scholarly journals Acciones de superación profesional para potenciar la competencia en comunicación de resultados científicos

2017 ◽  
Vol 21 (2) ◽  
pp. 1
Author(s):  
Alexeis Ruíz-Díaz ◽  
Yamila Roque-Doval ◽  
Mayra Rodríguez-Ruíz
Keyword(s):  
Professional Development ◽  
Action Plan ◽  
Methodological Approach ◽  
Postgraduate Education ◽  
Practical Result ◽  
Implementation Phase ◽  
University Center ◽  
Professional Development Needs ◽  
Scientific Results ◽  
Engineering Career

The main goal of this research is to propose an action plan for professional development to enhance competence in communicating scientific results in teachers of municipal secondary schools. The research is part of a complementary methodological approach that combines different quantitative and qualitative methods based on specific objectives. The diagnosis was made at the Municipal University Center of Sagua La Grande, with a sample of 25 teachers who are members of the Industrial Engineering career staff at the institution, attached to the Central University “Marta Abreu” of Las Villas, Cuba. Regularities were found from the stage of the initial diagnosis of professional development needs and the level in which the “competence in communicating scientific results” variable was. With this information justifying the purposes of this research, a process was designed following a systemic approach, and the practical result was the proposal of the organization and design of an action plan for development through postgraduate education forms during the implementation phase. 

scholarly journals A Methodological Approach for Implementing an Integrated Multimorbidity Care Model: Results from the Pre-Implementation Stage of Joint Action CHRODIS-PLUS

2019 ◽  
Vol 16 (24) ◽  
pp. 5044 ◽  
Author(s):  
Katie Palmer ◽  
Angelo Carfì ◽  
Carmen Angioletti ◽  
Antonella Di Paola ◽  
Rokas Navickas ◽  
...  
Keyword(s):  
Joint Action ◽  
Swot Analysis ◽  
Action Plan ◽  
Methodological Approach ◽  
Clinical Effectiveness ◽  
Care Model ◽  
Implementation Phase ◽  
Final Development ◽  
Care Models ◽  
Implementation Methodology

Patients with multimorbidity (defined as the co-occurrence of multiple chronic diseases) frequently experience fragmented care, which increases the risk of negative outcomes. A recently proposed Integrated Multimorbidity Care Model aims to overcome many issues related to fragmented care. In the context of Joint Action CHRODIS-PLUS, an implementation methodology was developed for the care model, which is being piloted in five sites. We aim to (1) explain the methodology used to implement the care model and (2) describe how the pilot sites have adapted and applied the proposed methodology. The model is being implemented in Spain (Andalusia and Aragon), Lithuania (Vilnius and Kaunas), and Italy (Rome). Local implementation working groups at each site adapted the model to local needs, goals, and resources using the same methodological steps: (1) Scope analysis; (2) situation analysis—“strengths, weaknesses, opportunities, threats” (SWOT) analysis; (3) development and improvement of implementation methodology; and (4) final development of an action plan. This common implementation strategy shows how care models can be adapted according to local and regional specificities. Analysis of the common key outcome indicators at the post-implementation phase will help to demonstrate the clinical effectiveness, as well as highlight any difficulties in adapting a common Integrated Multimorbidity Care Model in different countries and clinical settings.

scholarly journals Strategies to facilitate professional development of the occupational health nurse in the occupational health setting

2016 ◽  
Vol 21 ◽  
pp. 261-270 ◽  
Author(s):  
Nicolene De Jager ◽  
Anna G.W. Nolte ◽  
Annie Temane
Keyword(s):  
Professional Development ◽  
Occupational Health ◽  
Quality Care ◽  
Doctoral Degree ◽  
Individual Interviews ◽  
Professional Development Needs ◽  
Health Nursing ◽  
And Function ◽  
Occupational Healthcare ◽  
Occupational Health Setting

Background: Education and experience are important components in the ability of occupational health nurses (OHNs) to promote high-quality care and competence. OHNs will increasingly require the skills and knowledge to base care on best evidence, to use critical thinking and demonstrate advanced leadership and decision-making skills to develop and enhance services in a more complex and diverse occupational healthcare environment.Objective: The purpose of this study was to identify the needs for professional development of the OHN in the occupational health setting.Method: An explorative, descriptive, contextual generic and qualitative research method was used in this study. The purposive sampling method was used as the OHNs surveyed described their personal need for professional development in the occupational health setting. Data was collected by means of semi-structured individual interviews. Eight interviews were done by an interviewer who held a doctoral degree in community health nursing and a qualification in occupational health and was affiliated with a private occupational health institution at the time of the study. The interviews were conducted during August 2012.Results: The OHNs reported that professional development needs have to be identified by the OHNs. Short courses need to be designed by training institutions and should be attended by the OHNs to improve their operational functioning on a day-to-day basis in the occupational health setting. The OHNs experienced that their role and function in the workplace were not valued by their managers. The results of this study revealed four major themes, namely constraints hindering the OHN in developing professionally, positive aspects identified by the OHNs regarding the need for professional development, professional development needs of the OHN and suggestions of how to meet the OHNs' professional development needs.Conclusion: There is a need for OHNs to identify their professional development needs and recommendations were made to meet these needs.

scholarly journals Teachers’ views on and preferences for meeting their professional development needs in STEM

2018 ◽  
Vol 118 (8) ◽  
pp. 370-384 ◽  
Author(s):  
David C. Owens ◽  
Troy D. Sadler ◽  
Christopher D. Murakami ◽  
Chia-Lin Tsai
Keyword(s):  
Professional Development ◽  
Professional Development Needs

Professional Development for the Experienced Music Educator: A Review of Recent Literature

2018 ◽  
Vol 37 (3) ◽  
pp. 12-19
Author(s):  
Karen Koner ◽  
John Eros
Keyword(s):  
Professional Development ◽  
Music Education ◽  
Music Teachers ◽  
Recent Literature ◽  
Music Educators ◽  
Initial Examination ◽  
Professional Development Needs ◽  
Emerging Themes ◽  
Teachers Professional Development ◽  
K 12

There is a rich body of literature on professional development in music education, including research that has examined the professional development needs of experienced music teachers specifically. In fact, music teachers’ professional development needs may be affected by their degree of experience in the profession. The purpose of this literature review is to examine scholarship during the period 2007 to 2017 about the professional development needs of experienced K–12 music educators. Initial examination of literature in this area shows two emerging themes, including changing needs throughout the career and informal interactions among music educators, being highly effective.

Seeking balance: Professional development needs of tenured information science faculty

2017 ◽  
Vol 54 (1) ◽  
pp. 580-582
Author(s):  
Irene Lopatovska ◽  
Heather O'Brien ◽  
Abebe Rorissa ◽  
Martina Dragija Ivanović ◽  
Heidi Julien
Keyword(s):  
Professional Development ◽  
Information Science ◽  
Science Faculty ◽  
Professional Development Needs
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