Relevant bibliographies by topics / Professional education

Academic literature on the topic 'Professional education'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Professional education"

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Odilovich, Shagdarov Navro'zbek. "FUTURE PROFESSIONAL EDUCATION TEACHER ABOUT PROFESSIONAL TRAINING." European International Journal of Multidisciplinary Research and Management Studies 02, no. 06 (June 1, 2022): 78–83. http://dx.doi.org/10.55640/eijmrms-02-06-14.

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In the article it is written that the future teacher should be able to keep himself professionally and morally, apply the acquired skills and skills in new, non-standard situations, get a quick direction in new information, show pedagogical abilities, have practical skills related to design and planning.
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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.

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Sakalys, Jurate A., and Jean Watson. "Professional education: Post-baccalaureate education for professional nursing." Journal of Professional Nursing 2, no. 2 (March 1986): 91–97. http://dx.doi.org/10.1016/s8755-7223(86)80075-8.

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Ilxomjonovich, Ikromov Isomiddin, Yusupov Toir Tolanovich, and Haitbayeva Barnohon Baxodirovna. "Physical Education In The Structure Of Professional Education." American Journal of Social Science and Education Innovations 03, no. 03 (March 26, 2021): 226–29. http://dx.doi.org/10.37547/tajssei/volume03issue03-31.

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Physical culture acts as an integral quality of a personality, as a condition and prerequisite for effective educational and professional activity, as a generalized indicator of the professional culture of a future specialist and as a goal of self-development and self-improvement. It characterizes the free, conscious self-determination of a person who, at different stages of life development, selects and assimilates those values that are most significant for him from a variety of values.
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Rhode, Deborah L. "Professional Ethics and Professional Education." Professional Ethics, A Multidisciplinary Journal 1, no. 1 (1992): 31–72. http://dx.doi.org/10.5840/profethics199211/21.

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Brown, Robert D. "Professional pathways and professional education." New Directions for Student Services 1987, no. 37 (1987): 5–18. http://dx.doi.org/10.1002/ss.37119873703.

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Chen, Michael, Charles Chen, and Alice J. Lin. "Game for Health Professional Education." International Journal of Information and Education Technology 6, no. 12 (2016): 972–75. http://dx.doi.org/10.7763/ijiet.2016.v6.827.

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Anishchuk, A. "PROFESSIONAL PREPARATION OF FUTURE PROFESSIONALS IN PRESCHOOL EDUCATION." Research Notes, no. 4 (December 21, 2020): 59–67. http://dx.doi.org/10.31654/2663-4902-2020-pp-4-59-67.

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Adiga, Kasturi R., and Anice George. "Inter-professional Education-a Challenge for Health Professionals." International Journal of Nursing Education 7, no. 3 (2015): 123. http://dx.doi.org/10.5958/0974-9357.2015.00148.8.

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Vasileva, E. A. "The place of higher professional education and continuing professional education in the system of public relations." Contemporary problems of social work 1, no. 1 (March 30, 2015): 194–96. http://dx.doi.org/10.17922/2412-5466-2015-1-1-194-196.

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Dissertations / Theses on the topic "Professional education"

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Khalezova, L. "Globalism in professional education." Thesis, Рибэст, 2013. http://essuir.sumdu.edu.ua/handle/123456789/63813.

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Abstract of the report reflect the need to follow the modern trends in education and globalisation processes of today. This paper presents a list of sites where both students and teacherscan can get a free education or improve their skills.
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Simpson, Yvonne. "The potential impact of the HE Educational White Paper 2011 on higher education and professional construction education : professional quantity surveying education in England." Thesis, University of Greenwich, 2014. http://gala.gre.ac.uk/18096/.

