scholarly journals Work engagement among participants of residency and professional development programs in nursing

2018 ◽  
Vol 71 (suppl 4) ◽  
pp. 1487-1492 ◽  
Author(s):  
Luciano Garcia Lourenção
Keyword(s):  
Professional Development ◽  
Work Engagement ◽  
Cross Sectional Study ◽  
Public Institution ◽  
Development Programs ◽  
Cross Sectional ◽  
Self Evaluation ◽  
Utrecht Work Engagement Scale ◽  
Service Training ◽  
Professional Development Programs

ABSTRACT Objective: to assess the levels of engagement at work of nurses enrolled in multi-professional residency and professional development programs in health care of a Brazilian public institution. Method: a cross-sectional study with 36 professionals. The data were collected in September 2013, with use of the Utrecht Work Engagement Scale (UWES), composed of seventeen self-evaluation items with the dimensions vigor, dedication and absorption, as well as an overall score. Results: the levels of engagement ranged from 3.8 to 4.3, and the standard deviations, between 1.1 and 1.3. Nurses showed average levels on vigor (3.8) and absorption (3.9) dimensions, and high levels on dedication (4,3) and engagement (4.0). Conclusion: the professionals presented good levels of energy, resilience, enthusiasm and involvement with the work. They are satisfied with the activity and are dedicated to it, which promotes the acquisition of skills and competences along the in-service training, ensuring a future professional practice of quality.

scholarly journals The Effects of the Civility, Respect, and Engagement in the Workplace (CREW) Program on Social Climate and Work Engagement in a Psychiatric Ward in Japan: A Pilot Study

2021 ◽  
Vol 11 (2) ◽  
pp. 320-330
Author(s):  
Utako Sawada ◽  
Akihito Shimazu ◽  
Norito Kawakami ◽  
Yuki Miyamoto ◽  
Lisa Speigel ◽  
...  
Keyword(s):  
Work Engagement ◽  
Cross Sectional Study ◽  
Social Climate ◽  
Psychiatric Ward ◽  
Medical Doctors ◽  
Cross Sectional ◽  
Factors Affecting ◽  
Staff Members ◽  
Utrecht Work Engagement Scale ◽  
Healthcare Settings

Background: Good social climate and high work engagement are important factors affecting outcomes in healthcare settings. This study observed the effects of a program called Civility, Respect, and Engagement in the Workplace (CREW) on social climate and staff work engagement in a psychiatric ward of a Japanese hospital. Methods: The program comprised 18 sessions installed over six months, with each session lasting 30-min. Participation in the program was recommended to all staff members at the ward, including nurses, medical doctors, and others, but it was not mandatory. A serial cross-sectional study collected data at four time-points. Nurses (n = 17 to 22), medical doctors (n = 9 to 13), and others (n = 6 to 10) participated in each survey. The analysis of variance was used to evaluate the changes in the following dependent variables, the Essen climate evaluation schema (EssenCES), the CREW civility scale, and the Utrecht work engagement scale (UWES) over time. Result: We found no significant effects. The effect size (Cohen’s d) for EssenCES was 0.35 from baseline to post-installation for all staff members. Effect sizes for EssenCES for medical doctors and UWES for nurses were 0.79 and 0.56, respectively, from baseline to post-program. Conclusions: Differences in social climate and work engagement among Japanese healthcare workers between the baseline and post-installation of the CREW program were non-significant.

scholarly journals Nurse Prescribing-Readiness of Polish Nurses to Take on New Competencies—A Cross-Sectional Study

Healthcare ◽  
2019 ◽  
Vol 7 (4) ◽  
pp. 151
Author(s):  
Anna Bartosiewicz ◽  
Andrzej Różański
Keyword(s):  
Cross Sectional Study ◽  
Development Programs ◽  
Sectional Study ◽  
Learning And Development ◽  
Cross Sectional ◽  
Self Evaluation ◽  
Professional Goals ◽  
Nurse Prescribing ◽  
Readiness To Learn ◽  
The Subject

From January 2016, nurses in Poland received new competencies for prescribing. The work is the first in Poland to elaborate on the subject of nurses’ readiness to learn and develop in the context of new nursing rights regarding autonomous prescription of medication and continuation of the prescription for medication. The aim of the study is to analyze the readiness of Polish nurses to learn and develop in the context of new competencies to write prescriptions. The research was conducted among 756 nurses. The standardized questionnaire (Readiness of Employees for Learning and Development) was used. For all subscales of readiness for learning and development, average scores prevailed. The readiness to write prescriptions was significantly related to the level of openness to changes in the work environment (A1 scale), self-evaluation of past educational development (C5 scale) and educational and professional goals alignment- employee and company (scale D2) and increasing the readiness of nurses to practice all of the aforementioned agents, in particular medical devices. The readiness of nurses to learn and develop at all levels of the subscales was on an average level. Younger nurses, with a shorter seniority, having higher education and additional qualifications had a higher readiness to prescribe medications and write prescriptions. The higher readiness for learning and development was matched by a greater readiness to prescribe. The results obtained can be used to plan training and courses, as well as to create special pro-development programs, which may increase the nurses’ involvement in personal and professional development.

scholarly journals The Scholarship of College Teaching: Research Opportunities in the New Millennium

2006 ◽  
Vol 4 (1) ◽  
Author(s):  
Roger Fisher
Keyword(s):  
Professional Development ◽  
Community Colleges ◽  
Teaching Effectiveness ◽  
College Teaching ◽  
Induction Programs ◽  
Development Programs ◽  
Research Opportunities ◽  
Service Training ◽  
Professional Development Programs ◽  
College Setting

