Gotowe bibliografie tematyczne / Professional practice

Gotowa bibliografia na temat „Professional practice”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 29 lipca 2024

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Artykuły w czasopismach na temat "Professional practice"

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Gotterbarn, Don. "Professional practice by unlicensed professionals". ACM Inroads 6, nr 4 (17.11.2015): 16–19. http://dx.doi.org/10.1145/2822900.

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Barger, Sara E. "Professional practice". Journal of Professional Nursing 16, nr 6 (listopad 2000): 312. http://dx.doi.org/10.1053/jpnu.2000.18169.

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Disch, Joanne. "Professional practice". Journal of Professional Nursing 17, nr 2 (marzec 2001): 72. http://dx.doi.org/10.1053/jpnu.2001.22253.

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Sullivan, Paula. "Professional Practice". Perspectives on Swallowing and Swallowing Disorders (Dysphagia) 6, nr 3 (listopad 1997): 6–7. http://dx.doi.org/10.1044/sasd6.3.6.

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Weir, C. H. "Professional Practice". Canadian Surveyor 40, nr 1 (marzec 1986): 3–12. http://dx.doi.org/10.1139/tcs-1986-0001.

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WEEKS, LIN C., i WANDA SCHNEIDER. "Professional Practice". Nursing Management (Springhouse) 18, nr 6 (czerwiec 1987): 49. http://dx.doi.org/10.1097/00006247-198706000-00012.

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Disch, Joanne. "Professional practice". Journal of Professional Nursing 19, nr 6 (listopad 2003): 333. http://dx.doi.org/10.1016/j.profnurs.2003.11.005.

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Booth, Rachel Z. "Professional practice". Journal of Professional Nursing 1, nr 2 (marzec 1985): 73. http://dx.doi.org/10.1016/s8755-7223(85)80007-7.

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Griffith, Hurdis. "Professional practice". Journal of Professional Nursing 1, nr 3 (maj 1985): 130. http://dx.doi.org/10.1016/s8755-7223(85)80138-1.

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Comack, Margr??t, Jacqui Brady i Tim Porter-O'Grady. "Professional Practice". Journal of Nursing Administration 27, nr 12 (grudzień 1997): 32–41. http://dx.doi.org/10.1097/00005110-199712000-00010.

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Rozprawy doktorskie na temat "Professional practice"

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Coldwell, Michael. "Professional learning and professional careers : theory, evaluation and practice". Thesis, Sheffield Hallam University, 2018. http://shura.shu.ac.uk/21924/.

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This thesis uses a set of theoretically informed approaches to understand aspects of the professional careers, development and practices of teachers, addressing three questions in particular. Firstly, how can models, and other theorisations, help illuminate the influence of professional development and practice on a range of outcomes? Secondly, how can focussing on the situated nature of professional practice and initiatives improve understanding of professional learning and practices? Thirdly what new empirical research evidence can the approaches described in the first two research questions produce in relation to professional learning and wider professional practice? It does so via a set of eight papers published over eleven years, drawing on seven mainly mixed methods studies conducted over a six year period. In relation to the first research question, the papers use realist understandings of the social world to build a set of path and level models of professional development alongside critiques of these and other models. Additionally, they provide theoretical constructs to support understanding of professional practice, in particular boundary theory and career constructs. In relation to the second, the papers develop a set of features of context which are missing from earlier accounts, indicating that the context for programmes and change processes can be: dynamic, rather than static; agentic, acting causally not just as a backdrop; relational, operating at different points and in concert with or against other contextual factors; historically located; complex and systemic. Finally, relating to the third question, the papers cover a wide range of studies; however, all focus on the relationship between outcomes and change processes in situ, and in particular the various relationships between the programme or change process; individual teachers or leaders; the organisations within which they work; and wider political and other contexts. The findings link to and illuminate aspects of these relationships.
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O''''Loan, Laura. "Continuing professional development (CPD) for pharmacists : implications for professional practice". Thesis, Queen's University Belfast, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728387.

