characteristics common or similar in ,warm-humid tectonic zones' in the Asia Pacific region, contrasted with those in stable regions, are enumerated together with the human intervention corresponding to these characteristics, and research targets peculiar to warm-humid tectonic zones are discussed. Finally, the establishment of a standing research community called ,Asia Pacific Association of Hydrology and Water Resources' is proposed to promote the exchange of operational knowledge and experience in water resources management, cooperative research activities, and professional education in the Asia Pacific region. Copyright © 2003 John Wiley & Sons, Ltd. [source] Factors That Affect Understanding of Social Responsibility Accounting,ACCOUNTING PERSPECTIVES, Issue 1 2005IRENE M. GORDON ABSTRACT Many social responsibility/sustainable development (SR/SD) issues affecting accounting policies and standards will have to be addressed by present and future accountants. This paper investigates qualitative factors that may impede the learning of, and attitudes toward, SR/SD. While Gordon (1998) examined exposure to SR/SD, the present study contributes to the literature in several ways. First, to overcome one of the limitations of Gordon's study, noted by her, matched pair responses (n = 198) to pre- and post-study questionnaires are employed in this study. These responses are analyzed using t-statistics, cluster analysis, and multivariate analysis. Second, three factors not previously examined that may affect learning of SR/SD (number of economics courses taken, gender, and grade point average) are explored in this paper. The positive conclusion is that exposure to SR/SD had more influence on learning, understanding, and attitudes than did pre-existing demographic and educational background variables with the exception of grade point average. As a surrogate for intelligence or ability to learn, grade point average was found to be highly significant in a multivariate model. An appreciation that ability to learn affects understanding and attitudes is important for instructors in both continuing professional education and university/college accounting. [source] Exploring the nutrition and lifestyle knowledge, attitudes and behaviour of student home economics teachers: baseline findings from a 4-year longitudinal studyINTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 4 2008Mary Isobelle Mullaney Abstract It is widely acknowledged that obesity linked with reduced exercise contributes to health problems, and that, conversely, individuals who embark on weight reducing diets may become deficient in key nutrients. It is often advocated that these problems, which can be grouped together as poor dietary practice, be tackled through education. This study attempts to examine the relationship between nutrition education and lifestyle behaviours in a select group of third level students. The Irish Home Economics curriculum aims to teach secondary school pupils about nutrition and lifestyle practices conducive to health. However, the attitudes and lifestyle practices of those teaching this subject have never been examined in Ireland. The purpose of the present 4-year longitudinal study, whose first year findings are presented here, is to investigate the nutrition and lifestyle knowledge, attitudes and behaviours of a cohort of Irish student home economics teachers over the 4 years of their Bachelor of Education (Home Economics) degree course. The study was designed to explore possible changes in knowledge, attitudes and practices over the course of their professional education. Nutritional knowledge was measured using a 220-question adapted version of the test devised by Parmenter and Wardle. Attitudes were measured using a questionnaire adapted from the Pan-EU Survey on Consumer Attitudes to Physical Activity, Body-weight and Health. Food, alcohol consumption and exercise were measured using a 7-day reported dietary/exercise diary. Nutrient intake data were determined using dietary analysis. Weight, height and waist circumference were measured and body mass index (BMI) calculated. When starting college, student home economics teachers have broadly similar anthropometric, dietary and lifestyle characteristics to those of their contemporaries. Mean BMI was identical [24.4 kg/m2 (SD 4.3)] to that reported in the North/South Ireland Food Consumption Survey (NSIFCS) for those aged 18,35 years, although energy intakes were significantly higher in the cohort of student teachers (P = 0.000). Thirty-eight per cent were overweight or obese vs. 33.6% in the NSIFCS. Only 17% (n = 6) of students achieved an intake of 300 µg/day of folate as recommended by the Food Safety Authority of Ireland and only one the recommended intake of non-starch polysaccharides (18 g/day). One in three students in this study smoke (16 of 48) and alcohol consumption was high. Only one student was very active. Students scored a mean of 55% (SD 8%) on the knowledge test, with similar scores attained for specific aspects of nutritional knowledge (i.e. food groups, constituents of foods, current dietary advice, nutrients, lifestyle practices). However, knowledge of nutrition definitions was weaker with a mean score of 31% (SD 8.6%). Students had a positive attitude towards food choice, the link between food and health and control over their own diet. Similar attitudes towards exercise, smoking and alcohol consumption were displayed despite students perceiving themselves as not having a balanced diet, having insufficient exercise and having regretted something done as a result of consuming alcohol. They appear to display optimistic bias in relation to health risks. These findings provide baseline data for the longitudinal study and indicate that those choosing to pursue a career as a home economics teacher in Ireland have similar nutritional and lifestyle characteristics to those of their contemporaries. [source] The professionalisation of social work: a cross-national explorationINTERNATIONAL JOURNAL OF SOCIAL WELFARE, Issue 4 2008Idit Weiss-Gal This article compares the professional features of social work in ten countries. It is based on detailed descriptions of the professional features of social work in Chile, Germany, Hungary, India, Mexico, South Africa, Spain, Sweden, the UK and the USA. Social work in these countries is discussed in terms of eight features, chosen as marks of a profession on the basis of the ,attributes' and ,power' approaches to professionalisation: public recognition, monopoly over types of work, professional autonomy, the knowledge base, the professional education, the professional organisations, the existence of codified ethical standards and, lastly, the prestige and remuneration of social work. [source] Methods of Continuing Professional Education Preferred by Irish Pediatric NursesJOURNAL FOR SPECIALISTS IN PEDIATRIC NURSING, Issue 2 2006Carmel Doyle PURPOSE.,To explore the continuing professional education (CPE) of pediatric nurses in Ireland and establish if and in what ways pediatric nurses are taking part in CPE as well as factors that might assist or hinder pediatric nurses in undertaking CPE. DESIGN AND METHODS., A stratified random sample of 205 registered children's nurses (RCNs) completed a questionnaire. RESULTS.,RCNs in Ireland use a variety of methods of CPE, the most popular being journal reading, while the least popular method is the use of computerized journal databases and the internet. Many RCNs appear to lack the computer skills necessary to utilize these methods of CPE. PRACTICE IMPLICATIONS.,The favored methods of CPE by RCNs need to be utilized and promoted in the practice setting in order to ensure RCNs are up to date in the provision of quality care to pediatric patients. [source] Case management educational intervention with public health nurses: cluster randomized controlled trialJOURNAL OF ADVANCED NURSING, Issue 10 2010Wen-I. liu w.-i., edwards h. & courtney m. (2010) Case management educational intervention with public health nurses: cluster randomized controlled trial. Journal of Advanced Nursing,66(10), 2234,2244. Abstract Aim., This paper is a report of a study conducted to determine the effectiveness of a community case management collaborative education intervention in terms of satisfaction, learning and performance among public health nurses. Background., Previous evaluation studies of case management continuing professional education often failed to demonstrate effectiveness across a range of outcomes and had methodological weaknesses such as small convenience samples and lack of control groups. Method., A cluster randomized controlled trial was conducted between September 2005 and February 2006. Ten health centre clusters (five control, five intervention) recruited 163 public health nurses in Taiwan to the trial. After pre-tests for baseline measurements, public health nurses in intervention centres received an educational intervention of four half-day workshops. Post-tests for both groups were conducted after the intervention. Two-way repeated measures analysis of variance was performed to evaluate the effect of the intervention on target outcomes. Results., A total of 161 participants completed the pre- and post-intervention measurements. This was almost a 99% response rate. Results revealed that 97% of those in the experimental group were satisfied with the programme. There were statistically significant differences between the two groups in knowledge (P = 0·001), confidence in case management skills (P = 0·001), preparedness for case manager role activities (P = 0·001), self-reported frequency in using skills (P = 0·001) and role activities (P = 0·004). Conclusion., Collaboration between academic and clinical nurses is an effective strategy to prepare nurses for rapidly changing roles. [source] Competencies and skills for remote and rural maternity care: a review of the literatureJOURNAL OF ADVANCED NURSING, Issue 2 2007Jillian Ireland Abstract Title. Competencies and skills for remote and rural maternity care: a review of the literature Aim., This paper reports a review of the literature on skills, competencies and continuing professional development necessary for sustainable remote and rural maternity care. Background., There is a general sense that maternity care providers in rural areas need specific skills and competencies. However, how these differ from generic skills and competencies is often unclear. Methods., Approaches used to access the research studies included a comprehensive search in relevant electronic databases using relevant keywords (e.g. ,remote', ,midwifery', ,obstetrics', ,nurse,midwives', education', ,hospitals', ,skills', ,competencies', etc.). Experts were approached for (un-)published literature, and books and journals known to the authors were also used. Key journals were hand searched and references were followed up. The original search was conducted in 2004 and updated in 2006. Findings., Little published literature exists on professional education, training or continuous professional development in maternity care in remote and rural settings. Although we found a large literature on competency, little was specific to competencies for rural practice or for maternity care. ,Hands-on' skills courses such as Advanced Life Support in Obstetrics and the Neonatal Resuscitation Programme increase confidence in practice, but no published evidence of effectiveness of such courses exists. Conclusion., Educators need to be aware of the barriers facing rural practitioners, and there is potential for increasing distant learning facilitated by videoconferencing or Internet access. They should also consider other assessment methods than portfolios. More research is needed on the levels of skills and competencies required for maternity care professionals practising in remote and rural areas. [source] Obesity: attitudes of undergraduate student nurses and registered nursesJOURNAL OF CLINICAL NURSING, Issue 16 2009Man-Yuk Poon Aim., To investigate undergraduate student nurses' and registered nurses' attitudes towards obese persons and towards the management of obese patients. Background., Obesity is a global public health problem. Escalating rates of overweight and obesity are also taking a toll in Asian countries that have historically had much lower rates. Despite the growing prevalence of obesity worldwide, studies show that nurses and other health professionals hold negative attitudes towards obese people, which may affect the care of obese patients. Design., Cross-sectional study. Methods., A self-administered questionnaire was completed by 352 undergraduate student nurses and 198 registered nurses. The questionnaire consisted of the Fat Phobia Scale, the Attitudes Toward Obese Adult Patients Scale and a demographic profile. Data were analysed using descriptive statistics and student's t -tests. Results., Overall mean scores on the Fat Phobia Scale (3·53 SD 0·47) indicated average levels of fat phobia and mean scores on the Attitudes Toward Obese Adult Patients scale (2·64 SD 0·51) indicated neutral attitudes towards obese patients. Registered nurses had significantly higher levels of fat phobia and more negative attitudes than did student nurses. The majority of participants perceived that obese people liked food, overate and were shapeless, slow and unattractive. Additionally, over one-half of participants believed that obese adults should be put on a diet while in hospital. Conclusions., Results of this study show that both registered nurses and student nurses have negative perceptions of obesity and are unlikely to attribute positive characteristics to obese individuals. That registered nurses hold more negative attitudes towards obese person is cause for concern. Relevance to clinical practice., Given the increasing prevalence of obesity and the disproportionate number of obese persons affected by many health conditions, current and future nurses should have positive professional attitudes towards obese individuals. Obesity needs to more be adequately addressed, both in basic nursing education programs and in continuing professional education for practising nurses. [source] The status of training and education in information and computer technology of Australian nurses: a national surveyJOURNAL OF CLINICAL NURSING, Issue 20 2008Robert Eley Aims and objectives., A study was undertaken of the current knowledge and future training requirements of nurses in information and computer technology to inform policy to meet national goals for health. Background., The role of the modern clinical nurse is intertwined with information and computer technology and adoption of such technology forms an important component of national strategies in health. The majority of nurses are expected to use information and computer technology during their work; however, the full extent of their knowledge and experience is unclear. Design., Self-administered postal survey. Methods., A 78-item questionnaire was distributed to 10,000 Australian Nursing Federation members to identify the nurses' use of information and computer technology. Eighteen items related to nurses' training and education in information and computer technology. Results., Response rate was 44%. Computers were used by 86·3% of respondents as part of their work-related activities. Between 4,17% of nurses had received training in each of 11 generic computer skills and software applications during their preregistration/pre-enrolment and between 12,30% as continuing professional education. Nurses who had received training believed that it was adequate to meet the needs of their job and was given at an appropriate time. Almost half of the respondents indicated that they required more training to better meet the information and computer technology requirements of their jobs and a quarter believed that their level of computer literacy was restricting their career development. Nurses considered that the vast majority of employers did not encourage information and computer technology training and, for those for whom training was available, workload was the major barrier to uptake. Nurses favoured introduction of a national competency standard in information and computer technology. Conclusions., For the considerable benefits of information and computer technology to be incorporated fully into the health system, employers must pay more attention to the training and education of nurses who are the largest users of that technology. Relevance to clinical practice., Knowledge of the training and education needs of clinical nurses with respect to information and computer technology will provide a platform for the development of appropriate policies by government and by employers. [source] Evaluation of drug therapy and risk factors in diabetic hypertensives: a study of the quality of care provided in diabetic clinics in Bahrain,JOURNAL OF EVALUATION IN CLINICAL PRACTICE, Issue 2 2005Khalid A. Jassim Al Khaja PhD Abstract Objective, To evaluate control of blood pressure (BP) and diabetes and the associated risk factors in diabetic hypertensives treated by diabetic clinic primary care physicians. Methods, A retrospective analysis of the medical records of diabetic hypertensives from six primary care diabetic clinics in Bahrain. Results, The recommended BP target <130/<85 mmHg and of glycosylated haemoglobin (HbA1C) <7% were achieved in 7.5% and 14.5%, respectively. Most of the patients with uncontrolled BP and HbA1C were at high cardiovascular risk. More patients were on antihypertensive monotherapy than on combination therapy (60.6% vs. 36.7%; P < 0.0001). The recommended two- and three-antihypertensive drug combinations were less often prescribed. In high-risk patients glycaemic control achieved was poor: antidiabetic combination therapy vs. monotherapy did not significantly differ. Inappropriate prescribing practices, such as the use of immediate-release nifedipine monotherapy, use of sulphonylurea instead of metformin in obese patients, and a trend towards prescribing of glyburide rather than a gliclazide in the elderly, were observed. Lipid-lowering (13.5%) and antiplatelet (12.8%) drugs were infrequently prescribed. Conclusions, Hypertension and diabetes in patients treated at the primary care diabetic clinics were inadequately controlled. In several instances, mono- and combination antihypertensives prescribed were irrational. Lipid-lowering and platelet aggregation inhibition strategies have received little attention. Intensive antihypertensive and antidiabetic complementary combination therapy should be encouraged. Continuous professional education of diabetic clinic physicians and expert-supervised diabetic clinics are desirable. [source] ,Modern language' or ,spin'?JOURNAL OF NURSING MANAGEMENT, Issue 5 2004Nursing, newspeak', organizational culture: new health scriptures A new managerial language of modernization has accompanied political restructuring of the National Health Service. Corporate goals of efficiency and audit have been integrated with the ideological manifesto of New Labour in stressing citizenship, inclusion and empowerment. Drawing on the theoretical insights of anthropology and sociology, this article critically reviews the relationship between health policy, organizational culture and nursing practise through an exploration of language in terms of ,rhetoric', ,jargon' and ,metaphor'. It is suggested that beyond the bewildering vocabulary of ,buzz words' is a fundamental contradiction between the ethic of caring and the expectations of Government. Finally thought is given to the role of professional education and training where intellectual engagement with the ritual categories of ,newspeak' is a subversive act. [source] Burnout among nursing staff in two Finnish hospitalsJOURNAL OF NURSING MANAGEMENT, Issue 3 2000Koivula RN, MNSC Aim To describe burnout and factors affecting it in nursing staff. Background Burnout is a common phenomenon in nursing staff. We need knowledge of phenomena related to burnout in order to be able to properly direct measures decreasing burnout. Methods A questionnaire measuring burnout was answered by 723 nurses. The data were analysed by means of descriptive statistics and anova. Results Half of the staff had scores which indicated they were frustrated or burnt out. Personal resource variables having an influence on staff burnout were age, vocational education and years of practice. Burnout increases with age, and staff with short work experience in nursing practice experience lower levels of burnout. Staff with a secondary level education working on psychiatric wards experience especially high levels of burnout. Continuous professional education is related to lower levels of burnout if it lasts for more than 10 days over a period of 2 years. Conclusions The results of the study can be generalized only to these two Finnish hospitals. The results indicate that education, both vocational basic education and professional further education, are key factors in preventing burnout among nursing staff. [source] Common Misconceptions in Addressing Domestic Violence in Child Custody DisputesJUVENILE AND FAMILY COURT JOURNAL, Issue 4 2003PETER G. JAFFE ABSTRACT Domestic violence has been recognized as an important factor to consider in determining the best interests of children in custody and visitation disputes. However, there remain many misconceptions about the extent and impact of domestic violence in child custody proceedings. Several misconceptions are identified and juxtaposed with the reality of emerging knowledge in this field, and implications are outlined. These issues are illustrated by the perspectives of 62 women victims and 95 children exposed to domestic violence who had to navigate the justice system after separation from an abuser. Recommendations are offered for enhancing professional education, resource development, and collaboration among courts and community service providers. [source] The state of the science in health professional educationMEDICAL EDUCATION, Issue 1 2010Kevin W Eva First page of article [source] Active patient involvement in the education of health professionalsMEDICAL EDUCATION, Issue 1 2010Angela Towle Context, Patients as educators (teaching intimate physical examination) first appeared in the 1960s. Since then, rationales for the active involvement of patients as educators have been well articulated. There is great potential to promote the learning of patient-centred practice, interprofessional collaboration, community involvement, shared decision making and how to support self-care. Methods, We reviewed and summarised the literature on active patient involvement in health professional education. Results, A synthesis of the literature reveals increasing diversity in the ways in which patients are involved in education, but also the movement's weaknesses. Most initiatives are ,one-off' events and are reported as basic descriptions. There is little rigorous research or theory of practice or investigation of behavioural outcomes. The literature is scattered and uses terms (such as ,patient'!) that are contentious and confusing. Conclusions, We propose future directions for research and development, including a taxonomy to facilitate dialogue, an outline of a research strategy and reference to a comprehensive bibliography covering all health and human services. Medical Education 2010: 44: 64,74 [source] An e-portfolio in health professional educationMEDICAL EDUCATION, Issue 5 2004M Lawson No abstract is available for this article. [source] Putting teamwork in contextMEDICAL EDUCATION, Issue 11 2000Noel Boaden Multidisciplinary teamwork is becoming more important in both the delivery of health care and in the organization and management of that delivery. The first of these has been accepted but traditional professional education has done little to address the challenge it presents to professionals. Recent reforms in the British NHS have made the challenge more urgent. Professionals must work together but in increasingly flexible and innovatory ways. They are also required to play more formal roles in NHS management and policy. Where teamwork has been addressed in professional education it has concentrated on the inter-personal dynamics of working teams. This remains important but to respond effectively to the new challenges curricula and educational practice will have to be clearer about the variety of teams involved and the importance of the context within which teams work. One view is offered as to how that context might be understood in order to map team diversity. Two models are offered to help develop multidisciplinary team learning. One of these deals with key aspects of the organizational setting and the other with factors that affect team processes. It is argued that both should help to facilitate multidisciplinary curriculum development but also suggest learning needs to be met within unidisciplinary professional education. Concentration on team dynamics alone will not deliver the teamwork required in the new NHS. [source] | ||||||||||||||||||||||||||||||||||