Log in

Relevant bibliographies by topics / Professional participation / Journal articles

Journal articles on the topic 'Professional participation'

To see the other types of publications on this topic, follow the link: Professional participation.

Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 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 participation.'

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

Leemeijer, Aukje, and Margo Trappenburg. "Patient Centered Professionalism? Patient Participation in Mental Health Professional Frameworks." Professions and Professionalism 6, no. 2 (September 27, 2016): e1474. http://dx.doi.org/10.7577/pp.1474.

Full text

Abstract:

Patient participation is an important development in Dutch mental health care. Notwithstanding a generally positive attitude towards patient participation, mental health professionals show ambivalent responses to it due to tensions that may occur between professional values and societal values like (more) patient participation. Professionals vary in their degree of professionalization which is translated to their formal professional frameworks like professional profiles and codes of conduct. To explore how formal professional frameworks of mental health professionals mirror how and to what degree they accommodate patient participation the professional frameworks of four types of mental health care professionals were studied: psychiatrists, psychologists, nurses, and social workers. We hypothesized that the higher professionalized professions were less open to patient participation. The results partly support this hypothesis. Professional frameworks of social workers and nurses indeed show more openness to patient participation, but the picture for psychiatrists and psychologists is ambiguous—more professionalized psychiatrists being more inclined to incorporate patient participation than less professionalized psychologists.

APA, Harvard, Vancouver, ISO, and other styles

2

Claybaugh, Craig C., and Peter Haried. "Professional Social Network Site Participation." International Journal of Virtual Communities and Social Networking 4, no. 4 (October 2012): 19–32. http://dx.doi.org/10.4018/jvcsn.2012100102.

Full text

Abstract:

Online professional social networks have become a noteworthy tool to help professionals create, strengthen, and maintain valuable business connections. However, the question remains as to who is actually using online professional social networks and how the diffusion of the social network has occurred. Looking at diffusion and usage through innovation diffusion theory, critical mass and a network effects lens, this paper seeks to examine the diffusion of an online professional social network (LinkedIn) for a specific population of university business schools. Using longitudinal analysis (2008 compared to 2011) our findings advocate network dynamics of homogeneous populations display consistent patterns of participation and non-participation. The authors’ findings suggest LinkedIn diffusion is not consistent across all business schools examined. A greater critical mass and network effect appears to have been achieved across larger research universities when compared to smaller university populations. An analysis of the results and future research directions are presented.

APA, Harvard, Vancouver, ISO, and other styles

3

Lancaster, Jennifer N., Bettye Myers, David L. Nichols, and Kerry S. Webb. "Professional Involvement: Requirements as Students and Trends After Certification." Athletic Training Education Journal 9, no. 1 (May 1, 2014): 12–21. http://dx.doi.org/10.4085/090112.

Full text

Abstract:

Context The field of athletic training needs young engaged professionals for continued progress in allied health care. Academic and clinical requirements during the entry-level education could potentially impact the decisions and directions these students choose to pursue as young professionals. Objective To determine the difference in professional involvement of athletic trainers (ATs) based upon their participation in professional activities while completing their entry-level athletic training program (ATP). Design Online surveys to determine ATP requirements of students and to determine the involvement of ATs in 5 professional activities after their certification by the Board of Certification. Perception questions were also included. Patients or Other Participants Included 120 ATs from across the United States. All AT participants graduated within the 2004–2005 academic year and obtained certification in 2005. Data Collection and Analysis Online surveys were administered through PsychData. The McNemar test was used to determine changes in participation levels of participants as students and as professionals. Frequency of yes/no responses was used to present perceptions, and participants' comments were included in the discussion section. Results Student participation in community service, mentoring other students, and submitting presentation proposals did influence participation in these activities as a professional. However, professional involvement was not influenced by student membership in organizations, research, or mentoring by a health care professional. Conclusions Participation in some professional activities as students should be encouraged or required in order to promote continued participation in these activities when the students become athletic training professionals.

APA, Harvard, Vancouver, ISO, and other styles

4

Grosse, MS, Susan J. "The role of the aquatic professional in the collaboration process." American Journal of Recreation Therapy 11, no. 3 (July 1, 2012): 7–16. http://dx.doi.org/10.5055/ajrt.2012.0022.

Full text

Abstract:

The professional in therapeutic recreation has the potential to interact with a variety of other persons who are involved in the life of an individual with a disability. If that individual participates in an aquatic program, one of the persons with whom a therapeutic recreation staff member interacts is the professional in aquatics. To make that interaction as productive as possible, this article will explore several aspects of the interaction between professionals in therapeutic recreation and professionals in aquatics. There are two aspects to the role of the aquatic professional and that professional’s interaction with therapeutic recreation staff participating in the collaboration process when working with individuals with disabilities. The aquatic professionals’ first job is to obtain information that can possibly impact the aquatic participation of the individual with a disability. If the aquatic program is part of a broader therapeutic recreation program, the primary source for that information may be the therapeutic recreation staff. Second and more often overlooked, there is information that the aquatic professional can provide to other individuals, professionals in therapeutic recreation, and caregivers alike, who also interact with the person with a disability. Because of the unique nature of staffing and participation in aquatics, participation in the collaborative process may be difficult. This article explores the specific details of the interactions of the aquatic professional in the collaboration process. Barriers to collaboration are discussed and possible solutions are presented.

