Advancing Practice through Continuing Professional Education: The Case for Reflection

2002 ◽  
Vol 65 (5) ◽  
pp. 237-241 ◽  
Author(s):  
Anne E K Roberts
Keyword(s):  
Continuing Education ◽  
Professional Practice ◽  
Professional Education ◽  
Continuing Professional Education ◽  
Status Quo ◽  
Short Discussion ◽  
Discussion Paper ◽  
Essential Component ◽  
The Status ◽  
Reflection On Practice

This short discussion paper is inspired by the belief that continuing education is an essential catalyst for advancing professional practice. It proposes that reflection on practice is an essential component of continuing professional education and that experienced practitioners must reflect on practice in order both to develop personally and to move the profession forward. Inevitably, this entails questioning the status quo, facing conflict and initiating change. These processes are discussed here and the discussion concludes by considering some strategies for incorporating reflection through continuing professional education.

CONTINUING EDUCATION OF NURSES IN BULGARIA ORGANIZATION AND DEVELOPMENT

2018 ◽  
Vol 28 (3) ◽  
pp. 1111-1116
Author(s):  
Maria Spasova
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Health Professionals ◽  
Health Care Professionals ◽  
Financial Incentive ◽  
Continuing Professional Education ◽  
Credit System ◽  
Knowledge And Skills ◽  
Traditional Course ◽  
Eu Member States

The dynamics of today's world requires every one of us to maintain, upgrade and refine our knowledge and skills lifelong. For the nurses whose profession is regulated in the EU member states, as well in Bulgaria, continuing education is a key element of their professional development. One of the main objectives of the continuing professional education (CPE) is to contribute to the acquisition of new knowledge and skills in a way, appropriate to meet the needs of а present-day medical practice. The institution that organizes, coordinates, provides and registers continuing professional education of the health care professionals is Bulgarian Association of health professionals in nursing (BAHPN). There are different forms of professional educations – courses, congresses, conferences, seminars, ets. For estimation of the various forms of the continuing education in 2006 have been applied United Credit System (UCS), according to which for participation in each provided form credit points were given. The instrument for registration was the National Electronic Professional Register (NEPR).The aim of this study was to analyze retrospectively the trends in the development of continuing education of nurses in Bulgaria for a period from 2006 until the end of 2017. A database from NEPR with 86866 registered participations was used. Inclusion criterion included that health professionals were nurses, with or without registered CPE participations. The study employed retrospective analysis, documentary and statistical methods.The system of continuing professional education of the nurses in our country is an actively developing system that provides equal access and variety of forms of CPE, credited by BAHPN’s United Credit System. The most preferred form of CPE for the nurses was a traditional course. Participation in other forms of continuing education was under the expected levels and occupied a share of only 14.35% in the total structure of continuing education.The registered number of CPE participations for the observed period is a reason to designate nurses as "learning professionals". Despite the existence of some barriers to participation in continuing education, nurses accomplish their professional ethical commitment by actively building their knowledge and skills. The results of the survey revealed the need of measures to motivate nurses to participate more actively in the different forms of continuing education. Motivation could be achieved through interventions to provide support from the employer and colleagues as well as providing opportunities for sponsoring training and regulating a financial incentive to achieve higher competency.

scholarly journals Continuing Education for Lay Ministry: Providers, Beliefs, Issues, and Programs

2013 ◽  
Vol 28 (1) ◽  
Author(s):  
Leona M. English
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Continuing Professional Education ◽  
Lay Ministry ◽  
Religious Organizations ◽  
Education Programs ◽  
C Programs ◽  
Lay Ministers ◽  
Group B

Research into continuing professional education (CPE) has been a constant for many professionals, including those pastors and clergy who work in religious organizations. Continuing education for lay ministers (non-ordained) in churches, however, generally has not been given this close scrutiny or attention. This article reports on research conducted with 35 leaders of lay ministry education programs in Canada, to provide information on their (a) demographics as a group (b) attitudes toward church and church bodies, and the amount of support they received from the community, and (c) programs and their participants. This study contributes to an understanding of continuing education for lay ministry.

scholarly journals THE STATUS QUO OF TEACHER-TRAINING COURSES IN THE IRANIAN EFL CONTEXT: A FOCUS ON MODELS OF PROFESSIONAL EDUCATION AND DYNAMIC ASSESSMENT

2016 ◽  
Vol 3 (Special) ◽  
pp. 89 ◽  
Author(s):  
ABBAS A. REZAEE ◽  
MAHSA GHANBARPOUR
Keyword(s):  
Preservice Teachers ◽  
Teacher Training ◽  
Prospective Teachers ◽  
Professional Education ◽  
Participant Observation ◽  
Dynamic Assessment ◽  
Status Quo ◽  
Content Analyses ◽  
The Status ◽  
Training Courses

Given that Teacher-Training Courses (TTC’s) have responsibility for assisting prospective teachers with building up a repertoire of technical and pedagogic knowledge, the systematically evaluation of such courses is regarded as seminal (Lynch, 2003 and Peacock, 2009). Therefore, the present study is an attempt to (a) probe into the way professional expertise is acquired by preservice Iranian EFL teachers, (b) analyze the instructional content of TTC’s currently held in Iran, with a focus on teachings on Dynamic Assessment (DA), and (c) examine preservice teachers’ and TTC trainers’ opinions about the TTC’s. To this end, 9 purposefully selected TTC’s were observed, employing participant observation, and content analyses were carried out on their syllabi. Also, 107 TTC participants filled out a questionnaire, and 14 TTC instructors were interviewed; the sampling of the TTC participants and instructors was nonprobability convenient. Results of descriptive statistics showed that accounting for 84.73% of all the instructional attempts, the craft model was the most frequently prevalent model of teacher learning. Content analyses and preservice teacher questionnaire results signified that writing skill was marginalized in all the courses, and none of them included instructions on DA in their syllabi. Open, selective, and axial coding as well as content analyses of the collected data gave rise to eight themes delineating major areas fueling the current research-practice divide in the TTC syllabi. Findings of the study provide an opportunity to examine the status quo, strengths, and weaknesses of the TTC’s. The eight identified impediments to the employment of research in pedagogy could help reach a framework for factors that might induce TTC organizers to disregard the implication of relevant research findings for the courses they run.

