Advanced practice education and development

2021 ◽  
Vol 32 (11) ◽  
pp. 443-448
Author(s):  
Colette Henderson
Keyword(s):  
Professional Development ◽  
Clinical Practice ◽  
Lifelong Learning ◽  
Government Policy ◽  
Continuing Professional Development ◽  
Advanced Practice ◽  
Practice Facilitation ◽  
Mandatory Requirement ◽  
The Uk ◽  
Education And Development

Colette Henderson looks at the importance of education and development for advanced practitioners UK government policy directives support the development of multidisciplinary advanced practice roles. Advanced practitioners must align their practice and subsequent continuing professional development (CPD) with four pillars of practice: clinical practice; facilitation of learning; leadership and evidence; and research and development. Lifelong learning is a mandatory requirement for healthcare practitioners. This article will focus on the importance of education and development for advanced practitioners and starts by providing some detail of the background development of advanced practice in the UK to justify the focus on ongoing achievement of capability across the four pillars.

scholarly journals ‘From lone-sailor to fleet’: Supporting educators through Wild Pedagogies

2021 ◽  
pp. 147821032098570
Author(s):  
Lewis Winks ◽  
Paul Warwick
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Training And Development ◽  
Educational Institutions ◽  
Outdoor Learning ◽  
Wild Pedagogies ◽  
Policy Shift ◽  
Social Gathering ◽  
The Uk ◽  
Practitioner Development

Enabling educators to meet new and challenging times requires fundamental shifts to ways of imagining and enacting their practice. A central yet often understated aspect of this educational change are the various ways in which educators receive training and development. From initial teacher training through to continuing professional development, cultures which underpin policy change in educational institutions emerge from the practices of educators. In this paper we examine educators’ experiences of a Wild Pedagogies gathering which took place over three days in central Devon in late spring 2019. Part workshop, part informal social gathering and mutual exchange, this continuing professional development event enabled conversations, sharing (and shaping) of practice, and imagination of the future of personal and institutional educational priorities. This paper positions itself as an account of a gathering of wild pedagogues – captured as reflection, discussion and activities – and brings the participants’ reflections into conversation with wider themes emerging from previous Wild Pedagogies gatherings. It makes the assertion that such dialogic continuing professional development, constructed on foundations of relational and place-responsive pedagogies, can underpin future practitioner development in the event of a policy shift toward greater availability of outdoor learning and nature connection in the UK. The paper ends with four principles for infusing new or existing environmental education continuing professional development with place-responsive and wild pedagogical approaches.

Continuing Professional Development: Views and Barriers Toward Participation Among Malaysian Pharmacists

2013 ◽  
Vol 4 (1) ◽  
pp. 45-55
Author(s):  
Zoriah Aziz ◽  
Chong Nyuk Jet ◽  
Sameerah Shaikh Abdul Rahman
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Response Rate ◽  
Continuing Professional Development ◽  
Cross Sectional Study ◽  
Learning Approach ◽  
Sectional Study ◽  
Cross Sectional ◽  
Current Role

Continuing professional development (CPD) is a lifelong learning approach to maintain and enhance professional competencies. This cross-sectional study aimed to examine the pharmacists’ preferred CPD activities and barriers to CPD participation. A survey instrument was distributed to all government pharmacists (N=3876) in Malaysia. The response rate was 29.2 %. The majority of the pharmacists (92%) believed that engaging in CPD would improve their performances in their current role. Almost 90% of the respondents preferred to participate in CPD activities associated with continuing education such as workshops and conferences attendance. Barriers to CPD participation were current job constraints, lack of time, and accessibility in terms of travel and cost. It is important to address these issues before the implementation of mandatory CPD for pharmacists in Malaysia.

Deconstructing Professionalism

2011 ◽  
Vol 3 (4) ◽  
pp. 22-31 ◽  
Author(s):  
Jonathan Tummons
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Network Theory ◽  
Lived Experiences ◽  
Professional Knowledge ◽  
Actor Network Theory ◽  
Professional Standards ◽  
Actor Network ◽  
The Uk

The problematisation of the professional standards for teachers in the UK lifelong learning sector tends to focus on the discourses that the standards embody: discourses that are posited as being based on a restricted or technicist model of professionalism, that fail sufficiently to recognise the lived experiences of teachers within the sector both in terms of professional knowledge and competences, and professional development. This paper takes a different approach, drawing on a branch of material semiotics – actor-network theory – in order to shift the locus of problematisation away from what the standards might mean, to how the standards are physically assembled or instantiated. The paper concludes by suggesting that a first point of problematisation rests not in the discourses that the standards embody, but in the inherent fragilities of any material artefact that has the intention of carrying meaning across spatial, institutional or temporal boundaries.

