Relevant bibliographies by topics / Professional autonomy / Journal articles
To see the other types of publications on this topic, follow the link: Professional autonomy.

Journal articles on the topic 'Professional autonomy'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Professional autonomy.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Kennerley, J. A. "Managing Professionals and Professional Autonomy." Higher Education Quarterly 46, no. 2 (April 1992): 166–73. http://dx.doi.org/10.1111/j.1468-2273.1992.tb01593.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

MacDONALD, CHRIS. "Relational Professional Autonomy." Cambridge Quarterly of Healthcare Ethics 11, no. 3 (May 17, 2002): 282–89. http://dx.doi.org/10.1017/s0963180102113090.

Full text
Abstract:
The notion of “relational” autonomy—as described by feminist scholars such as Susan Sherwin and Anne Donchin—has been the subject of a significant body of literature over the last few years and has recently generated some interest within the field of bioethics. Although the focus of this interest has been the autonomy of ordinary moral agents, the analysis of relational autonomy can usefully be extended to apply to the autonomy of professionals, not only as individual moral agents, but in their roles as professionals as well. In this paper, I argue that professional autonomy, rightly understood, is relational in nature. This understanding of professional autonomy stands to improve our understanding of professional ethics, as well as providing a particular, concrete example of what we mean when we call autonomy “relational” and “socially embedded.
APA, Harvard, Vancouver, ISO, and other styles
3

Turner, S., M. K. Ross, and R. J. Ibbetson. "Professional autonomy." Vital 8, no. 3 (September 2011): 41–45. http://dx.doi.org/10.1038/vital1413.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Nygren, Gunnar, Boguslawa Dobek-Ostrowska, and Maria Anikina. "Professional autonomy." Nordicom Review 36, no. 2 (October 1, 2015): 79–95. http://dx.doi.org/10.1515/nor-2015-0018.

Full text
Abstract:
Abstract Degree of autonomy is one of the key dimensions of professionalization in journalism. However, the strive for autonomy looks different in different media systems, where pressure on autonomy can come from both political and commercial powers, outside and within the media. Media development also changes the conditions for professional autonomy for journalists, in both a positive and a negative sense. In the comparative research project “Journalism in change”, the journalistic cultures in Russia, Poland and Sweden are studied. In a survey involving 1500 journalists from the three countries, journalists report on their perceived autonomy in their daily work and in relation to different actors inside and outside the media. The survey covers how the work has been changed by media developments, and how these changes have affected journalists′perceived autonomy. The results show similarities in the strive for autonomy, but also clear differences in how autonomy is perceived by journalists in the three countries.
APA, Harvard, Vancouver, ISO, and other styles
5

Young, Paul H. "Professional Autonomy." World Neurosurgery 104 (August 2017): 983–84. http://dx.doi.org/10.1016/j.wneu.2017.04.139.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Karvinen-Niinikoski, Synnöve, Liz Beddoe, Gillian Ruch, and Ming-sum Tsui. "Professional supervision and professional autonomy." Aotearoa New Zealand Social Work 31, no. 3 (September 30, 2019): 87–96. http://dx.doi.org/10.11157/anzswj-vol31iss3id650.

Full text
Abstract:
INTRODUCTION: Supervision is a well-established component of practice in the health and social care professions. In recent years, however, relentless changes in the nature of professional roles within these contexts have led to corresponding variations in how professional practice supervision is configured and delivered.METHOD: This article examines how professional supervision and its future are seen by an international group of experts in social work supervision. The evolving perceptions of social work supervision’s role, and the relationship to professional autonomy in the social sphere are explored with reference to the authors’ earlier research.FINDINGS: The tension between supervision as a surveillant tool of management and a practice of critical reflection is acknowledged in literature as posing a threat to one aspect of professional autonomy and agency.IMPLICATIONS: The authors pose an alternative, theoretically grounded, approach based on the traditions of critically reflective supervision to assist the recognition and management of the balance between support and surveillance or managerial organisational dimensions. Meta- theoretical understanding of professional supervision in the frame of human agency will help both practitioners and supervisors to construct sustainable and proactive social work. Instead of despairing about the loss of autonomy, the professionals may go through significant societal and professional transformations as subjects of their own expertise and professional agency.
APA, Harvard, Vancouver, ISO, and other styles
7

KASHER, Asa. "Professional Ethics and Collective Professional Autonomy." Ethical Perspectives 12, no. 1 (June 10, 2005): 67–97. http://dx.doi.org/10.2143/ep.12.1.583363.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Rønningstad, Chris. "A Tale of Two Autonomies." Professions and Professionalism 7, no. 3 (October 13, 2017): e1836. http://dx.doi.org/10.7577/pp.1836.

