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Professional Values (professional + value)
Selected AbstractsIES 4 , Ethics Education RevisitedAUSTRALIAN ACCOUNTING REVIEW, Issue 38 2006STEVEN DELLAPORTAS In 2003, the International Federation of Accountants (IFAC) issued a set of International Education Standards (IES). IES 4 Professional Values, Ethics and Attitudes aims to equip candidates for membership of an IFAC member body with the appropriate professional values, ethics and attitudes to function as professional accountants. This paper explores the implications of IES 4 and analyses some of the challenges arising from an international professional accounting body prescribing ethics education. It concludes with an overview of considerations to be addressed to ensure that the implementation of IES 4 is successful. [source] Physician professionalism for a new centuryCLINICAL ANATOMY, Issue 5 2006James W. Holsinger Jr. Abstract During the past 50 years, physicians have become increasingly dissatisfied with certain aspects of their profession. Dissatisfaction has intensified with the advent of managed care in the late 20th century, the medical liability crisis, and the growing divergence between the professional and personal expectations placed upon physicians and their practical ability to meet these expectations. These and other factors have encroached on physician autonomy, the formerly ascendant professional value within medicine. As the underlying values and practical realities of the broader American health care system have changed, the professional values and practices of physicians have failed to adapt correspondingly, resulting in a "professionalism gap" that contributes to physician dissatisfaction. To improve the outlook and efficacy of modern American physicians, the profession must adopt a new values framework that conforms to today's health care system. This means foregoing the 20th century's preferred "independent physician" model in favor of a new professional structure based on teamwork and collaboration. Convincing established physicians to embrace such a model will be difficult, but opportunities exist for significant progress among a new generation of physicians accustomed to the realities of managed care, flexible practice models, and health information technology. The teaching of clinical anatomy, given its incorporation of student collaboration at the earliest stages of medical education, offers a prime opportunity to introduce this generation to a reinvigorated code of professionalism that should reduce physician dissatisfaction and benefit society. Clin. Anat. 19:473,479, 2006. © 2006 Wiley-Liss, Inc. [source] From CR-psychopaths to responsible corporations: waking up the inner Sleeping Beauty of companiesCORPORATE SOCIAL RESPONSIBILITY AND ENVIRONMENTAL MANAGEMENT, Issue 2 2006Tarja Ketola Many large companies seem to fulfil the psychiatric criteria for psychopaths in their corporate responsibility (CR) practices. Are they really incurable psychopaths, or is it possible that they could be counselled into accepting their responsibilities? CR studies have so far paid little attention to the variations in the CR emphases between different companies. This article, based on a conference paper (Ketola, 2005b), presents a CR emphasis model, pinpointing eight different approaches to corporate responsibility. Some companies do not voluntarily take any responsibilities. Companies acting like psychopaths need a Prince of Virtues to kiss awake their inner Sleeping Beauty from its 100-year irresponsibility sleep. All companies could take advantage of virtue ethics, which present the values shared by all humans, and hence exemplify the natural law (lex naturae). Counselling top managers and key individuals on their personal and professional values enables all personnel to integrate virtues into the company's CR practices. Copyright © 2006 John Wiley & Sons, Ltd and ERP Environment. [source] Geriatric rehabilitation nursing: Developing a modelINTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 5 2004Pirkko Routasalo RN PhD In this paper, we describe a geriatric rehabilitation nursing model developed on the basis of the nursing and rehabilitation literature. That literature comprised some 120 articles addressing the rehabilitation of elderly patients and the work done by nurses in that process, various philosophical questions and the results of geriatric rehabilitation. One-third of these articles has been evaluated on the strength of the articles' evidence, and these are discussed in this paper. The findings show that the main factors in geriatric rehabilitation nursing are the patient with health or functional problems and the nurse with professional values, knowledge and skills. The patient is part of a family and the nurse works as part of a multidisciplinary team. In the geriatric rehabilitation process, the patient and the nurse work in close interaction. The aims of rehabilitation depend upon the patient's commitment to the objective and upon the nurse's commitment to help the patient achieve that objective. A health orientation, goal-oriented