scholarly journals Community psychiatry in the RAF: an evaluative review

1997 ◽  
Vol 21 (7) ◽  
pp. 418-421 ◽  
Author(s):  
Julian C. Hughes
Keyword(s):  
Professional Development ◽  
Community Psychiatry ◽  
Continuing Professional Development ◽  
Psychiatric Training ◽  
Psychiatric Nurse ◽  
Supportive Psychotherapy ◽  
Military Psychiatry ◽  
Community Psychiatric ◽  
Descriptive Survey ◽  
Key Worker

This paper offers a descriptive survey of RAF community psychiatry. It shows that most of the morbidity encountered in the community now served by RAF psychiatrists is at the ‘minor’ end of the psychiatric spectrum. It mostly requires supportive psychotherapy and the key worker is often the community psychiatric nurse. The study allows discussion of four related issues: the essential nature of military psychiatry; the future provision of community psychiatry to the RAF; psychiatric training and continuing professional development in the RAF; and the possibility of research.

scholarly journals Relevant continuing professional development and quality resource situation make the Difference in student academic performance

2021 ◽  
Vol 11 ◽  
Author(s):  
Leticia Bosu
Keyword(s):  
Professional Development ◽  
Academic Performance ◽  
Survey Design ◽  
Pearson Correlation ◽  
Continuing Professional Development ◽  
Eastern Region ◽  
Academic Qualification ◽  
The Difference ◽  
The Government ◽  
Descriptive Survey

This study seeks to look at the relationships among teachers’ academic qualification, availability of quality resources and the performance of students in Mathematics, English and Integrated science of Basic Schools at Kwahu-East in the Eastern Region of Ghana. The authors used a descriptive survey design which adopted the questionnaire, interview and observation in the collection of data. The authors used stratified random sampling in selecting 180 teachers whereas purposive sampling was used in selecting 27 headteachers and District Education Officers which used the Pearson correlation in the analysis. The study revealed that a teacher’s academic qualification obtained through education had no significant relationship with student’s academic performance in the respective subjects being measured by this study. The authors recommend that the Government of Ghana concentrate on providing continuing professional development (CPD) programmes that concentrate on practical situations in the schools and channel more resources to schools.

scholarly journals Learning portfolios in psychiatric training

2007 ◽  
Vol 31 (8) ◽  
pp. 310-312 ◽  
Author(s):  
Kitty Seed ◽  
Lisa Davies ◽  
Ronan J. McIvor
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Psychiatric Training ◽  
Junior Doctors ◽  
Personal Learning ◽  
Learning Plan ◽  
Life Long Learning ◽  
Medical Careers ◽  
Training Programmes ◽  
Personal Learning Plan

Major changes are taking place in the way doctors are trained and assessed. A new curriculum, devised by the Academy of Medical Royal Colleges on behalf of Modernising Medical Careers, will be implemented for current junior doctors as part of the foundation and specialist training programmes. Every junior doctor will be expected to have a ‘personal learning plan’ to guide professional development and assist appraisal, and to build a portfolio to document their experiences. This marks a shift from traditional summative (i.e. examinations-based) evaluation to the use of more formative methods based on experience and workplace assessment. It reflects greater emphasis on continuing professional development and life-long learning (Wilkinson et al, 2002).

scholarly journals Nurses’ Awareness and Participation in Mandatory Continuing Professional Development in the Philippines: A Pilot Survey

2020 ◽  
Author(s):  
Ryan Michael Flores Oducado ◽  
Julie Anne Faye Sobrepeña Palma
Keyword(s):  
Professional Development ◽  
Work Experience ◽  
Continuing Professional Development ◽  
The Philippines ◽  
Degree Programs ◽  
Self Directed Learning ◽  
Civil Status ◽  
Directed Learning ◽  
Post Baccalaureate ◽  
Descriptive Survey

This descriptive survey aimed to determine awareness and participation in Continuing Professional Development (CPD) among nurses (n=30) in a private hospital in Iloilo City. A researcher-made questionnaire was used to gather data. Data were analyzed using descriptive statistics and Mann-Whitney U to test for differences between variables. Results indicated that were nurses were generally aware of the CPD law and its implementing rules and regulations (IRR). However, while nurses understood the concept of CPD and the new requirement of the CPD Act, more than half were not aware of learning activities under Self-Directed Learning and that nurses can earn CPD credit units through online CPD programs. More than one-third were unaware that excess CPD cannot be carried over to the next three-year period and that only completed post baccalaureate degree programs can be used to earn CPD credit units. There were no significant differences in the awareness of nurses when grouped according to sex, age, civil status, position, salary, and length of work experience. Seminars and workshops were the most common CPD activities participated by nurses in the last 12 months. Addressing the information gaps regarding the CPD law identified in this study may assist in increasing nurses’ support in the implementation of the mandatory CPD among nurses.

