Senior registrar in psychotherapy

1992 ◽  
Vol 16 (01) ◽  
pp. 30-32 ◽  
Author(s):  
A. Ryle
Keyword(s):  
Professional Training ◽  
Clinical Teaching ◽  
Basic Skills ◽  
Senior Registrar ◽  
Teaching Administration

Higher professional training is designed to produce consultants and in general this aim is achieved by combining the increasing practice of consultant-like activities (clinical, teaching, administration) with the opportunity to consolidate basic skills and knowledge and to undertake research. This combination of the practical and the intellectual is regulated by clinically and academically responsible professional bodies. While the same principles apply in psychotherapy, there are a number of special features.

scholarly journals Career progression in psychiatry: perceptions and realities

1990 ◽  
Vol 14 (8) ◽  
pp. 484-486 ◽  
Author(s):  
Ola Junaid ◽  
Jill Staines
Keyword(s):  
Market Research ◽  
Professional Training ◽  
Career Guidance ◽  
Management Training ◽  
Career Progression ◽  
Clinical Service ◽  
Research Experience ◽  
Job Market ◽  
Senior Registrar

The guidelines on criteria necessary for promotion to senior registrar grade in psychiatry may be found in The Handbook for Inceptors and Trainees 1987. The criteria are essentially those in the 1980 edition, namely the need for possession of MRCPsych status and completion of at least three years general professional training approved by the College. Yet it is undeniable that in recent years eligible candidates have experienced much more difficulty in achieving appointment as a senior registrar. Indeed Holden (1988) comments that “dedicated clinical service and the qualification of MRCPsych is insufficient to guarantee a registrar success in his or her application for a senior registrar post”. In the increasingly competitive job market research experience, possession of publications, and management training have become valuable assets for prospective candidates. Our concern at the lack of pertinent career guidance for trainee psychiatrists prompted us to look at trainees' perceptions of requirements and at the provisions which exist in their training to enhance their career prospects.

scholarly journals Human anatomy and clinical nursing practice

2020 ◽  
Vol 10 (10) ◽  
pp. 13
Author(s):  
Lilian Rubinho Ratero ◽  
Júlio César André ◽  
Emerson Roberto dos Santos ◽  
Lilian Castiglioni ◽  
Nádia Antônia Aparecida Poletti ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Professional Training ◽  
Nursing Practice ◽  
Clinical Teaching ◽  
Human Anatomy ◽  
Care Process ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Clinical Nursing

Introduction and Objective: Human anatomy is an essential component of the undergraduate nursing curriculum for learning the specific disciplines which deal with clinical practice. Anatomical knowledge provides assurance for the practice of clinical assessment and invasive procedures of legal competence of nurses.  The aim of the study was to analyze the correlation of the content taught in the discipline Human Anatomy with the clinical practice of undergraduate nursing students in the discipline Semiology and Semiotics in Nursing and The Care Process, as well as their assurance to start it.Methods: Quantitative descriptive study with the application of an online questionnaire to 66 undergraduate nursing students at a public education institution in the interior of São Paulo. Data analysis by number of occurrences and Chi-square test.Results: There was partial agreement about the interdisciplinarity between human anatomy and disciplines of clinical nursing practice. The students agreed to be partially assured about the procedures to start the semiological practice of different devices and to perform nursing procedures. The predominance of the superficial approach to content related to the clinical practice of the disciplines Semiology and Semiotics in Nursing and The Care Process was predominant.Conclusions: The teaching of human anatomy, along the lines offered, maintains an unsatisfactory correlation with clinical practice due to the students’ experience, interfering with learning, acting in clinical teaching and professional training.

scholarly journals The use of log-books during senior registrar training in child and adolescent psychiatry

1992 ◽  
Vol 16 (3) ◽  
pp. 153-154
Author(s):  
Diana Cassell ◽  
Elizabeth Fellow-Smith
Keyword(s):  
Annual Meeting ◽  
Royal College ◽  
Adolescent Psychiatry ◽  
Professional Training ◽  
Child And Adolescent ◽  
Child And Adolescent Psychiatry ◽  
Senior Registrar ◽  
Registrar Training

