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Journal articles on the topic 'Professional accountability'

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Published: 4 June 2021
Last updated: 19 February 2023

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1

Hunt, Geoffrey. "Professional accountability." Nursing Standard 6, no. 4 (October 16, 1991): 49–50. http://dx.doi.org/10.7748/ns.6.4.49.s66.

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2

Oyetunde, Modupe Olusola, and Victoria Bolanle Brown. "Professional Accountability." JONA’S Healthcare Law, Ethics, and Regulation 14, no. 4 (2012): 109–14. http://dx.doi.org/10.1097/jhl.0b013e318276308f.

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3

Sanfey, Hilary, Debra A. DaRosa, Gerald B. Hickson, Betsy Williams, Ranjan Sudan, Margaret L. Boehler, Mary E. Klingensmith, et al. "Pursuing Professional Accountability." Archives of Surgery 147, no. 7 (July 1, 2012): 642. http://dx.doi.org/10.1001/archsurg.2012.832.

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4

Lindgren, Joakim, Sara Carlbaum, Agneta Hult, and Christina Segerholm. "Professional responsibility and accountability?" Nordic Studies in Education 38, no. 04 (December 10, 2018): 368–85. http://dx.doi.org/10.18261/issn.1891-2018-04-06.

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5

Darling-Hammond, Linda. "Accountability for Professional Practice." Teachers College Record: The Voice of Scholarship in Education 91, no. 1 (September 1989): 59–80. http://dx.doi.org/10.1177/016146818909100108.

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6

Darling-Hammond, Linda. "Accountability for Professional Practice." Teachers College Record: The Voice of Scholarship in Education 91, no. 1 (September 1989): 59–80. http://dx.doi.org/10.1177/016146818909100111.

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7

Dingwall, Robert. "Management and professional accountability." Primary Health Care 7, no. 9 (October 1, 1989): 10. http://dx.doi.org/10.7748/phc.7.9.10.s12.

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8

Wurth, Peter. "Professional Accountability and Peer Review." Australian & New Zealand Journal of Psychiatry 26, no. 4 (December 1992): 688. http://dx.doi.org/10.3109/00048679209072114.

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9

Peterson, Marilyn R. "Client Harm and Professional Accountability." Journal of Feminist Family Therapy 6, no. 3 (April 11, 1995): 49–67. http://dx.doi.org/10.1300/j086v06n03_04.

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10

Davis, Charlotte. "The importance of professional accountability." Nursing Made Incredibly Easy! 15, no. 6 (2017): 4. http://dx.doi.org/10.1097/01.nme.0000525557.44656.04.

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11

Roughley, Gwen. "Professional accountability for student midwives." British Journal of Midwifery 15, no. 7 (July 2007): 439. http://dx.doi.org/10.12968/bjom.2007.15.7.23796.

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12

Capron, Alexander M., and Dominique E. Martin. "Professional Accountability, Morality, and Legality." Annals of Thoracic Surgery 102, no. 6 (December 2016): 1784–85. http://dx.doi.org/10.1016/j.athoracsur.2016.09.091.

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13

d’Oronzio, Joseph C. "Practicing Accountability in Professional Ethics." Journal of Clinical Ethics 13, no. 4 (December 1, 2002): 359–66. http://dx.doi.org/10.1086/jce200213413.

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14

Fei Gong, Yi, Sarah Kim, and Noel Harding. "Elevating professional scepticism." Managerial Auditing Journal 29, no. 8 (August 26, 2014): 674–94. http://dx.doi.org/10.1108/maj-08-2013-0914.

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Purpose – The purpose of this paper is to investigate whether accountability pressure and ignorance with regard to the preferences and views of the superior are necessary characteristics of the decision environment to effectively encourage pre-emptive self-criticism and elevate professional scepticism. Auditors continue to be called to account for a perceived lack of professional scepticism in the conduct of their audits. Pre-emptive self-criticism has been proposed as one means by which the level of professional scepticism exercised by auditors may be enhanced. Design/methodology/approach – The role of accountability pressure and knowledge of the superior’s preferences in an experimental setting has been investigated, eliciting self-assessed measures of accountability pressure and manipulating whether the superior’s preferences were known or unknown. Judgements are made in the context of a preliminary analytical review setting. Findings – It was found that greater application of pre-emptive self-criticism is associated with the presence of perceived accountability pressure, but only when the superior’s preferences are not known. Research limitations/implications – Prior research reports that the effectiveness of prompts to be self-critical is limited. Findings suggest that pre-emptive self-criticism may be more effective in elevating professional scepticism than the findings of these studies suggest, and that the absence of an effect may be the result of low levels of accountability pressure in previous research settings. The results of this study imply that future research investigating pre-emptive self-criticism as a means of elevating professional scepticism should incorporate, as is the case in actual audit environments, accountability pressure in the decision setting. Practical implications – Qualified by the need for further research, our study guides audit firms in their efforts to meet the expectations of regulators, oversight bodies, standard setters and the public at large for an elevated level of professional scepticism. Our findings suggest that placing auditors under accountability pressure might assist audit firms in meeting these expectations. Our findings also encourage auditors to exercise caution when making their preferences known to subordinates. Originality/value – Despite its potential to help auditors meet demands for an elevated level of professional scepticism, pre-emptive self-criticism has received very little attention in the audit literature. Moreover, the few studies that have examined pre-emptive self-criticism find that prompts to be self-critical elevate professional scepticism in only limited circumstances. We make an original contribution towards an explanation for these findings, and guide future research by showing that accountability pressure is an important characteristic of the decision environment that should be in place before attempting to elevate professional scepticism through the encouragement of pre-emptive self-criticism.
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15

Curtis, David S. "Professional Regulation and Accountability in Forestry." Forestry Chronicle 66, no. 4 (August 1, 1990): 328–35. http://dx.doi.org/10.5558/tfc66328-4.

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Professional forestry organizations have a unique mandate to monitor and regulate the quality of forestry being practised in Canada. However, an inability or a reluctance by these organizations to fulfill this mandate coupled with increasing public concern over poor forestry practices could lead to other forms of regulation. This, in turn, could result in a decrease in the influence of foresters as a profession over the regulation of forestry practices.Professional self-regulation is one method of regulating a profession. Licencing schemes, which require a person to be registered before being able to practise, are generally more effective than certification schemes, which merely identify that members have met certain standards of training.Of the five professional forestry organizations in Canada, two are licensing-type organizations, while three are certification-type organizations.The roles of self-governing professional groups can include establishing and enforcing standards of conduct and practice, and discipline of members who fail to meet the prescribed standards. Where employer instructions conflict with professional ethics or standards, foresters should advise that they are unable to carry out the instructions. In this way, foresters, not employers, should hold the primary role in determining the quality of forestry practised in Canada.It is recommended that professional forestry organizations be licensing-type organizations, and develop and actively enforce high standards of conduct. Support must be provided for members who endeavour to live up to those standards.
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16

Davis, Theresa M., Connie Barden, Carol Olff, Mary Pat Aust, Maureen A. Seckel, Crystal L. Jenkins, Wendy Deibert, et al. "Professional Accountability in the Tele-ICU." Critical Care Nursing Quarterly 35, no. 4 (2012): 353–56. http://dx.doi.org/10.1097/cnq.0b013e318266bef4.

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17

Jensen, Mark E. "Language and Tools for Professional Accountability." Journal of Health Care Chaplaincy 12, no. 1-2 (September 2002): 113–23. http://dx.doi.org/10.1300/j080v12n01_13.

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18

Alexander, Margaret. "PROFESSIONAL ACCREDITATION-LEGAL IMPLICATIONS AND ACCOUNTABILITY." AICCM Bulletin 16, no. 1-2 (January 1990): 15–17. http://dx.doi.org/10.1179/bac.1990.16.1-2.005.

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19

White, Frances A. "The Professional School Counselor's Challenge: Accountability." Journal of Professional Counseling: Practice, Theory & Research 35, no. 2 (September 2007): 62–70. http://dx.doi.org/10.1080/15566382.2007.12033838.

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20

Studer, Jeannine R., and Judith A. Sommers. "The Professional School Counselor and Accountability." NASSP Bulletin 84, no. 615 (April 2000): 93–99. http://dx.doi.org/10.1177/019263650008461511.

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21

Conway, Mary E. "Curriculum, the professional person, and accountability." Journal of Professional Nursing 4, no. 2 (March 1988): 74. http://dx.doi.org/10.1016/s8755-7223(88)80022-x.

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22

Dove, James T., W. Douglas Weaver, and Jack Lewin. "Professional Accountability in Health System Reform." Journal of the American College of Cardiology 54, no. 6 (August 2009): 499–501. http://dx.doi.org/10.1016/j.jacc.2009.05.010.

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23

Vriens, Dirk, Ed Vosselman, and Claudia Groß. "Public Professional Accountability: A Conditional Approach." Journal of Business Ethics 153, no. 4 (October 17, 2016): 1179–96. http://dx.doi.org/10.1007/s10551-016-3345-x.

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24

Cline, Michelle A. "Increasing RN Accountability in Professional Practice." JONA: The Journal of Nursing Administration 46, no. 3 (March 2016): 128–31. http://dx.doi.org/10.1097/nna.0000000000000311.

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25

DONALDSON, L. J. "Professional accountability in a changing world." Postgraduate Medical Journal 77, no. 904 (February 1, 2001): 65–67. http://dx.doi.org/10.1136/pmj.77.904.65.

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26

Wahyuni, Sri, and Ikadona Aliyaturrahma. "Accountability Analysis in the Implementation of Employees Performance in Kanreg II BKN Surabaya." Advances in Social Sciences Research Journal 6, no. 11 (November 24, 2019): 247–55. http://dx.doi.org/10.14738/assrj.611.7394.

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The research aims to analyze administrative and professional accountability in the implementation of employees performance in Kanreg II BKN Surabaya. There are two elements in the implementation of employees performance, namely Employee Work Targets and Work Behavior. Antonio Bar Cendon (1999), states that there are four forms of accountability typology, namely a) Political Accountability b) Administrative Accountability c) Professional Accountability d) Accountability for Democracy. The research uses descriptive qualitative method that focuses on operational principle, internal accountability, external accountability, subject matter, criteria, mechanism, and consequences. Data collection technique is done by observation, interviews, and documentation. The results of the analysis of administrative and professional accountability in implementing employees performance in Kanreg II BKN Surabaya are more dominant type of administrative and professional accountability, that can be seen from the sub-indicator of the dominant type of administrative accountability. The research is inseparable from the supporting factors, namely regulation, supervision, application systems, description of main tasks and functions, rewards, and sanctions.
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27

Ohmann, Richard. "Historical Reflections on Accountability." Radical Teacher 100 (October 9, 2014): 105–11. http://dx.doi.org/10.5195/rt.2014.165.

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Imagine that almost all academics think of ourselves as responsible to others, and, if pressed, might allow substitution of "accountable." Responsibility to our employers is contractual, and the professional ethos urges responsibility to students (our clients), to colleagues, and to vague but strong principles of intellectual conduct that obtain in our disciplines. The professional idea calls for responsibility to society as well: we earn our privileges not just by guarding and augmenting our special bodies of knowledge, but by undertaking to put those knowledges to work for the good of all.
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28

Kinnucan-Welsch, Kathryn, Catherine A. Rosemary, and Patricia R. Grogan. "Accountability by Design in Literacy Professional Development." Reading Teacher 59, no. 5 (February 2006): 426–35. http://dx.doi.org/10.1598/rt.59.5.2.

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29

Moriarty, Jo. "Professional accountability in social care and health." Journal of Interprofessional Care 27, no. 3 (January 2, 2013): 279. http://dx.doi.org/10.3109/13561820.2012.756657.

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30

Stephen-Haynes, Jackie. "Professional accountability and outcomes in tissue viability." British Journal of Community Nursing 15, Sup12 (December 2010): S29. http://dx.doi.org/10.12968/bjcn.2010.15.sup12.s29.

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31

Stacey, Margaret. "The General Medical Council and Professional Accountability." Public Policy and Administration 4, no. 1 (March 1989): 12–27. http://dx.doi.org/10.1177/095207678900400103.

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32

Garver, Rachel. "Evaluative relationships: teacher accountability and professional culture." Journal of Education Policy 35, no. 5 (January 22, 2019): 623–47. http://dx.doi.org/10.1080/02680939.2019.1566972.

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33

Hughes, Suzanne, and Judith Tanner. "Law and Professional Practice Accountability and Implications." British Journal of Perioperative Nursing (United Kingdom) 12, no. 3 (March 2002): 94–102. http://dx.doi.org/10.1177/175045890201200301.

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34

Grace, Pamela J. "Professional advocacy: widening the scope of accountability." Nursing Philosophy 2, no. 2 (July 2001): 151–62. http://dx.doi.org/10.1046/j.1466-769x.2001.00048.x.

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35

Krautscheid, Lorretta C. "Defining Professional Nursing Accountability: A Literature Review." Journal of Professional Nursing 30, no. 1 (January 2014): 43–47. http://dx.doi.org/10.1016/j.profnurs.2013.06.008.

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36

Piot, Charles. "Ethics, governance and accountability: A professional perspective." International Journal of Accounting 41, no. 3 (January 2006): 321–25. http://dx.doi.org/10.1016/j.intacc.2006.07.007.

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37

Trachtman, Roberta. "Inquiry and Accountability in Professional Development Schools." Journal of Educational Research 100, no. 4 (January 2007): 197–203. http://dx.doi.org/10.3200/joer.100.4.197-203.

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38

Dimond, Bridgit. "Accountability and medicinal products 4: professional issues." British Journal of Nursing 13, no. 6 (March 2004): 337–40. http://dx.doi.org/10.12968/bjon.2004.13.6.12531.

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39

Federman, Daniel D. "Professional accountability and certification in internal medicine." Journal of General Internal Medicine 7, no. 2 (March 1992): 225–27. http://dx.doi.org/10.1007/bf02598020.

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40

Tseng, Fen-Yu, Mei-Shu Lai, Ci-Yong Syu, and Cheng-Ching Lin. "Professional accountability for diabetes care in Taiwan." Diabetes Research and Clinical Practice 71, no. 2 (February 2006): 192–201. http://dx.doi.org/10.1016/j.diabres.2005.06.004.

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41

Holt, G. Richard. "Integrity in Research Publishing and Professional Accountability." JAMA Facial Plastic Surgery 15, no. 3 (May 1, 2013): 164–66. http://dx.doi.org/10.1001/jamafacial.2013.15.

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42

Purdon, Aileen. "New Teachers’ Perspectives on Continuing Professional Development: Accountability or Professional Growth?" Scottish Educational Review 33, no. 2 (March 18, 2001): 110–22. http://dx.doi.org/10.1163/27730840-03302002.

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This article explores new teachers’ views on the purpose and benefits of continuing professional development (CPD) and considers the resulting implications for a national framework. It is based on a study carried out during 1999/2000 in which a sample of new teachers were asked about their perceptions of teacher professionalism and their attitudes to CPD. The study was set within the context of the developing role of the General Teaching Council for Scotland (GTC Scotland), although it also has implications for other educational bodies and institutions in Scotland. While the study provided some interesting insights into the views of this particular group, it also highlighted the fact that the new teachers involved had had few opportunities to engage with debate on professionalism and CPD. The article, therefore, concludes that if the post-McCrone education community is to foster a climate of trust, respect and collegiality that encourages talented new recruits to enter and stay in teaching, then access to, and participation in, professional debate must be seen as fundamental aspects of the professional role.
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43

Banks, Sarah. "Negotiating personal engagement and professional accountability: professional wisdom and ethics work." European Journal of Social Work 16, no. 5 (November 2013): 587–604. http://dx.doi.org/10.1080/13691457.2012.732931.

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44

Kenneth, Karumba,. "Competing Multiple Accountability Mechanisms and Public Administrators’ Responses in the Health Sector in Kenya." Journal of Public Administration and Governance 10, no. 2 (June 2, 2020): 213. http://dx.doi.org/10.5296/jpag.v10i2.17140.

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Accountability in public sector is a complex concept. Public administrators are held accountable by multiple mechanisms of accountability. It is unclear in the public health sector in Kenya which of the four mechanisms of hierarchical, professional, legal and political accountability dominates accountability responses of hospital administrators. The objective of this study was to assess which among the competing multiple accountability mechanism is accorded priority in the health sector in Kenya. The study adopted a case study design targeting hospital administrators from 36 public hospitals in 14 Counties in Kenya. The study found out that professional accountability tend to be given precedence over other forms of public accountability in ordinary conditions and hierarchical accountability under crisis situations. The study concluded that hospital administrators are confronted with all the four mechanisms, but their intensity on accountability vary.
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45

Budiman, Hadi, Yusnaini Yusnaini, and Relasari Relasari. "PENGARUH DUE PROFESSIONAL CARE DAN AKUNTABILITAS TERHADAP KUALITAS AUDIT." AKUNTABILITAS: Jurnal Penelitian dan Pengembangan Akuntansi 11, no. 2 (August 9, 2019): 139–50. http://dx.doi.org/10.29259/ja.v11i2.8935.

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This study was aimed at finding out the effect of due professional care and accountability to audit quality result by auditor specifically in Palembang.The population in this study are entire auditors who registered in public accountant offices specifically in Palembang totally 43 auditor. Sample study is determined with total sampling method, that mean all of 43 auditor become sample. The data resource on this study are primary data. The collecting data method was using questionnaires that distributed to all public accountant offices at Palembang. The data analysis technique used was multiple regression spesifcally due professional care and accountability as independent variable, audit quality as dependent variable.The results showed that due professional care and accountability influenced audit quality partially. This research is concluding that due professional care and accountability influence audit quality simultaneous.
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46

Sigurgeirsdóttir, Sigurbjörg. "Criminalisation of human error in health care: How and why legal accountability can crowd out professional accountability and undermine patient safety." Veftímaritið Stjórnmál og stjórnsýsla 16, no. 2 (December 16, 2020): 83–104. http://dx.doi.org/10.13177/irpa.a.2020.16.2.1.

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This research is about accountability in health care. Theoretically it aims to shed light on two types of public accountability, how these types interact and relate to the aim of learning to improve patient safety. The study addresses the theoretical questions how and why legal accountability can crowd out professional accountability. It seeks to answer the empirical question what is the impact of criminal charges against health professionals by presenting two sets of data: First, a case study of an event, first of its kind in Iceland, in which a nurse in an intensive care unit was charged for manslaughter by negligence in May 2014. The court case material is examined and specialised in-depth and semistructured interviews conducted to describe the experience at the level of the individual and to account for organisational responses. Second, explorative focus groups were carried out in preparation of an internet survey conducted among all practising nurses in Iceland measuring the impact of the prosecution. The narrative highlights the complexities and risks of error involved in health care. Survey results show that the prosecution has increased the level of insecurity among nurses and raised awareness of the risk involved to themselves in their job. This court case established a precedent and constitutes a defining moment in the health care system. While accountability mechanisms were in their infancies in the system, health professionals in Iceland lost their immunity with a possible setback for the fostering of effective professional accountability mechanisms and devastating consequences for patient safety.
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47

Møller, Jorunn. "School leadership in an age of accountability: Tensions between managerial and professional accountability." Journal of Educational Change 10, no. 1 (June 13, 2008): 37–46. http://dx.doi.org/10.1007/s10833-008-9078-6.

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48

Zolkefli, Yusrita. "Greater accountability in nursing handover." Belitung Nursing Journal 8, no. 1 (February 22, 2022): 84–85. http://dx.doi.org/10.33546/bnj.1966.

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Nursing handover exemplifies both the nurse’s professional ethics and the profession’s integrity. The article by Yetti et al. acknowledges the critical role of structure and process in handover implementation. At the same time, they emphasised the fundamental necessity to establish and update handover guidelines. I assert that effective patient handover practices do not simply happen; instead, nurses require pertinent educational support. It is also pivotal to develop greater professional accountability throughout the handover process. The responsibility for ensuring consistent handover quality should be shared between nurse managers and those who do the actual handover practices.
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49

Rappolt, Susan, Aruna L. Mitra, and Elise Murphy. "Professional Accountability in Restructured Contexts of Occupational Therapy Practice." Canadian Journal of Occupational Therapy 69, no. 5 (December 2002): 293–302. http://dx.doi.org/10.1177/000841740206900505.

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Professional standards for accountability establish essential competencies for clinical practices and provide strategies for professional advancement. This study examines the perspectives of a sample of occupational therapists on their capacity to engage in continuing education, to provide evidence-based practices and to have confidence in the effectiveness of available quality assurance mechanisms within restructured contexts of occupational therapy practice. The analysis of in-depth interviews with participants from program management, managed competition and private practice suggested three urgent needs: the development of strategies to assist therapists' translation of research evidence into clinical practices, research to determine the effectiveness of models of professional leadership within the workplace that promote professional accountability and alliances to advance policies that eliminate workplace barriers to professional accountability.
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50

Roy, Lynne T. "A Team Approach to Professional Development and Accountability." Journal of Nuclear Medicine Technology 47, no. 4 (August 10, 2019): 332–35. http://dx.doi.org/10.2967/jnmt.119.226886.

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