scholarly journals Development of an Individual Professional Development Plan Proposal That is Based on Continuing Professional Development Needs of Teachers

2020 ◽  
Vol 3 (3) ◽  
pp. 139-172
Author(s):  
Bayram Özer ◽  
◽  
Taner Can ◽  
Volkan Duran ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Relevant Literature ◽  
Continuing Professional Development ◽  
Development Plan ◽  
Second Phase ◽  
Professional Development Needs ◽  
Group Interviews ◽  
Teachers Professional Development ◽  
Descriptive Survey ◽  
Individual Professional

The research was conducted to determine the needs of teachers for their continuous professional development and to create an individual professional development plan for this aim. For this purpose, descriptive survey model was used as a method. There are both qualitative and quantitative data in the research. The collection of research data was done in three stages. A survey was conducted in the first stage. At this stage, the population of the research consists of teachers from social networking networks facebook, instangram and whatsApp, which are included in the teacher groups of 529.412 individuals. The sample is composed of 507 teachers who voluntarily respond to the sharing in these groups. In the second phase of the study, focus group interviews were conducted with experts, teachers' professional development needs were determined, and solutions were reported. In the third phase of the research method, relevant literature regarding the teachers’ professional development activities in the world and how these activities were carried out were collected through literature review. As a result of the research, the data gathered by the methods mentioned in the study were combined and an individual professional development plan proposal was prepared. The importance of individual professional development is emphasized for the professional development of teachers

scholarly journals A Discussion Document by a Working Party of the Social and Community Psychiatry Section

1980 ◽  
Vol 4 (8) ◽  
pp. 114-118
Keyword(s):  
Community Psychiatry ◽  
Working Party ◽  
Psychiatric Nursing ◽  
Psychiatric Nurse ◽  
Professional Groups ◽  
Community Psychiatric ◽  
Discussion Document ◽  
The Social ◽  
Operational Policies

Community psychiatric nursing has developed rapidly in recent years and there is a great variation between services and in operational policies. It seemed appropriate that there should be some discussion within the College as to the role of the community psychiatric nurse, lines of responsibility and communication and relationship with other professional groups.

scholarly journals Continuing professional development for psychiatrists: CPD and training

2006 ◽  
Vol 12 (3) ◽  
pp. 159-161 ◽  
Author(s):  
Joe Bouch
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Major Change ◽  
Psychiatric Training ◽  
And Training

Major change is currently occurring in psychiatric training. This editorial explores some of the implications for consultants and CPD. CPD policy and the fit with appraisal and revalidation are discussed. Consultant involvement in training is considered, including consultants' roles as trainers and their involvement in ‘post-CCT training’.

scholarly journals Nurses’ Awareness and Participation in Mandatory Continuing Professional Development in the Philippines: A Pilot Survey

2020 ◽  
Vol 7 (1) ◽  
pp. 135-142
Author(s):  
Ryan Michael Flores Oducado ◽  
Julie Anne Faye Sobrepeña Palma
Keyword(s):  
Professional Development ◽  
Work Experience ◽  
Continuing Professional Development ◽  
The Philippines ◽  
Self Directed Learning ◽  
Survey Tool ◽  
Common Information ◽  
Civil Status ◽  
Directed Learning ◽  
Descriptive Survey

Introduction: Mandatory Continuing Professional Development (CPD) in the Philippines is relatively new. The purpose of the study was to determine nurses’ awareness and participation in CPD in the Philippines. Methods: This descriptive survey was conducted among nurses (n=30) in a private hospital in Iloilo City. A researcher-made survey tool was used to gather data. Data were analyzed using descriptive statistics and Mann-Whitney U to test for differences between variables. Results: Results indicated that were nurses were generally aware of the CPD law and its implementing rules and regulations (IRR). However, while nurses understood the concept of CPD and the renewal requirements of the CPD Act, more than half were not aware of learning activities under Self-Directed Learning and that nurses can earn CPD credit units through online CPD programs. Almost half were unaware that excess CPD cannot be carried over to the next three-year period, and more than one-third were unaware that only completed post baccalaureate degree programs can be used to earn CPD credit units. There were no significant differences in the awareness of nurses when grouped according to sex, age, civil status, position, salary, and length of work experience. Seminars and workshops were the most common CPD activities participated by nurses in the last 12 months. Conclusion: Addressing the common information gaps regarding the CPD law identified in this study may assist in increasing nurses’ support in the implementation of the mandatory CPD among nurses.

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