Home About us Contact
|
Home About us Contact | ||
|
|
||
Professional Growth (professional + growth)
Selected AbstractsStyle of Knowing Regarding UncertaintiesCURRICULUM INQUIRY, Issue 1 2007DEBORAH HELSING This article addresses a key contrast in how teachers may regard the uncertainties of their work, considering how an orientation to uncertainty can be regarded as a decision-making style. Through the use of case studies, the author contrasts two teachers. One is oriented toward uncertainties in her work and describes her herself as being always "on the edge" of her capabilities, constantly seeking out perspectives that differ from and challenge her own and remaining vigilant to the need for improvising to respond to the circumstances of the moment. The other is oriented away from uncertainties and describes herself as prepared and deliberate; committed to achieving outcomes in line with her articulated goals and purposes; and purposeful about which unresolved questions she chooses to pursue. This contrast has implications not only for how these teachers make decisions and view their professional growth, but also for how some teachers may be understood, and misunderstood, by others. In a culture that often seeks to ignore pervasive moral ambiguities and focuses instead on questions for which there are easily identifiable answers (Cuban, 1992), an orientation toward uncertainty is more likely to be devalued or seen as an indication that one is not teaching well. Identifying these different approaches to decision-making styles enables us to appreciate the integrity and strength of each, as well as the limitations of each, suggesting new possibilities for research and for teachers' professional development. [source] Writing as Inquiry: Storying the Teaching Self in Writing WorkshopsCURRICULUM INQUIRY, Issue 4 2002Freema Elbaz, Luwisch Recent research demonstrates that the process of telling and writing personal stories is a powerful means of fostering teachers' professional growth (Connelly & Clandinin, 1995; Conle, 1996; Diamond, 1994; Heikkinen, 1998; Kelchtermans, 1993). This article aims to further understanding of writing in the development of teachers' narratives of practice, and to critically examine the potential of the writing workshop as a space where diverse voices can find expression. I take up a narrative perspective, seeing the practice of teaching as constructed when teachers tell and live out particular stories. I examine the autobiographic writing of teachers who participated in a graduate course on autobiography and professional development, drawing on phenomenological (Van Manen, 1990) and narrative methods (Mishler, 1986) and attending to issues of voice (Raymond, Butt, & Townsend, 1992, Brown & Gilligan, 1992) and "restorying" (Clandinin & Connelly, 1996, 1998). The main questions addressed are how do teachers narratively construct their own development and how does the university context, usually construed as a locus of knowledge transmission, function as a framework for the processes of storytelling, reflection, and restorying of experience and for the elaboration by teachers of an internally persuasive discourse (Bakhtin, 1981)? The article describes the experience of the course and the various uses to which participants put autobiographic writing; the range of voices used in the writing is indicated. Three "moments" in the writing process are discussed: describing, storying, and questioning, moments that, taken together, are seen to make up the restorying process. The conclusions point to limitations and possibilities of writing in the academic setting, in particular the place of theory in helping to draw out teachers' voices. [source] How Foreign Language Teachers in Georgia Evaluate their Professional Preparation: A Call for ActionFOREIGN LANGUAGE ANNALS, Issue 1 2004Article first published online: 31 DEC 200, Thomas C. Cooper PhD The project involved conducting an online survey of 341 current foreign language teachers in Georgia in order to determine how these K-12 teachers perceived and evaluated the effectiveness of their professional preparation. Close to 60% of the teachers in the sample were graduates of colleges and universities in Georgia. Most of the others had received their training from various other colleges and universities in the United States, and 51 individuals reported that they had graduated from foreign institutions. The survey consisted of 42 questions asking teachers to evaluate their preparation in language skills, knowledge of foreign language standards, planningfor instruction, methodology, using technology in instruction, meeting the needs of socially and economically diverse students, classroom management skills, and professional growth. The survey results strongly suggest that foreign language teacher development programs should include (1) more time spent in carefully supervised and monitored prestudent-teaching field experiences; (2) more careful mentoring of student teachers during the student-teaching internship; (3) more time spent in language learning experiences in countries where the target language is spoken; (4) more emphasis on developing foreign language proficiency in the requisite university classes; and (5) more effort spent on teaching effective