This paper examines some of the challenges facing contemporary Canadian community colleges and explores research opportunities related to (a) measuring the effectiveness of college teaching, (b) preparing beginning college teachers, and (c) re-conceptualizing professional development programs. First, the criteria for measuring teaching effectiveness at colleges are often derived from those used in elementary and secondary schools; questions remain as to whether, or to what degree, these criteria are appropriate measures of effective teaching in the college setting. Second, unprecedented retirements are creating an influx of beginning faculty with extensive subject expertise but often with little or no training as professional teachers; while traditional mentorship models often function as in-house induction programs, innovative pre-service training programs are being developed to more fully prepare aspirants to the profession of college teaching. Finally, some colleges are re-conceptualizing their professional development programs, employing innovative models such as Teaching Circles which are designed to build communities of scholars focused on institutional excellence in teaching. Numerous opportunities exist for research into teaching effectiveness, faculty induction, and professional development amid the changes and challenges that currently face the community colleges.

scholarly journals Intensity of home-based telework and work engagement during the COVID-19 pandemic

2021 ◽  
Author(s):  
Tomohisa Nagata ◽  
Masako Nagata ◽  
Kazunori Ikegami ◽  
Ayako Hino ◽  
Seiichiro Tateishi ◽  
...  
Keyword(s):  
Work Engagement ◽  
Cross Sectional Study ◽  
Moderate Intensity ◽  
Multilevel Regression ◽  
Cross Sectional ◽  
Beneficial Effects ◽  
Utrecht Work Engagement Scale ◽  
Home Based ◽  
The Relationship ◽  
High Work

AbstractObjectiveThe present study examined the relationship between the intensity of home-based telework and work engagement.MethodsThis cross-sectional study using a self-administrated questionnaire survey was conducted from December 22 to 25, 2020, in Japan. The subjects were asked single-item questions about the intensity of telework and three-item questions about work engagement using the Utrecht Work Engagement Scale. Coefficients were estimated using a multilevel regression model nested by prefecture of residence and adjusted for covariates.ResultsHigh-intensity (four or more days per week) telework was not associated with high work engagement for men or women. In contrast, low and moderate intensity (three days per week to once per month) were associated with high work engagement. The results were consistent when stratified by sex.ConclusionsReasonable-intensity telework may have beneficial effects on work engagement.Clinical SignificanceThis study revealed that a reasonable intensity of telework may have beneficial effects on work engagement. A reasonable intensity is defined as low (once per week to once per month) or moderate intensity (two to three days per week) for both men and women.

scholarly journals Work Engagement in Nurses during the Covid-19 Pandemic: A Cross-Sectional Study

Healthcare ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 253
Author(s):  
Regina Allande-Cussó ◽  
Juan Jesús García-Iglesias ◽  
Carlos Ruiz-Frutos ◽  
Sara Domínguez-Salas ◽  
Carmen Rodríguez-Domínguez ◽  
...  
Keyword(s):  
Work Engagement ◽  
Cross Sectional Study ◽  
Snowball Sampling ◽  
Sectional Study ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Utrecht Work Engagement Scale ◽  
Sex Type ◽  
The Mean ◽  
And Training

In some areas of Spain, health services and professionals working in the front line against the Sars-Cov-2 virus have been widely overwhelmed at all levels. Therefore, the objective of this study was to assess the level of work engagement of Spanish nurses during the COVID-19 pandemic. A cross-sectional study was carried out. The sample consisted of 510 active nurses from all over Spain, without age exclusion, who voluntarily accepted to participate in the study. Work engagement was assessed with the 9-item Utrecht Work Engagement Scale (UWES) questionnaire, through an online questionnaire and non-probabilistic snowball sampling. The results showed a mean age of 45.9 years (SD = 10.7 years), most of them women (78.1%), and 58.5% were in primary care. The mean score for the UWES-9 questionnaire was 4.6 points (SD = 1.35). The categorical regression analysis performed revealed an R2 value of 0.75 and a significance of p < 0.01 in the sex, type of unit, and training variables. The Spanish nurses in the sample present high levels of work engagement in all dimensions in general, although the lowest mean scores are found in the vigor dimension, among men, and nurses working in hospital and critical units.

Principals’ Policy Preferences concerning Accountability: Implications for Key Competencies, Performance Indicators, and Professional Development

1995 ◽  
Vol 5 (5) ◽  
pp. 448-481 ◽  
Author(s):  
R. J. S. Mac Macpherson ◽  
Margaret Taplin
Keyword(s):  
Professional Development ◽  
Performance Indicators ◽  
Policy Preferences ◽  
Development Programs ◽  
Stakeholder Groups ◽  
Key Competencies ◽  
Professional Development Programs ◽  
Accountability Practices ◽  
State Schools

In this paper, we examine the policy preferences of Tasmania's principals concerning accountability criteria and processes, compare their views to other stakeholder groups, and identify issues that warrant attention in principals’ professional development programs. We show that there are many criteria and processes related to the quality of learning, teaching, and leadership that are valued by all stakeholder groups, including principals. We conclude that Tasmanian state schools probably need to review and develop their accountability policies, and that the professional development will need to prepare leaders for specific forms of performance and generate key competencies if more educative forms of accountability practices are to be realised in practice.

scholarly journals Reframing Professional Development Through Understanding Authentic Professional Learning

2009 ◽  
Vol 79 (2) ◽  
pp. 702-739 ◽  
Author(s):  
Ann Webster-Wright
Keyword(s):  
Professional Development ◽  
Educational Research ◽  
Professional Learning ◽  
Recent Literature ◽  
Development Programs ◽  
The Past ◽  
Research Findings ◽  
Alternative Conceptualization ◽  
Professional Development Programs ◽  
Evaluating Professional Development

Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.

Sign in / Sign up

Export Citation Format

Share Document