The Masters of Sustainable Practice: A Review of a Program for Working Professionals

2014 ◽  
Vol 30 (2) ◽  
pp. 239-253 ◽  
Author(s):  
Ruwini Edirisinghe ◽  
Kym Fraser
Keyword(s):  
Professional Practice ◽  
Curriculum Design ◽  
Continuing Professional Development ◽  
Design Principles ◽  
Employability Skills ◽  
Qualification Framework ◽  
Application Requirements ◽  
Available Information ◽  
Support Students ◽  
Sustainable Practice

AbstractThis study sought to distil recommendations and curriculum design principles that could underpin the re-imagination of the RMIT University coursework Masters of Sustainable Practice (MSP). The aim of the study was to redesign the program to better meet the expectations of contemporary working professionals. Four data sources were used to develop 12 program recommendations: postgraduate sustainability education literature, postgraduate coursework literature, publicly available information for contemporary coursework Masters sustainability programs both in Australia and overseas, and interview data from current and graduate students from the RMIT University Masters of Sustainable Practice. The study proposes a novel curriculum (re)design model comprised of six curriculum design principles that the authors argue are essential for the development of curricula for contemporary working professionals. Sustainable practice coursework Masters programs need to: offer choice, flexibility and authentic work-based assessment opportunities; provide significant guidance to achieve individual aspirations and to customise the program for each student; recognise learning through current workplace roles and through continuing professional development opportunities; use integrative assessments to achieve the Australian Qualification Framework knowledge and skills application requirements; incorporate short credit-bearing courses, in particular for the development of employability skills; and support students to transition to professional practice.

Use of E-Portfolios in Health Professions Education

2018 ◽  
pp. 208-233 ◽  
Author(s):  
Andrew G. Pearson ◽  
Brooke E. Harris-Reeves ◽  
Lana J. Mitchell ◽  
Jessica J. Vanderlelie
Keyword(s):  
Case Studies ◽  
Real World ◽  
Digital Technologies ◽  
Health Professions ◽  
Professional Preparation ◽  
Employability Skills ◽  
Tertiary Institutions ◽  
Institutional Contexts ◽  
Research Questions ◽  
Support Students

In light of the changing landscape of workforce demand, digital technologies are becoming increasingly important to support students with their studies and professional preparation. As such, tertiary institutions are embedding curriculum approaches focused on the development of employability skills and drawing upon technology in order to prepare students for the real world of work in a manner that is scalable and transferable. Digital technologies such as ePortfolios have become an increasingly utilized platform for reflection, evidencing professional competencies and professional branding. Within this chapter, the authors discuss the benefits and limitations of these platforms from the perspectives of students, staff, professional, and institutional contexts. Case studies are utilzsed to demonstrate ePortfolios in practice across the allied health disciplines and key research questions and solutions for the future are discussed.

Neurological examination

2020 ◽  
Vol 12 (10) ◽  
pp. 1-4
Author(s):  
Andrew Kirk
Keyword(s):  
Clinical Examination ◽  
Neurological Examination ◽  
Continuing Professional Development ◽  
Main Body ◽  
Initial Examination ◽  
Development Activity ◽  
Patient Consultation ◽  
The Stability ◽  
Time Critical ◽  
Support Students

The clinical examination is an important part of any patient consultation. After the primary survey and taking the patient history, a more in-depth examination is sometimes required to aid making a working diagnosis and help negate other differential diagnoses. The extent of this depends on the stability of the patient and may not be possible in time-critical circumstances. However, clinical examination is an increasing part of paramedic practice owing to the continued expansion of the scope of the paramedic role in both urgent and emergency care. Education on clinical examination concerning each of the main body systems is now an integral part of undergraduate paramedic curricula. This clinical examination series provides a step-by-step overview for each of the main body systems. Continuing professional development (CPD) is an essential requirement for all clinicians to maintain and to demonstrate that they are staying up to date and advancing in their roles. This series gives an overview of each type of examination to support students, newly qualified paramedics and paramedics wishing to use these articles as a CPD development activity and an aide-memoire for clinical practice. This article, which explores the the neurological examination, gives an overview of initial examination considerations, and assessment of the upper limbs.