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This study considered the Continuing Professional Development (CPD) activities that pharmacists undertook, and the implications this had for their professional practice. CPD is mandatory for pharmacists, who are required to undertake self-directed, unstructured learning. However, some have recommended using a more structured approach for CPD which is over an above this baseline educational approach required by the pharmacy regulators. The purpose of CPD is to improve professional practice, although there is little evidence in the literature to demonstrate this. Engagement in extended patient care activities, as recommended in current healthcare policies in Northern Ireland, was taken to be improved professional practice in this study. A postpositivist methodological approach was used. Quantitative data was collected using an online questionnaire which was emailed to all qualified pharmacists in Northern Ireland (n = 2201). After two follow-ups there were 419 respondents (19%). Two multiple response sets were created; one for CPD activities and one for professional practices. Geometric coding was then used to convert this multiple response data into categorical variables, allowing the relationship between CPD and professional practices to be analysed statistically. The professional activities that pharmacists engaged in were found to be influenced by the CPD activities they had undertaken. Pharmacists who undertook solely unstructured learning had the highest incidence of engagement in semi-professional activities that can be undertaken by any member of the pharmacy team. Almost a third of these pharmacists engaged in some extended patient care practice. Professional practice was not improved by adopting a cognitive approach to structured or semi-structured learning. However, an improvement was seen when a constructivist component was used. It was concluded that active participation in practice activities improved the application of learning in the workplace, whereas separating theory from practice did not.
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O'Brien, Peter C. "Calculating the professional: Standards and the government of professional practice". Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/115837/1/Peter_O%27Brien_Thesis.pdf.

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This thesis-by-publication problematised professional standards for teachers in Australia. Professional standards were found to regulate and activate teachers' professional conduct—opening it to unknowns—by articulating forms of knowledge from education, business, popular psychology, and 'self-help'; and by deploying techniques from frameworks of performance development to 'apps' for smart devices. Yet professional standards were found to be a double-edged sword: standards-based performance risks standardising professionals; activating professional autonomy risks unrelenting and pointless activity; and 'improper' choices in relation to standardised norms risks sanction and illiberal intervention. Always attenuating such calculated endeavours are teachers' personal-professional aspirations and goals.
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Alonso, Patricia. "Education for Professional Practice: Runestone Model". Thesis, Uppsala University, Department of Information Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-98321.

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Nowadays, types of production and process technology are present in most ofsectors of the economy. The rate of progress is very fast and the manner in which technology is deployed and used undergoes continuous change. This is perhaps especially true for Information Technologies, where computers now have a great influence on our society. Therefore education in Computer Science should respond to the nature of the discipline and also be very dynamic.

In higher education, the transition from University to the beginning of professional career is a crucial moment for students. Education in Computer Science is focused on technical skills. Typically not much attention is given to the non-technical skills needed for life as a computing professional.

This thesis studies the current state of education in Computer Science, and how it trains students for their future professional career and factors that increase their successfulness and competitiveness in Industry. Universities typically provide students with an excellent technical education. But, nowadays the profile of professionals in Computing requires also other complementary aspects.

For this study, the thesis investigates an innovative approach to integratingprofessional practice into University education. The Runestone project, a coursegiven since the mid 1990's is a collaboration between the Universities of Uppsala (Sweden), GVSU Allendale, MI (USA) and Turku (Finland). This course, with its international perspective, hopes to train to the students not only in technical skills but also in non-technical skills representative of modern professional practice. The course encourages the students to realise the importance of these other aspects, understanding the function of a professional with a wider perspective.

The thesis studies the 2007 offering of the Runestone project. It analyzes theexperiences of teachers and students, drawing on interview and survey information. Data sources include interviews and survey responses from the teachers of the three participating Universities as well as students from the three countries involved.

The thesis has two objectives: to study the attitudes of the teacher in regard to the intention of the course and the study of students as they gain experience as a result of the course. The part of the analysis dealing with the teachers is centred in the study of their vision of the current education of Computer Science, their motivations and objectives of the course, the structure, methodology and tools used for it, the course as international project and the importance of the learning of communication in team. The part of the analysis of student's experience and motivation is centred in their vision of the courses role in their future professional practice in computing, motivations for the course, acquired skills during the course, how they worked in a team and the course as an international project.

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Lundvall, Lise-Lott. "Radiographers’ professional practice : a Swedish perspective". Licentiate thesis, Linköpings universitet, Avdelningen för radiologiska vetenskaper, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-111722.