classroom management. [source] Registered nurse incentives to return to practice in the United StatesINTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 5 2009Joanne C Langan PhD RN This US study uniquely listened to registered nurses with current licenses who do not work as nurses or are unemployed. An electronic survey was advertised in 13 Boards of Nursing newsletters. Investigated was why nurses left nursing, what would entice them to return to nursing, and what skill review is essential to competent and confident return to nursing practice. Herzberg's theory was used to study factors affecting registered nurses' decision to practise nursing. Data were analysed using SPSS and manifest content analysis. Nurses (n = 127) identified various work conditions as the primary reasons for leaving nursing. Work condition improvement, recognition of one's work, opportunities for professional growth and family needs consideration were identified as key enticing factors for returning to nursing. Many respondents identified needing review of medicines, intravenous skills, new technologies and a refresher course. Acting on their voiced concerns will enhance nurse recruitment and retention. [source] Antecedents and Consequences of Perceived Barriers to Obtaining Mentoring: A Longitudinal InvestigationJOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 8 2010Gerhard Blickle Mentoring is prototypically intended to advance the personal and professional growth of new employees at work. Although meta-analyses have found that receiving mentoring can result in beneficial outcomes for employees' career success, employees may perceive barriers to obtaining a mentor. The present research examined antecedents and consequences to perceived barriers to mentoring in business and administrative jobs in a field study over 2 years. Socioeconomic origin, positive affectivity, organizational development culture, and previous mentoring experience predicted perceived barriers to mentoring after 2 years. New employees' perceived barriers to mentoring at Time 1 predicted changes in mentoring received and income after 2 years. Implications of this study, including a proposed mentoring training program, and directions for future research are discussed. [source] Peer review in Nursing and Midwifery: a literature reviewJOURNAL OF CLINICAL NURSING, Issue 4 2008Amelia Rout MSc, BSc (Hons) Aims and objectives., The Clinical Education Project investigated clinical education in nursing and midwifery settings. The aim of this phase was to investigate and evaluate the processes and outcomes of clinical assessment of preregistration nurses and midwives, focusing on the assessment interview, and to evaluate the feasibility of introducing peer review of the clinical assessment interview in acute clinical settings. Background., Peer review is common in many professional areas. The literature describes various applications of peer review and makes recommendations for its use. However, there is a shortage of studies investigating the use of peer review in nursing and midwifery education and practice. Design., The project involved a systematic literature review and a qualitative exploratory study. This article describes the first part of the study: a systematic literature review of peer review. The second part of the study is reported elsewhere. Methods., The systematic literature review investigated international articles written since 1994 that contained information on peer review in pre/post registration nursing and midwifery within higher education or practice. Results., From the available literature, 52 specific initiatives were analysed. The majority of articles originated in America and involved nursing staff working in secondary care settings. Fifty-one articles had missing information varying from not stating the sample size to not including information about evaluations. Conclusions., The literature review found that whilst peer review is commonplace in nursing and midwifery practice, there is a lack of robust literature about its use. Relevance to clinical practice., Peer review in clinical settings such as nursing and midwifery can facilitate the sharing of good practice and personal and professional growth. It allows participants to learn from each other and gain insight into their development. [source] Stoma coloproctology nurse specialist: a case studyJOURNAL OF CLINICAL NURSING, Issue 6 2007Ursula Chaney DPSN Aims and objectives., The aim of this paper is to provide insight into the role of a Stoma Coloproctology Nurse Specialist. This paper presents the findings of an in-depth case study of a stoma coloproctology nurse specialist employed in one health board area in Northern Ireland. This case study was part of a larger study exploring innovative nursing and midwifery roles in Northern Ireland. Background., Specialist nursing roles have evolved and developed in response to changing health care needs, patient expectations, changes in professional regulation and government initiatives. Design., A case study approach was adopted. Method., Semi-structured interviews with the post holder (PH), her line manager and the human resource manager were undertaken. Non-participant observation of the PH's practice was also carried out. Analysis was