Continuing Professional Development for Integrative Nursing

2014 ◽  
pp. 429-444
Author(s):  
Mary Koithan ◽  
Kathy Chappell
Keyword(s):  
Professional Development ◽  
Clinical Practice ◽  
Continuing Professional Development ◽  
Professional Organizations ◽  
Private Companies ◽  
Educational Activities ◽  
Environmental Scan ◽  
Learning Platforms ◽  
Theoretical Evidence ◽  
Nursing Professional

Nursing professional development (NPD) is a career-long continuum of formal and informal educational activities informed by wide-ranging sources of clinical, practice, scientific and theoretical evidence. An environmental scan indicates a plethora of professional development opportunities in integrative nursing with offerings across multiple learning platforms (symposia and conferences, residential intensives, online asynchronous sessions, asynchronous media-supported classes and agency-supported in-service sessions) and multiple venues. Several professional organizations, universities, and private companies offer opportunities to develop knowledge, skills, and abilities that prepare nurses to competently care for self and patients.

Back to basics: stepping into aesthetics and continuing professional development

2019 ◽  
Vol 8 (8) ◽  
pp. 395-397
Author(s):  
Lorraine Guinan
Keyword(s):  
Professional Development ◽  
Job Satisfaction ◽  
Clinical Practice ◽  
Continuing Professional Development

Continuing professional development is necessary for job satisfaction and safe clinical practice. Lorraine Guinan explores the implications of this for prospective aesthetic nurses and long-standing practitioners

scholarly journals Situating Continuing Professional Development in Life Long Learning in Qatar

2016 ◽  
Vol 11 (11) ◽  
pp. 81 ◽  
Author(s):  
Vishanth Weerakkody ◽  
Mohamad Osmani ◽  
Paul Waller ◽  
Nitham Hindi ◽  
Rajab Al-Esmail
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Developed Countries ◽  
The Past ◽  
Life Long Learning ◽  
The Us ◽  
Local Contexts ◽  
The Uk ◽  
High Level

<p>Continued professional development (CPD) has been at the centre of capacity building in most successful organisations in western countries over the past few decades. Specialised professions in fields such as Accounting, Finance and ICT, to name but a few, are continuously evolving, which is necessitating certain standards to be followed through registration and certification by a designated authority (e.g. ACCA). Whilst most developed countries such as the UK and the US have well established frameworks for CPD for these professions, several developing nations, including Qatar (the chosen context for this article) are only just beginning to adopt these frameworks into their local contexts. However, the unique socio-cultural settings in such countries require these frameworks to be appropriately modified before they are adopted within the respective national context. The purpose of this paper is to examine the role of CPD in Qatar through comparing the UK as a benchmark and drawing corresponding and contrasting observations to formulate a roadmap towards developing a high level framework.</p>

scholarly journals Continuing professional development for staff and associate specialist grade doctors: the final frontier?

2010 ◽  
Vol 34 (12) ◽  
pp. 533-536 ◽  
Author(s):  
Rahul Rao
Keyword(s):  
Professional Development ◽  
Patient Care ◽  
Clinical Care ◽  
Continuing Professional Development ◽  
Training Needs ◽  
Educational Resources ◽  
Front Line ◽  
The Uk ◽  
Improving Patient Care

SummaryThe staff and associated specialist grade in psychiatry represents a large proportion of the non-consultant career grade workforce in some areas of the UK, with no direct equivalent worldwide. The advent of separate funding for continuing professional development (CPD) in England offers an opportunity to commission bespoke educational resources for a group of doctors who deliver front-line clinical care. This article details the background to the UK staff and associated specialist grade workforce and describes a model of CPD delivery that has attempted to meet training needs, with a view to improving patient care. Also at the heart of this model is the acquisition of consultant-level competencies through personal and professional development.

scholarly journals PROFESSIONAL ETHICS AND A CALL FOR PHILOSOPHICAL LITERACY

Think ◽  
2019 ◽  
Vol 19 (54) ◽  
pp. 37-47
Author(s):  
Andrew Knight
Keyword(s):  
Professional Development ◽  
Professional Practice ◽  
Professional Education ◽  
Professional Ethics ◽  
Ethical Reasoning ◽  
Codes Of Conduct ◽  
Continuing Professional Development ◽  
The Uk ◽  
Professional Workplace

It could be argued that there is now a crisis of confidence in the professions. Although many professionals individually undertake their roles with care and diligence, there have been so many systematic failures involving professionals across a range of sectors, both in the UK and globally, that the special status enjoyed by the professions is being widely questioned. In this article, I argue that recent cases are symptomatic of a lack of ethical reasoning in professional practice, yet professions enjoy an elevated status based on claims that ethics, typically communicated in codes of conduct, are central to their purpose. I argue that to help solve this crisis, philosophical literacy needs to be promoted in school, initial professional education and continuing professional development. Passing tests to superficially demonstrate an understanding of a code is quite different from reasoning through practical dilemmas in the professional workplace with judgements informed by philosophical ideas.

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