APA, Harvard, Vancouver, ISO, and other styles

5

Kouper, Inna. "Professional participation in digital curation." Library & Information Science Research 38, no. 3 (July 2016): 212–23. http://dx.doi.org/10.1016/j.lisr.2016.08.009.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Hopkins, William A., and Candace Wilt Barnett. "Pharmacists’ Participation in Professional Organizations." American Pharmacy 29, no. 8 (August 1989): 12–14. http://dx.doi.org/10.1016/s0160-3450(15)31711-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Morgan, H. G. "Participation in continuing professional development." Psychiatric Bulletin 23, no. 4 (April 1999): 240–41. http://dx.doi.org/10.1192/pb.23.4.240-a.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Michael, Kimberly, Shelby Keller, Xuan Tran, Harlan Sayles, and Tanya Custer. "Student Participation in Professional Organizations." Journal of Diagnostic Medical Sonography 32, no. 6 (September 27, 2016): 336–42. http://dx.doi.org/10.1177/8756479316667079.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Newton, Wayne T. "Trustee participation in professional activities." New Directions for Community Colleges 1985, no. 51 (September 1985): 49–53. http://dx.doi.org/10.1002/cc.36819855109.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Smith, Brendan T., and Arjumand Siddiqi. "Professional Football Participation and Mortality." JAMA 320, no. 1 (July 3, 2018): 91. http://dx.doi.org/10.1001/jama.2018.6701.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Fernandes, Gwen Sascha, Michael Doherty, and Weiya Zhang. "Professional Football Participation and Mortality." JAMA 320, no. 1 (July 3, 2018): 91. http://dx.doi.org/10.1001/jama.2018.6705.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Spasova, Maria. "CONTINUING EDUCATION OF NURSES IN BULGARIA ORGANIZATION AND DEVELOPMENT." Knowledge International Journal 28, no. 3 (December 10, 2018): 1111–16. http://dx.doi.org/10.35120/kij28031111m.

Full text

Abstract:

The dynamics of today's world requires every one of us to maintain, upgrade and refine our knowledge and skills lifelong. For the nurses whose profession is regulated in the EU member states, as well in Bulgaria, continuing education is a key element of their professional development. One of the main objectives of the continuing professional education (CPE) is to contribute to the acquisition of new knowledge and skills in a way, appropriate to meet the needs of а present-day medical practice. The institution that organizes, coordinates, provides and registers continuing professional education of the health care professionals is Bulgarian Association of health professionals in nursing (BAHPN). There are different forms of professional educations – courses, congresses, conferences, seminars, ets. For estimation of the various forms of the continuing education in 2006 have been applied United Credit System (UCS), according to which for participation in each provided form credit points were given. The instrument for registration was the National Electronic Professional Register (NEPR).The aim of this study was to analyze retrospectively the trends in the development of continuing education of nurses in Bulgaria for a period from 2006 until the end of 2017. A database from NEPR with 86866 registered participations was used. Inclusion criterion included that health professionals were nurses, with or without registered CPE participations. The study employed retrospective analysis, documentary and statistical methods.The system of continuing professional education of the nurses in our country is an actively developing system that provides equal access and variety of forms of CPE, credited by BAHPN’s United Credit System. The most preferred form of CPE for the nurses was a traditional course. Participation in other forms of continuing education was under the expected levels and occupied a share of only 14.35% in the total structure of continuing education.The registered number of CPE participations for the observed period is a reason to designate nurses as "learning professionals". Despite the existence of some barriers to participation in continuing education, nurses accomplish their professional ethical commitment by actively building their knowledge and skills. The results of the survey revealed the need of measures to motivate nurses to participate more actively in the different forms of continuing education. Motivation could be achieved through interventions to provide support from the employer and colleagues as well as providing opportunities for sponsoring training and regulating a financial incentive to achieve higher competency.

APA, Harvard, Vancouver, ISO, and other styles

13

Claybaugh, Craig C., and Peter Haried. "Professional Social Network Participation of Business School Graduates." International Journal of Information Systems and Social Change 5, no. 1 (January 2014): 1–15. http://dx.doi.org/10.4018/ijissc.2014010101.

Full text

Abstract:

Social networks are having a profound impact on how professionals communicate and connect with each other. Online professional social networks have become a significant resource for building and maintaining invaluable business connections. Recent university graduates are a particular population often in search of building social networks to further professional development. Participation in online social networks provides a valuable tool for recent university graduates to create and sustain their professional connections and business relationships. This paper seeks to gain a better understanding of the effect university (nationally ranked, large urban, and regional), gender and degree type (undergraduate and graduate) has on online professional social network participation. The authors' business school college graduate findings suggest that university, degree type, and gender were associated with the likelihood of joining the online professional social network LinkedIn. An analysis of the results and future research directions are presented.