The aim of this paper is to continue a dialogue regarding the possible future use of log-books during training. The Royal College of Psychiatrists has been considering their use at various stages of training in psychiatry. Cole & Scott (1991) rejected log-books as a tool for self-audit during registrar training because they were often not kept up to date. The situation in higher professional training is more complex; there is not the clear focus of studying for the Membership examination and there are many more training components to cover during a four year period. Thus, we feel that a system for self-audit and monitoring could well prove valuable at the senior registrar level. There is a tension for senior registrars with whom we discussed this issue at the last Annual Meeting of the Section and among colleagues on our rotation.

scholarly journals Expectations of prospective senior registrars and those who appoint them

1993 ◽  
Vol 17 (10) ◽  
pp. 612-614 ◽  
Author(s):  
Jon Izaguirre ◽  
Lester Sireling
Keyword(s):  
Professional Training ◽  
Clinical Skills ◽  
Psychiatric Training ◽  
Senior Registrar ◽  
Career Progress

Access to a senior registrar post is growing more difficult because of increasing competition. The College Court of Electors and Joint Committee for High Psychiatric Training have agreed only two criteria for appointment as SR in Psychiatry (possession of MRCPsych and at least three years of general professional training), but, despite heavy workloads, busy timetables, and the need to prepare for the membership examination, clinical skills and dedication to patients will not ensure career progress if they are not accompanied by other aspects of training, sometimes with insufficient facilities and supervision. Indeed, Lewis (1991), after reviewing a group of applications for SR posts, found that the only variable which predicted likelihood of being shortlisted was having published: “Trainers generally believe that evidence of completed research and publications say more about a trainee than a good reference ever can”.

scholarly journals Analysis and Countermeasures on 195 Cases of Adverse Events in Nursing Care

2015 ◽  
Vol 4 (4) ◽  
pp. 12 ◽  
Author(s):  
Qiuying Wan
Keyword(s):  
Adverse Events ◽  
Nursing Care ◽  
Professional Training ◽  
Preventive Measures ◽  
Clinical Teaching ◽  
Safety Management ◽  
Work Experiences ◽  
Nursing Managers ◽  
Clinical Nursing

<strong>Objective: </strong>To develop preventive measures, improve the quality of nursing, and ensure the safety of patients by analyzing the causes and characteristics of adverse events in nursing care. <strong>Methods:</strong> Retrospectively analyzing 195 cases of adverse events in nursing care which occurred in the hospital between January 2014 and December 2014 to study the classifications, causes and duration of adverse events in nursing care and their association with the nurses’ different work experiences and titles. <strong>Results:</strong> The Top 3 of the adverse events in nursing care are respectively: 52 cases of wrong pills, which account for 26.7%; 30 cases of missing treatment, checking and nursing, which account for 15.4%; 23 cases of hospital pressure ulcer, which account for 11.8%. The main causes was due to the enforcement of the system is not done strictly, safety management is not in place and clinical teaching is not rigorous. Day shifts mark the peak of adverse events in nursing care, and the nurses’ working experiences and titles are related to the occurrence of the adverse events in nursing care. <strong>Conclusion</strong>: All the core systems and rules should be enforced rigorously in clinical nursing, strengthen the monitoring of the key group, enforce the adverse events reporting system, and improve professional training of the young nurses to reduce the occurrence of adverse events in nursing care. Nursing managers should analyze the factors to develop preventive measures, strengthen nursing safety management, and enhance the quality as well as the level of nursing service in the process of quality management and improvement.

scholarly journals Organizational and content aspects of providers of adult education functioning in the USA and Canada

2018 ◽  
pp. 111-115
Author(s):  
Olena Terenko
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Career Development ◽  
General Education ◽  
Professional Training ◽  
Basic Skills ◽  
Workforce Training ◽  
Practical Skills ◽  
Administrative Personnel ◽  
The Usa