Musculoskeletal system part 2

2020 ◽  
Vol 12 (7) ◽  
pp. 1-4
Author(s):  
Robert Deighton
Keyword(s):  
Clinical Examination ◽  
Musculoskeletal System ◽  
Continuing Professional Development ◽  
Main Body ◽  
Initial Examination ◽  
Development Activity ◽  
System Part ◽  
The Stability ◽  
Time Critical ◽  
Support Students

The clinical examination is an important part of any patient consultation. After the primary survey and taking the patient history, a more in-depth examination is sometimes required to aid making a working diagnosis and help negate other differential diagnoses. The extent of this depends on the stability of the patient and may not be possible in time-critical circumstances. However, clinical examination is an increasing part of paramedic practice owing to the continued expansion of the scope of the paramedic role in both urgent and emergency care. Education on clinical examination concerning each of the main body systems is now an integral part of undergraduate paramedic curricula. This clinical examination series provides a step-by-step overview for each of the main body systems. Continuing professional development (CPD) is an essential requirement for all clinicians to maintain and to demonstrate that they are staying up to date and advancing in their roles. This series gives an overview of each type of examination to support students, newly qualified paramedics and paramedics wishing to use these articles as a CPD development activity and an aide-memoire for clinical practice. This article, which explores the the musculoskeletal system, gives an overview of initial examination considerations.

Cardiovascular examination

2020 ◽  
Vol 12 (4) ◽  
pp. 1-4 ◽  
Author(s):  
Jon Dearnley-Lane
Keyword(s):  
Clinical Examination ◽  
Continuing Professional Development ◽  
Main Body ◽  
Initial Examination ◽  
Development Activity ◽  
Essential Requirement ◽  
Patient Consultation ◽  
The Stability ◽  
Time Critical ◽  
Support Students

The clinical examination is an important part of any patient consultation. After the primary survey and taking the patient history, a more in-depth examination is sometimes required to aid making a working diagnosis and help negate other differential diagnoses. The extent of this depends on the stability of the patient and may not be possible in time-critical circumstances. However, clinical examination is an increasing part of paramedic practice owing to the continued expansion of the scope of the paramedic role in both urgent and emergency care. Education on clinical examination concerning each of the main body systems is now an integral part of undergraduate paramedic curricula. This clinical examination series provides a step-by-step overview for each of the main body systems. Continuing professional development (CPD) is an essential requirement for all clinicians to maintain and demonstrate that they are staying up to date and advancing in their roles. This series gives an overview of each type of examination to support students, newly qualified paramedics and paramedics wishing to use these articles as a CPD development activity and an aide-memoire for clinical practice. This article, which explores the cardiovascular system, gives an overview of initial examination considerations, including first impressions.

scholarly journals Developing resilient graduates to be future workplace leaders

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nikki McQuillan ◽  
Christine Wightman ◽  
Cathy Moore ◽  
Una McMahon-Beattie ◽  
Heather Farley
Keyword(s):  
Higher Education ◽  
Professional Practice ◽  
Curriculum Design ◽  
Business Models ◽  
Academic Community ◽  
Key Factors ◽  
Content Type ◽  
Workplace Leaders ◽  
Innovative Curriculum ◽  
The Impact

PurposeVocational higher education and skills are recognised as key factors in shaping an economy to adapt to fast-emerging business models that disrupt workplace behaviours. Employers require graduates to be “work-ready”, emphasising the need to demonstrate resilience, as a critical desired behaviour (CBI, 2019). This case study shares the integrated curriculum design, co-creation and operationalisation of “Graduate Transitions” workshops that were piloted in a compulsory final-year module across a number of programmes in a higher education institutions’ business faculty to enhance graduates “work readiness”.Design/methodology/approachThe collaboration and leadership thinking of industry professionals, academics and career consultants designed and co-created a workshop that enhances transitioning student resilience and prepares them for their future of work. Action research gathered data using a mixed-methods approach to evaluate student and stakeholder feedback.FindingsEvidence indicates that the workshops actively embed practical coping strategies for resilience and mindful leaders in transitioning graduates. It assures employers that employability and professional practice competencies are experienced by transitioning graduates entering the future workplace.Research limitations/implicationsLimitations to this research are clearly in the methodology and concentrating on the co-creation of an innovative curriculum design project instead of the tools to accurately evaluate the impact in a systematic manner. There was also limited time and resource to design a more sophisticated platform to collect data and analyse it with the imperative academic rigour required. Emphasis on piloting and operationalisation of the intervention, due to time and resource restrictions, also challenged the methodological design.Practical implicationsThe positive feedback from these workshops facilitated integration into the curriculum at an institution-wide level. This paper shares with the academic community of practice, the pedagogy and active learning design that could be customised within their own institution as an intervention to positively influence the new metrics underpinning graduate outcomes.Originality/valueThis pioneering curriculum design ensures that employability and professional practice competencies are experienced by graduates transitioning to the workplace.

scholarly journals PROFESSIONAL ETHICS AND A CALL FOR PHILOSOPHICAL LITERACY

Think ◽  
2019 ◽  
Vol 19 (54) ◽  
pp. 37-47
Author(s):  
Andrew Knight
Keyword(s):  
Professional Development ◽  
Professional Practice ◽  
Professional Education ◽  
Professional Ethics ◽  
Ethical Reasoning ◽  
Codes Of Conduct ◽  
Continuing Professional Development ◽  
The Uk ◽  
Professional Workplace

It could be argued that there is now a crisis of confidence in the professions. Although many professionals individually undertake their roles with care and diligence, there have been so many systematic failures involving professionals across a range of sectors, both in the UK and globally, that the special status enjoyed by the professions is being widely questioned. In this article, I argue that recent cases are symptomatic of a lack of ethical reasoning in professional practice, yet professions enjoy an elevated status based on claims that ethics, typically communicated in codes of conduct, are central to their purpose. I argue that to help solve this crisis, philosophical literacy needs to be promoted in school, initial professional education and continuing professional development. Passing tests to superficially demonstrate an understanding of a code is quite different from reasoning through practical dilemmas in the professional workplace with judgements informed by philosophical ideas.