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The general aim of this thesis was to empirically describe the radiographers’ professional scope in diagnostic imaging from the viewpoint of the practitioners and investigate how technical development affects the relations and actions in this practice. Data was collected by interviews and observations to both studies at the same time with two different aims. Eight radiographers (n=8) were interviewed. The interviews were open in character, were recorded with a digital voice recorder, and transcribed verbatim by the interviewer. The interview guide consisted of four interview questions. The observations of radiographers during their work with Computer Tomography (CT) and Magnetic Resonance Imaging (MRI) were conducted in a middle-sized radiology department in the southern part of Sweden. The observations were ten (n=10) in total. Two different theoretical perspectives were used: phenomenology (Study I) and practice theory perspective (Study II). Data was analysed with a phenomenological method in Study I. In Study II data was firstly analysed inductively, which resulted in seven codes. Secondly, abduction was made by interpretation of these codes from a practice theory perspective. This led to four themes. The findings in Study I display the main aspect of the radiographers’ work with image production. Their general tasks and responsibilities can be viewed as a process with the goal of producing images that can be used for diagnosis purposes. The process has three different phases: planning the examination, production of images, and evaluation of the image quality. The radiographers experience the production of images as their autonomous professional area. The findings in Study II report how technology development affects the relations between different actors and their actions in the practice of Computer Tomography. Four themes were identified; 1) Changed materiality makes the practical action easier. Radiographers’ practica work with image production has become easier when working with CT  compared to conventional techniques because the CT usually performs the image production in one scan. 2) Changed machines cause conflict between the arrangements of the work and the patients` needs. It is difficult to plan the examination individually for each patient because of the arrangements of the CT practice, i.e. they have little information about the patient before the examination. 3) Changing materiality prefigures learning. The radiographers describe a need for constant learning activities because of the changing procedures for image production and new modalities for image production. If not achieved it may affect their relations with the patients. 4) How the connections between different practices lead to times when practical reasoning is required in the radiography process with CT. The connections between the different professions in CT practice mainly occur through material arrangements because physically they work in different areas. The external arrangements in CT practice pre-figure actions for securing accurate radiation level and image quality. But the radiographers, who meet the patients, have to critically judge the intended actions in relation to clinical observed data to ensure patient safety.
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Taylor, R. Michael. "Deprofessionalization of the corporate optometrist? contrasting characteristics of the bureaucratic and professional models /". Thesis, Birmingham, Ala. : University of Alabama at Birmingham, 2007. http://www.mhsl.uab.edu/dt/2007p/taylor.pdf.

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Hirtz, Janine Renee Marie. "Teacher professional development and communities of practice". Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2802.

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The larger research project seeks to examine the role of technology and factors that influence its overall use and efficacy in supporting a community of teachers engaged in professional development. This thesis examines factors that appear to influence teacher participation in the online community of practice engaging in an overarching research project conducted by Dr. Balcaen and a team from UBC O Faculty of Education and funded by the Southern Alberta Professional Development Consortium (SAPDC). The two groups are acting in partnership for supporting and sustaining communities of practice in social studies in southern Alberta. SAPDC is allowing teachers release time to engage in the project while TC² is providing professional development for the participant teachers to become proficient at embedding TC² critical thinking tools into their classroom practices. Various technologies are used during this study as part of the design of providing professional development for the participants including supporting an online community presence. The guiding question for this thesis is: In a blended approach of face-to-face and online supported professional development for embedding critical thinking into the new social studies curriculum, what significant factors appear to influence teacher participation in the online community of practice during the first year of the project? Overall results during the first year of this project show that various technologies used during the project are valuable and effective in nurturing this community of practice by enabling and promoting collaboration, communication, and the completion and delivery of products to be used in teaching the new curriculum. I also examine negative factors that appear to prevent some teachers’ technology use and online participation and collaboration during this project. Findings show that there are several significant factors that influence participation in the online community and while some participants are reluctant to engage or enter the online environment, others have emerged as leaders and play a significant role in building and sustaining the community of practice. These results provide critical information about implementing and integrating an online component and using technology to sustain communities of practice engaged in this form of teacher professional development.
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Pook, Carol. "Peer observation : a paradox of professional practice". Thesis, University of Surrey, 2009. http://epubs.surrey.ac.uk/798091/.