The article deals organizational and content aspects of providers of adult education functioning in the USA and Canada. Comparative analysis of understanding of concept «content of education» by Ukrainian and foreign scientists is conducted. Content of education is experience, which is acquired by personality and becomes subjective. Peculiarities of concept «curriculum» are analyzed. In Ukrainian pedagogics content of education is viewed a system of knowledge, practical skills and ways of activity, experience of creative work, outlook, moral and aesthetic ideas. Specifics of Canadian and American centers of education functioning is analyzed. Every state in the USA and every province in Canada have center of adult education and center of knowledge spreading. Interconnection between centers of adult education and centers of knowledge spreading is traced. Centers of adult education are aimed at creating conditions for personal and professional development of every man. Functions of adult centers of education are singled out. The main functions are the following: monitoring and analysis of adults’ educational needs. Differences between programs of general education and programs of professional training and career development are traced. Five blocks of programs of corporate education are analyzed. Programs of general education are aimed at acquisition of knowledge that was not obtained at school in reading, counting and writing. Programs for professional development of adults are aimed at workforce training, development of small business, increasing opportunities for skills development, integration of practical skills and theoretical knowledge at workplace, training of adults for changes in their career. Peculiarities of programs for professional and career development are practical orientation, personalization, openness, binary adaptation. Key components of programs of corporate learning are the following: development of basic skills and knowledge, training of managers and administrative personnel, investigation of science and technologies, selling of commodities and work with clients, general education. Basic skills presuppose not only reading, writing and counting, but also knowledge of sciences, skills of reading, writing and critical thinking. Second block is aimed at training of managers and administrative personnel. The third block is aimed at learning science and technologies, which is rather important in conditions of information society. The fourth block is aimed at teaching how to work with clients in coordination with technical and management education. The fifth block presupposes personal and professional development of workers.

scholarly journals Future teachers’ spontaneous use of analogies in explaining concepts

2018 ◽  
Vol 50 (2) ◽  
pp. 229-246
Author(s):  
Zlatko Pavlovic ◽  
Sonja Кaurin
Keyword(s):  
Content Analysis ◽  
Professional Training ◽  
Basic Skills ◽  
Point Of View ◽  
Future Teachers ◽  
Special Support ◽  
Frequency Of Use

The use of analogies in teaching can significantly enhance its efficiency. Therefore, it is important for future teachers to master the basic skills of the successful use of analogies even during their pre-service education. The paper presents the results of a research conducted on the sample of students, future teachers, with the aim of measuring their tendency to spontaneously use analogies in the situations in which they needed to explain the meaning of certain concepts. The task of the respondents was to write down, at their own discretion, explanations of certain concepts related to life and work at the faculty in such a way that a ten-year-old child should be able to understand them. Content analysis was used to analyse the explanations and determine the presence of analogies in explanations. The obtained results indicate that the frequency of use of analogies in the pedagogical context can be high in the conditions suitable for their use. There is a certain number of respondents who, even in these conditions, still do not use analogies. The ones who do use them are mostly sensitive towards the fulfilment of conditions for their successful use and state that more difficult to explain are the concepts for which the use of analogies in clarification may be questionable because there is a possibility for children to misinterpret them. The respondents who were more inclined towards using analogies had a somewhat higher achievement during their studies. Based on the results, it is possible to offer some recommendations related to the professional training of future teachers. When developing the skill of using analogies in teaching, it is necessary to take into account the differences between teachers with respect to their tendency to use analogies. One part of teachers do not show tendency towards using analogies, and they need special support in the development of this skill. Additionally, such teachers assess the difficulty of explaining concepts differently compared to those who are more prone using analogies. The development of the skill of using analogies is not only useful from the point of view of future teaching work, but also from the standpoint of success during studies. Future teachers can also apply analogies to improve the effectiveness of their own studying, which serves to train them for the teachers? profession.

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