Full text
Abstract:
Despite comprehensive theoretical discussions on the nuances of autonomy, research tends to treat autonomy as a unidimensional concept. In contrast, this study of Norwegian welfare professionals presents empirical support for the multidimensional nature of autonomy, drawing on cross-sectional survey data from three datasets spanning six years. The findings show significant differences between welfare professionals’ experiences of professional and personal autonomy. An analysis of the relationship between professionals’ experience of performance demands and these two types of autonomy challenges the notion that increasing performance demands limits professional autonomy.
APA, Harvard, Vancouver, ISO, and other styles
9

Jung, Jaehwan, Changi Nam, Euehun Lee, and Seongcheol Kim. "Professional autonomy, group cohesion, and job complexity affect researchers' organizational commitment." Social Behavior and Personality: an international journal 44, no. 8 (September 15, 2016): 1349–58. http://dx.doi.org/10.2224/sbp.2016.44.8.1349.

Full text
Abstract:
We examined the effects of professional autonomy and group cohesion on the organizational commitment of research and development (R&D) professionals, taking into account the moderating role of job complexity in this relationship. Participants were 264 full-time researchers who each had over 5 years' tenure at an international information technology institute in South Korea, and who completed surveys assessing their professional autonomy, group cohesion, and job complexity. The results of structural equation modeling indicated that professional autonomy, group cohesion, and job complexity positively affected organizational commitment. Moreover, job complexity had a positive moderating effect on the relationship between professional autonomy and group cohesion in connection with organizational commitment. These findings clarify the psychological attitude of R&D professionals in relation to professional autonomy, group cohesion, and job complexity.
APA, Harvard, Vancouver, ISO, and other styles
10

Tomey, Ann Marriner, Dona J. Thomas, and Sueann Thomas. "PROFESSIONAL AUTONOMY IN NURSES." Nursing Administration Quarterly 17, no. 2 (1993): 81–83. http://dx.doi.org/10.1097/00006216-199301720-00015.

Full text
APA, Harvard, Vancouver, ISO, and other styles
11

Agich, George J. "Rationing and Professional Autonomy." Law, Medicine and Health Care 18, no. 1-2 (March 1990): 77–84. http://dx.doi.org/10.1111/j.1748-720x.1990.tb01134.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Caldwell, Brian J. "School Leadership and Professional Autonomy." Cylchgrawn Addysg Cymru / Wales Journal of Education 20, no. 2 (November 1, 2018): 10–34. http://dx.doi.org/10.16922/wje.20.2.3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

Woodhouse, Howard. "Teacher Autonomy: A Professional Hazard?" Paideusis 4, no. 1 (November 16, 2020): 32–38. http://dx.doi.org/10.7202/1073393ar.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

Sanfey, John. "Reflective practice and professional autonomy." InnovAiT: Education and inspiration for general practice 10, no. 2 (December 5, 2016): 112–18. http://dx.doi.org/10.1177/1755738016672684.

Full text
Abstract:
Reflective practice is the core competency required to retain a licence to practice under current medical revalidation regulations. The concept of reflection, however, is often misunderstood. Much of the confusion arises from context. In terms of professional regulation, doctors are considered safe when they demonstrate the ability to self-correct. Self-correction requires both reflection and action. In some contexts reflection without action is entirely appropriate, but in many professional contexts the quality of reflection is judged by the effectiveness of actions arising from it. This article explores the nature of reflective practice and its relationship to professional freedom and regulation.
APA, Harvard, Vancouver, ISO, and other styles
15

Kaplan, Louise, and Marie-Annette Brown. "What is ???True??? Professional Autonomy?" Nurse Practitioner 31, no. 3 (March 2006): 37. http://dx.doi.org/10.1097/00006205-200603000-00010.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

Carboni, Nadia. "Professional Autonomy versus Political Control." Public Policy and Administration 25, no. 4 (June 7, 2010): 365–86. http://dx.doi.org/10.1177/0952076709356886.

