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Journal articles on the topic 'Professional practice'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

Gotterbarn, Don. "Professional practice by unlicensed professionals." ACM Inroads 6, no. 4 (November 17, 2015): 16–19. http://dx.doi.org/10.1145/2822900.

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2

Barger, Sara E. "Professional practice." Journal of Professional Nursing 16, no. 6 (November 2000): 312. http://dx.doi.org/10.1053/jpnu.2000.18169.

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3

Disch, Joanne. "Professional practice." Journal of Professional Nursing 17, no. 2 (March 2001): 72. http://dx.doi.org/10.1053/jpnu.2001.22253.

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4

Sullivan, Paula. "Professional Practice." Perspectives on Swallowing and Swallowing Disorders (Dysphagia) 6, no. 3 (November 1997): 6–7. http://dx.doi.org/10.1044/sasd6.3.6.

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5

Weir, C. H. "Professional Practice." Canadian Surveyor 40, no. 1 (March 1986): 3–12. http://dx.doi.org/10.1139/tcs-1986-0001.

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6

WEEKS, LIN C., and WANDA SCHNEIDER. "Professional Practice." Nursing Management (Springhouse) 18, no. 6 (June 1987): 49. http://dx.doi.org/10.1097/00006247-198706000-00012.

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7

Disch, Joanne. "Professional practice." Journal of Professional Nursing 19, no. 6 (November 2003): 333. http://dx.doi.org/10.1016/j.profnurs.2003.11.005.

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8

Booth, Rachel Z. "Professional practice." Journal of Professional Nursing 1, no. 2 (March 1985): 73. http://dx.doi.org/10.1016/s8755-7223(85)80007-7.

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9

Griffith, Hurdis. "Professional practice." Journal of Professional Nursing 1, no. 3 (May 1985): 130. http://dx.doi.org/10.1016/s8755-7223(85)80138-1.

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10

Comack, Margr??t, Jacqui Brady, and Tim Porter-O'Grady. "Professional Practice." Journal of Nursing Administration 27, no. 12 (December 1997): 32–41. http://dx.doi.org/10.1097/00005110-199712000-00010.

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11

Nathan, Richard P. "Professional practice." Journal of Policy Analysis and Management 27, no. 4 (September 2008): 945. http://dx.doi.org/10.1002/pam.20388.

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12

Nathan, Richard P. "Professional practice." Journal of Policy Analysis and Management 29, no. 3 (June 2010): 621. http://dx.doi.org/10.1002/pam.20516.

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13

Bradshaw, David, Eric Hoyle, and Peter John. "Professional Knowledge and Professional Practice." British Journal of Educational Studies 44, no. 1 (March 1996): 102. http://dx.doi.org/10.2307/3121708.

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14

Murphy, Brid. "Professional competence and continuing professional development in accounting: professional practice vs. non-practice." Accounting Education 26, no. 5-6 (August 31, 2016): 482–500. http://dx.doi.org/10.1080/09639284.2016.1218780.

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15

Uprichard, Mary. "Future professional practice." Paediatric Nursing 6, no. 3 (April 1994): 8–9. http://dx.doi.org/10.7748/paed.6.3.8.s9.

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16

Luzinski, Craig. "Exemplary Professional Practice." JONA: The Journal of Nursing Administration 42, no. 2 (February 2012): 72–73. http://dx.doi.org/10.1097/nna.0b013e318243352a.

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17

Lockhart, Lisa. "Modeling professional practice." Nursing Made Incredibly Easy! 14, no. 1 (2016): 55. http://dx.doi.org/10.1097/01.nme.0000475166.18405.02.

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18

Ortiz, Mario R. "Professional Practice Models." Nursing Science Quarterly 29, no. 4 (September 18, 2016): 334–35. http://dx.doi.org/10.1177/0894318416662927.

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19

McKay, Tabitha, Elizabeth Yakes Jimenez, Vanessa Svihla, Tim Castillo, and Andrea Cantarero. "Teaching Professional Practice." Topics in Clinical Nutrition 31, no. 3 (2016): 257–66. http://dx.doi.org/10.1097/tin.0000000000000079.

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20

Cook, Jeanette E. "Professional Practice Committee." Nursing Management (Springhouse) 21, no. 12 (February 1990): 54. http://dx.doi.org/10.1097/00006247-199002000-00016.

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21

Smith, David J. "Professional Engineering Practice." Safety and Reliability 34, no. 2 (June 2014): 73–74. http://dx.doi.org/10.1080/09617353.2014.11691008.