scholarly journals DEVELOPMENT OF INNOVATIONS IN CONTINUING PROFESSIONAL EDUCATION

2021 ◽  
Vol 13 (3) ◽  
pp. 6-22
Author(s):  
I.O. Kotlyarova ◽  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Continuing Professional Education ◽  
External Factors ◽  
Self Organization ◽  
Lifelong Education ◽  
Educational Innovations ◽  
Force Majeure ◽  
Theoretical Foundations

The paper aims to study the methodological and theoretical foundations of the development of innovations in the field of continuing professional education (CPE). The methodological foundations of the study of the phenomenon of innovation in CPE (general laws of dialectics, systemic, synergetic and acmeological approaches) are identified and characterized. The external factors of the education sector cased by globalization, internationalization, digitalization and the “force majeure” of pandemic were determined and their influence on the development of CPE in the first quarter of the XXI century was revealed. The features of the current continuing education were revealed. They were developed both under the influence of environmental factors and as a result of internal tendencies of self-organization. On the basis of a theoretical analysis of the requirements for education caused by these factors, the types of CPE problems were formulated. The necessary nature of educational innovations was substantiated. The role of innovations in resolving the problems of continuing education was described. Typical modern innovations and their role in the development of continuing education as an aspect of a person's lifelong education were characterized.

Achieving a Socially Just Society: Kinesiology’s Role and Responsibility in Disrupting the Status Quo

2021 ◽  
pp. 1-8
Author(s):  
Karen P. DePauw
Keyword(s):  
Physical Activity ◽  
Professional Practice ◽  
Academic Discipline ◽  
Transformational Change ◽  
Status Quo ◽  
Adapted Physical Activity ◽  
Social Constructs ◽  
The Status ◽  
Just Society ◽  
Equity And Inclusion

Social justice can be defined in different ways, but the principles providing the foundation/framework include access, equity, and fairness; respect for diversity; participation/engagement; and basic human rights. As an academic discipline and professional practice (field), kinesiology has an important role to play in achieving a socially just society. Social change is about not only disrupting the status quo, but also transformational change and moving toward access, equity, and inclusion. Three narratives reflect upon the ways in which kinesiology and adapted physical activity have disrupted—and must continue to disrupt—the status quo to progress toward a socially just society: reflections of marginality, sport, and social constructs of body and ability; ableism and evolution of adapted physical activity; kinesiology and its responsibility for a sustainable future and socially just society. Although progress has been made, there is still more work to be done.

Cardiac Nurses' Views of Continuing Professional Education

2008 ◽  
Vol 7 (1) ◽  
pp. 59-66 ◽  
Author(s):  
Fiona Timmins
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Response Rate ◽  
Local Level ◽  
Continuing Professional Education ◽  
Item Questionnaire ◽  
Local Initiatives ◽  
Education Needs ◽  
The Republic ◽  
High Level

Background: There is little information available on cardiovascular nurses' attitudes to continuing professional education. Anecdotally many nurses profess that they require additional study days to keep updated in practice; however these are not always available at local level. This survey aimed to capture the views of cardiovascular nurses with regard to their continuing education needs. Aims: This research aimed to identify cardiovascular nurses' views on continuing professional education. Methods: A 26-item questionnaire collected data from 195 cardiovascular nurses in the Republic of Ireland. Response rate was 52% ( n = 102). Results: Most nurses had attended an educational event in the last 3–6 months and national conferences and local initiatives provided most of these latter services. Most respondents received both funding and study leave to attend. Nurses preferred method of keeping up-to-date was by means of conference and study days, journal use was also frequent. A high level of access to electronic resources was reported. Midweek was the preferred time for continuing education to occur. Conclusions: The findings reveal a positive attitude to continuing professional education. They also support the endeavours of national professional organisations, such as INCA and highlight the important role that these organisations play in the provision of ongoing education to cardiovascular nurses.

School Psychologists as Professionals

1990 ◽  
Vol 7 (2) ◽  
pp. 16-21 ◽  
Author(s):  
Barrie Brennan
Keyword(s):  
School Psychologists ◽  
Professional Practice ◽  
Professional Education ◽  
Occupational Status ◽  
Continuing Professional Education ◽  
Sources Of Support

ABSTRACTThe article discusses the occupational status of school psychologists, and the implications of that status. The question as to whether school psychologists are professionals is quickly dealt with. They are. Then questions are raised concerning problems in professional practice in contemporary Australia, and possible sources of support for the professional in his or her own practice. Continuing professional education (CPE) is suggested as the means of supporting professionals, such as school psychologists, in their practice. Three bases for the type of CPE being advocated are suggested: professional practice; a consortium for provision; clearly defined goals. The perspective of the article is that of all professionals working in Australia. Experience and research in other professions in Australia and from overseas are related to the professional practice of school psychologists in Australia.

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