undertaken on secondary data such as job specification, annual reports and other documentation relating to the post. Results., Findings illustrate the PH's function and the impact of the role on patient care. Examples of innovative practices relating to providing care, support and guidance for patients and their families were identified; however, limitations to her role were also identified. Conclusions., The PH provides an invaluable service to patients, demonstrating a positive impact on care. However, the findings suggest the importance of establishing clear role boundaries, which may lead to professional growth and practice development. Relevance to clinical practice., Although this study provides a valuable insight into the role of a Stoma Coloproctology Nurse Specialist a number of challenges exist, as the CNS role requires policy and appropriate educational preparation to practice at an advanced level. Further research investigating the development of the CNS role in the clinical setting and its relationship to members of the multi-professional team would be beneficial. [source] Beneath the Surface: A Story of Leadership, Recruitment, and the Hidden Dimensions of Strategic Workplace DesignJOURNAL OF INTERIOR DESIGN, Issue 1 2000Sheila Danko M.I.D. ABSTRACT The purpose of this article is to explore issues related to workplace design and corporate leadership in the 21st century, specifically the strategic leadership initiatives needed to recruit, retain, and motivate talented employees. The research design uses a qualitative research method called narrative or life stories in combination with a traditional case study approach. Cases selected had to be strategic, inspiring/aspiring, authentic, and multivocal. Both design process and design product were examined as well as the impact of design on the individual and the organization. Interview data were collected on site, audio taped, and transcribed verbatim to ensure accuracy. Focused narratives were then generated from the case study interview data. The transcripts were reviewed to identify major issues, recurring themes, and categories of analysis. The raw interview data were then sifted through Labov's six-part framework for organizing and interpreting narratives. The process of evolving the raw interview transcripts into a meaningful story followed Lieblich, Tuval-Mashiach, and Zilber's (1998) holistic-content approach. A story entitled "Beneath the Surface" forms the basis of the results and discussion section, and presents a true account of how workplace design impacted the interview process through the eyes of a young executive recruit. The story revealed that the design of space factored heavily into the new recruit's decision-making process and ultimate acceptance of the position, and that the impacts of the workplace design extended beyond the initial recruitment to have longer-term implications for corporate competitiveness. The narrative also revealed that the chief administrative officer (CAO) and new director of organizational development viewed design as a strategic tool, and that the managing partner used design elements strategically to communicate her divisions' values and social mission. The story reveals strategic implications of both design process and product for six strategic leadership initiatives thought to impact overall quality of work life, and to enhance recruitment and retention: differentiating quality of life as a competitive edge, aligning individual values with corporate values, building a sense of community, nurturing professional growth and knowledge transfer, communicating social mission, and leaving a legacy of social change. Design was shown to play a supportive role for each of the above leadership initiatives. [source] The anatomy of interprofessional leadership: An investigation of leadership behaviors in team-based health careJOURNAL OF LEADERSHIP STUDIES, Issue 3 2009June M. S. Anonson Increasing specialization among health care professions has heightened the need for proficient interprofessional teamwork. Within the team context for practice, leadership becomes a competency expected of all practitioners who must recognize the necessity of situational leadership dependent on patient needs and the professional competencies to meet those needs. Although this need for leadership within interprofessional practice is recognized, the behavioral components of that leadership competency have not been delineated. In this article, the authors report on a study to identify the behavioral components of interprofessional practice and highlight the indicators of leadership competency in interprofessional patient-centered care. This qualitative study involved in-depth interviews with 24 participants from nine professions engaged in collaborative team care of clients or patients in a variety of community and acute-based health care facilities. Interprofessional competencies were explored using grounded theory, with coding of participants' responses. In this article, the authors have highlighted leadership in interprofessional practice, and discussed the behavioral indicators of leadership that could be used in preparation of students, faculty, and practitioners for interprofessional practice, as well as in evaluation of that practice