work, nursing decision-making and a rehabilitative approach to work are all central to this effort. Work is organized in multidisciplinary teams where nurses have equal responsibilities with other professional staff. Testing and development of the model is ongoing. [source] Interprofessional education: the interface of nursing and social workJOURNAL OF CLINICAL NURSING, Issue 1-2 2010Engle Angela Chan Aims., To examine the influence of interdisciplinary seminars on undergraduate nursing and social work students' perceptions of their learning. Background., Collaboration is considered to be important for health professionals in working towards good patient care, and interdisciplinary education is seen as one way of addressing this need for greater collaboration and team work. Today's health professionals are dealing with an increasing number of older and chronically ill patients. The biopsychosocial dimensions inherent in such chronic illnesses bring about a closer working relationship between the nursing and social work professions to foster good patient care. No local research in Hong Kong, however, has looked specifically at how these two professions can develop their collaborative skills and qualities through interdisciplinary education. Design., Mixed methods design. Method., Data from questionnaires, videotape recordings of the sessions and follow-up phone interviews were used for quantitative and qualitative analyses. Results., The findings revealed three themes: an increased awareness of each other's professional values and personal judgement, a recognition of each other's disciplinary knowledge emphases and more, and an appreciation for, and learning about each other's roles for future collaboration. Conclusions., Whilst, it is usual to identify health professionals as non-judgemental, it is also important to recognise the existence of their personal and professional values and beliefs that shape their decision-making. Equally beneficial for students is their reported understanding of the other discipline's emphasis on the physical or social aspects of care, and the interrelationships and complementary values that lead to students' appreciation of each other's roles and the possibility for their future collaboration in the holistic care of patients. Relevance to clinical practice., The sharing of each other's knowledge and their appreciation of the corresponding roles enhanced students' decision-making capacity and the extension of the holistic approach beyond one profession, which is essential for good patient care. [source] Perspectives on professional values among nurses in TaiwanJOURNAL OF CLINICAL NURSING, Issue 10 2009Fu-Jin Shih Aim., The purpose of this study was to identify the most important contemporary professional nursing values for nursing clinicians and educators in Taiwan. Background., Nursing values are constructed by members of political and social systems, including professional nursing organisations and educational institutions. Nurses' personal value systems shape the development of these professional values. An understanding of nurses' perceptions of professional values will enable the profession to examine consistencies with those reflected in existing and emerging educational and practice environments. Design., A qualitative descriptive study was conducted using the focus-group discussion method. Methods., A purposive sample of 300 registered nurses in Taiwan, consisting of 270 nursing clinicians and 30 faculty members, participated in 22 focus-group interviews. Data were analysed using a systematic process of content analysis. Results., Six prominent values related to professional nursing were identified: (a) caring for clients with a humanistic spirit; (b) providing professionally competent and holistic care; (c) fostering growth and discovering the meaning of life; (d) experiencing the ,give-and-take' of caring for others; (e) receiving fair compensation; and (f) raising the public's awareness of health promotion. Four background contexts framed the way participants viewed the appropriation of these values: (a) appraising nursing values through multiple perspectives; (b) acquiring nursing values through self-realisation; (c) recognising nursing values through professional competency and humanistic concerns and (d) fulfilling nursing values through coexisting self-actualisation. A conceptual framework was developed to represent this phenomenon. Conclusion., The most important professional nursing values according to the perspectives of nurses in Taiwan were identified. These values reflect benefits to society, to nurses themselves and to the interdisciplinary team. Relevance to clinical practice., Nurses' awareness of their own values and of how these values influence their behaviour is an essential component of humanistic nursing care. Nursing educators need to develop better strategies for reflection and integration of both personal and professional philosophies and values. [source] Creating Peer Sexual Harassment: Mobilizing Schools to Throw the Book at ThemselvesLAW & POLICY, Issue 1 2006JODI L. SHORT This paper