APA, Harvard, Vancouver, ISO, and other styles

14

Kirton, Gill. "Anatomy of women’s participation in small professional unions." Economic and Industrial Democracy 39, no. 1 (October 13, 2015): 151–72. http://dx.doi.org/10.1177/0143831x15606981.

Full text

Abstract:

This article brings the neglected topic of small professional unions into the women and unions literature. In addition to an overview of women’s representation and gender equality strategies in small professional UK unions, it offers a contextually grounded analysis of barriers and enablers of women’s participation in Napo – the union representing professional workers in the probation service. The article identifies several enablers: healthy levels of women’s representation over a long period of time; presence and longevity of gender equality strategies; a strong occupational identity; occupational values that complement those of unionism. However, a highly pressured work environment and hostile industrial relations climate create lived insecurities, work–life imbalance and time poverty, which have constrained women professionals’ union participation.

APA, Harvard, Vancouver, ISO, and other styles

15

Pillitteri, Francesco, Erica Mazzola, and Manfredi Bruccoleri. "The four spheres of value co-creation in humanitarian professional services." Journal of Humanitarian Logistics and Supply Chain Management 11, no. 3 (February 25, 2021): 402–27. http://dx.doi.org/10.1108/jhlscm-06-2020-0049.

Full text

Abstract:

PurposeThe study focuses on the value co-creation processes in humanitarian professional services provision, analysing the key enabling factors of beneficiaries' participation, involved in long-term integration programmes (L-TIPs).Design/methodology/approachThrough an in-depth case study, the research looks at the practices of value co-creation in humanitarian professional services, considering both the perspectives of the professional service provider and beneficiary.FindingsIn professional services beneficiary's participation affects the success of the L-TIPs outcomes. Participation's enablers can be classified into four different spheres, each belonging to different elements of professional service: the beneficiary, the professionals, the service design and the external environment.Research limitations/implicationsThis paper contributes to the literature on humanitarian operations & supply chain management. By focussing on an understudied phase of the disaster life-cycle management, it contributes to the theory of value co-creation by exploring new issues and drivers of beneficiary's participation.Practical implicationsThis research has interesting implications for policymakers and humanitarian practitioners. First, guidelines for professionals' behaviours and interventions should be designed as well as new practices and strategies should be adopted. Second, governments should avoid concentrating L-TIPs in few big humanitarian centres.Originality/valueThe study focuses on an understudied stage of humanitarian operations, namely the L-TIPs, and uses this setting to build on the theory of value co-creation in professional services by identifying its enabling factors, clustered into four spheres, namely beneficiary, professional, service design and environmental.

APA, Harvard, Vancouver, ISO, and other styles

16

Getz, Kathleen A. "The Political Participation of Professional Associations." Proceedings of the International Association for Business and Society 6 (1995): 477–88. http://dx.doi.org/10.5840/iabsproc1995643.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Hartman, Moshe, and Harriet Hartman. "UNDERGRADUATE WOMEN'S PARTICIPATION IN PROFESSIONAL ORGANIZATIONS." Journal of Women and Minorities in Science and Engineering 11, no. 2 (2005): 117–38. http://dx.doi.org/10.1615/jwomenminorscieneng.v11.i2.10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Kistler, Elizabeth W. "Undergraduate Research Participation: Professional Growth Experience." Journal of Professional Issues in Engineering 113, no. 4 (October 1987): 343–50. http://dx.doi.org/10.1061/(asce)1052-3928(1987)113:4(343).

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Venkataramani, Atheendar S., Maheer B. Gandhavadi, and Anupam B. Jena. "Professional Football Participation and Mortality—Reply." JAMA 320, no. 1 (July 3, 2018): 92. http://dx.doi.org/10.1001/jama.2018.6717.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Hall, Fiona, and Karen Bell. "Professional support framework: improving access to professional support for professionals." Australian Health Review 37, no. 5 (2013): 560. http://dx.doi.org/10.1071/ah11118.

Full text

Abstract:

From an organisational point of view, professional support is an important aspect of clinical governance and a tool for maximising service delivery quality. As a key factor in staff retention and recruitment, access to professional support is also regarded as an important tool for facilitating workforce growth in a competitive health workforce market. While some work units provide appropriate professional support such as in-service, professional supervision is a key challenge for a large organisation employing many health professionals to ensure equitable and relevant access to finite professional support resources. The goal of this paper is to describe the Professional Support Program designed and implemented by Queensland Health. This program seeks to support professionals who may not previously have had optimal engagement in professional support and to enhance the quality of professional support activities available. Evaluation indicates that the Professional Support Program has been successful in facilitating participation in, and quality of professional support activities. What is known of the topic? There are numerous professional support strategies for health professionals. In many cases, these are understood but delivered in an ad hoc and disconnected way. What does this paper add? The development and implementation of a comprehensive Professional Support Framework is outlined. What are the implications for practitioners? The Professional Support Framework described here has provided effective and equitable professional support to a diverse group of professionals.