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Peer observation is widely used within UK Higher Education (HE) institutions as a means of improving teaching standards. Interest in processes such as peer observation has risen as a result of an increasingly prevalent audit culture. Policies aimed at increasing levels of accountability in public Institutions have contributed to the commercialisation of education and have been accompanied by an increasingly dominant managerialist hegemony. The Dearing Report (1997) is widely recognised for advocating increasingly professional approaches to teaching within HE and recommended a greater emphasis on both standards and monitoring.
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Lanman, Sarah Ann. "Counselor Educators: Clinical Practice and Professional Identity". University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313686817.

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Edwards, Kelly Alison. "Teaching for professional responsibility in medical practice /". Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7649.

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Książki na temat "Professional practice"

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Association, American Medical Record. Professional practice standards. Chicago, IL (875 N. Michigan Ave., Suite 1850, Chicago 60611): American Medical Record Association, 1985.

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Danielson, Charlotte. Enhancing Professional Practice. Alexandria: ASCD, 2009.

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N, Hoose Seena, i Association of Engineering Geologists, red. Professional practice handbook. Wyd. 3. Sudbury, MA: Association of Engineering Geologists, 1993.

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Edith Cowan University. Faculty of Education. Professional practice guidelines. Perth, W.A: The Faculty, 1993.

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Julian, Lonbay, Spedding Linda S. 1952- i Levinson Harold, red. International professional practice. London: Chancery Law Pub., 1992.

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Gottschal, Jack A. Promoting your professional practice. Ridgefield, Conn: Round Lake Pub., 1992.

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Smyth, Hedley, red. Managing the Professional Practice. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444392364.

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Hopwood, Nick. Professional Practice and Learning. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26164-5.

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Higgs, Joy, i Franziska Trede, red. Professional Practice Discourse Marginalia. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-600-2.

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Andrews, Gavin J., Emma Rowland i Elizabeth Peter. Place and Professional Practice. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64179-5.

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Części książek na temat "Professional practice"

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Allington, Ruth. "Professional Practice". W Encyclopedia of Earth Sciences Series, 1–2. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-12127-7_229-1.

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Gibb, Stephen. "Professional Practice". W Human Resource Development, 228–51. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34464-8_10.

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Huss, Norma, Sandra Schiller i Matthias Schmidt. "Professional Practice". W Fachenglisch für Pflege und Pflegewissenschaft, 147–72. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-30005-9_5.

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Higgs, Joy, i Narelle Patton. "Professional Practice". W Health Practice Relationships, 9–16. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-788-9_2.

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Woodall, James, i Simon Rowlands. "Professional practice." W Health promotion: global principles and practice, 148–85. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789245332.0148.

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Abstract This book chapter seeks to: (i) explore the role of the settings approach to health promotion and the need for organizational change; (ii) discuss the importance of evidence-based practice and evaluation; (iii) describe some of the ethical issues in practising health promotion; (iv) suggest a means of overcoming the top-down/bottom-up tensions in practice; (v) explore the need for developing partnerships between civil society, NGOs, and private and public sectors; and (vi) outline the skills and competencies of health promoters practising in the 21st century. This chapter has attempted to discuss some challenges in the practice of health promotion, ending on the challenges in terms of the skills required to do health promotion work. Some of these challenges reoccur in the next chapter, particularly when discussing capacity building for health promotion at a societal level rather than the individual level.
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Mepham, David. "Professional practice". W Rethinking Parking, 180–206. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003356493-7.

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Allington, Ruth. "Professional Practice". W Encyclopedia of Earth Sciences Series, 737–38. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73568-9_229.

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Hocking, Darryl. "Professional Practice". W Communicating Creativity, 235–73. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-55804-6_9.

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Deveaux, Tim. "Professional practice". W Bassett’s Environmental Health Procedures, 49–60. Ninth edition. | Abingdon, Oxon; New York, NY : Routledge, [2020]: Routledge, 2019. http://dx.doi.org/10.1201/9780429060847-3.

