Analysis of Differences in Entry-Level RN Practice by Educational Preparation

2002 ◽  
Vol 41 (11) ◽  
pp. 491-494
Author(s):  
June E Smith
Keyword(s):  
Educational Preparation ◽  
Entry Level

Determining Educational Preparation Based on Job Competencies of Entry-Level Dietetics Practitioners

1997 ◽  
Vol 97 (3) ◽  
pp. 306-316 ◽  
Author(s):  
CAROL J. GILMORE ◽  
JULIE O’SULLIVAN MAILLET ◽  
BEVERLY E. MITCHELL
Keyword(s):  
Educational Preparation ◽  
Job Competencies ◽  
Entry Level

scholarly journals Educational Preparation and Experiences in the Industrial-Occupational Setting: A Qualitative Study of Athletic Training Graduates' Perspectives

2011 ◽  
Vol 6 (2) ◽  
pp. 99-106 ◽  
Author(s):  
Jim F. Schilling
Keyword(s):  
Job Satisfaction ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Structured Interview ◽  
Educational Preparation ◽  
Entry Level ◽  
Data Collection And Analysis ◽  
Occupational Setting ◽  
Textual Data

Context: The industrial-occupational setting provides a workplace of substantial potential for the athletic training graduate. Acquiring input from entry-level athletic trainers (ATs) pertaining to experiences, knowledge, and skills necessary to be successful in the industrial-occupational setting is critical information for future Athletic Training Education Program (ATEP) curriculums, continuing education, and post-graduate fellowships. Objective: To gain understanding of the experiences encountered and education needed for successful preparation as an entry-level AT in the industrial-occupational setting. Design: Qualitative Setting: Industrial-Occupational Participants: Seven professional-level industrial ATs Data Collection and Analysis: Structured interview questions were used with an electronic platform. Participants were questioned relating to their experiences and perceptions pertaining to educational preparation for the industrial-occupational setting. An inductive content analysis was performed for textual data analysis. Results: The rationale for acquiring positions in the industrial-occupational setting upon graduation was due to fewer hours and higher salaries, but once hired the most positive experience and greatest job satisfaction came from helping people. The area the participants felt ill-prepared was ergonomics, but respondents felt well-prepared in injury evaluation and treatment. They also commented that gaining respect from the company was the most challenging aspect when entering the industrial-occupational setting as an entry-level AT. Conclusion: Graduates are attracted to the salary and hours associated with the industrial-occupational setting, but helping people provided the greatest job satisfaction. Although most entry-level ATs perceived themselves as well prepared for the industrial-occupational setting, weakness in the area of ergonomics was identified.

Developing Palliative Care Competencies for the Education of Entry Level Baccalaureate Prepared Canadian Nurses

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Brenda Jacono ◽  
Lynne Young ◽  
Cynthia Baker ◽  
Holly R L Richardson ◽  
Beryl Cable-Williams ◽  
...  
Keyword(s):  
End Of Life Care ◽  
Task Force ◽  
Educational Preparation ◽  
Entry Level ◽  
Nursing Curricula ◽  
Canadian Association ◽  
Schools Of Nursing ◽  
Three Stages ◽  
National Consensus

Educational preparation of health professionals for Palliative and End of Life Care (PEOLC) is inadequate, and nurses are no exception. In 2004, the Canadian Association of Schools of Nursing struck a Task Force to develop PEOLC competencies to address this issue. The development of national PEOLC nursing competencies involved a multi-step, emergent, interactive, and iterative process. An overarching principle guiding this process was building national consensus about the essential PEOLC specific competencies for nurses among experts in this field while simultaneously generating, revising, and refining them. There have been three stages in this iterative, multi-step process: 1) Generating a preliminary set of competencies, 2) Building a national consensus among educators and experts in the field on PEOLC specific competencies for nurses, and 3) Refining the consensus based competencies for curriculum development. Ongoing follow up work for this project is focusing on the integration of these competencies into nursing curricula.

scholarly journals Educational Preparation and Experiences in the Clinical Setting: Entry-Level Clinical Athletic Trainers' Perspectives

2011 ◽  
Vol 6 (3) ◽  
pp. 145-153 ◽  
Author(s):  
Jim Schilling
Keyword(s):  
Job Satisfaction ◽  
Athletic Training ◽  
Communication Skills ◽  
Clinical Setting ◽  
Athletic Trainers ◽  
Online Questionnaire ◽  
Certified Athletic Trainers ◽  
Educational Preparation ◽  
Entry Level ◽  
Analysis Strategy

