scholarly journals RN Perception of a Staff-Driven Professional Development Program

2021 ◽  
Vol 8 (8) ◽  
pp. 320-330
Author(s):  
Christine Fardellone ◽  
Jennifer Meyer ◽  
Launette Woolforde
Keyword(s):  
Professional Development ◽  
Employee Engagement ◽  
Assessment Tool ◽  
Statistical Significance ◽  
Development Program ◽  
Clinical Excellence ◽  
Professional Development Program ◽  
Convenience Sample ◽  
Financial Compensation ◽  
Clinical Ladder

Nurses who participate in the clinical ladder professional development program have an opportunity to grow at the bedside, gain experience, and improve in the care they provide to their patients. Learning more about the clinical ladder members and how to attract additional members is necessary. The clinical ladder program was developed to promote personal growth and professional development of bedside nurses. Clinical ladder programs have become increasingly well known for the ability to promote job satisfaction, improve employee engagement, and strengthen the quality of nursing care. The theoretical framework of the clinical ladder program is based on Patricia Benner’s Model, “Novice to Expert”. This study will evaluate registered nurses’ perceptions of the effectiveness of the clinical ladder program and the importance of financial compensation. Effectiveness of the program is defined as providing an environment that recognizes clinical excellence and enables nurses to grow in their clinical ability. A convenience sample of 341 staff clinical ladder nurses employed in the Northwell Health System responded to the demographic questionnaire and the Clinical Ladder Assessment Tool survey. The data from the subjective responses were analyzed. Clinical ladder nurses scored 32/36 (89%) responses as positive. Overall, the program was effectively orchestrated. More than 50% of the nurses scored financial compensation as greatest importance. Statistical significance was reported in the perceived effectiveness of the clinical ladder program based on ladder level. The clinical ladder program continues to empower nurses to participate in professional and self-development. The clinical ladder program provides opportunities for collaborating, mentoring, developing new knowledge, engaging in the decision-making process, and acting as advocates and leaders for patient care. Organizations who continue to support professional development of bedside nurses will experience innovations which influence all levels of the health care system.

scholarly journals Implementation and Assessment of a New Program Requirement to Promote Professional Development

2021 ◽  
Author(s):  
Christina Davlin-Pater ◽  
Elisabeth Rosencrum
Keyword(s):  
Professional Development ◽  
Training Program ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Development Program ◽  
Professional Development Program ◽  
Program Outcomes ◽  
Convenience Sample ◽  
Certified Athletic Trainers ◽  
Program Requirement

Purpose: Requiring students to complete and record professional development type activities similar to the requirements of certified athletic trainers may help promote the values and behaviors associated with life-long learning in the evolving practice of athletic training, as well as prepare students more practically for the expectations of credential maintenance. We sought to design, implement, assess, and improve a new professional development program requirement in a professional-level athletic training program that closely mirrored the process and re-certification requirements for certified athletic trainers. Methods: a quasi-experimental mixed-methods approach was used. Data were collected over two consecutive years at a private university in the Midwestern United States. A convenience sample of students enrolled in a professional athletic training program participated in the study. Student-rated perception of the new professional development requirement and qualitative student perceptions were mined from various data sources. Results: Participants in the study reported positive, self-reported progress toward achieving program outcomes. Major benefits as identified by the participants included socialization opportunities, exposure to emerging practices and techniques, and appreciation of the process for credential maintenance. Feedback given by students was integrated into the professional development program requirement where appropriate between years one and two of the study, and changes were received well by participants. Conclusions: Athletic training students in the current study benefitted from participation in overt pedagogy in professional development. Establishment and cultivation of a professional development requirement may benefit athletic training programs for the best preparation of athletic trainers before they transition to practice.

scholarly journals Significant process of change for elementary teachers to foster functional thinking

2013 ◽  
Vol 27 (47) ◽  
pp. 1007-1015
Author(s):  
Nasim Asghary ◽  
Ahmad Shahvarani ◽  
Ali Reza Medghalchi
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Development Program ◽  
Practice Change ◽  
Professional Development Program ◽  
Process Of Change ◽  
Functional Thinking ◽  
Level Of Use ◽  
Significant Process ◽  
Adaptation Model

The purpose of this study was to explore a professional development program that involved 15 teachers. Functional thinking was used as a centerpiece of the program for work with teachers of Grades 1-5 during 6 months of the study. We used the concern-based adaptation model (CBAM) as a methodology to track the process of change of teachers and to understand the trajectories through which teachers may progress. Two questions guided the investigations: 1. How does implementation of the professional development program focused on functional thinking impact teachers' concerns? 2. How did teachers' practice change due to the implementation of the innovation program? The result of the study showed effectiveness of process of change in teachers, both in stages of concerns and level of use of the innovation.

scholarly journals Training of Teachers-Psychologists for the Competition of Professional Skills within the Framework of the Professional Development Program

2021 ◽  
Vol 18 (2) ◽  
pp. 21-25
Author(s):  
S.K. Pogrebnaya
Keyword(s):  
Professional Development ◽  
Training Program ◽  
Learning Outcomes ◽  
Development Program ◽  
Practical Experience ◽  
Professional Development Program ◽  
Advanced Training ◽  
Professional Skills ◽  
Methodological Aspects

The work reflects the practical experience of training teachers-psychologists for the participation in competitions of professional skills. The organizational and methodological, theoretical and methodological aspects of the training for future competitors are presented. The goals, objectives, planned learning outcomes of the trainees of the additional professional advanced training program on the topic: “Organization the activity of the participant in the professional competition “Teacher-psychologist of Kuban” are reflected. The main content components of the program and profession-al competencies that must be acquired or developed by students as a result of training are de-scribed.

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