APA, Harvard, Vancouver, ISO, and other styles

21

Jimoh, Richard Ajayi, Luqman Oyekunle Oyewobi, Amina Nna Adamu, and Paul Abayomi Bajere. "Women professionals’ participation in the nigerian construction industry: finding voice for the voiceless." Organization, Technology and Management in Construction: an International Journal 8, no. 1 (December 1, 2016): 1429–36. http://dx.doi.org/10.1515/otmcj-2016-0005.

Full text

Abstract:

Abstract The construction industry is a male-dominated industry globally, with poor women representation in every facet of the construction profession and the involved jobs. In this context, this study investigated the current level of women participation, challenges faced by professional women, factors that influence them in the course of developing careers in construction and the criteria that can be used to encourage women participation in the Nigerian construction industry. This was done through self-administration of 145 structured questionnaires to 93 women professionals in the built environment and 52 employers of built environment labour in Abuja, Nigeria. The analyses showed that the construction industry is largely dominated by men, with women having a lot of challenges ranging from lack of self-confidence to compete with their male counterparts to insecurity in the midst of men to execute their work as professionals. Therefore, the study recommends that making young women aware of construction industry opportunities is needed to encourage them to build their careers in construction from the school stage in order to increase the number of professional women participating in the future. In addition to this, professional women should be given equal job opportunities as their male counterparts to ensure better representation of women so that the impact of women professionals in the construction industry can be extended.

APA, Harvard, Vancouver, ISO, and other styles

22

Koivisto, Elina, Pekka Mattila, and Anna Hänninen. "Building bridges between professionals – expectations and outcomes of participation in professional communities." Journal of Global Scholars of Marketing Science 23, no. 3 (June 2013): 338–55. http://dx.doi.org/10.1080/21639159.2013.791550.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Tjin A Tsoi, Sharon L. N. M., Anthonius de Boer, Gerda Croiset, Andries S. Koster, and Rashmi A. Kusurkar. "Factors Influencing Participation in Continuing Professional Development." Journal of Continuing Education in the Health Professions 36, no. 3 (2016): 144–50. http://dx.doi.org/10.1097/ceh.0000000000000081.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Hill, Grant M. "Youth Sport Participation of Professional Baseball Players." Sociology of Sport Journal 10, no. 1 (March 1993): 107–14. http://dx.doi.org/10.1123/ssj.10.1.107.

Full text

Abstract:

The youth athletic backgrounds of professional baseball players were assessed to determine whether there was early specialization in baseball, and to determine the influence of both their high school baseball coaches and parents on their baseball careers. Players were also asked to comment on the ideal activities for aspiring young baseball players. Questionnaires were administered to 152 players from six teams in the Northwest Rookie League. Players were generally multisport athletes during high school. Specialization by playing position appeared to be delayed until the professional level, with most players playing several defensive positions during their elementary, junior high, and high school years. Players generally concurred with the advice they had received from their high school baseball coaches, that young, talented baseball players should practice and train for baseball on a year-round basis and should also participate in other school sports.

APA, Harvard, Vancouver, ISO, and other styles

25

Salim Nasser Said Al-Kahali. "Professional Development and its Relationship with some Variables in the Light of Sullivan Theory among Male and Female Teachers in the Basic Education Schools in Sultanate of Oman." Journal of the College of Education for Women 32, no. 4 (December 29, 2021): 63–83. http://dx.doi.org/10.36231/coedw.v32i4.1541.

Full text

Abstract:

The study aims to reveal the level of professional development in basic education schools from the male and female teachers’ viewpoint in the Sultanate of Oman. It further aims to examine its relationship with some variables in light of Sullivan theory, and the differences in the level of professional development (teachers’ skills, professional participation, professional development problems) according to the gender variable, and the educational stage (first cycle/ second cycle). The study sample consisted of (93) teachers distributed as such: (46) male teachers, and (47) female teachers. A questionnaire was prepared and applied to measure the level of the professional development of the male and female teachers. The questionnaire consisted of (45) paragraphs. The researcher analyzed the means, standard deviations, and (T) test. Results have shown that that there is a high level of professional development among male and female teachers in the basic education schools in the Sultanate of Oman. Moreover, the dimensional levels have come first after teachers’ skills, second after professional participation, and third after professional development problems. Further, there are no statistically significant differences attributed to the gender and the educational stage variables (first cycle/ second cycle). The study has recommended the importance of benefiting from the applications of psychology and its theories in building, and developing the personalities of male and female teachers and in education sector’s professionals professionally, scientifically, socially, psychologically and academically. It has also recommended to encourage male and female teachers to pursue postgraduate studies and employ procedural research in electronic training and professional development operations.

