scholarly journals Factors affecting the level of professional development among nursing staff after the introduction of an electronic education monitoring system

2021 ◽  
Vol 15 (1) ◽  
pp. 1-15
Author(s):  
Marta Gawlik ◽  
Paweł Ziółkowski ◽  
Urszula Posmyk ◽  
Katarzyna Szwamel
Keyword(s):  
Professional Development ◽  
Monitoring System ◽  
Personal Development ◽  
Postgraduate Education ◽  
Scientific Activity ◽  
Professional Service ◽  
Factors Affecting ◽  
Electronic Education ◽  
Job Profile ◽  
Constant Improvement

Background: Constant improvement of the level of education, occupational independence, and the undertaking of scientific activity, including research and publications, contribute fundamentally to the development of the nursing profession. Ministerial directives for nurses to acquire and increase qualifications gave rise to the emergence of a new job profile in which self-discipline in the scope of scientific activity and personal development is essential. Aim of the study: The study aimed to assess the factors affecting the level of professional development among nurses after the introduction of the electronic education monitoring system (SMK), including variables hindering the process of increasing respondents’ qualifications. Material and methods: The research group consisted of 214 nurses who were both licensed to practice and practicing professionally. A diagnostic survey and questionnaire technique were used with the use of the author’s original questionnaire. Results: Nurses actively undertake postgraduate education, treating it more as a deep inner need and willingness to increase qualifications than a legal obligation. Among various forms of training, the biggest proportion took part in specialist courses – 24.9% (n=53), qualification courses – 23.8% (n=51), and specializations – 17.9% (n=38). Age (p=0.036) and length of professional service (p=0.001) were the most statistically relevant factors motivating the staff to undertake further educational activities. Conclusions: The factors significantly affecting the level of professional development in nurses are age, system of work, and issues arising while using the SMK. The introduction of training and clear instructions for using the system might contribute to the level of professional development among nurses.

Radiation Therapists’ and Diagnostic Radiographers’ participation in continuing professional development and knowledge of Regulatory Body Registration

2016 ◽  
Vol 15 (2) ◽  
pp. 150-160 ◽  
Author(s):  
Ríona Walsh ◽  
Agnella Craig
Keyword(s):  
Professional Development ◽  
Radiation Therapy ◽  
Personal Development ◽  
Continuing Professional Development ◽  
Improve Patient Care ◽  
Regulatory Body ◽  
New Techniques ◽  
Factors Affecting ◽  
Knowledge And Attitudes ◽  
Improve Patient

AbstractBackgroundIrish healthcare has seen radical reforms in recent years. Regulatory Body Registration was introduced to improve patient care and regulate professionals. Continuing Professional Development (CPD) is a requirement of registration. Professionals need to keep up-to-date with new techniques and technologies while maintaining their skills.PurposeThis research assessed the factors affecting CPD participation in Radiation Therapists and Diagnostic Radiographers and their knowledge and attitudes towards Regulatory Body Registration.Materials and methodsOnline surveys were designed and made available on the Irish Institute of Radiography and Radiation Therapy (IIRRT) Website for IIRRT members. The responses were analysed using descriptive statistics and χ2 tests in a statistical computer programme.ResultsPersonal development, time, cost and staff shortages negatively affect CPD participation. Reflective practise is not a barrier to CPD. Knowledge and attitudes to Regulatory Body Registration varied.ConclusionCPD must be developed in Radiation Therapy and Diagnostic Radiography. Funding, time and increased staffing could result in effective implementation of CPD. Regulatory Body Registration has been communicated but more information regarding the process is required.

scholarly journals Factors Affecting a Pharmacist Led Postgraduate Education Event: An Island Case Study

2018 ◽  
Author(s):  
Ricarda Micallef ◽  
Reem Kayyali
Keyword(s):  
Professional Development ◽  
Statistical Difference ◽  
Healthcare Professionals ◽  
Continuing Professional Development ◽  
Postgraduate Education ◽  
Factors Affecting ◽  
Face To Face ◽  
Professional Groups ◽  
Change In Practice

There are no widely established models for postgraduate interprofessional (IPE) events. Due to low number of healthcare professionals (HCPS) on the island of Guernsey, pharmacist continuing professional development (CPD) events incorporate an IPE element making it a unique CPD model. This study evaluates an event that took place in April 2015, to support identification of positive attributes of the event as an IPE case study. From 33 attendees 29 [88%] evaluation forms were returned covering an audience including pharmacists, doctors and nurses. Although the event increased knowledge and understanding of the topic, there was a statistical difference when comparing anticipated change in practice [p<.05], with over half [n=15, 51.7%] saying the learning would not change their practice. No significant differences in responses were seen between different professional groups. Attendees were positive about learning with other HCPs. The focus group comprising 6 professionals identified a key theme of ‘factors affecting attendance at an IPE event’ with four subthemes; IPE and networking, topic, convenience and CPD. All professions were open to and saw the benefit of IPE. Face-to-face events were preferred, facilitated by an expert speaker, with a topic that has relevance to multi-professions. Post qualification IPE events allow a synchronised view of a topic and should be encouraged in the future.