Becoming Autonomous Learners to Become Autonomous Teachers

2017 ◽  
Vol 7 (4) ◽  
pp. 15-32 ◽  
Author(s):  
Minh Tuan Phi
Keyword(s):  
Language Learners ◽  
Professional Practice ◽  
English Language ◽  
Language Education ◽  
English Language Teaching ◽  
Teacher Autonomy ◽  
Independent Learning ◽  
Learning And Teaching ◽  
Political Orientations ◽  
Support Students

Autonomy appears to be a challenging concept for both language learners and teachers. This article attempts to ascertain the beliefs on learner autonomy (LA) and teacher autonomy (TA) of students on the MA in English Language Teaching and Applied Linguistics at Coventry University (UK) engaging with this concept while reflecting on a distributed MOOC blend flip. This article explores the extent to which a MOOC blended into an existing curriculum can support students in their transition between LA and TA for their professional practice. The paper discusses the interpretations of autonomy in language education, including “technical”, “psychological” and “political” orientations and illustrates two categorises of autonomous perspectives: independent learning and interdependent learning. The article also discusses how blended learning can support language teacher with re-thinking their role. It moreover illustrates, some constraints regarding fostering autonomy in practice and highlights some problematic areas in the reconceptualization of learning and teaching with a MOOC blend.

Musculoskeletal system part 1

2020 ◽  
Vol 12 (6) ◽  
pp. 1-4
Author(s):  
Robert Deighton
Keyword(s):  
Clinical Examination ◽  
Musculoskeletal System ◽  
Continuing Professional Development ◽  
Main Body ◽  
Initial Examination ◽  
Development Activity ◽  
System Part ◽  
The Stability ◽  
Time Critical ◽  
Support Students

The clinical examination is an important part of any patient consultation. After the primary survey and taking the patient history, a more in-depth examination is sometimes required to aid making a working diagnosis and help negate other differential diagnoses. The extent of this depends on the stability of the patient and may not be possible in time-critical circumstances. However, clinical examination is an increasing part of paramedic practice owing to the continued expansion of the scope of the paramedic role in both urgent and emergency care. Education on clinical examination concerning each of the main body systems is now an integral part of undergraduate paramedic curricula. This clinical examination series provides a step-by-step overview for each of the main body systems. Continuing professional development (CPD) is an essential requirement for all clinicians to maintain and to demonstrate that they are staying up to date and advancing in their roles. This series gives an overview of each type of examination to support students, newly qualified paramedics and paramedics wishing to use these articles as a CPD development activity and an aide-memoire for clinical practice. This article, which explores the the upper musculoskeletal system, gives an overview of initial examination considerations.

scholarly journals Gambaran Implementasi Pengembangan Keprofesian Berkelanjutan oleh Perawat di RSUD R.A. Kartini Kabupaten Jepara

2021 ◽  
Vol 4 (2) ◽  
pp. 83-90
Author(s):  
Madya Sulisno ◽  
Agus Santoso ◽  
Bambang Edy Warsito ◽  
Luthfi Hidayah ◽  
Sarah Ulliya ◽  
...  
Keyword(s):  
Community Service ◽  
Professional Practice ◽  
Random Sampling ◽  
Quantitative Research ◽  
Continuing Professional Development ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
The Self ◽  
Scientific Development ◽  
Self Development

Introduction: Continuing Professional Development (CPD) implementation is not optimal. There is no evaluation regarding CPD implementation by nurses in RSUD R.A. Kartini, Jepara Regency. The purpose of this study was to describe the implementation of PKB by nurses in RSUD R.A. Kartini, Jepara Regency.Methods: This study used quantitative research design using descriptive studies. The sampling technique used simple random sampling with 169 respondents. Data collection used a questionnaire containing 55 question items from Indonesian National Nurses Association.Results: Description of CPD by nurses at R.A. Kartini Hospital in Jepara Regency are as follows: professional practice activities (100%), scientific activities (94.67%), scientific development activities (26.62%), and community service activities (71%).  Conclusion: Based on the research results, nurses should optimize themselves in various aspects of the form of CPD activities so that it can fulfill the achievement of 25 credits in five years while increasing the self-development of nurses.

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