APA, Harvard, Vancouver, ISO, and other styles

26

Lewanowski-Breen, Emily, Aoibhinn Ni Shuilleabhain, and Maria Meehan. "Lesson study and the long-term impact on teacher professional community development." International Journal for Lesson & Learning Studies 10, no. 1 (December 22, 2020): 89–101. http://dx.doi.org/10.1108/ijlls-09-2020-0059.

Full text

Abstract:

PurposeThe purpose of this paper is to investigate the long-term impact of participating in school-based lesson study on mathematics teachers' professional community.Design/methodology/approachA study was conducted with six mathematics teachers, from two post-primary schools in the Republic of Ireland, following up on their participation in school-based lesson study over the academic year 2012/13 (see Ni Shuilleabhain, 2016). Qualitative data were generated through one-to-one, semi-structured interviews with the participating teachers and analysed using an empirical framework for teacher community formation (Grossman et al., 2001).FindingsAnalysis of the interview responses suggests that the mathematics teachers in both schools, Doone and Crannog, had developed a mature professional community during their participation in lesson study in 2012/13. Furthermore, the research finds that, in the absence of any other professional development intervention, both teacher communities have been sustained at this level six years later. These findings suggest that a lesson study may serve as a potential structure to foster the development of sustainable professional communities within subject-based teacher groups.Originality/valueWhile a lesson study has been shown to support the development of teacher professional communities, previous research has not addressed the sustainability of the communities which emerge. This study, therefore, adds to the existing literature by investigating teachers' perceptions of the long-term impact of lesson study participation on their professional community.

APA, Harvard, Vancouver, ISO, and other styles

27

Lapėnienė, Asta, and Dangira Lukšytė. "Networks for Problem Solving at Schools: Participants’ Perception of Changes in their Professional Practice." Pedagogika 115, no. 3 (September 10, 2014): 52–69. http://dx.doi.org/10.15823/p.2014.027.

Full text

Abstract:

The article focuses on teachers’ perception of changes resulting from their participation in school networks aimed at professional development of teaching professionals. Networks as an alternative form of professional development bring together the knowledge and skills of teachers across schools in order to promote shared learning through closer cooperation between schools. A total of 643 teachers from 119 Lithuanian schools of general education participating in the nationwide project “Networks of Learning Schools” responded to a qualitative online survey. For the purpose of the research presented in this article a secondary analysis was performed using self-collected datasets from the primary research. Three datasets of qualitative data were combined for the purposes of amplified analysis. The following conclusions can be drawn from the study. Teachers perceive their participation in professional networks as resulting in: 1) more active involvement in sharing professional knowledge both in networks inside the schools and in networks between the schools; 2) changes in learning culture, planning of teaching, achievement evaluation, collaboration between school community members, problem solving in school settings and educational research activities in school; 3) changes in student learning motivation and achievements, improved student skills in communication, problem solving, self-evaluation and learning to learn.

APA, Harvard, Vancouver, ISO, and other styles

28

Ndibu Muntu Keba Kebe, Nicolas, François Chiocchio, Jean-Marie Bamvita, and Marie-Josée Fleury. "Profiling mental health professionals in relation to perceived interprofessional collaboration on teams." SAGE Open Medicine 7 (January 2019): 205031211984146. http://dx.doi.org/10.1177/2050312119841467.

Full text

Abstract:

Objectives: This study aims at identifying profiles of mental health professionals based on individual, interactional, structural and professional role characteristics related to interprofessional collaboration. Methods: Mental health professionals ( N = 315) working in primary health care and specialized mental health teams in four Quebec local service networks completed a self-administered questionnaire eliciting information on individual, interactional, structural and professional role characteristics. Results: Cluster analysis identified four profiles of mental health professionals. Those with the highest interprofessional collaboration scores comprised two profiles labeled “highly collaborative female professionals with fewer conflicts and more knowledge sharing and integration” and “highly collaborative male professionals with fewer conflicts, more participation in decision-making and mutual trust.” By contrast, the profile labeled “slightly collaborative professionals with high seniority, many conflicts and less knowledge integration and mutual trust” had the lowest interprofessional collaboration score. Another profile positioned between these groups was identified as “moderately collaborative female psychosocial professionals with less participation in decision-making.” Discussion and conclusion: Organizational support, participation in decision-making, knowledge sharing, knowledge integration, mutual trust, affective commitment toward the team, professional diversity and belief in the benefits of interdisciplinary collaboration were features associated with profiles where perceived interprofessional collaboration was higher. These team qualities should be strongly encouraged by mental health managers for improving interprofessional collaboration. Training is also needed to promote improvement in interprofessional collaboration competencies.

APA, Harvard, Vancouver, ISO, and other styles

29

Trussell, Robert P., Helen Hammond, and Lawrence Ingalls. "Ethical Practices and Parental Participation in Rural Special Education." Rural Special Education Quarterly 27, no. 1-2 (March 2008): 19–23. http://dx.doi.org/10.1177/8756870508027001-204.

