Description of the Initial Status of Personnel Training Requirements for Specific Operator

2020 ◽  
Author(s):  
L. Choma ◽  
J. Jevcak ◽  
P. Kal'avsky ◽  
R. Klir ◽  
M. Kelemen
Keyword(s):  
Personnel Training ◽  
Training Requirements ◽  
Specific Operator

Hospital Equipment and Facilities, Personnel, Training Requirements, and Competences

2011 ◽  
pp. 176-183
Author(s):  
Douglas L. Packer ◽  
Johannes Brachmann ◽  
Paolo Della Bella ◽  
Luc J. Jordaens ◽  
José L. Merino ◽  
...  
Keyword(s):  
Personnel Training ◽  
Training Requirements ◽  
Hospital Equipment

scholarly journals STRUCTURAL AND FUNCTIONAL MODEL OF PERSONNEL TRAINING OF GERMAN FEDERAL POLICE

2021 ◽  
Vol 23 (4) ◽  
pp. 142-155
Author(s):  
Ілона ІСАЄВА
Keyword(s):  
Learning Outcomes ◽  
Police Officers ◽  
Professional Training ◽  
Functional Model ◽  
Educational Programs ◽  
Training System ◽  
Educational Institutions ◽  
Personnel Training ◽  
Training Requirements ◽  
Professional Activities

The article substantiates the structural and functional model of professional training of the Federal Police of Federal Republic of Germany (GFP). The presented model takes into account the main components of the researched process, reproduces, simulates, reflects its properties, features and characteristics.The model is developed on the basis of the analysis of pedagogical literature, educational programs and curricula, the corresponding orders of the Federal Ministry of Internal Affairs of Germany, as well as the practical activities of educational institutions which provide professional training of the specified personnel. The presented model reveals the objective, content, procedural, institutional, diagnostic and resultative units. The objective unit reflects the needs in the field of professional training of the GFP personnel, reveals the objective, professional requirements, peculiarities of professional activities, tasks of professional training of the GFP personnel. The content unit of the structural and functional model takes into account the legislative and regulatory framework, which determines the areas of professional activities of the GFP personnel, its professional, legal status, training requirements, and reflects the content of curricula, educational programs, modules, competencies (general, professional, special, methodical, managerial), program learning outcomes, professional knowledge, skills, abilities and qualities of future police officers. The procedural unit of the model reveals the essence and defines the peculiarities of the organization and implementation of professional training of the GFP personnel, in particular the forms of education, stages of training, forms and methods of training, training and methodological support which enable to effectively achieve the goals outlined in the objective unit. The institutional component of the model shows the educational institutions where the training of the GFP personnel of each level is carried out. The diagnostic and resultative unit of the model provides for the verification of the goal achievement of the GFP personnel training and reveals the types and scales of evaluation of learning outcomes, forms of final examination that take place in the personnel training system, as well as qualifications obtained by the GFP personnel at the end of training. The implementation result of the presented structural and functional model is a trained highly qualified specialist of the German Federal Police.

Fool’s Gold: Psychologists Using Disingenuous Reasoning to Mislead Legislatures into Granting Psychologists Prescriptive Authority

2003 ◽  
Vol 29 (4) ◽  
pp. 489-524
Author(s):  
Brent Pollitt
Keyword(s):  
Primary Care ◽  
Mental Illness ◽  
Nurse Practitioners ◽  
Primary Care Physicians ◽  
American Psychological Association ◽  
The United States ◽  
Psychotropic Medications ◽  
American Psychological ◽  
Training Requirements ◽  
Prescriptive Authority

Mental illness is a serious problem in the United States. Based on “current epidemiological estimates, at least one in five people has a diagnosable mental disorder during the course of a year.” Fortunately, many of these disorders respond positively to psychotropic medications. While psychiatrists write some of the prescriptions for psychotropic medications, primary care physicians write more of them. State legislatures, seeking to expand patient access to pharmacological treatment, granted physician assistants and nurse practitioners prescriptive authority for psychotropic medications. Over the past decade other groups have gained some form of prescriptive authority. Currently, psychologists comprise the primary group seeking prescriptive authority for psychotropic medications.The American Society for the Advancement of Pharmacotherapy (“ASAP”), a division of the American Psychological Association (“APA”), spearheads the drive for psychologists to gain prescriptive authority. The American Psychological Association offers five main reasons why legislatures should grant psychologists this privilege: 1) psychologists’ education and clinical training better qualify them to diagnose and treat mental illness in comparison with primary care physicians; 2) the Department of Defense Psychopharmacology Demonstration Project (“PDP”) demonstrated non-physician psychologists can prescribe psychotropic medications safely; 3) the recommended post-doctoral training requirements adequately prepare psychologists to prescribe safely psychotropic medications; 4) this privilege will increase availability of mental healthcare services, especially in rural areas; and 5) this privilege will result in an overall reduction in medical expenses, because patients will visit only one healthcare provider instead of two–one for psychotherapy and one for medication.

Tansley's Psychoanalytic Network: An episode out of the Early History of Psychoanalysis in England

2000 ◽  
Vol 2 (2) ◽  
pp. 189-256 ◽  
Author(s):  
Laura Cameron ◽  
John Forrester
Keyword(s):  
Discussion Group ◽  
Early History ◽  
History Of Psychoanalysis ◽  
Training Requirements ◽  
Life Paths ◽  
History Of ◽  
Unpublished Manuscripts

The paper traces the psychoanalytic networks of the English botanist, A.G. Tansley, a patient of Freud's (1922-1924), whose detour from ecology to psychoanalysis staked out a path which became emblematic for his generation. Tansley acted as the hinge between two networks of men dedicated to the study of psychoanalysis: a Cambridge psychoanalytic discussion group consisting of Tansley, John Rickman, Lionel Penrose, Frank Ramsey, Harold Jeffreys and James Strachey; and a network of field scientists which included Harry Godwin, E. Pickworth Farrow and C.C. Fagg. Drawing on unpublished letters written by Freud and on unpublished manuscripts, the authors detail the varied life paths of these psychoanalytic allies, focusing primarily on the 1920s when psychoanalysis in England was open to committed scientific enthusiasts, before the development of training requirements narrowed down what counted as a psychoanalytic community.

Cardiology Fellowship Education in the Era of High-density Training, Data Tracking, and Quality Measures

2011 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
Alex J Auseon ◽  
Albert J Kolibash ◽  
◽  
Keyword(s):  
Ohio State University ◽  
Training Data ◽  
State University ◽  
Training Requirements ◽  
Healthcare Environment ◽  
Medical Centers ◽  
Work Hour ◽  
The Ohio State University ◽  
Data Tracking

Background:Educating trainees during cardiology fellowship is a process in constant evolution, with program directors regularly adapting to increasing demands and regulations as they strive to prepare graduates for practice in today’s healthcare environment.Methods and Results:In a 10-year follow-up to a previous manuscript regarding fellowship education, we reviewed the literature regarding the most topical issues facing training programs in 2010, describing our approach at The Ohio State University.Conclusion:In the midst of challenges posed by the increasing complexity of training requirements and documentation, work hour restrictions, and the new definitions of quality and safety, we propose methods of curricula revision and collaboration that may serve as an example to other medical centers.

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