Clinical Practice and Clinical Supervision: Building a Firm Foundation

2020 ◽  
Vol 54 (4) ◽  
pp. 595-616
Author(s):  
Jeff Chang ◽  
Tanya E. Mudry ◽  
Lara Hiseler
Keyword(s):  
Clinical Practice ◽  
Clinical Supervision ◽  
Working Group ◽  
Role Models ◽  
Early Career ◽  
University Of Calgary ◽  
Group Members ◽  
The University ◽  
Future Practice

In this paper, the authors report on the “Foregrounding Clinical Practice and Clinical Supervision” working group of the Canadian Counselling Psychology Conference held on October 26 to 28, 2018, at the University of Calgary. Of the 12 working group participants, nine self-identified as students and three identified as licensed practitioners (two of the practitioners also held academic positions). This group of mostly early-career professionals identified an overarching theme of building a firm foundation for their future practice. Working group members identified three important contributors: the development of a strong, multi-faceted professional identity, including issues of licensure and certification, the interplay between counselling and clinical psychology, and the place of career psychology; the importance of clinical supervision, including the perceived variable quality of supervision and the apparent shortage of practicum placements; and professional role models. The authors provide their perspectives on the issue the working group raised and offer recommendations for counsellor educators and practice leaders.

scholarly journals Universitetsskolers bidrag til utvikling av lærerutdanningen ved Universitetet i Oslo

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Ida Katrine Riksaasen Hatlevik ◽  
Kirsti Lyngvær Engelien ◽  
Doris Jorde
Keyword(s):  
Teacher Education ◽  
Role Models ◽  
Teacher Education Program ◽  
Education Institution ◽  
Teacher Professionalism ◽  
Quality Work ◽  
Study Programs ◽  
University Of Oslo ◽  
The University

For å styrke kvaliteten på praksisopplæringen i lærerutdanningen og fremme FoU-kompetansen i skolene, har Kunnskapsdepartementet (2017) løftet frem etablering av utvidede partnerskap mellom lærerutdanningsinstitusjoner, skoler/barnehager og skole-eiere, som et sentralt strategisk grep. Artikkelen bidrar med ny kunnskap om hvordan utvidede partnerskap kan fremme kvalitetsutvikling av mer enn bare studentenes praksisopplæring. Universitetet i Oslo har ti års erfaring med utvidet partnerskap i form av universitetsskolesamarbeid med utvalgte ungdoms- og videregående skoler. Sam-arbeidet tar utgangspunkt i at universitet og skoler har ulike tilnærminger til læreres profesjonskunnskap. Begge tilnærmingene er essensielle, og til sammen gir de et godt utgangspunkt for å utforme og gjennomføre en god lærerutdanning. Artikkelen gir eksempler fra UiOs universitetsskolesamarbeid. Den analyserer disse i lys av indika-torer på velfungerende partnerskapssamarbeid mellom lærerutdanningsinstitusjon og praksisfelt, kvalitetsarbeid relatert til utvikling og vedlikehold av utdanningstilbud, og god lærerutdanning. Analysen av eksemplene viser for det første at i et velfungerende partnerskap kan universitetsskoler medvirke i kvalitetsarbeid i lærerutdanningen ved å være sentrale bidragsytere i forvaltning av lærerutdanningen, utvikling av studie-program, emner, undervisnings-, vurderings- og praksisformer, og gjennomføring av undervisning på campus så vel som i praksis. For det andre viser eksemplene at tett samarbeid med universitetsskoler om studentenes læring på campus og i skolen kan gjøre utdanningens kunnskapsgrunnlag, undervisning og vurderingsformer mer profesjonsrelevante, og gi studentene gode rollemodeller for profesjonsutøvelse, også på campus. Videre bidrar artikkelen med et teoretisk rammeverk av kvalitetsindikatorer som kan brukes i utforming av nye utvidede partnerskap og til analyse av eksisterende. Nøkkelord: utvidede partnerskap, universitetsskoler, kvalitetsarbeid, relevans, utdanningskvalitet The contribution of university schools to the development of Teacher Education at the University of Oslo AbstractEstablishment of close and committed partnerships between teacher education institutions, a few selected teacher education schools (university schools), and school owners is an important strategy put forth by the Department of Education (2017) to strengthen the quality of practice in teacher education as well as to increase research-based development in schools. In this article, we provide new knowledge of how partnerships with university schools are able to promote quality improvement in various parts of the teacher education program. The University of Oslo has ten years of experience working with university school relationships in which both types of institutions have unique and complementary ways of looking at and working with teacher professionalism in teacher education. The article provides examples from this partnership, analyzing them in light of indicators of: well-functioning partnerships between the teacher education institution and practice schools; quality work related to the development of study programs for teacher education; and good teacher education. The article’s main findings are that in a well-functioning partnership, university schools are able to influence the quality of teacher education programs by contributing to the management of study programs, including courses, teaching, evaluation and practice forms on campus and within school practice. In addition, close connections between school and campus promote professional relevance for teacher education students and provide good role models for understanding the professionalism of becoming a teacher. The article also provides a theoretical framework of quality indicators that may be used in analyzing partnerships between teacher education intuitions and schools. Keywords: close and committed partnerships, teacher education schools, quality work, relevance, educational quality