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Woodall, James, i Simon Rowlands. "Professional practice." W Health promotion: global principles and practice, 148–85. Wyd. 2. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789245332.0005.

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Abstract This book chapter seeks to: (i) explore the role of the settings approach to health promotion and the need for organizational change; (ii) discuss the importance of evidence-based practice and evaluation; (iii) describe some of the ethical issues in practising health promotion; (iv) suggest a means of overcoming the top-down/bottom-up tensions in practice; (v) explore the need for developing partnerships between civil society, NGOs, and private and public sectors; and (vi) outline the skills and competencies of health promoters practising in the 21st century. This chapter has attempted to discuss some challenges in the practice of health promotion, ending on the challenges in terms of the skills required to do health promotion work. Some of these challenges reoccur in the next chapter, particularly when discussing capacity building for health promotion at a societal level rather than the individual level.
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Streszczenia konferencji na temat "Professional practice"

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Macbride, Charles, Federico Garcia Lammers i Jessica Garcia Fritz. "Theory and Practice: The Formulation and Delivery of Teaching Professional Practice". W 108th Annual Meeting Proceedings. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.am.108.104.

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This paper describes the pedagogy, development, and delivery of an ongoing professional practice (pro-practice) course sequence, as both a critique of traditional pro-practice coursework and within the unique context of a recently formed architecture program in an underserved region. Among the challenges in starting a degree program from scratch is the approach to pedagogy and curriculum. Student exposure to a range of voices and instructors is a significant challenge and one that has been addressed through a curriculum of interrelated course sequences, including studio, media, history, technology, and perhaps most successfully, professional practice. Delivered across the final four semesters of the program, the professional practice sequence has been consciously developed to teach to an inseparable condition of practice and theory. In addition, the courses have been conceived within the unique and place-specific lessons of a small pro-gram with little architectural tradition. Practice has its own narrowly defined lane in the region, and as such, any theory surrounding it has only now been proposed or verbalized by the emerging faculty. Though traditional pro-practice courses typically exist as a single-semester offering, spreading content across four courses has allowed the department to connect diverse theoretical and practical positions, while exceeding the narrow requirements for accreditation. Legal responsibilities in the profession, financial practices, environmental ethics, and the management of practice unfold respectively through Regulation, Economics, Stewardship, and Management courses. These themes are theoretically framed by rooting architectural practices through their historical emergence, intersection with small urban places, and as a critique of normative models. Simultaneously, they are framed as theoretical extensions of the studio and other curricular course sequences. It has been found that this four-course sequence has established a popular and successful teaching methodology that both supports departmental pedagogy and has introduced a platform for wider investigation and dialogue in this professional context.
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Atherton, Rachel, i Alisha Karabinus. "Professional practice, amateur profile". W SIGDOC '19: The 37th ACM International Conference on the Design of Communication. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3328020.3353941.

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Heath, Christian, i Paul Luff. "Documents and professional practice". W the 1996 ACM conference. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/240080.240342.

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Elpatova, Anna Aleksandrovna. "Opportunities for Integrating Coaching Tools into the Design of Learning Experience for Online Continuing Professional Education Courses". W International Research-to-practice conference. Publishing house Sreda, 2024. http://dx.doi.org/10.31483/r-111378.

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One of the main goals for students in online Continuing Professional Education courses who are experiencing a crisis of professional identity is to find employment in a new profession. The article presents research results that reveal instances of impostor syndrome among students who have completed online Continuing Professional Education courses and are searching for jobs. The article also proposes specific coaching tools that can be integrated into the design of learning experience to help students reduce the impact of impostor syndrome on their job search and successfully overcome the professional identity crisis.
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"Critical Bridge: Learning Practice / Teaching Practice". W 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.46.