Chemistry instructors’ intentions toward developing, teaching, and assessing student representational competence skills

2021 ◽  
Author(s):  
Maia Popova ◽  
Tamera Jones
Keyword(s):  
Professional Development ◽  
Coding Theory ◽  
Assessment Practices ◽  
Self Awareness ◽  
Scientific Practices ◽  
Information Processing Model ◽  
Representational Competence ◽  
Evidence Based Practices ◽  
Factors Affecting ◽  
The Us

Representational competence is one's ability to use disciplinary representations for learning, communicating, and problem-solving. These skills are at the heart of engagement in scientific practices and were recognized by the ACS Examinations Institute as one of ten anchoring concepts. Despite the important role that representational competence plays in student success in chemistry and the considerable number of investigations into students’ ability to reason with representations, very few studies have examined chemistry instructors’ approaches toward developing student representational competence. This study interviewed thirteen chemistry instructors from eleven different universities across the US about their intentions to develop, teach, and assess student representational competence skills. We found that most instructors do not aim to help students develop any representational competence skills. At the same time, participants’ descriptions of their instructional and assessment practices revealed that, without realizing it, most are likely to teach and assess several representational competence skills in their courses. A closer examination of these skills revealed a focus on lower-level representational competence skills (e.g., the ability to interpret and generate representations) and a lack of a focus on higher-level meta-representational competence skills (e.g., the ability to describe affordances and limitations of representations). Finally, some instructors reported self-awareness about their lack of knowledge about effective teaching about representations and the majority expressed a desire for professional development opportunities to learn about differences in how experts and novices conceptualize representations, about evidence-based practices for teaching about representations, and about how to assess student mastery of representational competence skills. This study holds clear implications for informing chemistry instructors’ professional development initiatives. Such training needs to help instructors take cognizance of relevant theories of learning (e.g., constructivism, dual-coding theory, information processing model, Johnstone's triangle), and the key factors affecting students’ ability to reason with representations, as well as foster awareness of representational competence skills and how to support students in learning with representations.

An Exploratory Study of Organizational Governance in Publicly-Quoted Professional Service Firms

2015 ◽  
Vol 36 (6) ◽  
pp. 779-807 ◽  
Author(s):  
Mark E. Pickering
Keyword(s):  
Professional Service ◽  
Governance Structures ◽  
Service Firms ◽  
Professional Service Firms ◽  
Organizational Governance ◽  
Factors Affecting ◽  
Ultimate Failure ◽  
Publicly Owned ◽  
The Uk ◽  
Interpretive Scheme

There has been a trend of large professional service firms (PSFs) to move from the partnership form of ownership to alternative ownership forms. As part of this trend large, publicly-quoted accounting companies have emerged in Australia, the US and the UK. Research on how publicly-owned PSFs, including accounting companies, are governed, whether aspects of the governance of partnership persist, why particular governance interpretive schemes and associated structures and systems are implemented and implications for performance is sparse. This study explores the interpretive scheme of governance in two Australian publicly-quoted accounting companies and finds one of the companies to have mimicked the major attributes of the partnership interpretive scheme while the other company moved to a corporate form of governance eliminating all vestiges of the partnership interpretive scheme. Governance was found to have significant implications for the performance of the companies with moving from a partnership interpretive scheme contributing to the ultimate failure of one of the companies. The cases suggest that failed experiments in the governance of publicly-owned PSFs, a relatively recently emerged ownership form in some professions, may contribute to conflicting prior findings on the implications of ownership form for the performance of PSFs. Two alternative approaches to the introduction of corporate style governance structures and systems were identified with the findings suggesting potential benefits of evolution rather than revolution. Based on the findings, a theoretical model of the interpretive scheme of governance of publicly-traded PSFs is developed including factors affecting the interpretive scheme implemented and the introduction of more corporate-like governance structures and systems, potential performance implications of PSFs moving away from a partnership interpretive scheme and the conditions and contingencies under which the relationship may hold. The paper also extends the application of agency theory to publicly-owned PSFs.