Full text
APA, Harvard, Vancouver, ISO, and other styles
17

Cherow, Evelyn. "Professional Autonomy: Then Is Now." Seminars in Hearing 15, no. 03 (August 1994): 178–89. http://dx.doi.org/10.1055/s-0028-1083765.

Full text
APA, Harvard, Vancouver, ISO, and other styles
18

Schutzenhofer, Karen Kelly, and Donna Bridgman Musser. "Nurse Characteristics and Professional Autonomy." Image: the Journal of Nursing Scholarship 26, no. 3 (September 1994): 201–5. http://dx.doi.org/10.1111/j.1547-5069.1994.tb00314.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
19

Schutzenhofer, Karen Kelly. "The measurement of professional autonomy." Journal of Professional Nursing 3, no. 5 (September 1987): 278–83. http://dx.doi.org/10.1016/s8755-7223(87)80039-x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
20

Varma, Roli. "Professional autonomy vs industrial control?" Science as Culture 8, no. 1 (March 1999): 23–45. http://dx.doi.org/10.1080/09505439909526529.

Full text
APA, Harvard, Vancouver, ISO, and other styles
21

Dilek, Ekru, and Betul Altas. "The Relationship Between EFL Teachers’ Professional Identity and Professional Autonomy." Asian Journal of Education and Training 8, no. 1 (March 28, 2022): 22–33. http://dx.doi.org/10.20448/edu.v8i1.3806.

Full text
Abstract:
This study aims to identify 250 Turkish EFL teachers’ level of professional identity and professional autonomy. This study also aims to investigate whether the results differ by gender, the school in which they work, education level and work experience. Furthermore, the study aims to identify whether there is a significant relationship between EFL teachers’ professional identity and their professional autonomy. In this survey-based research, the results demonstrate that EFL teachers have a very high level of professional identity and a high level of professional autonomy, and the results differ by EFL teachers’ gender, school type and work experience. Results also reveal that there was a significant, positive and moderate relationship between professional identity and professional autonomy of EFL teachers. This study suggests that the freer EFL teachers feel to make decisions in their teaching and profession, the more they can define their identity in the teaching profession.
APA, Harvard, Vancouver, ISO, and other styles
22

Bulvinska, Oksana. "TEACHERS’ PROFESSIONAL DEVELOPMENT IN THE CONDITIONS OF STAFFING AUTONOMY OF UNIVERSITIES: EUROPEAN EXPERIENCE." Educological discourse 36, no. 1 (2022): 161–84. http://dx.doi.org/10.28925/2312-5829.2022.19.

Full text
Abstract:
The article is devoted to the peculiarities of continuing professional development of European higher education institutions teachers' in the conditions of university autonomy. It is emphasized that the relationship and interdependence of teachers' professional and career development is a necessary condition for universities' staffing autonomy, which allows them to make decisions about career development, promotion of academic and administrative staff. 9 different models of professional development are characterized, the positive and negative properties of each of them are determined. The article analyzes the experience of organizing professional development and career support for teachers at the University of Tartu (Estonia), Uppsala University (Sweden), University of Edinburgh (Scotland, UK). Estonia, Sweden and the United Kingdom are the leaders among the countries of the European Union in the level of universities' staffing autonomy. It is proved that universities are not limited to one model of teachers' professional development, but offer a combination of practices, processes and conditions from different models. Such integration of a different models' range of professional development corresponds to the university autonomy's principles and is the most favorable and effective for academic staff.
APA, Harvard, Vancouver, ISO, and other styles
23

Even, YaeL. "Lorenzo Ghiberti's quest for professional autonomy." Konsthistorisk Tidskrift/Journal of Art History 58, no. 1 (January 1989): 1–6. http://dx.doi.org/10.1080/00233608908604214.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Chi, Sung Ai, and Hyung Sook Yoo. "Concept Analysis of Professional Nurse Autonomy." Journal of Korean Academy of Nursing 31, no. 5 (2001): 781. http://dx.doi.org/10.4040/jkan.2001.31.5.781.