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22

Allen, Richard K. "Professional Practice Survey." Journal of Management in Engineering 13, no. 3 (May 1997): 26–30. http://dx.doi.org/10.1061/(asce)0742-597x(1997)13:3(26).

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23

Halpin, Michael. "TheDSMand Professional Practice." Journal of Health and Social Behavior 57, no. 2 (June 2016): 153–67. http://dx.doi.org/10.1177/0022146516645637.

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24

Clare, Roger. "Maintaining professional practice." Probation Journal 62, no. 1 (January 20, 2015): 49–61. http://dx.doi.org/10.1177/0264550514561776.

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25

Simmons, Michael. "Professional Practice Development." Marketing Intelligence & Planning 8, no. 5 (May 1990): 15–16. http://dx.doi.org/10.1108/eum0000000001080.

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26

King, Cecil A. "Exemplary Professional Practice." AORN Journal 89, no. 2 (February 2009): 381–83. http://dx.doi.org/10.1016/j.aorn.2009.01.016.

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27

Ellery, Peter J., and James Rauschenbach. "Professional Practice: Developing a Professional Portfolio." Strategies 11, no. 2 (November 1997): 10–12. http://dx.doi.org/10.1080/08924562.1997.10591306.

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28

Yam, Bernard M. C. "Professional doctorate and professional nursing practice." Nurse Education Today 25, no. 7 (October 2005): 564–72. http://dx.doi.org/10.1016/j.nedt.2005.05.012.

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29

Amador-Watson, Clara. "The Professional Needs of Clinical Practice Supervisors." Educación y Educadores 14, no. 1 (April 1, 2011): 137–65. http://dx.doi.org/10.5294/edu.2011.14.1.8.

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30

Nabochuk, Alexander. "Manager’s Professional Creativity as a Practice-Oriented Level of Performing Professional Activities." Collection of Research Papers "Problems of Modern Psychology", no. 61 (September 28, 2023): 96–118. http://dx.doi.org/10.32626/2227-6246.2023-61.96-118.

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The aim of our article is: to explain manager’s professional creativity as a practice-oriented level of performing professional activities, taking into attention measurement of creative abilities, intellectual initiative, a cognitive-motivational component of professional creativity, the reflective aspect of self-awareness, the processes of reflection of the activity, transcendence, self-identification and other self-transforming processes. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The results of the research. The systematic solution of the problem of professional creativity allows us to define it as an expedient, purposeful theoretical and practical activity of the manager, which is distinguished by novelty, originality, non-standardity in general social, group or individual plans. In the process of professional creativity the realization of the bioenergetic, intellectual, emotional, and physical forces of a person directly leads to a socially significant result. This content of the concept of “professional creativity” can be considered as a starting point for clarifying the essence of the professional creativity of a manager in any field of his/her activity. In contrast to the existing definitions of professional creativity, it fixes the main, basic feature – professional activity that is the most appropriate for a person, which is characterized by novelty both in terms of the content of the activity and in the relation to its results. Conclusions. Therefore, the development of professional creativity as a process of qualitatively new creation becomes possible if a person as a bearer of creative intentions is transformed to the status of a self-creative, self-competent individual. In other words, professional creativity requires the use of considerable personal potential and the ability to fully utilize it. Professional creativity, embedded in the process of professional innovations, innovations in any spheres of professional activity, is realized in the processes of reflection of activity, transcendence, self-identification and other self-transforming processes.
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31

O’Flaherty, Joanne, Rachel Lenihan, Ann-Marie Young, and Orla McCormack. "Developing Micro-Teaching with a Focus on Core Practices: The Use of Approximations of Practice." Education Sciences 14, no. 1 (December 28, 2023): 35. http://dx.doi.org/10.3390/educsci14010035.

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Micro-teaching as a pedagogical approach is practiced in many higher education programmes focused on building knowledge, understanding, skills and attitudes that can be applied in a professional setting. The previous literature attests to the usefulness of micro-teaching experiences in supporting the development of the beginning professional. This paper describes the design and implementation of a micro-teaching programme in one teacher preparation programme with a dual focus on core practices and Approximation of Practice (AoP). AoPs, in this instance, are defined as opportunities to engage in core practices that are proximal to the practices of a particular profession. The paper begins by exploring practice-based education, focusing on core practices and approximations of practice. Micro-teaching as a pedagogical approach is briefly introduced before describing the design and implementation of a specific enactment of pedagogy, a micro-teaching programme using core practices and AoPs. Opportunities and challenges of designing and implementing the micro-teaching programme are discussed and problematised. Finally, some practice considerations are offered to the broader higher education audience regarding the use of AoPs in higher education in the preparation of beginning professionals.
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32

Saunders, Mary. "Practice Professional Development PlanningPractice Professional Development Planning." Nursing Standard 18, no. 26 (March 10, 2004): 29. http://dx.doi.org/10.7748/ns2004.03.18.26.29.b377.