scholarly journals ICNP® – why not? Nurses’ opinions on the implementation of ICNP® vocabulary for clinical practice

2020 ◽  
Vol 19 (4) ◽  
pp. 236-243
Author(s):  
Katarzyna Pietrzak ◽  
Hanna Grabowska
Keyword(s):  
Clinical Practice ◽  
Tertiary Education ◽  
Training Programme ◽  
Clinical Centre ◽  
Employment Standards ◽  
Level Of Knowledge ◽  
The University ◽  
Evidence Based Care ◽  
Hospital Wards

AbstractIntroduction. The most important application of information technology in nursing is generating and maintaining patient’s electronic records. Implementing ICNP® to this can guarantee the continuity and high quality of evidence-based care.Aim. Obtaining information on nurses’ opinions on the implementation of ICNP® in clinical practice.Material and methods. The study was conducted in late 2018 and early 2019 in a group of 104 nurses of the University Clinical Centre in Gdańsk. It involved conducting a diagnostic survey.Results. Prior to the survey, 77.9% of the respondents were aware of ICNP®. The respondents who did not provide the correct answer to question about the essence of the ICNP® were mostly over 45 years of age. When it comes to 25% of subjects, they declared they were willing to use ICNP®. The vast majority considered it more convenient to maintain care records in the traditional way than with the use of ICNP®. The respondents with a master’s degree showed a higher level of acceptance for the implementation of the ICNP® to clinical practice than respondents with secondary and tertiary education.Conclusions. The nursing staff over 45 years old presented a lower level of knowledge related to the ICNP® as compared to other respondents. The reasons behind the conviction that applying ICNP® would be difficult included understaffing and lack of mobile devices such as tablets or laptops in hospital wards. It is, therefore, necessary to launch a nursing terminology training programme, equip branches with the necessary devices and comply with minimum employment standards.

scholarly journals Health care leadership, quality and safety

2009 ◽  
Vol 33 (3) ◽  
pp. 355 ◽  
Author(s):  
Stephen Duckett
Keyword(s):  
Health Care ◽  
Clinical Practice ◽  
Health Care Leadership ◽  
The Public ◽  
Australian Health ◽  
Leadership Quality ◽  
Queensland Health ◽  
Health Quality ◽  
The University