Full text

Abstract:

The field of special education has a historical precedent for establishing ethical practices for professionals. These practices have evolved through legal mandates, scientific inquiry, professional research, professional organizations, and consumer concerns and input. A pivotal component of special education ethics focuses on the involvement of parents and/or family members as equal partners within the special education process. The purpose of this article is to examine the ethics of parental involvement in special education from a primarily rural special education perspective. This article reviews current research to date and discusses implications of the disconnect between the ethical responsibility of assuring equal parent participation and research findings. This article provides specific recommendations for future directions in promoting parental involvement in rural special education contexts.

APA, Harvard, Vancouver, ISO, and other styles

30

Eriksen, Rita Elisabeth. "Participation and coping." Social Work and Social Sciences Review 17, no. 1 (April 11, 2013): 22–34. http://dx.doi.org/10.1921/swssr.v17i1.546.

Full text

Abstract:

What implications might an understanding of a mutual dependence between the concepts of participation and coping have for professional engagement with service users? This article presents why participation is central to peoples’ lives and how service user coping with and personal participating in everyday life might be understood. Service users have access to personal and environmental resources and want to manage their everyday life as much as possible. To be able to cope they have to participate. An analytical framework was developed as a result of a study based on qualitative interviews with service users in Norway. A framework was constructed to explore how the service users participated and coped with their everyday life – both on an individual level and through interactions with their environment. This framework emerged from preliminary analysis and was then used in further analysis of the data. The study showed that professionals would be advised to build on the participation and coping that service users had established in their daily life as citizens as well as people using social services. Some service users expressed that the more social contexts they participated in, the better they experienced their coping.

APA, Harvard, Vancouver, ISO, and other styles

31

Markham, Merry Jennifer, Danielle Gentile, and David L. Graham. "Social Media for Networking, Professional Development, and Patient Engagement." American Society of Clinical Oncology Educational Book, no. 37 (May 2017): 782–87. http://dx.doi.org/10.1200/edbk_180077.

Full text

Abstract:

Social media has become an established method of communication, and many physicians are finding these interactive tools and platforms to be useful for both personal and professional use. Risks of social media, or barriers to its use, include perceived lack of time, privacy concerns, and the risk of damage to one’s reputation by unprofessional behavior. Of the social media platforms, Twitter has become favored by physicians and other health care professionals. Although one of the most obvious uses of social media is for rapid dissemination and receipt of information, oncologists are finding that social media is important for networking through blogs, Facebook, and Twitter. These platforms also have potential for providing opportunities for professional development, such as finding collaborators through networking, participation in Twitter journal clubs, and participating in online case-based tumor boards. Social media can also be used for patient engagement, such as through participation in tweet chats. There is emerging data that patient engagement through these platforms may lead to improvement in some health-related outcomes; however, data are sparse for oncology-specific outcomes. Efforts are underway to determine how to assess how social media engagement impacts health outcomes in oncology patients.

APA, Harvard, Vancouver, ISO, and other styles

32

Pavinskaya, Kristina Vladimirovna. "Dynamics of students-choreographers’ readiness for health care activities after their participation in the educational program «Health saving in choreography - the basis of professional longevity»." Samara Journal of Science 9, no. 1 (February 28, 2020): 268–73. http://dx.doi.org/10.17816/snv202091309.

Full text

Abstract:

The paper presents the results of an empirical study of readiness indicators for health-saving activities of students-choreographers after participating in the educational program Health-saving in choreography - the basis of professional longevity as well as professionals (teachers and choreographers) who have been trained in the program of additional professional education and have 3-year experience in health-saving activities. The research work with students-choreographers was carried out from 2012 to 2017 on the basis of Institute of Contemporary Art. The analysis of the initial level of students-choreographers and professionals readiness for health-saving activities presented in the work showed that the group of professionals (teachers and choreographers) differs in the level of readiness for health-saving activities from students-choreographers. The paper presents diagnostic tools that made it possible to evaluate readiness indicators for health-saving activities of students-choreographers after their participation in the educational program Health-saving in choreography - the basis of professional longevity. The paper also contains the results of a statistical analysis of the research data.

APA, Harvard, Vancouver, ISO, and other styles

33

Masai, Janepher. "Antecedent Factors Motivating Nurses’ Participation in Continuous Professional Development in Kenya." East African Scholars Multidisciplinary Bulletin 5, no. 9 (September 29, 2022): 213–17. http://dx.doi.org/10.36349/easjmb.2022.v05i09.005.