IMPACT ANALYSIS OF HEC- BASED TRAINING PROGRAMS ON THE PERFORMANCE OF THE UNIVERSITY TEACHERS IN PAKISTAN

2012 ◽  
Vol 01 (06) ◽  
pp. 35-40
Author(s):  
Khalid Hussain Shaikh ◽  
Ikhtiar Ahmed Ghumro ◽  
Asif Ali Shah ◽  
Faiz M. Shaikh ◽  
Tahira Afridi
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Impact Analysis ◽  
Training Programs ◽  
Effective Teacher ◽  
University Teachers ◽  
Instructional Activities ◽  
Teacher Aides ◽  
The Government ◽  
The University

The current research investigates the HEC based training for the University teachers in Pakistan and its impact on the performance on University teachers. The Higher Education Commission (HEC) in Pakistan seeks to improve the quality of teaching by University teachers. The Commission has initiated different forms of training according to the areas of expertise in order to improve skills and impact on the performance of University teachers. HEC based training plays a crucial role in the personal development among the University Teachers in Pakistan. Survey was conducted from 200 University teachers who have recently got training from HEC skill development or professional development training from HEC from all provinces. Structural questionnaire was design for reliability and accuracy the data. Analysis and evaluation was done by using GENSTAT statistical software. Major findings of the study showed that training should be provided according to discipline and more interactive training should be design for the University teachers. It was revealed that HEC based training not only equipped with knowledge but also improving the confidence level of the University teacher. Moreover due to the government policies, rules and regulations, such as introduction of the Tenure Track System, the and hiring the foreign faculty in various all Public sector universities it also has impact on the performance of students in job market. It revealed that teacher training was beneficial for professional development as well as for teaching performance. It also suggested that improved knowledge, skills and attitudes was necessary for the teacher aides to support the teaching program and facilitate learning and communication. It was further revealed that effective teacher aides required competencies in broad areas of human relations, instructional activities, non-instructional activities, and basic skills. The study concluded that basic and advanced level training is necessary for future training programs in Pakistan and 190 respondents responded to the questionnaires, by producing 95.0% response rate. Among which 70 % were male respondents and 30% were female respondents

Professional Development In Kosovo – Research Of Training Programs And Tests

2021 ◽  
Author(s):  
Bekim Samadraxha ◽  
Veton Alihajdari ◽  
Besim Mustafa ◽  
Ramë Likaj
Keyword(s):  
Professional Development ◽  
Workforce Development ◽  
Teaching And Learning ◽  
Training Programs ◽  
Continuing Professional Development ◽  
Added Value ◽  
Factors Affecting ◽  
Career Structure ◽  
Teacher Professional ◽  
And Training

Vocational Education Teachers are one of the main important assets for workforce development. This study of the workforce of VET teachers in selected partner countries has two main goals. The aim of this research is to evaluate the level of teacher’s development and training programs and test as well, to inform national policymakers about the situation and the needs of the VET teachers and, secondly, to help monitoring the implementation and the change of the teacher professional development. The methodology to be used is based on qualitative research methods, including interviews und surveys. A major focus of the survey is to enable policy makers to understand what is required to bring along improvements in the Continuing Professional Development (CPD) quality, effectiveness and responsiveness, as well as factors affecting teacher effectiveness in general, such as their motivation and career structure. Professional development for teachers and trainers is widely recognized as a vital tool for the educational reform (Bicaj, 2013). Research shows that the professional development can enduring improve the quality of teaching and learning, enhancing the effectiveness of education and training and providing added value to students, teachers and employers. There is no doubt about the importance of the Continuing Professional Development of VET teachers. Kosovo has for many years developed extensive policies to address this issue, and currently these policies are being implemented.

scholarly journals 37 years of scientific activity in a Biochemistry Department in Brazil: patterns of growth and factors leading to increased productivity

2011 ◽  
Vol 83 (3) ◽  
pp. 1121-1130 ◽  
Author(s):  
Urubatã E. Gomes ◽  
Diogo L. de Oliveira ◽  
Luciana C. Berti ◽  
Olavo Amaral ◽  
Diogo O. Souza ◽  
...  
Keyword(s):  
Historical Analysis ◽  
Postgraduate Education ◽  
Scientific Productivity ◽  
Scientific Output ◽  
Scientific Activity ◽  
Centers Of Excellence ◽  
Internal Factors ◽  
Evaluation Systems ◽  
Temporal Course ◽  
History Of