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This thesis aims to investigate the effect of the Government’s Higher Education White Paper 2011 on the provision of vocational undergraduate degree provision within the UK. In particular the provision of quantity surveying education in the English Higher Education sector will be used as an exemplar. The intention of the study is to glean the potential impact and effects on professionally focused education in the 21st Century. There were two prongs to this study, one reflecting the experience of Australian quantity surveying provision to give some hindsight, the other reviewing the on-going debate between professional education and strategic education as raised by Cardinal Newman (1852). There was attention on the changing role of the state and the rise of individualism, in HE provision. Underlying this study was the anticipated role of knowledge in the form of professional knowledge and competencies. The methodology undertaken was pragmatic and employed mixed methods of qualitative and quantitative data collection. Future studies (Ratcliffe 2008) had an influence on the data collection methods and a Delphi technique tool was designed to harvest the data, the use of thematic analysis (Brown and Carasso 2013) enabled the construction of themes. Philosophical lens of Bourdieu’s cultural capital (1973) and Bhaskar’s critical realism (1978) were employed to provide a basis from which to explore the findings of the thesis. The themes which arguably arose were uncertainty, inequality, barriers, quality, marketization, conflict and power. The findings indicated a withdrawal of state from funding professional HE programmes, rise of individualism which acknowledges the cultural capital of professionally accredited courses and a study of power within the community of practice (Wenger 1998) of chartered quantity surveyors. Surprisingly, it is the lack of awareness surrounding the role of knowledge in favour of competencies which may indicate the schism between professional and generalist HE provision.
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Whiting, Denise. "Conceptions of professional ethics and professional codes in education." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/5f483e2f-9631-4ec6-82f9-ce7e21a43721.

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Schroeder, James. "Professional development in technology education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999schroederj.pdf.

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Gallagher, Ann. "Healthcare virtues and professional education." Thesis, University of Central Lancashire, 2003. http://clok.uclan.ac.uk/19052/.

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This thesis emerged from a long-standing interest in healthcare ethics and professional education and is the result of conceptual and literature-based research. It began with: a nagging doubt about the possibility of teaching professional ethics; with an interest in the gap between what is known and what is done; with an awareness that the A grade ethics student is not necessarily the exemplary nurse or doctor in practice; and with an idea that virtue ethics might be the answer. Two central and related issues are addressed: (1) ethical values and perspectives which are necessary components of healthcare ethics and (2) the implications of, and strategies for, promoting these ethical values and perspectives in the education of health professionals. Changes within healthcare and in society urge an ongoing consideration and reevaluation of ethical values in healthcare and professional education. Contemporary approaches to health professional ethics have, for the most part, focused on duty, consequences, principles and, more recently, on rights. Such obligation-based approaches are primarily concerned with action and the cognitive realm with too little regard for the emotions and character. It will be argued that virtue ethics, which focuses on the character of the professional, goes some way towards correcting the rationalist and externalist bias of predominant approaches to healthcare ethics. A wide array of ethical values, have been described and discussed as characterising healthcare ethics. One of the most well-known perspectives is that of Beauchamp and Childress (2001) who elucidate four biomedical ethical values, what they call principles, of autonomy, beneficence, non-maleficence and justice. Beauchamp and Childress identify but elaborate little on the virtue correlates of these principles: respectfulness, benevolence, non-malevolence and justice. In this thesis, the virtue of respectfulness will be developed. It will be argued that respectfulness and selfrespectfulness are necessary healthcare values. Respectfulness is considered both initself and as respect-for: in relation to dignity and autonomy. Respectfulness also goes some way to reinforcing and encompassing other values: if the dignity and autonomy of people are respected they will be benefited rather than harmed and they will be treated fairly. Whilst self-respectfulness and respectfulness are necessary health professional virtues, they are not sufficient. Two further necessary virtues will be discussed in relation to the health professions: courage and practical wisdom. The more holistic approach to ethics proposed in this thesis requires attention to: technical-rational ('hard, high ground') and professional artistry ('swampy lowlands') perspectives on healthcare; to 'whole person' and common human experience perspectives; to rationality and the emotions; to action or conduct and character; to obligations and virtues; and to empirical and theoretical ethics. These aspects should be considered in professional education. It is argued that the development of ethical competence is the overall purpose of professional ethics education. The model of ethical competence proposed comprises: ethical knowing; ethical seeing; ethical reflection; ethical doing; and ethical being A draft curriculum is suggested regarding how ethical competeiice might be promoted.
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Porter, Lauren. "Identifying Factors Associated with Attendance of Professional Development for Early Childhood Professionals: Evidence from a Statewide Rollout of Online Professional Development." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503302413050821.