THIS ISSUE OF Australian Health Review started as part of a Festschrift to celebrate the work and leadership of Professor Mike Ward, currently Commissioner of the Health Quality and Complaints Commission in Queensland but previously inaugural Senior Director of the Clinical Practice Improvement Centre in Queensland Health and a Professor of Medicine at the University of Queensland, as well as Commissioner of the Australian Commission on Safety and Quality in Health Care. During his time at Queensland Health and in clinical practice, Mike made an outstanding contribution to health care in Queensland, recognised by the award of the Public Service Medal. Initially trained as a gastroenterologist, Professor Ward?s interest broadened to include organisational issues such as communication among teams, and how to measure and improve quality of care. He was particularly interested in methods of displaying data to highlight the underlying patterns in the information presented. Mike, not surprisingly for someone who occupied a professorial role, was also interested in the development of health professionals and played a key role in the creation and shaping of Queensland Health?s world renowned Skills Development Centre.

scholarly journals Sea Change by F. Viva

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Tammy Flanders
Keyword(s):  
Juvenile Literature ◽  
Teaching Resources ◽  
Physically Abused ◽  
Concrete Poetry ◽  
Fishing Boat ◽  
University Of Calgary ◽  
Illustrated Novel ◽  
The University ◽  
Classroom Use

Viva, Frank. Sea Change. Toon Books, 2016.What kid ever wants to be shipped off to some old relative’s place for the summer? Well, if you read any juvenile literature the answer is, of course, almost none.  And Eliot is no exception.At first glance, Point Aconi, Nova Scotia does seem an unlikely place to have the ‘great time’ that Eliot’s mother claims he’ll have. There’s the offhanded old great-uncle and his mangy old dog, a rag-tag bunch of kids, some who have issues, the very unappealing food (tongue and onions or pickled pigs feet) and having to work on a fishing boat, all of which seem like a nightmare come to life.But, as in most of these kinds of novels, Eliot comes to love and appreciate the unique locale, care about the quirky kids who live there, and adapt to local ways. His growing maturity is evident when he takes on a local bully and helps him get a job.  He also figures out the best way to help his new best friend, Beth, who is being physically abused by her father.Despite the predictability of some of the storylines, the strengths of the story are found in the strong sense of place and the various characters who live there. Viva is an author, illustrator and designer with several picture books to his credit and certainly, the quality of the book’s production is high with many artsy, retro-style illustrations and text formatting that is reminiscent of concrete poetry. The text flows and bends to highlight Eliot’s thoughts and observations, making the book all that more interesting.This short illustrated novel should find an audience with middle grade readers who like stories with interesting characters. The Canadian context makes this attractive for classroom use, too.Recommended: 3 out of 4 starsReview: Tammy FlandersTammy is the Reference Coordinator in the Doucette Library of Teaching Resources at the University of Calgary. She also reviews juvenile resources with an eye to classroom use in her blog, Apples with Many Seeds.

Clinical supervision in prison settings: three strategies for approaching suicide risk

2015 ◽  
Vol 7 (3) ◽  
pp. 149-157 ◽  
Author(s):  
Philip R Magaletta ◽  
Alix M McLearen
Keyword(s):  
Clinical Supervision ◽  
Suicide Risk ◽  
Interdisciplinary Communication ◽  
Assessment Tool ◽  
Learning Experience ◽  
Developmentally Appropriate ◽  
Early Career ◽  
Management Skill ◽  
Content Type

Purpose – Delivering suicide risk services (SRS; i.e., assessment and intervention) is an important and demanding aspect of psychological practice in prison settings. Yet the authors know from the training literature that supervised opportunities to build skills in this domain are hard to obtain. The unpredictable nature of these crisis events and the seriousness of their consequences make it difficult for psychologists-in-training to gain experience managing them. An effective method for building the foundational base of such skill is through clinical activities during internship. The purpose of this paper is to introduce the topic from the perspective of doctoral psychology internship training in prisons. Conceptualized within a developmental training perspective, three specific supervisory actions that facilitate the practice of SRS for interns are detailed: locating opportunities to monitor the practice of developmentally appropriate SRS skills; utilizing an assessment tool to shape documentation and provide structured feedback on the quality of SRS work; and developing group-based role plays to practice the management skill of verbal interdisciplinary communication. Design/methodology/approach – Conceptualized within a developmental training perspective, three specific supervisory actions that facilitate the practice of SRS for interns are detailed. Findings – Findings include three actions: locating opportunities to monitor the practice of developmentally appropriate SRS skills; utilizing an assessment tool to shape documentation and provide structured feedback on the quality of SRS work; and developing group-based role plays to practice the management skill of verbal interdisciplinary communication. Practical implications – The authors have proposed three clinical supervision activities that can be used to facilitate the SRS learning experience. The strategies proposed are flexible enough to address variability within an individual intern or across a group of interns. While the authors apply the activities to interns, the authors believe it can also be used with early career psychologists as they transition to licensure and/or clinical independence within this practice setting. Ongoing consideration of how supervision is used to transmit the essential skills in this setting is paramount, and the authors hope this paper has provided sufficient justification for beginning the dialogue in this area. Originality/value – This work has never before been published.