Full text

Abstract:

Background: Maintaining one's professional competence in today's quickly evolving environment is essential, and it is crucial that nurses at all levels of the healthcare system demonstrate an interest in continuing professional education that lasts a nurse's whole career. Purpose: The purpose of this study was to determine factors motivating nurses’ participation in continuous professional development in Kenya. Methodology: A cross sectional descriptive study was conducted in Narok County Referral hospital. A mixed method approach, which provided for triangulation that sought convergence and corroboration of the results from questionnaire, was adopted. Purposive sampling was used to recruit 40 respondents for the study. Data was checked for completeness and consistency and then entered into SPSS version 26.0 for analysis. Descriptive statistics used included frequencies, percentage, mean and standard deviation. Findings: Results of the mean and standard deviation revealed that majority of the respondents agreed that career development prospect had motivated them to participate in continuous professional development (M =4.15, SD =0.802). Similarly, the respondents were of the view that they participated in continuous professional development in order to keep themselves up to date with the constant changes in the nursing profession (M =4.40, SD =0.810). Upgrade skills and knowledge and to increase professionalism was another factor that motivated nurses to participate in continuous professional development as depicted by the mean and standard deviation (M = 4.30, SD = 0.939). Conclusion: Due to the complexity of the health care system, nurses are required to remain relevant in their area of practice. Continuous professional development equips the nurse with knowledge and skills to perform nursing care professionally. The critical component in achieving favorable results for quality patient’s nursing care is achieved by lifelong learning through continuing professional

APA, Harvard, Vancouver, ISO, and other styles

34

Bailey, Donald B., Virginia Buysse, Rebecca Edmondson, and Tina M. Smith. "Creating Family-Centered Services in Early Intervention: Perceptions of Professionals in Four States." Exceptional Children 58, no. 4 (February 1992): 298–309. http://dx.doi.org/10.1177/001440299205800403.

Full text

Abstract:

This article describes professional perceptions of the current status of family involvement in early intervention programs in four states. Significant discrepancies between current and ideal practices were found in four dimensions: parent involvement in decisions about child assessment, parent participation in assessment, parent participation in the team meeting and decision making, and the provision of family goals and services. In identifying barriers to ideal programs, professionals most frequently mentioned family barriers (35.8%) and system barriers (35.1%). Professional barriers, or those related to a lack of skill, accounted for only 14.8% of the barriers mentioned.

APA, Harvard, Vancouver, ISO, and other styles

35

Suh, Chan. "Differential Participation in Professional Activism: The Case of the Guantánamo Habeas Lawyers." Mobilization: An International Quarterly 19, no. 3 (September 1, 2014): 287–307. http://dx.doi.org/10.17813/maiq.19.3.q673k4x43063751v.

Full text

Abstract:

Scholars of social movements tend to regard professionals as a homogeneous group whose activism plays a secondary role in mobilization processes. In this article, I focus on activism driven by professionals themselves and therein examine how heterogeneous professionals participate in their activism. Drawing on the case of the Guantánamo habeas lawyers, I utilize a two-step methodology to investigate the factors that contribute to the differential participation of legal professionals. The first stage of analysis shows that while lawyers with higher status played a critical role in initiating professional activism under a hostile environment, the Rasul v. Bush ruling opened up a legal opportunity for lawyers with lower status to participate in activism. In the second stage, social network analyses of the lawyers' collaborative structure reveal that movement-affiliated lawyers played a bridging role that coordinated initiators and latecomers. The results have important implications for understanding professionals' participation in contentious politics.

APA, Harvard, Vancouver, ISO, and other styles

36

Lindquist, Mark. "Visualization for Citizen Initiated Public Participation: A Case Study." Open House International 32, no. 2 (June 1, 2007): 17–25. http://dx.doi.org/10.1108/ohi-02-2007-b0003.

Full text

Abstract:

This paper examines the impact of a citizen initiated public participation process on preparers and presenters of digital visualizations for spatial design decision making. Visualization for public participation enables communication between professionals and laypeople to occur with far greater success than through conventional methods. Further, visualization utilizing real-time immersive technology allows for far more effective communication of the spatial impact of design proposals than conventional media offer, facilitating negotiation and interaction with space by providing the means to virtually walk around a digital model. In addition, the effectiveness of real-time immersive visualization in bridging the public-professional communication gap can empower the public, offering the opportunity to confront professionals and to force engagement in a process of public participation on the public's terms. Through discussion of a case study from the University of Toronto's Centre for Landscape Research (CLR), this paper examines the impact on the visualization process when the public are able to invert the conventional model of public participation by initiating the dialogue with professionals. This paper argues that a citizen initiated public participation process increases the necessity for a sound methodology and code of ethics of visualization for public participation. When the public are able to utilize technology to invert the conventional public-professional role, issues of validity, reliability and ethics are placed at the forefront of the discussion greatly increasing the scrutiny placed on both the technology and those preparing and presenting the visualization.

APA, Harvard, Vancouver, ISO, and other styles

37

Tooth, Cirta. "From pathology to participation." Optician 2021, no. 2 (February 2021): 8494–1. http://dx.doi.org/10.12968/opti.2021.2.8494.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Dixon-Terry, Eleanor. "Attending Professional Health Education Meetings." Californian Journal of Health Promotion 2, no. 1 (March 1, 2004): 16–21. http://dx.doi.org/10.32398/cjhp.v2i1.575.

Full text

Abstract:

The profession of health education and health promotion involves a journey of discovery, where along the way, the student and new professional is uncovers many layers and nuances. One of the mysteries surrounding the profession is the participation in a professional meeting. Student and new professionals often perceive this to be challenging, overwhelming and fraught with roadblocks and barriers. While understanding perceptions of mystery from those entering the field about professional meetings, the best way to fully engage in the profession and to get the full effect and benefit of a professional health education meeting is through direct immersion and personal experience.