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Chan, Man Wai (Sarah). "Mandatory versus voluntary Continuing Professional Education : perspectives from the nursing profession." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/39546/.

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Continuing Professional Education (CPE) is constantly evolving and is now mandatory in some professions in many countries. In Hong Kong, CPE for nursing profession remains voluntary. This research seeks to gather the perceptions, opinions and voices of nurse practitioners, college leaders and academic experts in Hong Kong if CPE is changed from a voluntary basis to a mandatory regime with the focus on analyzing different aspects of CPE. A literature review was carried out in order to distill the views of international scholars and practitioners, together with a review of policies pertaining to continuing professional development (CPD) and CPE. Furthermore, theoretical and practical implications were discussed, and suggestions for future researchers were made. In order to answer the research questions, a phenomenological qualitative study was conducted on the subject topic. Regarding the conceptual framework, the adult learning theory supplemented by motivation theories were scrutinized and analyzed while discussing the application of CPE. This study will contribute to the issue of CPE particularly as there were hitherto few qualitative studies on this topic. In connection with data collection, various methods were used, including individual interviews and focus groups, with participants recruited via (1) contact lists searched from the Internet, university directories, publications; (2) participants in relevant CPE courses for nurses. The study focuses on three cohort studies across time with a group of people who shared a similar characteristic and experience, involving 22 participants in total. 18 face-to-face individual interviews and 4 focus groups were organized. To probe the research questions, voices and opinions were collected from individual interviews. The data were transcribed, analyzed and organized by inter alia classifying by keywords and phrases. All the key concepts were coded, a technique helping to search for the relevant data to answer the research questions. Through feedback from participants on the findings, 10 key meaningful themes were successively derived from participants’ voices, opinions and answers. The results show that eleven participants were rather favorable to voluntary CPE at present. They doubted that mandatory CPE to some extent may bring along pressure and problems like labor shortage rather than professional and personal growth. On the other hand, the head of the nursing faculty of one of the universities in Hong Kong had no preference for adopting mandatory or voluntary CPE, while asserting that nurses should be self-disciplined and self-checking was necessary. In contrast, ten participants were slightly favorable to mandatory CPE in the long run for improving professional standards, provided that certain coordination and support would be given by employers.
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Muller, Jan. "Electrical engineering professionals’ continuing professional development needs within one South African company." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96694.