Full text
APA, Harvard, Vancouver, ISO, and other styles
25

Kennerley, J. A. "Professional Autonomy in the Medical Field." Journal of Management in Medicine 7, no. 2 (February 1993): 43–47. http://dx.doi.org/10.1108/02689239310036945.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

Varma, R. "Questioning Professional Autonomy in Qualitative Inquiry." IEEE Technology and Society Magazine 33, no. 4 (2014): 57–64. http://dx.doi.org/10.1109/mts.2014.2363983.

Full text
APA, Harvard, Vancouver, ISO, and other styles
27

Stoddard, Jeffrey J., J. Lee Hargraves, Marie Reed, and Alison Vratil. "Managed care, professional autonomy, and income." Journal of General Internal Medicine 16, no. 10 (October 2001): 675–84. http://dx.doi.org/10.1111/j.1525-1497.2001.01206.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
28

Varma, Roli. "Project Selection Models or Professional Autonomy?" Prometheus 17, no. 3 (September 1999): 269–82. http://dx.doi.org/10.1080/08109029908632131.

Full text
APA, Harvard, Vancouver, ISO, and other styles
29

Sandstrom, Robert W. "The Meanings of Autonomy for Physical Therapy." Physical Therapy 87, no. 1 (January 1, 2007): 98–106. http://dx.doi.org/10.2522/ptj.20050245.

Full text
Abstract:
The purpose of this article is to explore the social context and meanings of autonomy to physical therapy. Professional autonomy is a social contract based on public trust in an occupation to meet a significant social need and to preserve individual autonomy. Professional autonomy includes control over the decisions and procedures related to one’s work (technical autonomy) and control over the economic resources necessary to complete one’s work (socioeconomic autonomy). Professional autonomy is limited and weakened by the relationship of one profession to another (dominance), by the influence of other social institutions (rationalization and deprofessionalization), and by the internal disposition of the profession itself (insularity). Professional autonomy for physical therapists is increasing as medical dominance has declined but is limited by the trends of rationalization and deprofessionalization in health care. Physical therapists must recognize that professional autonomy represents a social contract based on public trust and service to meet the health needs of people who are experiencing disablement in order to maintain their individual autonomy.
APA, Harvard, Vancouver, ISO, and other styles
30

Ahlbäck Öberg, Shirin, and Louise Bringselius. "Professionalism and organizational performance in the wake of new managerialism." European Political Science Review 7, no. 4 (December 9, 2014): 499–523. http://dx.doi.org/10.1017/s1755773914000307.

Full text
Abstract:
With New Public Management came the idea that public organizations should be led by professional managers, rather than by professionals. This has been referred to as new managerialism. This article explores how new managerialism may affect professional autonomy in a public organization that enjoys a high – and constitutionally protected – degree of organizational autonomy. A framework distinguishing between organizational and occupational professionalism is adopted, in a 10-year case study of the Swedish National Audit Office (SNAO). The study shows how the autonomy of professionals at the SNAO was highly restricted, while management control systems were continuously expanded. At the same time, SNAO performance has been reduced. For example, the SNAO has been criticized for its high overhead costs. The study presented in this article, shows the complex interplay between professionalism, new managerialism, and organizational performance. Based on the findings from this study, the article maintains that it is equally important to consider how autonomy is distributed within agencies, as it is to consider how autonomy is distributed between the political sphere and the administration, when trying to explain organizational performance.
APA, Harvard, Vancouver, ISO, and other styles
31

Carretta, Marisa Basegio, Luiz Antonio Bettinelli, Alacoque Lorenzini Erdmann, Giovana Dorneles Callegaro Higashi, and José Luís Guedes dos Santos. "Understanding the meaning of old human beings living their autonomy in hospitalization." Rev Rene 14, no. 2 (2013): 331–40. http://dx.doi.org/10.15253/2175-6783.20130002000012.