describes how peer-to-peer sexual harassment rapidly was transformed from an unremarkable reality of secondary school life into a serious social and legal problem. First, it shows how organizations and professionals served as an entry point for social change and legal mobilization. I argue that schools were quick to address peer sexual harassment because activists framed it as a moral and pedagogical issue that resonated with educators' deeply held professional values. Second, the paper shows how law and organizations developed endogenously. Without any legal mandate, schools created and institutionalized harassment policies. Courts then looked to these organizational practices to determine the content and scope of Title IX. In this way, schools literally "enacted" the law through their practices. This finding goes beyond previous work on endogeneity in that school policies influenced law at the level of doctrine, not simply at the level of meaning, enforcement, or application. [source] Exploring professional values and health policy through PhotovoiceMEDICAL EDUCATION, Issue 11 2004Caroline C Wang No abstract is available for this article. [source] Achieving acceptable reliability in oral examinations: an analysis of the Royal College of General Practitioners membership examination's oral componentMEDICAL EDUCATION, Issue 2 2003Val Wass Background, The membership examination of the Royal College of General Practitioners (RCGP) uses structured oral examinations to assess candidates' decision making skills and professional values. Aim, To estimate three indices of reliability for these oral examinations. Methods, In summer 1998, a revised system was introduced for the oral examinations. Candidates took two 20-minute (five topic) oral examinations with two examiner pairs. Areas for oral topics had been identified. Examiners set their own topics in three competency areas (communication, professional values and personal development) and four contexts (patient, teamwork, personal, society). They worked in two pairs (a quartet) to preplan questions on 10 topics. The results were analysed in detail. Generalisability theory was used to estimate three indices of reliability: (A) intercase (B) pass/fail decision and (C) standard error of measurement (SEM). For each index, a benchmark requirement was preset at (A) 0·8 (B) 0·9 and (C) 0·5. Results, There were 896 candidates in total. Of these, 87 candidates (9·7%) failed. Total score variance was attributed to: 41% candidates, 32% oral content, 27% examiners and general error. Reliability coefficients were: (A) intercase 0·65; (B) pass/fail 0·85. The SEM was 0·52 (i.e. precise enough to distinguish within one unit on the rating scale). Extending testing time to four 20-minute oral examinations, each with two examiners, or five orals, each with one examiner, would improve intercase and pass/fail reliabilities to 0·78 and 0·94, respectively. Conclusion, Structured oral examinations can achieve reliabilities appropriate to high stakes examinations if sufficient resources are available. [source] Doctors' professional values: results from a cohort study of United Kingdom medical graduatesMEDICAL EDUCATION, Issue 8 2001Lorelei Cooke Objectives To examine young doctors' views on a number of professional issues including professional regulation, multidisciplinary teamwork, priority setting, clinical autonomy and private practice. Method Postal survey of 545 doctors who graduated from United Kingdom medical schools in 1995. Results Questionnaires were returned by 95% of the cohort (515/545). On issues of professional regulation, teamwork and clinical autonomy, the majority of doctors held views consistent with current General Medical Council guidance. The majority supported the right of doctors working in the NHS to engage in private practice. Most respondents thought that public expectations of doctors, medicine and the NHS were too high, and that some form of rationing was inevitable. On many issues there was considerable variation in attitudes on the basis of sex and intended branch of medicine. Conclusions The results highlight the heterogeneity of the profession and the influence of specialty and gender on professional values. Doctors' attitudes had also been shaped by broader social changes, especially debates surrounding regulation of the profession, rising public expectations and the need for rationing of NHS care. [source] Developing professional values: Campus and community perspectives on a social work partnershipNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 118 2008Rachael Richter-Hauk Core professional values were fostered among adult social work students through structured reflection on their community based learning experiences. [source] PUBLIC MANAGEMENT REFORM IN THE UK AND ITS CONSEQUENCES FOR PROFESSIONAL ORGANIZATION: A COMPARATIVE ANALYSISPUBLIC ADMINISTRATION, Issue 1 2007STEPHEN ACKROYD It is often assumed in the literature on public management reforms that radical changes in values, work and organization have occurred or are under way. In this paper our aim is to raise questions about this