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Thesis (MPhil)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: The aim of the study performed in 2014 was to identify what the Continuing Professional Development (CPD) needs are of a selected group of electrical engineering professionals from one company in South Africa. The interpretivist research paradigm formed the basis for the “Interactive Qualitative Analysis” methodology used in the study. Due to limitations research was focused on only one constituency, a selected group of electrical engineering professionals in one organisation, which is close to, but have very little power over the specific phenomenon of CPD. Research activities included conducting focus group and individual interviews with participants to gain a better understanding of identified problem through the analysis and interpretation of the collected data. The phenomenon of CPD was found to lie within the spectrum of lifelong learning. Due to increasingly fast changing technological and work environments, practicing professionals take part in professional development, if it is compulsory or not, in order to stay competitive in the global arena. Research has shown that compulsory CPD for registered engineering professionals may further their professional development. From the “Possible Implications for CPD Provision for Engineering Professionals” document several issues and concerns were identified, which influence engineering professionals’ perception of the professional body. The CPD system and CPD provision facilitated by the Engineering Council of South Africa (ECSA) may be one of the key reasons why many practicing engineers choose not to register professionally. Through this study the perceived and proposed CPD needs for the selected group of electrical engineering professionals have been identified, but to identify the actual needs of practicing engineering professionals in South Africa, a more detailed study will need to be done that should include all the constituencies that practice within the engineering environment or have any influence on the CPD phenomenon. The study also identified aspects that could help to improve the CPD system and the available CPD initiatives, and enhance the leadership from the professional body. This may positively influence the perception of practicing engineering professionals. Such positive perceptions could result in more practicing engineering professionals registering with ECSA and maintaining their professional registration.
AFRIKAANSE OPSOMMING: Die doel van die studie uitgevoer in 2014 was om die Voortgesette Professionele Ontwikkeling (VPO) behoeftes van ‘n geselekteerde groep elektriese ingenieurs van een maatskappy in Suid-Afrika te bepaal. Die interpretatiewe navorsingsparadigma het die “Interaktiewe Kwalitatiewe Analise” metodologie wat gebruik is in die studie onderlê. Binne die studie beperkinge is gefokus op slegs een konstituensie, ‘n geselekteerde groep professionele elektriese ingenieurs binne een organisasie, wie digby die spesifieke fenomeen van VPO funksioneer, maar baie beperkte mag daaroor het. Navorsingsaktiwiteite het fokusgroeponderhoude en individuele onderhoude met deelnemers ingesluit om ‘n beter begrip van die geïdentifiseerde probleem te verkry deur analise en interpretasie van die ingesamelde data. Die fenomeen van VPO lê binne die spektrum van lewenslange leer. As gevolg van ‘n toenemend snel veranderende tegnologiese en werksomgewing, neem professionele praktisyns deel aan professionele ontwikkeling, of dit verpligtend is of nie, en bly sodoende kompeterend in die globale arena. Maar navorsing het ook bewys dat verpligte VPO vir geregistreerde ingenieurspraktisyns hul professionele ontwikkeling tot voordeel kan strek. Vanuit die “Possible Implications for CPD Provision for Engineering Professionals” dokument is verskeie kwessies en knelpunte geïdentifiseer wat professionele ingenieurs se persepsies van die professionele liggaam mag beïnvloed. Die VPO sisteem en VPO verskaffing wat deur die Suid-Afrikaanse Raad vir Ingenieurswese (SARI) gefasiliteer word, mag een van die kernredes wees waarom vele ingenieurspraktisyns kies om nie professioneel te registreer nie. Die perseptuele en voorgestelde VPO behoeftes van ‘n geselekteerde groep professionele elektriese ingenieurspraktisyns is geïdentifiseer in hierdie studie, maar om die werklike behoeftes van professionele ingenieurspraktisyns in die breër Suid-Afrikaanse konteks te bepaal is ‘n meer gedetailleerde studie nodig wat al die konstituensies insluit wat praktiseer binne die ingenieursomgewing of die VPO fenomeen in dié konteks beïnvloed. Die studie het ook aspekte identifiseer wat kan help om die huidige VPO sisteem en insiatiewe te verbeter, en die leierskap van die professionele liggaam tot voordeel kan strek. Dit mag ‘n positiewe invloed hê op die persepsies van professionele ingenieurspraktisyns. Diesulke positiewe persepsies kan lei tot meer professionele ingenieurspraktisyns wat registreer by SARI en hul professionele registrasie byhou.
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Smith, Saress Ellerbe. "The use of micro-blogging for teacher professional development support and personalized professional development." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141721.