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The bridge between two apparently opposite poles, the academy and the profession, isn’t a relationship where one underpins the other. Instead it should be seen as a continuum that establishes a system of checks and balances where in order to thrive, one needs the other. In his book ‘New Essentialism / Material Architecture’ Borden discuss-es this relationship between the ‘practice of architecture’ and the ‘practice of teaching’. “Leading practitioners and design thinkers are associated with academic institutions. This connection to teaching represents a critical bridge that endows the academy with an experimental and investigative validity while providing the ever renewing energy, experimentation, and inquiry that feeds and validates a professional office.” The association between these two poles produce a symbiosis with one learning from and teaching the other. The academy is validated through the accountability of the profession, while at the same time, the profession is nourished through the curious and investigative environment that only the academy can provide. On the one hand, professional practice is primarily seen as a service-based profession that wrestles with the pressures of societal demands that influence its outcomes whether they be in the form of research or a product/commodity. Practice is the point of translation of ideation to reality, a process dominated by pragmatics and constraints. This process, in some respects, is the validation of disciplinary experimentation and speculation that can be undertaken in both the profession or academy. The academy, on the other hand has the option of freeing itself of societal demands and pragmatic constraints, and serves as the guardian of the disciplinary calling which separates architecture from building. The design studio is a place where knowledge in generated in a diverse, equitable and inclusive manner. However, this freedom can be seen in two ways. Some view the work produced in an academic environment lacking rigor and not grounded in reality. This view leads to a questioning of its validity and the beneficial implications that it might have for the betterment of the profession and society at large. However, without this freedom and ability to speculate severely limits the possibilities for innovation in the field.
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Casar Furio, Maria Emilia, i Asenet Sosa Espinosa. "Shifting priorities as a decisive factor: ethics in architectural practice". W 3rd Valencia International Biennial of Research in Architecture, VIBRArch. València: Editorial Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/vibrarch2022.2022.15206.

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Every professional offers a unique, precise and basic service to society. This service is vocational from the exemplary models of their profession, with an enlightened and free execution. In the exercise of the profession, the architect tries to provide solutions to the different functional problems that derive from the ideal way of life proposed by today's society, facing ethical, social, political and legal problems in the search for the satisfaction of needs, sometimes economic interests take precedence over the social function of architecture and the principles of sustainability. Trends and intellectual conceptions change. In any case, it is indisputable that the fundamental key to architecture lies in the creation of a habitable environment. Thus, the architect is called upon to act as a civic leader in his or her professional practice. Based on this, the general objective of this paper is to make an exploratory approach to professional dilemmas in the field of urban planning and urban design. This is done from the perception and experience of the urban architect who carries out his work in the Valencian Community, in Spain. It is a first approach, carried out through conversations with professionals using qualitative techniques of social research, specifically the interview. The profiles interviewed combine the professional role with the teaching role in the university, which allows us to propose keys that can contribute to generating good practices in the professional field of the urban architect, but which are also present in teaching and learning. Among the conclusions highlighted are the disjunctions derived from political, economic and political-economic interests, which sometimes call into question the social function of urban planning as public policy; the necessary break with the elitism that has characterized the profession and the interdisciplinary work in urban planning as a way to act as a civic leader.
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Kam, Moshe. "Engineering licensing and professional practice". W 2011 International Workshop on Institutional and Programme Accreditation: Connections and Opportunities. IEEE, 2011. http://dx.doi.org/10.1109/iwipa.2011.6221138.

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Huang, Alvin, Vincent Hui i Kristen Sarmiento. "ARCHITECTURAL PEDAGOGY: TOWARDS PROFESSIONAL PRACTICE". W 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0122.

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Ryan, Katie. "Supporting the development of students in the pharmacy profession through stakeholder engagement and technology innovation". W Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.37.

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Pharmacists are experts in safe drug usage, and are uniquely placed to provide professional advice on a range of health related issues. It is crucial that pharmacy education embodies an emphasis on creating independent and responsible learners and prioritises life-long learning in the face of rapid change. Consequently, appropriate teaching and learning modalities are essential to prepare students. Changes in the way patient’s access information and education of pharmacists call for new ways of teaching to prepare pharmacists for a changing profession. The aim of this body of work was to support pharmacy students’ education as teachers and learners through their utilisation of technology to create short educational videos on a range of topics intended for different stakeholder groups including patients and allied healthcare professionals.
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Depesova, Jana, Ivana Turekova i Gabriel Banesz. "Lifelong learning in the professional practice". W 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318145.

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Raporty organizacyjne na temat "Professional practice"

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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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García Martí, Sebastián, i Agustín Ciapponi. Are tailored strategies effective for changing healthcare professional practice? SUPPORT, 2016. http://dx.doi.org/10.30846/160815.