scholarly journals Clinical practice satisfaction and quality of life among early-career doctors in Nigeria

2021 ◽  
Vol 30 (5) ◽  
pp. 487
Author(s):  
Oladimeji Adebayo ◽  
Olumuyiwa Folayan ◽  
Abimbola Amoo ◽  
Dabota Buowari ◽  
Abdulmajid Yahya ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Clinical Practice ◽  
Early Career

scholarly journals Quality Criteria for Citizen Science Projects on Österreich forscht | Version 1.1

2018 ◽  
Author(s):  
Florian Heigl ◽  
Daniel Dörler ◽  
Pamela Bartar ◽  
Robert Brodschneider ◽  
Marika Cieslinski ◽  
...  
Keyword(s):  
Citizen Science ◽  
Working Group ◽  
Quality Criteria ◽  
Research Fields ◽  
Online Consultation ◽  
Science Projects ◽  
Multi Stage ◽  
Group Members ◽  
Citizen Science Project

The platform Österreich forscht (www.citizen-science.at) was founded in 2014 with the objectives of (1) connecting citizen science actors in Austria, (2) providing the broadest possible overview of citizen science projects in Austria, and (3) scientifically advancing citizen science as a method.Following the initiative of the platform Österreich forscht, many of the institutions that are active in citizen science joined forces in the Citizen Science Network Austria in 2017, and thus agreed to advance the quality of citizen science in Austria (http://www.citizen-science.at/the-platform/the-network).An important step in this regard was the establishment of transparent criteria for projects wishing to be listed on the platform Österreich forscht. The objective of these criteria is to maintain and further improve the quality of the projects presented on the platform.Between March 2017 and February 2018, a working group of the platform Österreich forscht consisting of representatives from 17 institutions developed criteria that allow for the transparent evaluation of projects applying to be listed on Österreich forscht. This was a multi-stage process, building both on the knowledge of the working group members as well as on feedback repeatedly provided by external experts from the respective research fields. Throughout October 2017, a version of the quality criteria was available for public online consultation on the platform Österreich forscht, so as to incorporate the knowledge of the general public into the criteria as well.The final version of the quality criteria was presented at the 4th Austrian Citizen Science Conference, 1-3 February 2018, at which point the criteria also came into effect. Projects already listed on Österreich forscht can adapt to meet the criteria over the next year. Projects wishing to be newly listed on Österreich forscht must meet these criteria at the point of listing.Where necessary, the quality criteria will be adapted in the future, in order to respond to new challenges and developments. The version number, i.e. which version of the criteria a project corresponds to, will be indicated on the respective project page.The first part of the criteria is primarily aimed at establishing what defines a citizen science project. Here, we decided on a negative list (i.e. projects that are NOT citizen science), in order to be as open as possible to different concepts and disciplines. This implies that we call all projects citizen science, which are not excluded by this negative list. The professional background of the person leading the project is not crucial as long as the criteria are complied by the project.The criteria in the second part are to be understood as minimum standards which all projects listed on the platform Österreich forscht must fulfill.The evaluation will be carried out by the coordinators of the platform Österreich forscht in consultation with working group members.Version 1.0 of the quality criteria can be found on the platform Zenodo: https://zenodo.org/record/1161953