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The purpose of this qualitative study was to look at how teachers use micro-blogging, in this case Twitter (www.twitter.com), for their own personalized professional learning and how effective Twitter is as a professional development (PD) tool. In order to measure the effectiveness of the tool, the researcher first gleaned nine essential characteristics of effective PD from the literature. This list was validated by experts in the PD community. The significance of this study was to reveal how participants actually used Twitter for PD, what their perspectives on the tool were, and how effective their experiences were with Twitter as a PD tool. Results of this study can be used to improve current practice, and provide a low cost, accessible, and available mechanism to foster an on-going, learner-centered, approach to PD, thus allowing teachers to become more involved in their own professional growth. For the 4 participants in this study, Twitter use for PD and its effectiveness varied greatly. The effectiveness of the tool depended on the participant’s fluency with the technology and attitude towards social media. For the most fluent participant, Twitter met most of the requirements for effectiveness; however, Twitter use did not automatically provide a mechanism for reflection or self-assessment; nor did Twitter use provide an evaluation of the experience, both requirements of effective PD. With added evaluation and self-assessment processes, and with a fluent practitioner, Twitter does have the potential to be a very effective PD tool with its low cost, accessibility, and availability.

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Devlin, Linda. "Higher education partnerships for continuing professional development in education." Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288432.

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Books on the topic "Professional education"

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Chartered Institute of Public Finance and Accountancy., ed. CIPFA professional education. London: CIPFA, 1995.

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Hazel, Bines, and Watson David 1949-, eds. Developing professional education. Buckingham: Society for Research into Higher Education & Open University Press, 1992.

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International Federation of Accountants. Education Committee, ed. Continuing professional education. New York: The Federation, 1998.

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Storey, Valerie A., ed. Redesigning Professional Education Doctorates. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137358295.

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Loftus, Stephen, and Elizabeth Anne Kinsella, eds. Embodiment and Professional Education. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4827-4.

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Davies, David Y. Professional education: Discussion paper. London: National Economic Development Office, 1991.

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S, White Herbert, ed. Education for professional librarians. White Plains, NY: Knowledge Industry Publications, 1986.

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university, Open. Professional development in education. Milton Keynes: Open University, 1987.

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Aelterman, Antonia. Professional Learning in Education. Ghent: Academia Press, 2016.

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Colorado Commission on Higher Education., ed. Professional health education report. Denver, Colo: The Commission, 1996.

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Book chapters on the topic "Professional education"

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Glasby, Jon, and Helen Dickinson. "Inter-Professional Education." In A–Z of Inter-Agency Working, 74–77. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-00533-5_26.

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Syme-Taylor, Victoria, and Duraid Jalili. "Professional Military Education." In Routledge Handbook Of Defence Studies, 98–112. Abingdon, Oxon: New York, NY: Routledge, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781315650463-9.

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Cervero, Ronald M., and Barbara J. Daley. "Continuing Professional Education." In Mapping the Field of Adult and Continuing Education, 441–44. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445937-26.

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Coady, Maureen. "Continuing Professional Education." In The Handbook of Adult and Continuing Education, 257–65. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447849-32.

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Browne, Julie. "Professional Bodies in Health Professions Education." In Clinical Education for the Health Professions, 1–20. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6106-7_109-1.

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Browne, Julie. "Professional Bodies in Health Professions Education." In Clinical Education for the Health Professions, 1591–610. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-15-3344-0_109.

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Choy, William K. W., and Paul M. H. Chua. "Professional Development." In Springer Texts in Education, 69–86. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74746-0_5.

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Chen, Amy Hildreth. "Professional Culture." In Springer Texts in Education, 169–81. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06497-5_14.

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Weber, Christine L., and Angela M. Novak. "Professional Learning." In Introduction to Gifted Education, 439–56. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003235866-31.

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Evans, Mary. "Professional Development." In Introduction to Gifted Education, 415–33. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235859-30.

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Conference papers on the topic "Professional education"

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Nylen, Aletta, and Arnold Pears. "Professional communication skills for engineering professionals." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6684828.