Full text
Abstract:
The aging population is a challenge to society and health professionals. This qualitative study aimed to understand the experiences of the elderly in relation to their autonomy during hospitalization. We interviewed eleven seniors, who were hospitalized in two hospitals in the northern Rio Grande do Sul between April and October, 2010. Data were collected through interviews and analyzed based on the phenomenological reference. The results highlighted the experiences and meanings of hospitalization, and built the categories: experiencing vulnerability, living with professional paternalism and becoming aware of the relative autonomy. From the categories, a phenomenon emerged: Emerging vulnerability and dependence on professionals as limiting the autonomy of the elderly hospitalized. The results encourage professionals to seek new care strategies in order to allow the elderly to exercise their autonomy during hospitalization.
APA, Harvard, Vancouver, ISO, and other styles
32

Levay, Charlotta, and Caroline Waks. "Professions and the Pursuit of Transparency in Healthcare: Two Cases of Soft Autonomy." Organization Studies 30, no. 5 (May 2009): 509–27. http://dx.doi.org/10.1177/0170840609104396.

Full text
Abstract:
Contemporary professions are increasingly challenged to open up to scrutiny from the outside. Earlier research is focused on two main types of responses and consequences: colonization by a managerial logic of self-monitoring and decoupling of auditing and professional practice. This paper describes a different type of response which implies that professionals get actively involved in monitoring their own activities, without losing their professional autonomy. Two cases from Swedish healthcare were investigated: accreditation at a hospital laboratory and the national quality registries. In both cases, professional involvement took the form of translation and negotiation in expert networks, restrained by a certain resistance towards external monitoring, but driven by an interest in legitimizing and developing professional work. The resulting situation is characterized as a `soft autonomy' which combines professional internalization of originally non-professional auditing ideas with maintained professional control over evaluation criteria.
APA, Harvard, Vancouver, ISO, and other styles
33

Kors, Joyce, Anne de la Croix, Linda Martin, Corine J. M. Verhoeven, Petra Bakker, Saskia M. Peerdeman, and Rashmi A. Kusurkar. "Autonomy-supportive decision-making in maternity care during prenatal consultations: a qualitative interaction analysis." BMJ Open 12, no. 11 (November 2022): e063463. http://dx.doi.org/10.1136/bmjopen-2022-063463.

Full text
Abstract:
ObjectivesThe aim of this study was to identify mechanisms of autonomy-supportive consultation (ASC) that maternity care professionals use during decision-making in prenatal consultations.DesignThis study was a descriptive, qualitative analysis of professional–patient interactions in maternity care, using concepts and analytic procedures of conversation analysis.SettingThe prenatal consultations took place in hospitals and midwifery practices in the Netherlands. This study was part of a larger project. For the current study, we selected prenatal consultations concerning three topics in which patients make their own choices.ParticipantsThe first author invited the patient who was waiting in the waiting room. Participants were not selected a priori.Main outcome measuresThe main outcome measures were mechanisms of ASC.ResultsWe selected 20 consultations which were conducted by 20 different professionals. We found eight mechanisms in the professional–patient interaction which were categorised into three overarching themes. The first theme, ‘Lightheartedness’, comprises the interactional mechanisms ‘minimising language’ and ‘humour’. The theme ‘Orientation to agreement’ describes how professionals and patients seem to be oriented towards demonstrating agreement and mutual understanding. The last theme, ‘Offering information and options’, describes the professional formally giving factual information almost completely without verbal interaction between the professional and the patient.ConclusionThe results of this study show that the model of ASC can be enriched by adding minimising language and humour to the mechanisms that can be used to fulfil the psychological need ‘relatedness’. Second, our results show that professionals use only few mechanisms to meet the patients’ psychological needs ‘competence’ and ‘autonomy’. They mainly use information giving to meet patients’ need competence. To meet patients’ need for autonomy, the professionals keep all options open. This suggests that professionals could pay more attention to other mechanisms to meet patients’ needs for ‘competence’ and ‘autonomy’.
APA, Harvard, Vancouver, ISO, and other styles
34

Davis, Michael. "Professional Autonomy: A Framework for Empirical Research." Business Ethics Quarterly 6, no. 4 (October 1996): 441–60. http://dx.doi.org/10.2307/3857498.

