scholarly journals Clinical governance and continuing professional development

1999 ◽  
Vol 5 (3) ◽  
pp. 233-239 ◽  
Author(s):  
John Wattis ◽  
Peter McGinnis
Keyword(s):  
Professional Development ◽  
Clinical Care ◽  
Continuing Professional Development ◽  
Clinical Governance ◽  
Standards Of Care ◽  
High Standards

Clinical governance can be defined as: “a framework through which NHS organisations are accountable for continuously improving the quality of their services and safeguarding high standards of care by creating an environment in which excellence in clinical care will flourish” (NHS Executive, 1998).

scholarly journals Clinical governance in practice

1999 ◽  
Vol 5 (6) ◽  
pp. 399-404 ◽  
Author(s):  
Femi Oyebode ◽  
Nick Brown ◽  
Elizabeth Parry
Keyword(s):  
National Health Service ◽  
Health Service ◽  
National Health ◽  
Clinical Care ◽  
Clinical Governance ◽  
Standards Of Care ◽  
Department Of Health ◽  
The Government ◽  
High Standards

Clinical governance is defined by the government as:“a framework through which [National Health Service (NHS)] organisations are accountable for continuously improving the quality of their services and safeguarding high standards of care by creating an environment in which excellence in clinical care will flourish'’ (emphasis not in original) (Department of Health (DOH), 1998).

Involvement of patients in Clinical Governance

2006 ◽  
Vol 44 (6) ◽  
Author(s):  
Danielle B. Freedman
Keyword(s):  
National Health Service ◽  
Health Service ◽  
National Health ◽  
Patient Involvement ◽  
Clinical Care ◽  
Clinical Governance ◽  
High Standards ◽  
The Uk

AbstractClinical Governance is a framework through which the National Health Service (NHS) organisations in the UK are accountable for continuously improving the quality of their services and safeguarding high standards by creating an environment in which excellence in clinical care will flourish. The NHS has moved on from being an organisation that simply delivered services to people, to being a service that is totally patient-led and responds to their needs and wishes. There are numerous national drivers and initiatives for patient involvement, including the

scholarly journals Clinical governance in the asylum

2002 ◽  
Vol 26 (11) ◽  
pp. 430-432
Author(s):  
Paul Wolfson ◽  
Carol Paton ◽  
Peter Jarrett
Keyword(s):  
Clinical Care ◽  
Clinical Governance ◽  
Standards Of Care ◽  
Quality Of Services ◽  
Department Of Health

Clinical governance was introduced in 1998: ‘a framework through which NHS organisations are accountable for constantly improving the quality of services and safeguarding standards of care by creating an environment in which excellence in clinical care can flourish’. (Department of Health, 1997)

Using Continuous Quality Improvement to Implement a Clinical Governance Framework in Amental Health Service

2005 ◽  
Vol 13 (3) ◽  
pp. 241-246 ◽  
Author(s):  
Dinesh Arya ◽  
Tom Callaly
Keyword(s):  
Quality Improvement ◽  
Health Service ◽  
Continuous Quality Improvement ◽  
Clinical Governance ◽  
Standards Of Care ◽  
Learning From Experience ◽  
Governance Framework ◽  
Continuous Quality ◽  
High Standards

Objectives: To outline the principles of continuous quality improvement that can be utilized to develop a clinical governance framework in a mental health service. Conclusions: The term clinical governance is used to describe the framework through which health organizations are accountable for continuously improving the quality of their services and safeguarding high standards of care. Implementing a clinical governance framework requires clear leadership, particularly clinical leadership, the development of structures and processes to facilitate communication and the development of systems for monitoring and evaluating services. Effective implementation can be supported by the development of an open culture that promotes organizational learning from experience and supporting innovation.