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Marcean, Crin, and Mihaela Alexandru. "PROFESSIONAL IDENTITY AND PROFESSION VALUES TRANSPOSED INTO NURSING EDUCATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end030.

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"Professional identity is the concept that describes how we perceive ourselves in our occupational context and how we communicate it to others. Professional identity is not static, but fluid. It is strongly influenced by how we see ourselves, how we perceive others and how we are viewed by society. Professional values are inherent characteristics of every profession and are part of the professional identity. Personal values are a powerful tool that influences our lives. They are the standards that each of us defines in order to live according to them and often influence our attitude and behavior. The profession of nurse/ midwives is defined by the values that each practitioner experiences every day in relation to his profession and each patient with whom he interacts. The professionalism of nursing profession requires that the nurses, midwifes to be able to provide quality health care services adapted to the society healthy needs, no matter age, social position, gender, political and sexual orientation or other differentiation criteria. In this way they will be able to increase the population’s health level. The Order of Nurses and Midwives of Romania implemented POLMED project which objective was to develop a set of fundamental professional values for nurses and midwives, for the benefit of the medical-patient staff relationship. The project aimed at developing an analysis of European public policies on the values of nursing and midwifery, conducting a survey of the current situation in Romania on the values of nursing and midwifery by involvement of 200 nationally selected nurses and midwives, as well as the training of 45 nurses and midwives in the design and evaluation of public policies. As a result, the ability of medical personnel to meet the citizen’s need to have quality health system is directly linked first and foremost to the reform of the educational system of professional training, which internalizes a values system centered on professionalism, empathy towards the patient and cooperation with patients and other categories of professionals in the medical system. The paper work is divide in two parts, the first part presents a survey in order to develop a set of fundamental professional values for nurses and midwives, and the second part presents the way these values were transposed in the nursing education. The paper presents a study on the ways of transposing the professional identity and profession values into the nursing education."
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Muca, Florian. "A GLANCE OF PHYSICAL EDUCATION TEACHER’S SATISFACTION WITH THEIR PROFESSION IN ALBANIA." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/108.

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ABSTRACT Recognizably the teachers’ profession is important in shaping the knowledge and skills of youth. At equal importance is teachers’ satisfaction and motivation related to their professional activity for overall quality outcomes in the education process. Certainly, in the past, also in the modern time, the teachers’ role is incredibly significant and linked to the prosperity of a nation. The aim of this study was to take a glance in Physical Education (PE) Teachers’ satisfaction in relation with their professional activity. Participants in this research study were (N=88) PE teachers from various levels of professional qualification, who led classes in physical education and sports in the Albanian school system. A modified questionnaire with 22 items related to satisfaction with the teaching profession was applied. The statistical instruments for this study were: descriptive analysis, factor analysis principal component analysis. The following five factors related to the satisfaction of the profession were identified: (a) professional relations, (b) professional development and educational reforms, (c)organization working conditions, (d) social working conditions, (e) salary, and insurance. The items with the highest values were: - professional relations with colleagues, professional relations with school management, evaluation of school management at work, and opportunities to participate in the education and personal development of youth. In contrast, the items with the lowest values were the amount of payment, working conditions and facilities for educational activity, reforms in education, social and health insurance. This study found that factors related to internal educational setting and professional environment have the greatest impact on teachers’ satisfaction. On the other hand, external factors contribute to teachers’ dissatisfaction such as salary, health insurance, working conditions, facilities, and reforms in education.
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Thomas, Liz, and Vicky Duckworth. "Maintaining the diversity of the professional healthcare workforce through higher education qualification routes." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8198.