Full text
Abstract:
AbstractEmployed professionals (e.g., accountants or engineers)—and those who study them—sometimes claim that their status as employees denies them the “autonomy” necessary to be “true professionals.” Is this a conceptual claim or an empirical claim? How might it be proved or disproved? This paper draws on recent work on autonomy to try to answer these questions. In the course of doing that, it identifies three literatures concerned with autonomy and suggests an approach bringing them together in a way likely to be useful both to philosophers interested in the concept and to social scientists interested in studying autonomy in the workplace.
APA, Harvard, Vancouver, ISO, and other styles
35

Helgøy, Ingrid, and Anne Homme. "Towards a New Professionalism in School? A Comparative Study of Teacher Autonomy in Norway and Sweden." European Educational Research Journal 6, no. 3 (September 2007): 232–49. http://dx.doi.org/10.2304/eerj.2007.6.3.232.

Full text
Abstract:
Local autonomy is one of the recent trends in reforms of compulsory education. However, several parallel trends such as individual accountability, performance and visibility challenge professional autonomy. The aim of this article is to explore how accountability and transparency reforms affect teacher autonomy in Norway and Sweden. The authors argue that both individual teacher autonomy at the local workplace and autonomy at the national level embracing teachers as a collective group are important in analysing teachers' professional autonomy. In comparing teachers' professional autonomy they differentiate between processes of individualisation and collectivisation. Their analysis indicates, although intra-national differences, that the difference between Norwegian and Swedish teachers is striking. While the Swedish teachers experience a high degree of individual autonomy, their influence on national policy processes seems weakened. This leads to the assumption that professional autonomy as a result of transparency and accountability reforms, even if the teachers report individual professional autonomy, reduces the authority of the profession at the national policy-making level. The analysis indicates that Norwegian teachers are characterized by old professionalism. The strong input regulations in Norway limit individual teacher autonomy. Even with weakened individual autonomy, teachers still manage to supply conditions for national education policy making. This means that teachers still are autonomous at the collective level. Moreover, the findings indicate that national standards and control in education are accepted as tools for securing professional knowledge and status.
APA, Harvard, Vancouver, ISO, and other styles
36

Sena, Barbara. "Professionalization without Autonomy: The Italian Case of Building the Nursing Profession." Professions and Professionalism 7, no. 3 (December 1, 2017): e1900. http://dx.doi.org/10.7577/pp.1900.

Full text
Abstract:
The nursing professionalization is still a work in progress, especially because forms of medical dominance and conflicts with other health professions often undermine its professional autonomy. This article contributes to the understanding of the relationship between professionalization and autonomy building in the health professions by presenting the case of Italian nursing, where medical dominance, supported by the legal system, is the main factor preventing nursing from achieving professional autonomy. The work aims particularly to understand how professionalization and professional autonomy can follow two parallel and sometimes opposite paths toward building the nursing profession, and the role of academic knowledge and specialized roles to legitimize and strengthen professional autonomy. The analysis draws on the literature addressing professionalization, professional autonomy, and medical dominance, as well as various sources on Italian nursing. They include national legislation, research literature, and national sociological surveys on Italian nurses.
APA, Harvard, Vancouver, ISO, and other styles
37

Boda, Mihály. "Peacekeepers’ Autonomy and Military Authority." Academic and Applied Research in Military and Public 19, no. 2 (2020): 65–78. http://dx.doi.org/10.32565/aarms.2020.2.5.

Full text
Abstract:
This article considers the problem of conciliation of military authority and peacekeepers’ autonomy. At first glance there is a tension between authority and autonomy in many areas of human life like religion, political life, national soldiering and even peacekeeping missions. The core of this tension is the practical contradiction between authority, which implies reason for controlling the behaviour of others, and the autonomy of the others, which involves reason for self-governing. This article proposes a distinction in peacekeepers’ autonomy between professional and moral autonomy, and suggests a way of explaining away the tension. The essential part of the solution is the claim that peacekeepers’ professional autonomy involves ‘building the moral community’ between the formerly hostile sides of a conflict within the confines of international military hierarchy. From this claim I draw the conclusions that the concept of military authority is part of the concept of peacekeepers’ professional autonomy, and that due to the content of peacekeepers’ professional autonomy, peacekeepers’ special moral autonomy is extended as compared to civilian moral autonomy.
APA, Harvard, Vancouver, ISO, and other styles
38

Baykara, Zehra Göçmen, and Serap Şahinoğlu. "An evaluation of nurses’ professional autonomy in Turkey." Nursing Ethics 21, no. 4 (November 13, 2013): 447–60. http://dx.doi.org/10.1177/0969733013505307.