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33

Chettiparamb, Angelique. "Editorial: Academic professional journals and professional practice." Planning Theory 21, no. 1 (January 18, 2022): 3–7. http://dx.doi.org/10.1177/14730952211073329.

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34

Møller, Marie Østergaard. "Styring, professionel dømmekraft og faldgruber for fagprofessionel værdiskabelse." Tidsskrift for Professionsstudier 14, no. 26 (March 16, 2018): 86. http://dx.doi.org/10.7146/tfp.v14i26.104812.

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In the literature on public management, the dominant perspective of professional practice is a concern for lack of political accountability and a risk of self-interested behavior in the interaction with citizens. For many years, performance management has been seen as a solution to this concern. Within the field of professional practice, the dominant perspective is a concern that performance management hijacks the autonomy of professionals and contributes to the proletarization of the professions. Evidence for both perspectives is mixed and there is a lack of knowledge about how professionals handle these claimed conflicts and whether performance management can be seen as a solution to this. The article discusses a particular relationship between management and practice: the professional judgment and concludes that there are two pitfalls to support the quality of professional practice: external goal management of professional practice and the absence of a reflection culture in professional practice. The article is a contribution to the 10th anniversary of the university colleges and can be read as an analysis of the managerial and professional context students will encounter as graduated professionals.
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35

Brennan, Barrie. "School Psychologists as Professionals." Australian Educational and Developmental Psychologist 7, no. 2 (November 1990): 16–21. http://dx.doi.org/10.1017/s0816512200026158.

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ABSTRACTThe article discusses the occupational status of school psychologists, and the implications of that status. The question as to whether school psychologists are professionals is quickly dealt with. They are. Then questions are raised concerning problems in professional practice in contemporary Australia, and possible sources of support for the professional in his or her own practice. Continuing professional education (CPE) is suggested as the means of supporting professionals, such as school psychologists, in their practice. Three bases for the type of CPE being advocated are suggested: professional practice; a consortium for provision; clearly defined goals. The perspective of the article is that of all professionals working in Australia. Experience and research in other professions in Australia and from overseas are related to the professional practice of school psychologists in Australia.
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36

Salovaara, Janne J., and Katriina Soini. "Educated professionals of sustainability and the dimensions of practices." International Journal of Sustainability in Higher Education 22, no. 8 (April 8, 2021): 69–87. http://dx.doi.org/10.1108/ijshe-09-2020-0327.

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Purpose The purpose of this paper is to expand the competence-led structuring and understanding of sustainability education by analysing the practices of professional individuals who have completed university education geared to the development of sustainability change-makers. Design/methodology/approach The research scope was initially on examining professional practices following the boundary work theory. Social practice theory was used as a methodological approach in conducting and analysing thematic interviews with 19 sustainability-focused master’s programme alumni. The interviews were analysed against the theoretical framework while also noting findings that fell outside of this framework. Findings A framework for understanding materials, competences and meanings of practices connected to the professional field of sustainability was introduced. The framework suggests that in the practices of sustainability-educated professionals, meanings emerge as a top priority and are conveyed using position-based materials and various complexes of competency. Research limitations/implications The authors suggest that boundary theory informs well the emergence of the professional field of sustainability, and the utilisation of a practice theory furthers the understanding of sustainability professionalism and its education. Practical implications The authors’ suggest that practice theory could thus provide deeper insights on how sustainability science alumni use their education after graduation, how they practice their profession and in return offer applicable reflections to sustainability education. Originality/value Research using practice theory in reflection on sustainability education and the professional practice of sustainability has not been widely conducted and in the authors’ opinion brings value to the education and practice of sustainability and to the research of sustainability education.
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37

Holley, Sharon L., and Christian Ketel. "Ongoing Professional Practice Evaluation and Focused Professional Practice Evaluation: An Overview for Advanced Practice Clinicians." Journal of Midwifery & Women's Health 59, no. 4 (July 2014): 452–59. http://dx.doi.org/10.1111/jmwh.12190.

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38

Murphy, Douglas James, Peter Davey, Eleanor Jane Hothersall, Fiona Muir, and David A. Bruce. "Insightful Practice:." Journal of Medical Regulation 101, no. 4 (December 1, 2015): 16–28. http://dx.doi.org/10.30770/2572-1852-101.4.16.