APA, Harvard, Vancouver, ISO, and other styles

39

Harry, Beth. "Restructuring the Participation of African-American Parents in Special Education." Exceptional Children 59, no. 2 (October 1992): 123–31. http://dx.doi.org/10.1177/001440299205900205.

Full text

Abstract:

Two traditions have combined to contribute to a form of discourse that is detrimental to the participation of African-American parents in special education procedures: first, a deficit view of African-American families and, second, the deficit view of children's learning difficulties on which P.L. 94–142 is based. These deficit views, together with the focus by many professional educators on legal compliance rather than collaboration, have cast parents in the role of consent-giver in a grossly asymmetrical form of discourse, with power residing mostly with professionals. Four specific parental roles—including parents in assessment, placement, policymaking, and advocacy—would restore the balance of power in parent-professional discourse. Future research should focus on the documentation of egalitarian participation structures for African-American parents and on action-oriented ethnographic studies.

APA, Harvard, Vancouver, ISO, and other styles

40

Shiddike, Mohammad Omar, and Asif Ali Rahman. "Engaging Faculty in Professional Development: Lessons From Bangladesh." Journal of Educational and Developmental Psychology 9, no. 2 (September 23, 2019): 124. http://dx.doi.org/10.5539/jedp.v9n2p124.

Full text

Abstract:

Engagement can be defined as participation, involvement, and commitment (Harper & Quaye, 2015). This paper explains faculty engagement in professional development. Faculty engagement in professional development can be defined as faculty participation and involvement in formal and informal learning activities. These formal and informal activities focus on professionalism that might include exercises leading to the development of knowledge, skills, abilities, values, and self-awareness. Some examples of these formal and informal learning activities are classroom teaching, curriculum and instruction development, training, consulting, faculty/student interactions, workshops/conferences, and academic publications etc. Faculty engagement in professional development incorporates the total sum of formal and informal learning or continuous learning throughout one’s career (Broad & Evans, 2006; Capps, Crawford, & Constas, 2012). Since professional development includes faculty engagement, the paper explores how university faculty professionally develop themselves through engagement.

APA, Harvard, Vancouver, ISO, and other styles

41

Lewis, Seth C. "THE TENSION BETWEEN PROFESSIONAL CONTROL AND OPEN PARTICIPATION." Information, Communication & Society 15, no. 6 (August 2012): 836–66. http://dx.doi.org/10.1080/1369118x.2012.674150.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Rundle, Olivia. "Lawyers' participation in mediation and professional ethical disposition." Legal Ethics 18, no. 1 (January 2, 2015): 46–68. http://dx.doi.org/10.1080/1460728x.2015.1090781.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Wheeler, Rebecca M., and Jennifer W. Foster. "Barriers to Participation in Governance and Professional Advancement." JONA: The Journal of Nursing Administration 43, no. 7/8 (2013): 409–14. http://dx.doi.org/10.1097/nna.0b013e31829d6227.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Cameron, Patience Wilson. "Participation by Health Professional Students in Tuberculin Screening." Journal of American College Health 34, no. 6 (June 1986): 288–89. http://dx.doi.org/10.1080/07448481.1986.9938954.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Jackson, Debra. "Editorial: Patient experiences, family participation and professional roles." Journal of Clinical Nursing 17, no. 2 (December 12, 2007): 147–48. http://dx.doi.org/10.1111/j.1365-2702.2007.02207.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Marent, Benjamin, Rudolf Forster, and Peter Nowak. "Conceptualizing Lay Participation in Professional Health Care Organizations." Administration & Society 47, no. 7 (June 14, 2013): 827–50. http://dx.doi.org/10.1177/0095399713489829.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Kwakman, Kitty. "Factors affecting teachers’ participation in professional learning activities." Teaching and Teacher Education 19, no. 2 (February 2003): 149–70. http://dx.doi.org/10.1016/s0742-051x(02)00101-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Bullock, A., V. Firmstone, A. Fielding, J. Frame, D. Thomas, and C. Belfield. "Participation of UK dentists in continuing professional development." British Dental Journal 194, no. 1 (January 2003): 47–51. http://dx.doi.org/10.1038/sj.bdj.4802413.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Karavay, Anastasiya. "Participation of Russian Workers in Continuing Professional Education." Voprosy Obrazovaniya/ Educational Studies Moscow, no. 4 (2016): 123–43. http://dx.doi.org/10.17323/1814-9545-2016-4-123-143.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Balachandran, Indra, and Robert C. Branch. "Continuing professional education among cytotechnologists: Reasons for participation." Journal of Continuing Education in the Health Professions 17, no. 2 (1997): 81–96. http://dx.doi.org/10.1002/chp.4750170202.

Full text

APA, Harvard, Vancouver, ISO, and other styles

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!