A Five Point Approach to Staff Development for Quality Assurance

1982 ◽  
Vol 49 (2) ◽  
pp. 53-56 ◽  
Author(s):  
Arlene Shimeld
Keyword(s):  
Quality Assurance ◽  
Reference Material ◽  
Staff Development ◽  
Occupational Therapy ◽  
Professional Practice ◽  
University Hospital ◽  
Quality Assurance Program ◽  
Therapy Services ◽  
The University ◽  
The Way

The nature of Quality Assurance is outlined, as well as the range of activities encompassed in a Quality Assurance program. The need to provide occupational therapy personnel with an organizational framework within which to develop the skills to implement a Quality Assurance program is given as the rationale for utilizing a model that focuses on five key areas of professional practice. The model is described, and the way it has facilitated the Quality Assurance program in the Occupational Therapy Services Department of the University Hospital, London, Ontario is discussed. Reference material, useful when implementing a program, is included.

Guiding Principles for Quality Professional Practice Dissertations

2016 ◽  
pp. 133-145
Author(s):  
Kara Dawson ◽  
Swapna Kumar
Keyword(s):  
Educational Technology ◽  
Professional Practice ◽  
University Of Florida ◽  
Critical Problems ◽  
Guiding Principles ◽  
Problems Of Practice ◽  
The University ◽  
The Way

In this chapter the authors share the guiding principles for professional practice dissertations developed and studied within their online EdD in Educational Technology at the University of Florida. While these guiding principles were developed approximately four years before the call for chapters for this book was released, they align nicely with at least three pertinent themes that frame this book (i.e. the importance of addressing critical problems of practice, applying research rigor involving real theory and inquiry and demonstrating impact of research). The authors make explicit connections between their guiding principles and these themes and provide examples of how the themes have played out in dissertations completed in their program. The authors then provide implications for others seeking to structure (or restructure) the way dissertations are conceptualized in their professional practice problems.

Quality assurance of physical parameters in radiation oncology at the University Hospital of Basel – a retrospect

1998 ◽  
Vol 48 (1) ◽  
pp. 83-88 ◽  
Author(s):  
Jakob Roth ◽  
Hans W Roser ◽  
Horst W Nemec ◽  
Urs Brunner ◽  
Rainer Sander
Keyword(s):  
Quality Assurance ◽  
Radiation Oncology ◽  
University Hospital ◽  
Physical Parameters ◽  
The University

scholarly journals An introduction to the use of eportfolios in professional practice

2006 ◽  
Vol 5 (2) ◽  
pp. 69-75 ◽  
Author(s):  
L. Duncan-Pitt ◽  
S. Sutherland
Keyword(s):  
Higher Education ◽  
Student Achievement ◽  
Quality Assurance ◽  
Reflective Practice ◽  
Professional Practice ◽  
Asynchronous Communication ◽  
Electronic Portfolios ◽  
Higher Education Funding ◽  
Quality Assurance Agency ◽  
The University

In this article the potential for use of electronic portfolios by healthcare practitioners and students is considered in the context of work currently being undertaken in the School of Health at the University of Wolverhampton. We write at a time when knowledge of, and interest in, eportfolios is expanding beyond a relatively small number of projects and into the consciousness of a wider audience of academics and institutions. In the last 2 years interest in eportfolios has grown rapidly, particularly within a Higher Education sector keen to meet the Higher Education Funding Council for England/Quality Assurance Agency progress file deadline in 2005, but also spurred by the reports of Burgess (Universities UK. Measuring and recording student achievement, 2004 [Online report] [Accessed: 01 March 2006]. Available from: http://bookshop.universitiesuk.ac.uk/downloads/ measuringachievement.pdf) and of Tomlinson (DfES. Harnessing Technology: Transforming learning and children's services, 2005. [Online Report]. Published 15 March 2005 [Accessed: 01 Mar 2006]. Available from: http://www.dfes.gov.uk/publications/e-strategy/index.shtml). Examples of the use of eportfolio as a means of recording achievement and, in particular, facilitating reflective practice are discussed. The potential of an eportfolio system incorporating asynchronous communication features to resolve the tensions between academic and clinical practitioner roles is explored.

GPs' Assessments of People Aged 75 and Over: Identifying the Need for Occupational Therapy Services

1993 ◽  
Vol 56 (4) ◽  
pp. 123-127 ◽  
Author(s):  
Andrew Nocon
Keyword(s):  
Occupational Therapy ◽  
Elderly People ◽  
General Practitioners ◽  
Home Visit ◽  
Research Study ◽  
Separate Sample ◽  
Therapy Services ◽  
The Mean ◽  
Mean Time ◽  
The Way

Since April 1990, general practitioners (GPs) have been required to offer an annual home visit and assessment to all people aged 75 and over. This article reports on a research study into the outcomes of these assessments. More referrals were made to community occupational therapy than to any other service — 5% of all people assessed were referred to community occupational therapy — although all the referrals were made following assessments by nurses rather than by GPs themselves. Interviews with a separate sample of elderly people revealed that 17% needed occupational therapy. Once people had been referred, the mean time they had to wait for a community occupational therapy visit was 14 weeks. Even after occupational therapy contact ceased, a number of people still needed further occupational therapy. The study shows that the assessments are a valuable way of identifying elderly people's needs. It also raises questions about the way the assessments are carried out and the resources required to meet identified needs.

Sign in / Sign up

Export Citation Format

Share Document