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In England many professional healthcare qualifications, including nursing, are only achievable through higher education, for which tuition fees are payable from this year (2017-18) onwards. This paper is concerned about maintaining both the number and diversity of healthcare professionals to meet the needs of a diverse and ageing population. It reviews student views and the available statistical evidence about the impact of the introduction of tuition fees on applicants, and literature and empirical evidence about what higher education institutions are doing to recruit and retain students from different backgrounds to meet the health needs of the population. It concludes that because professions such as nursing have traditionally recruited from a diverse population minimal knowledge or practical expertise has been developed to widen participation in healthcare education in general and nurse education in particular. Moving forward, the healthcare and higher education sectors will need to work in joined up ways to develop strategies to both attract and retain a wide range of diverse students to higher education professional healthcare qualification courses – and maintain the supply of qualified healthcare professionals.
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Kudrina, Ekaterina L. "Changing library education in the context of developing human capital of Russia." In Twenty Sixth International Conference and Exhibition «LIBCOM-2022». Russian National Public Library for Science and Technology, 2022. http://dx.doi.org/10.33186/978-5-85638-257-9-2022-81-85.

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The author addresses the problems of changing library education in the context of developing human capital of Russia. She substantiates the need for educating library professionals with changed competences in accordance with the new approved professional standard of specialists in library and information activities and updating Federal State Educational Standard for Higher Education. The author suggests to revive the library and information department of Moscow State Institute of Culture as a promising initiative aimed at improving the quality of library education.
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Mathien, Lorena D. "Developing Effective Instructional Skills: The Master Educator Program at SUNY Buffalo State." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11020.

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With higher education facing budget cuts and declining enrollment, instructor effectiveness continues to be crucial, particularly in a state of increasing workloads with restricted resources. However, the dilemma of how to develop effective instructional skills while still maintaining a research agenda stems from a larger contradiction within professional disciplines; teaching is essential to the profession but holds a devalued position compared to research. It is not enough for educator to recognize that teaching and research are mutually reinforcing, universities must also recognize and support this reality. Understanding that we must learn to be good instructors, even as teaching is devalued, led our School of Professions to reflect on how we can develop strategies for becoming effective educators while still fulfilling our research (and service) agenda. With the Master Educator (MEP) program, our school is developing internal talent via instructional coaching between our School of Education (SOE) and our School of Professions (SOP). Research indicates that traditional forms of professional development are not effective. In turn, research on instructional coaching in K-12 setting has indicated a much higher implementation rate than traditional approaches to professional development; however, to our knowledge, there have been no attempt at implementing instructional coaching at the university level. The MEP is the first program to implement this practice at the university level.
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Pautikova, Olga. "Continuing professional education for increasing competences of library professionals." In Information technologies, computer systems and publications for libraries. Russian National Public Library for Science and Technology, 2019. http://dx.doi.org/10.33186/978-5-85638-221-0-2019-30-33.

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Quiroz, AGT. "DEVELOPMENTAL DIDACTICS FOR PROFESSIONAL SKILLS AND UNIVERSITY EDUCATION." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7149.

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The objective of the article was to determine the effect of developer didactics in university education, related to teaching, learning and training of graduate professionals, strengthening their identity and empathy with social reality. University education must prepare citizens, its objective is to prepare, train and educate. In this process, skills, abilities, capacities and competencies are acquired to solve society's problems through research, scientific knowledge, which is used to solve them. The developer didactics allowed to overcome the difficulties of the educational teaching process, which was based on constructivism that allowed affirming learning. The methods of learning based on problems and cooperative were applied. The sample consisted of 121 undergraduate students, distributed in 3 time groups. The quality of the model for the proposed learningteaching process allowed the achievement of significant knowledge. The evaluation was participatory and innovative in nature, not directive; the contents were evaluated at the level of knowledge, procedures and attitudes, within the framework of the professional profile and the exercise of their professional career. The research showed that through the application of developer didactics, general, professional and specialized competences were significantly promoted in students. This process was materialized in an evaluation of a participatory nature, of a continuous nature in the subject, being a significant achievement, with an average of more than 17. Therefore, the approach based on the development didactics in a curriculum by competencies, is highly significant and representative in the three investigated samples. Keywords: Developer didactics, socioformative, professional competences, pedagogicaldidactic method, educational teaching process, education
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Ma, Shuangbao, and Huanqi Tao. "Automation Professional Education and Quality Education." In 2009 International Conference on Education Technology and Training (ETT). IEEE, 2009. http://dx.doi.org/10.1109/ett.2009.30.