Scientific activity in Brazil has experienced an accelerated growth in the past decades, with an increase in productivity that greatly surpasses the international average. This growth has occurred mostly at the expense of centers of excellence in public universities, which account for the vast majority of the country's scientific output. The aim of this study was to evaluate the production of the Department of Biochemistry of a large public university in southern Brazil (Universidade Federal do Rio Grande do Sul), as well as to identify internal and external policies that have influenced this growing production profile. We have performed a historical analysis of the scientific output of this Department of Biochemistry, which accounts for a considerable share of the indexed scientific production at this university. By focusing on the temporal course of its growth and drawing correlations between scientific output and important events in the history of the Department of Biochemistry and of the Brazilian science policies, we concluded that internal factors (as the creation of a postgraduation program, collaboration among researchers, experienced abroad researchers, qualification of faculty members) and external factors (as investments in the postgraduate education, the establishment of national scientific policies, such as financial stimuli for productive researchers and evaluation systems) influence scientific productivity in Brazil.

scholarly journals Post-Graduate Training and Professional Development: Exploring the Nexus Between Self Compassion and Compassion Fatigue Among Mental Health Clinicians Working With Trauma Survivors

2018 ◽  
Vol 3 (4) ◽  
pp. 41
Author(s):  
Nicole L. Arkadie ◽  
Allen E. Lipscomb
Keyword(s):  
Mental Health ◽  
Professional Development ◽  
Compassion Fatigue ◽  
Southern California ◽  
Research Training ◽  
Professional Service ◽  
Primary Data ◽  
Mental Health Clinicians ◽  
Convenience Sample ◽  
Self Compassion

Mental health clinicians who work with clients who have experienced severe trauma are at greater risk of developing compassion fatigue. Limited prior research investigated the relationship between self-compassion and compassion fatigue. The purpose of this quantitative correlational study was to assess the relationships of self-compassion and duration of professional service to compassion fatigue among licensed mental health clinicians who worked with clients that have experienced trauma in southern California. Two research questions asked whether self-compassion and duration of professional service were significantly related to compassion fatigue. The researcher collected primary data for the variables of interest via an online survey using two validated instruments, SCS-SF and ProQOL-Version 5. The study was conducted with a convenience sample of (n = 67) licensed mental health clinicians who resided in southern California. The results of non-parametric Kendall’s tau-b correlations revealed a significant inverse correlation between self-compassion and compassion fatigue, τb = -0.273, p = .002. The correlation between duration of professional service and compassion fatigue was nonsignificant, τb = -0.104, p = .299. These results are vital and relevant to the field as they justify further research, training and professional development in this area, leading to the development of clinical interventions that are needed to mitigate compassion fatigue symptoms among this population.

scholarly journals Personal style of cognition (cognitive traction) and the level of involvement of the student (engagement) in the assessment and development of digital competencies of the teacher

2021 ◽  
Vol 291 ◽  
pp. 05026
Author(s):  
O.M. Chorosova ◽  
G.S. Solomonova ◽  
N.Yu. Tulasynova ◽  
A.Z. Alekseeva ◽  
M.V. Ivanov
Keyword(s):  
Professional Development ◽  
General Education ◽  
Personal Development ◽  
Structural Model ◽  
Cognitive Model ◽  
Basic Research ◽  
Intermediate Stage ◽  
Cognitive Models ◽  
Digital Competence ◽  
Digital Competencies

The article presents the results of the intermediate stage of the research conducted within the framework of the project of the Russian Foundation for Basic Research No. 19-29-14030 ”Cognitive models and algorithms for the formation of digital competence of a teacher in the conditions of digitalization of general education”. The project is aimed at improving the effectiveness of the teacher’s activities in the context of digitalization of education by developing the digital competence of the teacher through the introduction of cognitive models and algorithms for evaluating the digital competencies of teachers and making decisions on the design or adjustment of professional development programs. The current state of the problem of professional and personal development of teachers in the context of digitalization of education, their digital competence, approaches to the identification of digital competencies and their assessment is studied, conceptual approaches to the identification of digital competencies of teachers are defined and the main indicators of their assessment are developed. At the second stage (2021), a structural model of the organization of professional development of teachers is being developed, taking into account the requirements of digitalization of general education on the basis of a competence-based approach. There is also the task of developing a cognitive model of the advanced training program (ATP), which allows us to take into account the strength of the links between the studied modules and digital competencies based on the application of an algorithm for assessing the significance of disciplines. The results of this work are proposed for discussion in this article.

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