account. Focusing on three services in the UK, each dominated by organized professions , health care, housing, and social services , significant variations in the effectiveness of reforms are noted. The available research also suggests that these outcomes have been inversely proportional to the efforts expended on introducing new management practices. The most radical changes have been in housing, where, paradoxically, successive UK governments focused least attention. By contrast, in health and social services, management restructuring has been less effective, despite the greater resources devoted to it. This variation is attributed to professional values and institutions, against which reforms were directed, and the extent to which different groups became locked either into strategies of resistance or accommodation. [source] Teaching and learning professional valuesASIA-PACIFIC PSYCHIATRY, Issue 2 2010Dinesh Bhugra No abstract is available for this article. [source] IES 4 , Ethics Education RevisitedAUSTRALIAN ACCOUNTING REVIEW, Issue 38 2006STEVEN DELLAPORTAS In 2003, the International Federation of Accountants (IFAC) issued a set of International Education Standards (IES). IES 4 Professional Values, Ethics and Attitudes aims to equip candidates for membership of an IFAC member body with the appropriate professional values, ethics and attitudes to function as professional accountants. This paper explores the implications of IES 4 and analyses some of the challenges arising from an international professional accounting body prescribing ethics education. It concludes with an overview of considerations to be addressed to ensure that the implementation of IES 4 is successful. [source] Assimilation, control, mediation or advocacy?CHILD & FAMILY SOCIAL WORK, Issue 4 2000Social work dilemmas in providing anti-oppressive services for Traveller children, families This paper explores dilemmas facing social work in England in providing anti-oppressive services for Travellers, particularly those who lack secure sites. A context is provided by outlining the conflict between Travellers and the majority society, and its expression in oppressive legislation, policy and practice. The implications of the corporate local authority role for relationships between Travellers and social services, and the specific history of Travellers and welfare, are also explored. The remainder of the paper draws on findings from a Nuffield-funded study of policy and provision by English social services departments for Traveller children and families. Provision is undermined by mutually difficult relationships between Traveller communities and social services, and competing demands on social services in relation to professional values and support of Travellers' rights, and their simultaneous contribution to local authority control of unauthorized camping. However, newer developments in some social services departments may be able to generate more positive relationships with Travellers, to promote their individual and cultural rights, and build partnerships with voluntary agencies which have a significant role in work with Travellers. The implications for social services departments wishing to develop their policies and practice with Traveller families are outlined. [source] Physician professionalism for a new centuryCLINICAL ANATOMY, Issue 5 2006James W. Holsinger Jr. Abstract During the past 50 years, physicians have become increasingly dissatisfied with certain aspects of their profession. Dissatisfaction has intensified with the advent of managed care in the late 20th century, the medical liability crisis, and the growing divergence between the professional and personal expectations placed upon physicians and their practical ability to meet these expectations. These and other factors have encroached on physician autonomy, the formerly ascendant professional value within medicine. As the underlying values and practical realities of the broader American health care system have changed, the professional values and practices of physicians have failed to adapt correspondingly, resulting in a "professionalism gap" that contributes to physician dissatisfaction. To improve the outlook and efficacy of modern American physicians, the profession must adopt a new values framework that conforms to today's health care system. This means foregoing the 20th century's preferred "independent physician" model in favor of a new professional structure based on teamwork and collaboration. Convincing established physicians to embrace such a model will be difficult, but opportunities exist for significant progress among a new generation of physicians accustomed to the realities of managed care, flexible practice models, and health information technology. The teaching of clinical anatomy, given its incorporation of student collaboration at the earliest stages of medical education, offers a prime opportunity to introduce this generation to a reinvigorated code of professionalism that should reduce physician dissatisfaction and benefit society. Clin. Anat. 19:473,479, 2006. © 2006 Wiley-Liss, Inc. [source] | ||||||||||||||||