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Hurley, Julie, Nico Raddatz, and Debra Satterfield. "Bridging the Gap Between Industry and Education: Engaging Design Professionals in the Education of Student Designers." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002537.

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I-SPACE, Innovation for Students, Practitioners, Alumni, and Community Engagement, is a new model for higher education that uses online and hybrid teaching strategies to facilitate extended interactions between students and design professionals. Using I-SPACE online meetings to bridge the gap between industry and education, students obtain industry collaborations with design professionals, giving an internship-type of experience in the classroom and introducing them to high quality early career networking opportunities. I-SPACE also provides a valuable tool for diversity, equity, and inclusion in professional design education. By using the I-SPACE online and hybrid model of teaching, students from underserved and at-risk populations or those with limited monetary resources can more effectively engage with the professional design community. I-SPACE focuses on three professional practice inspired models of engagement: Co-Creation Student Practitioner, Student Mentorship, and Professional Practice. I-SPACE effectively integrates social networking and complex problem solving into the online curriculum through student collaborations with alumni, design professionals, and community stakeholders.
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Reports on the topic "Professional education"

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Reoyo, Paul J. Professional Education: Key to Transformation. Fort Belvoir, VA: Defense Technical Information Center, April 2002. http://dx.doi.org/10.21236/ada401044.

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Dye, Jason R. Educating Captains For War: Deliberately Designing Professional Military Education. Fort Belvoir, VA: Defense Technical Information Center, April 2015. http://dx.doi.org/10.21236/ad1001279.

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Opiyo, Newton. What are the effects of interprofessional education on professional practice and healthcare outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/170413.

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Delivering effective, high quality patient care is complex and requires that health and social care professionals work together effectively. Interprofessional education – training or learning initiatives that involve more than one profession in joint, interactive learning with the explicit purpose of improving interprofessional collaboration or patient care – is a possible strategy for improving how professionals work together as well as improving professional practice and patient care.
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Flottorp, Signe. Do continuing education meetings and workshops for healthcare professionals improve professional practice and healthcare outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/160809.

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An important aim of continuing education for healthcare professionals is to improve professional practice so that patients can receive improved healthcare. Educational meetings and printed educational materials are the most common types of continuing education for health professionals. Educational meetings include lectures, workshops and courses. The meetings can be highly variable in terms of content, number of participants, the degree and type of interaction, length and frequency.
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Shaw, Chris. Professional Military Education: An Alternative Approach. Fort Belvoir, VA: Defense Technical Information Center, April 1992. http://dx.doi.org/10.21236/ada262081.

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AIR UNIV SQUADRON OFFICER COLLEGE. Professional Military Education for Life (PME4L). Fort Belvoir, VA: Defense Technical Information Center, December 2014. http://dx.doi.org/10.21236/ada617850.

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Devine, M. K. Professional Military Education for Navy Operational Leaders. Fort Belvoir, VA: Defense Technical Information Center, May 2010. http://dx.doi.org/10.21236/ada525225.

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Emilio, George A. Promoting Critical Thinking in Professional Military Education. Fort Belvoir, VA: Defense Technical Information Center, April 2000. http://dx.doi.org/10.21236/ada388497.

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Fink, Jr, and O. J. Professional Faculty Development in the Military Education System. Fort Belvoir, VA: Defense Technical Information Center, January 1991. http://dx.doi.org/10.21236/ada492641.

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Green, Gerald H. Professional Military Education for Today's US Army Captains. Fort Belvoir, VA: Defense Technical Information Center, May 2011. http://dx.doi.org/10.21236/ada546264.

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