for purposes of professional growth. [source] Experiences of U.S. Military Nurses in the Iraq and Afghanistan Wars, 2003,2009JOURNAL OF NURSING SCHOLARSHIP, Issue 1 2010Elizabeth Scannell-Desch RN Abstract Purpose: The purpose of this study is to describe the lived experience of U.S. military nurses who served in Iraq or Afghanistan during the war years 2003 to 2009, and life after returning from war. Methods: Colaizzi's phenomenological method guided discovery. This method includes elements of both descriptive and interpretive phenomenology. The sample consisted of 37 military nurses who served in the Army, Navy, or Air Force in the Iraq or Afghanistan wars. Four data-generating questions guided the interview process. Most interviews were face-to-face and conducted in naturalistic settings chosen by the participants. Several interviews were conducted telephonically due to geographic constraints. Data analysis followed Colaizzi's method of analysis. Seven themes emerged from the data, including "deploying to war;""remembrance of war: most chaotic scene;""nurses in harm's way: more than I bargained for;""kinship and bonding: my military family;""my war stress: I'm a different person now;""professional growth: expanding my skills;" and "listen to me: advice to deploying nurses." Analysis continued until data saturation was achieved. Results: Results indicated that wartime deployment was a difficult challenge, lessons learned should be shared with nurses deploying in future years, homecoming was more difficult than most nurses anticipated, and reintegration after coming home takes time and effort. Conclusions: Nursing in war is a unique experience regardless of education, preparation and training. There are a myriad of variables that enter into the experience and effect outcomes, both personal and professional. Clinical Relevance: Wartime nursing is a reality in the current clinical practice arena. War takes its toll on everyone involved, including the caregivers. Nurses returning from war can provide valuable insights to those that follow. [source] Using a Citizen Consensus Conference to Revise the Code of Ethics for Nurses in TaiwanJOURNAL OF NURSING SCHOLARSHIP, Issue 1 2007Chiou-Fen Lin Purpose: To revise the code of ethics for nurses in Taiwan. Design: Citizen consensus conference, Delphi-technique, and questionnaire survey were used in the revising process. Methods: Citizen representatives were recruited for a 5-day citizen consensus conference to develop a first draft of the revised code. Further modification resulted from three rounds of communication with Delphi technique among experts. Three conferences for nursing professionals were conducted where questionnaire surveys were administered. The final draft was approved by the general assembly of Taiwan National Union of Nurses Associations. Findings: A revised code of ethics for nurses in Taiwan was proposed in six parts and 27 articles including: the fundamental responsibilities of nurses (1), nurses and clients (12), nurses and professional services (4), nurses and social interactions (4), nurses and teamwork (3), and nurses and professional growth (3). Conclusions: The citizen consensus conference was helpful in identifying the general public's expectation of nurses in the revision process. The revised Taiwanese code of ethics for nurses has new elements, including environmental protection, personal safety, lifetime learning, and self-care. [source] Expanding roles within mental health legislation: an opportunity for professional growth or a missed opportunity?JOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 6 2007J. HURLEY msc nursing This paper aims to highlight both the necessity, and the way forward for mental health nursing to integrate proposed legislative roles into practice. Argued is that community mental health nursing, historically absent from active participation within mental health law in the UK, is faced with new and demanding roles under proposed changes to the 1983 Mental Health Act of England and Wales. While supporting multidisciplinary training for such roles, the imperative of incorporating nursing specific values into consequent training programs is addressed through the offered educative framework. This framework explores the issues of power, ethics, legislative thematics and application to contemporary service structures. [source] Development pathways in learning to be a physiotherapistPHYSIOTHERAPY RESEARCH INTERNATIONAL, Issue 3 2006Ingrid Lindquist Abstract Background and Purpose.,Few studies have examined the experiences of students' professional socialization in physiotherapy. This international longitudinal study aimed to study experiences of situated learning and change in a student cohort during a physiotherapy education programme.,Method.,A phenomenographic design with semi-structured interviews was carried out with a cohort of physiotherapy students from two sites, strategically selected for variation in gender, age, educational background, work experience and academic level. Interviews were carried out after each of the first five semesters in the programme by a team of researchers. Seventy-six interviews explored students' learning experiences. Analysis identified the variation in experiences seen as important