Context: The clinical job setting: (Outpatient/Ambulatory/Rehabilitation Clinic) should no longer be referred to as a nontraditional setting as it employs the greatest percentage of certified members. Understanding the experiences, knowledge, and skills necessary to be successful in the clinical setting as entry-level certified athletic trainers (ATs) is critical information for future Athletic Training Education Program (ATEP) curriculums, continuing education, and post-graduate fellowships. Objective: To gain an understanding of the general experiences encountered and perceived educational preparation necessary for entry-level ATs in the clinical setting. Design: Online questionnaire. Setting: Clinical. Participants: 15 entry-level clinical ATs. Main Outcome Measures: Experiences and educational preparation in the clinical setting as perceived by clinical ATs using an inductive content analysis strategy. Results: Most subjects entered the clinical setting upon graduation and were attracted by fewer hours and higher salaries. The most positive experience once hired was learning from colleagues and the greatest job satisfaction occurred when helping people. The participants also suggested that future graduates should feel confident when entering this setting. While the participants felt ill-prepared regarding insurance issues and communication skills, they felt well-prepared in injury evaluation and treatment. Overall, they found insurance restrictions limiting the scope of care they could give the most challenging. Conclusion: Athletic training graduates are attracted to the higher salary and shorter work hours associated with the clinical setting, but still associate helping people as primary to their job satisfaction. Although most entry-level ATs perceived themselves as well prepared for the clinical setting, weakness in the areas of insurance issues and communication skills were identified.

scholarly journals Current Athletic Training Educational Preparation for Dry Needling

2019 ◽  
Vol 4 (3) ◽  
Author(s):  
Brian Hortz ◽  
Sue Falsone ◽  
Duncan Tulimieri
Keyword(s):  
Athletic Training ◽  
Expert Panel ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Athletic Trainer ◽  
Advanced Practice ◽  
Dry Needling ◽  
Educational Preparation ◽  
Entry Level ◽  
Panel Review

Purpose: Dry needling is an advanced practice skill that many athletic trainers are being trained to perform. The purpose of this study is to determine the degree to which the current athletic training educational competencies and standards prepare practitioners for the performance of dry needling tasks. Methods: An expert panel review was used to verify which of the dry needling tasks are currently taught through entry-level athletic education as defined by the 5th edition competencies and 2020 standards. Results: Results demonstrated that 11% of the tasks were dry needling specific and these were regarded as not provided through entry-level education. However, 89% of the tasks were provided through entry-level education. Conclusions: It is clear that current athletic training education adequately prepares an athletic trainer to learn dry needling as an advance practice skill as a large number of the Competencies for Dry Needling are taught within athletic training entry-level education.

Educational Level and Professional Activities of Occupational Therapists: A Case Study

1992 ◽  
Vol 12 (3) ◽  
pp. 148-158 ◽  
Author(s):  
Joan C. Rogers ◽  
Doris J. Hill ◽  
Margo B. Holm ◽  
Thomas E. Wasser
Keyword(s):  
Professional Education ◽  
Education Leadership ◽  
Self Report ◽  
University Of Southern California ◽  
Educational Preparation ◽  
Entry Level ◽  
Professional Activities ◽  
Professional Recognition ◽  
Administration And Supervision ◽  
Oral Presentations

Alumni of the three educational tracks of the University of Southern California were surveyed to examine the influence of level and type of educational preparation on professional activities. The entry-level and postprofessional master's groups scored higher than the baccalaureate group in 6 of 10 activity categories investigated—education, leadership, administration and supervision, oral presentations, publications, and research. The entry-level master's group differed from the postprofessional master's group only in education, leadership, and professional recognition. The results confirm that programmatic differences between basic and advanced professional education yield different outcomes in terms of involvement in professional activities. They also suggest that some activity categories are more amenable to educational influences than others. Limitations of the study include use of a self-report instrument, reliance on a dichotomous scale involving only activity participation and non-participation, and consideration of the influence of education on professional activities in isolation from other factors known to influence involvement.

The Speech-Language Pathologist in the Public Schools: Preparation for Real Life Practices From the Perspective of a Speech-Language Pathology Program Coordinator

2010 ◽  
Vol 11 (2) ◽  
pp. 60-65
Author(s):  
Francine Wenhardt
Keyword(s):  
Public Schools ◽  
School Setting ◽  
Real Life ◽  
Effective School ◽  
Program Coordinator ◽  
Educational Preparation ◽  
The Public ◽  
Speech Language Pathologist ◽  
New Graduate ◽  
Language Pathology

Abstract The speech-language pathologist (SLP) working in the public schools has a wide variety of tasks. Educational preparation is not all that is needed to be an effective school-based SLP. As a SLP currently working in the capacity of a program coordinator, the author describes the skills required to fulfill the job requirements and responsibilities of the SLP in the school setting and advises the new graduate regarding the interview process and beginning a career in the public schools.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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