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Risk from sub-optimal medical practice remains a perennial international problem. While regulatory efforts for improvement have been significant, new thinking and innovation is needed. In an ideal world, professional career paths would be enhanced, supported and successfully maintained from medical school to retirement. Regulatory outcomes would be made resilient to public and professional challenge. Professional development, with quality improvement at its heart, would be maximized, and concerns about medical competency would be highlighted and acted upon at an early stage -- before they become “a fitness to practice” matter. At this early stage, referred to in this paper as the “amber zone,” concerns about an individual's ability to practice medicine competently may emerge, but they are not considered of sufficient severity to warrant a referral to a fitness to practice inquiry by medical regulators. The introduction of a concept called Insightful Practice is one attempt to address the unmet challenge of the amber zone. A surrogate measure of professionalism, Insightful Practice is a method that assesses medical professionals' engagement with the system within which they work and with feedback on their performance for any given work role. In addition and crucially, the method considers medical professionals' insight into what they need to change and their plans for improvement. Potential problems are identified early, increasing the likelihood that remediation measures will be successful. An application using Insightful Practice is described here, examples of its use given, and a discussion is provided of the concept's advantages, limitations and potential to help regulatory authorities and other health care agencies address the challenge for regulatory systems to identify and remediate medical professionals who find themselves in an early amber zone of concern. The application described is based on humans' long understood struggle “to see ourselves as others see us,” and is an attempt to support and channel medical professionals' integrity and drive for improvement in order to protect patients. While the Insightful Practice concept is discussed in this paper in the context of the UK's regulatory system, its principles are applicable to other medical regulatory systems around the world.
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39

Roberts, Philip, Catherine Cosgrave, Judy Gillespie, Christina Malatzky, Sarah Hyde, Wendy CY Hu, Jannine Bailey, Tagrid Yassine, and Natalie Downes. "‘Re‐placing’ professional practice." Australian Journal of Rural Health 29, no. 2 (April 2021): 301–5. http://dx.doi.org/10.1111/ajr.12717.

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40

Saunders, Mary. "Practice Professional Development Planning." Nursing Standard 18, no. 26 (March 10, 2004): 29. http://dx.doi.org/10.7748/ns.18.26.29.s42.

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41

Cromdal, Jakob, and Michael Tholander. "Morality in Professional Practice." Journal of Applied Linguistics and Professional Practice 9, no. 2 (February 27, 2015): 155–64. http://dx.doi.org/10.1558/japl.v9i2.25734.

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42

Cary, Ann H. "Preparation for Professional Practice." Nursing Clinics of North America 23, no. 2 (June 1988): 341–51. http://dx.doi.org/10.1016/s0029-6465(22)01389-5.

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43

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

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44

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

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45

Ford, Jill. "Professional Learning through Practice." Kairaranga 7, no. 1 (January 1, 2006): 46–50. http://dx.doi.org/10.54322/kairaranga.v7i1.42.

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This practice article explores the relationship between practice and professional learning. Are these two distinctly separate activities, competing for the time of a staff member, or are practice and learning linked? If so, what is the nature of this link and how can we best align professional learning with practice outcomes? Using an example from the everyday work of a GSE Special Education Advisor (SEA), this article explores how a professional might link learning andpractice for improved student outcomes. It illustrates how learning might occur as a staff member reflects on day to day work challenges, sets related learning objectives, and choosesand uses a wide range of activities to learn through practice.
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46

Huq, Jo-Louise. "Innovation in Professional Practice." Academy of Management Proceedings 2016, no. 1 (January 2016): 14361. http://dx.doi.org/10.5465/ambpp.2016.177.

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47

White, Sara J. "Your professional practice vision." American Journal of Health-System Pharmacy 66, no. 16 (August 15, 2009): 1432–35. http://dx.doi.org/10.2146/ajhp080656.

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48

Ross, Fiona, and Liz Meerabeau. "Research and professional practice." Journal of Interprofessional Care 11, no. 1 (January 1997): 5–8. http://dx.doi.org/10.3109/13561829709040238.

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49

Al-Ruzzieh, Majeda A., and Omar Ayaad. "Nursing Professional Practice Model." JONA: The Journal of Nursing Administration 50, no. 11 (November 2020): 562–64. http://dx.doi.org/10.1097/nna.0000000000000937.

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50

Schorr, Alvin L. "Professional Practice as Policy." Social Service Review 59, no. 2 (June 1985): 178–96. http://dx.doi.org/10.1086/644282.

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