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Attempts to change the behaviour of health professionals may be impeded by a variety of different barriers. Change may be more likely if implementation strategies are specifically chosen to address potential obstacles. It is logical that strategies tailored to overcome identified barriers should be more effective than non-tailored ones.
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Ciapponi, Agustín, i Sebastián García Martí. Do educational outreach visits improve health professional practice and patient outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/170107.

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Educational outreach visits entail the use of a trained person from outside the practice setting to meet with healthcare professionals in their practice. They provide information that may include feedback about professional performance with the intent of improving practice. This type of face-to-face visit is also called academic detailing and educational visiting. The intervention may be tailored based upon previously identified barriers to change or combined with other interventions, including reminders or interventions targeted directly at patients, such as recall clinics
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Pantoja, Tomás, i Signe Flottorp. Does providing healthcare professionals with data about their performance improve their practice? SUPPORT, 2017. http://dx.doi.org/10.30846/170212.

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Audit and feedback is commonly used as a strategy to improve professional practice. It appears logical that healthcare professionals would be prompted to modify their practice if given feedback that their clinical practice was inconsistent with that of their peers or accepted guidelines.
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Siaki, Leilani. Evaluation of a Professional Practice Model in the Ambulatory Care Setting. Fort Belvoir, VA: Defense Technical Information Center, marzec 2014. http://dx.doi.org/10.21236/ada622413.

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Uneke, Chigozie Jesse. What are the effects of printed educational materials on professional practice and healthcare outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/160812.

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Printed educational materials (PEMs), including clinical guidelines, monographs and publications in peer-reviewed journals, are common channels to distribute recommendations for clinical care and evidence to inform the practice of healthcare providers. PEMs are used across a range of settings as a strategy to improve professional practice and healthcare outcomes through promoting clinical practices that have been shown to be beneficial and discouraging the use of ineffective interventions. The wide use of PEMs in many settings, particularly in the form of clinical guidelines, is linked to the fact that they are seen as familiar, accessible, relatively inexpensive and convenient.
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Rada, Gabriel. How do clinical pathways affect patient outcomes, professional practice and hospital costs? SUPPORT, 2016. http://dx.doi.org/10.30846/1608105.

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Clinical pathways are structured multidisciplinary care plans used by healthcare providers to detail essential steps in the care of patients with a specific clinical problem. The use of clinal pathways is intended to link evidence to practice and to optimise clinical outcomes whilst maximising clinical efficiency.
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Shey Wiysonge, Charles. Does use of local opinion leaders improve professional practice and patient outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/1608113.

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Opinion leaders are a small number of individuals within a community who have an influence on what the rest of the community does. They are active media users, who interpret the meaning of media messages or content for lower-end media users. Because of their influence, it is thought that opinion leaders may be able to persuade healthcare providers to use the best available evidence when treating and managing patients.
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Chiavaroli, Neville, Kate Reid, Pru Mitchell i Jenny Trevitt. Systematic review of the literature on professional education accreditation. Australian Council for Educational Research, 2020. http://dx.doi.org/10.37517/978-1-74286-711-3.

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This report is a critical and systematic review of the literature on professional education accreditation models, associated methods, and the effectiveness and impact of each model. The review was conducted to inform a review and update of the Royal College of Veterinary Surgeons (RCVS) standards of accreditation for veterinary degrees. The purpose of the study was to rapidly appraise the evidence for the effectiveness, impact, and feasibility of different accreditation approaches, in order to inform best practices for the accreditation of professional education programs. The study focused on accreditation for programs which produce practice-ready graduates, including for veterinary programs. The authors searched several databases for articles published from 2000 to 2020, using search terms identified during a scoping phase, and applied a rapid review methodology in line with contextual, time, and resource requirements. The full-text review included 32 articles, from which a clear transition in the literature was seen from input- and process-based models (pre- and early 2000s) to outcomes-based models (in the 2000s and early 2010s). Continuous quality improvement and targeted models (including risk-based and thematic) represent more recent approaches in accreditation practice. However the review identified limited empirical evidence for the relative effectiveness of different accreditation approaches in professional education, although evidence for the more recent accreditation approaches is emerging.
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