scholarly journals Local initiatives in clinical effectiveness

2000 ◽  
Vol 6 (5) ◽  
pp. 373-379 ◽  
Author(s):  
Robert Kehoe
Keyword(s):  
Professional Development ◽  
National Health Service ◽  
Health Service ◽  
National Health ◽  
Secondary Care ◽  
Continuing Professional Development ◽  
Clinical Effectiveness ◽  
Clinical Governance ◽  
Local Initiatives

With the arrival of clinical governance, psychiatrists working for the National Health Service (NHS) can no longer work in isolation, and commitment to both clinical effectiveness and continuing professional development (CPD) is expected and likely to become mandatory. Clinical governance gives clinical effectiveness a high priority within NHS organisations, both at primary and secondary care levels, together with clearer lines of accountability.

scholarly journals МОЖЛИВОСТІ ЗАСТОСУВАННЯ ТЕХНОЛОГІЙ ДИСТАНЦІЙНОГО НАВЧАННЯ В БЕЗПЕРЕРВНОМУ ПРОФЕСІЙНОМУ РОЗВИТКУ ПРОВІЗОРІВ

2015 ◽  
Author(s):  
L. Yu. Babintseva
Keyword(s):  
Professional Development ◽  
Decision Making ◽  
Distance Learning ◽  
Knowledge Transfer ◽  
Continuing Professional Development ◽  
Learning Technologies ◽  
Individualized Learning ◽  
Quality Of Learning ◽  
Distance Learning Technologies

<p>The possibilities of distance learning technologies to provide effective continuing professional development of ph ar macists<br />was discussed. Improving the quality of this study is to provide adaptability and confor mity knowledge transfer. Applying the principles of individualized learning was improved quality of learning more. Individualization of training can reduce the amount of errors in decision-making (analysis of situational tasks) more than twice was proved.</p>

Developing E-Learning Provision for Healthcare Professionals' Continuing Professional Development

2011 ◽  
pp. 91-104
Author(s):  
Susi Peacock ◽  
Gloria Maria Dunlop
Keyword(s):  
Professional Development ◽  
Quality Of Care ◽  
Healthcare Professionals ◽  
Continuing Professional Development ◽  
Specific Group ◽  
Care Services ◽  
External Pressures ◽  
E Learning ◽  
Practical Reflection

This chapter discusses the provision of continuing professional development (CPD) for allied healthcare professionals (AHPs) through e-learning. External pressures are increasing on AHPs to engage with CPD on a regular basis to improve the quality of care services and facilitate changes in working practice. E-learning has the potential to reach this group of diverse learners and integrate learning into their work schedule at a time and place convenient for them and their employers: eCPD. We provide a practical reflection grounded in the experience of practitioners and students who have been involved in our deployment of eCPD over the last three years. The issues that have arisen from this initiative will be familiar to many of those who have been involved in the deployment of e-learning in our sector. Ultimately, we hope that the solutions we have provided to meet the needs of this specific group of learners will address those for all e-learners. In addition, we believe that it will support the process of embedding (“normalising”) e-learning across an institution.

Equipping Educational Developers for Inclusive International Programs in Higher Education

2020 ◽  
pp. 21-40
Author(s):  
Davinia Sánchez-García ◽  
Emma Dafouz
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Specific Reference ◽  
Teacher Education Programs ◽  
International Programs ◽  
Teacher Professional

Given the internationalization process of higher education across the globe, continuing professional development (CPD) of academic staff is vital to ensure the quality of teaching and learning. Under such scenario, the European Erasmus+ project “Educational Quality at Universities for Inclusive International Programmes” (EQUiiP) identifies the role of the internationally-oriented educational developer (ED) as crucial to higher education institutions (HEIs) and provides these institutions with the means to support academic staff and hereby enhance the quality of internationalized programs taught in international classrooms. Consequently, this chapter provides the conceptual rationale behind the EQUiiP project, delves into the needs of teacher education programs and the role played by the EDs, and describes the EQUiiP project and its outcomes by providing concrete examples of its inclusive CPD program. Finally, some implications and recommendations for teacher professional development, with specific reference to the Spanish setting, are offered.

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