to becoming a physiotherapist.,Results.,Distinct perceptions of professional growth and progression are identified in four pathways of development: ,Reflecting on Practice'; ,Communicating with Others'; ,Performing Skills'; and ,Searching Evidence'. These pathways demonstrate qualitative differences in the focus of learning experiences and preferred learning context, and include learning in a context which supports reflection, learning as agreed by others in a context with patients and other professionals, learning physiotherapy skills in a practice context and learning formal knowledge in a context where theory can be linked with practice.,Conclusions.,In a cohort of students professional growth can be seen in a variety of development pathways. Each shows progress of professional growth in the ,what' as changes in experiences and the ,how' as ways of learning from them. In addition, the pattern of pathways in a cohort may change from one semester to another suggesting individuals may adopt different learning pathways throughout their education. Teaching staff are challenged to consider how they recognize a variation in development pathways in their student cohorts and how they purposefully ensure experiences to guide students through different learning pathways in socialization to become a physiotherapist. Copyright © 2006 John Wiley & Sons, Ltd. [source] Continuing professional development for veterinariansAUSTRALIAN VETERINARY JOURNAL, Issue 4 2005IW CAPLE Continuing professional development for veterinarians is expected to commence in the year after graduation and continue until retirement. The World Organisation for Animal Health standard for veterinary services is based on principles of an ethical, organisational and technical nature, and a mix of regulation, self-regulation and quality assurance approaches are used. Few jurisdictions have made a minimum requirement of continuing professional development, measured in hours or units, mandatory in 2004, however, there is an increasing expectation of veterinarians to keep a personal record of their continuing professional development activities. Such records might assist in defending complaints about professional misconduct, and provide a basis for planning and monitoring personal professional growth. Continuing professional development can be obtained by a variety of means through structured and unstructured learning activities. The rapid advances in communication technologies and ready access to available electronic databases at the beginning of the 21st century is rapidly changing the way students learn in veterinary schools and how they will acquire continuing professional development during their careers. Universities, governments, professional associations and special interest groups all have roles to play in the delivery of continuing professional development to the veterinary profession and to ensure a structure is in place to monitor improvements in the delivery of quality veterinary services. [source] An Assessment of the Faculty Development Needs of Junior Clinical Faculty in Emergency MedicineACADEMIC EMERGENCY MEDICINE, Issue 7 2008Heather Farley MD Abstract Objectives:, Academic physicians must be able to access the resources necessary to support their ongoing professional development and meet requirements for continued academic advancement. The authors sought to determine the self-perceived career development needs of junior clinical faculty in emergency medicine (EM) and the availability of educational resources to meet those needs. Methods:, An educational "needs assessment" survey was distributed to 954 American College of Emergency Physicians (ACEP) members listed in the ACEP database as being faculty at EM residency programs in the United States and having graduated from an EM residency within the past 7 years. Respondents were asked to rank the importance of 22 areas of faculty development to their own professional growth and then to indicate whether educational resources in each area were available to them. Respondents were also asked to note the educational formats they prefer. A search for currently available resources in each topic area was undertaken and compared to the survey results. Results:, A total of 240 responses were received. Self-perceived career development needs were identified in the following areas: bedside teaching, lecture development, business skills, managerial skills, educational research, mentorship and career counseling, interpersonal skills, leadership skills, scholarly writing skills, physician wellness, and knowledge of the faculty development process. While a review of currently available educational resources revealed lectures, conferences, and online materials pertinent to most of these topics, a relative lack of resources in the areas of mentorship and physician wellness was identified. Conclusions:, Junior clinical faculty in EM perceive a lack of educational resources in a number of areas of faculty development. The academic community of EM should strive to improve awareness of and access to currently existing resources and to develop additional resources to address the area of physician wellness. The lack of mentorship in academic EM continues to be a problem in search of a solution. [source] | ||||||||||