Full text
Abstract:
Background: The development of a profession’s autonomy closely relates to that profession’s level of autonomy in performing its specific role. For the nursing profession, this key role is nursing care. Objectives: This study was undertaken to evaluate the professional autonomy of nurses in care provision, from an ethical perspective. Research design: A mixed methods approach is employed in this research, which makes use of both quantitative and qualitative methods. The quantitative dimension of this research covers sociodemographic aspects and makes use of the Sociotropy–Autonomy Scale. The qualitative dimension of the research relates to the factors that affect professional autonomy in nursing care. Participants and research context: The sample consisted of 30 nurses working in the orthopedics, neurology, or intensive care units of three hospitals. Ethical considerations: Before conducting this research, we received permission from the ethical committee, as well as written permits from all the institutions in which the research was carried out. Informed consent was obtained from all participants. Findings: According to the findings of this study, only 6.7% of the nurses surveyed stated that nurses had professional autonomy; they also stated that professional autonomy in nursing was mostly restricted by the need to be “dependent upon the physician in nursing implementations” and that autonomy in nursing care was mostly limited by a “high number of patients per nurse.” Discussion: This study determined that delays in resolving problems with regard to professional autonomy in nursing care in Turkey could be creating many of the professional and ethical problems that nurses face there. Conclusion: It is recommended that: individuals choose the nursing profession conscientiously; nurses need to be given professional awareness; their professional organizations need to be strengthened; and plans need to be made to increase research and to accumulate both knowledge and expertise.
APA, Harvard, Vancouver, ISO, and other styles
39

Mousavi, Seyyedeh Roya, Kourosh Amini, Farhad Ramezani-badr, and Mahin Roohani. "Correlation of happiness and professional autonomy in Iranian nurses." Journal of Research in Nursing 24, no. 8 (December 2019): 622–32. http://dx.doi.org/10.1177/1744987119877421.

Full text
Abstract:
Background Happiness and professional autonomy in nurses increase job satisfaction, reduce turnover and improve the quality of healthcare services. Aims The present study aimed to examine the correlation between happiness and professional autonomy in Iranian nurses. Methods This descriptive-correlational study was conducted on 371 nurses in 2017. The participants were selected via two-step random sampling. Data were collected using the Oxford Happiness Inventory and Dempster Practice Behaviors Scale within the score ranges of 0–87 and 30–150, respectively. Data analysis was performed in SPSS version 16. Results Mean score of happiness among nurses was 43.1 ± 13.3 and the mean score of professional autonomy was 96.4 ± 13.5. According to Pearson's correlation coefficient, professional autonomy had a positive, significant correlation with happiness ( r = 0.481; p < 0.001). In addition, the results of regression analysis indicated that professional autonomy could predict 23% of the happiness variance in the nurses ( p < 0.001). Conclusions According to the results, the level of happiness in Iranian nurses was favourable, whereas the level of professional autonomy was moderate. Considering the significant correlation between happiness and professional autonomy, attention should be paid to the simultaneous enhancement of these variables to improve the efficiency of nursing care.
APA, Harvard, Vancouver, ISO, and other styles
40

Okay, Ayşegül, and Cem Balçıkanlı. "Autonomy for ourselves: development and validation of Teachers’ Professional Autonomy Questionnaire (TEPAQ)." Journal of Education for Teaching 47, no. 4 (May 20, 2021): 513–30. http://dx.doi.org/10.1080/02607476.2021.1927681.