Internationalization of Canadian Counselling Psychology: A Collaborative Endeavour Grounded in Social Justice

2020 ◽  
Vol 54 (4) ◽  
pp. 661-677
Author(s):  
Ada L. Sinacore ◽  
Kirby Huminuik
Keyword(s):  
Social Justice ◽  
Working Group ◽  
Group Process ◽  
University Of Calgary ◽  
Challenges And Opportunities ◽  
International Interactions ◽  
The University ◽  
Counselling Psychology

During the Canadian Counselling Psychology Conference held at the University of Calgary in 2018, participants in a working group met to discuss the internationalization of counselling psychology and to articulate the ways in which the values of Canadian counselling psychology can inform international interactions. As an outcome of the working group process, the authors report on the themes that emerged: mapping the territory, movements and tensions, and challenges and opportunities. Taking these themes into consideration, the authors discuss the implications for researchers, educators, and clinicians in Canadian counselling psychology.

Girls into Geoscience: inspiring the next generation of female Earth Scientists

2020 ◽  
Author(s):  
Jodie Fisher ◽  
Sarah Boulton
Keyword(s):  
Role Models ◽  
Response Rate ◽  
Career Pathways ◽  
Early Career ◽  
University Courses ◽  
Hands On ◽  
The Uk ◽  
University Experience ◽  
The University ◽  
Insight Into

<div> <p>Girls into Geoscience (GiG) is an initiative aiming to empower and encourage girls to consider degrees and careers in the Geosciences. Currently, < 40 % of places on Geoscience courses in the UK are taken up by girls, and this is something we are actively and successfully addressing. Our founding GiG event runs for 2 days and is primarily aimed at year 12 female students who are thinking about applying for university. June 2014 saw the first Girls into Geoscience day, and since then nearly 400 girls have attended from across the UK.  On day one we offer a fieldtrip, whilst day two consists of a day of talks and workshops, with topics from across the geosciences.  The aim of the talks is to showcase the range of Geoscience career pathways that are possible across industry and academia, and provide role models for the girls. Speakers span the career spectrum from early career to experienced scientists, and they talk about their unique journey to becoming Earth Scientists, as well as informing the students about different disciplines and roles possible after graduation. In the afternoon, an insight into the university experience is given through hands-on workshops across a range of geoscience topics, giving the attendees the opportunity to focus on their interests or try something new. Data collected from attendees has shown real impact. For example, in 2016, 75% of attendees at the end of the event said that they were more likely to consider studying geology, whilst 9% were already planning on doing so.  A year later these students were about to start university courses, and 78% of respondents (55% response rate) were off to study geoscience or related courses at university. While in 2017, 70% of the students said they were more likely to do geology following GiG, and 63% (39% response rate) went on to do geoscience related course in 2018, and in 2018 84% said they were more likely to study geology following GiG, and 85% (38% response rate) were off to do geoscience related courses in 2019. Significantly, 100% of all those responding 1 year later said they would recommend attending GiG to those interested in the Geosciences. </p> </div><div> <p>Since we started GiG we have seen many changes and positive steps in the recruitment, recognition and retention of women in STEM but there is still work to do nationally and internationally.  We have supported the development of new initiatives and GiG Ireland has now been running for 3 years, GiG Scotland held their inaugural event in Glasgow in August 2019, and GiG Wales is planned for 2020.  We have supported the development of new initiatives, and GiG Ireland has now been running for 3 years, GiG Scotland held their inaugural event in Glasgow in August 2019, and GiG Wales is planned for 2020.  We are also working with other UK universities to develop Junior GiG for younger students with the aim of inspiring even younger students, the University of Leicester held the first GiGjr in 2019.  We are also working with other UK universities to develop Junior GiG for younger students with the aim of inspiring even younger students. The University of Leicester held the first GiGjr event in 2019.  GiG continues to grow, we hope to continue this growth, and run this initiative until it is no longer needed! </p> </div>

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