Full text
APA, Harvard, Vancouver, ISO, and other styles
41

Perry, Constance, Linda Quinn, and James Lindemann Nelson. "Case Study: Birth Plans and Professional Autonomy." Hastings Center Report 32, no. 2 (March 2002): 12. http://dx.doi.org/10.2307/3528517.

Full text
APA, Harvard, Vancouver, ISO, and other styles
42

Kritek, Phyllis B. "Faculty Governance: A Key to Professional Autonomy." Journal of Nursing Education 24, no. 9 (November 1985): 356–59. http://dx.doi.org/10.3928/0148-4834-19851101-04.

Full text
APA, Harvard, Vancouver, ISO, and other styles
43

Kadel, Purna Bahadur. "Challenges of Teacher Autonomy for Professional Competence." Interdisciplinary Research in Education 5, no. 1-2 (February 4, 2021): 39–46. http://dx.doi.org/10.3126/ire.v5i1-2.34733.

Full text
Abstract:
Teacher autonomy is essential for their professional competence. Unless they are accountable at their profession, there will not be any positive output in the domain of teaching and learning. The main objectives of this study were to explore the teachers' perceptions on the impact of teacher autonomy in enhancing their professional competences, to identify how far the level of teacher autonomy affects the professional competences of the teachers, and to investigate the existing practices of teacher autonomy at Tribhuvan University. The phenomenological research design was adopted to accomplish this study. Ten English teachers at least 2 from each of 5constituent colleges of Tribhuvan University were selected as a sample using purposive non-random sampling procedure to collect data. Semi-structured in-depth interview and classroom observations were administered as tools to elicit data to address the objectives of this study. The findings were obsolete of teaching and learning activities and classroom management due to the lack of online digital books and articles in the library, lack of blended between online Moodle and face to face mode of pedagogy, lack of technological pedagogical and content knowledge, no teacher autonomy in curriculum designing, and no grants for travelling and lack of daily allowances to teachers to attend the conference, seminar, and workshop at home and abroad.
APA, Harvard, Vancouver, ISO, and other styles
44

Bustingorry, Sonia Osses. "Towards teachers' professional autonomy through action research." Educational Action Research 16, no. 3 (September 2008): 407–20. http://dx.doi.org/10.1080/09650790802260398.

Full text
APA, Harvard, Vancouver, ISO, and other styles
45

Schutzenhofer, Karen Kelly. "The problem of professional autonomy in nursing." Health Care for Women International 9, no. 2 (January 1988): 93–106. http://dx.doi.org/10.1080/07399338809515808.

Full text
APA, Harvard, Vancouver, ISO, and other styles
46

GAMPEL, ERIC. "DOES PROFESSIONAL AUTONOMY PROTECT MEDICAL FUTILITY JUDGMENTS?" Bioethics 20, no. 2 (April 2006): 92–104. http://dx.doi.org/10.1111/j.1467-8519.2006.00480.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
47

Kim, Duk-Su, and Mardelle McCuskey Shepley. "Healthcare Architects' Professional Autonomy: Interview Case Studies." HERD: Health Environments Research & Design Journal 1, no. 2 (January 2008): 14–26. http://dx.doi.org/10.1177/193758670800100203.

Full text
APA, Harvard, Vancouver, ISO, and other styles
48

Mellado, Claudia, and María Luisa Humanes. "Modeling perceived professional autonomy in Chilean journalism." Journalism: Theory, Practice & Criticism 13, no. 8 (April 18, 2012): 985–1003. http://dx.doi.org/10.1177/1464884912442294.

Full text
APA, Harvard, Vancouver, ISO, and other styles
49

Schwimmer, Marina, and Bruce Maxwell. "Codes of ethics and teachers’ professional autonomy." Ethics and Education 12, no. 2 (February 15, 2017): 141–52. http://dx.doi.org/10.1080/17449642.2017.1287495.

Full text
APA, Harvard, Vancouver, ISO, and other styles
50

Christensen, Tom. "Bureaucratic Roles: Political Loyalty and Professional Autonomy." Scandinavian Political Studies 14, no. 4 (December 1991): 303–20. http://dx.doi.org/10.1111/j.1467-9477.1991.tb00121.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Professional autonomy' for other source types:
Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography