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1.
Pharm. pract. (Granada, Internet) ; 18(3): 0-0, jul.-sept. 2020. tab, graf
Artigo em Inglês | IBECS | ID: ibc-194194

RESUMO

BACKGROUND: The American College of Clinical Pharmacy (ACCP) prepared clinical pharmacist competencies that have specific recommendations. Recently, many efforts to advance clinical pharmacy services in Egypt exist. The literature revealed that no country has assessed the extent of applicability of ACCP competencies in its current pharmacy practice setting. Egyptian pharmacists can provide feedback about applicability of such competencies in clinical pharmacy settings in Egypt. OBJECTIVE: The objective of this study was to investigate the extent to which ACCP competencies were implemented by Egyptian clinical pharmacists and therefore evaluate development of clinical pharmacy practice in Egypt. The study also investigated factors affecting the applicability of such competencies in the current clinical pharmacy practice setting in Egypt. METHODS: Four hundred and ninety-five randomly selected clinical pharmacists from several hospitals were invited to participate in a cross sectional survey using a self-administered validated questionnaire composed of 31 questions classified into six domains. This questionnaire was designed to determine the pharmacists' perception about applicability of ACCP competencies to clinical pharmacy practice in Egypt. RESULTS: The response rate was 64% as 317 out of 495 pharmacists completed the questionnaire. These pharmacists were categorized according to age; gender; qualifications; years of previous work experience, years since BSc. and type of hospitals they are currently working at. Analysis of data revealed the professionalism domain to have the highest percentage of acceptance among pharmacists, while the system-based care & population health domain had the lowest percentage of acceptance. Results also showed that qualifications of participants did not affect their response in three domains; "Direct Patient Care", "Systems-based Care & Population Health" and "Continuing Professional Development" (p = 0.082, 0.081, 0.060), respectively. Nevertheless, qualifications of participants did affect their response in the other three domains; "Pharmacotherapy Knowledge", "Communication" and "Professionalism" (p < 0.05). The age of pharmacists, gender, years of previous work experience, and graduation year did not affect their responses in all six domains. The type of hospital they are currently working at, though, affected their responses where, there was a highly statistically significant increase of the mean score of all domains among participants working at the NGOs/private hospitals compared to governmental hospitals (p < 0.001). CONCLUSIONS: Egyptian pharmacists generally apply high percentage of ACCP competencies but the provided clinical pharmacy services need to be improved through applying the standards of best practice


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Assuntos
Humanos , Masculino , Feminino , Adulto , Pessoa de Meia-Idade , Conselhos de Especialidade Profissional/normas , Prática Profissional , Profissionalismo , Egito , Sistemas de Informação em Farmácia Clínica/normas , Inquéritos e Questionários , Competência Profissional/normas , Estudos Transversais
2.
PLoS One ; 15(8): e0237632, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32817679

RESUMO

BACKGROUND: Licensure and registration are the traditional approaches to ensure minimally acceptable standards of care for practice. However, due to advances in medical technology and changes in clinical practice, the knowledge and skills obtained from basic education and training may rapidly become out of date. There is no mandated, structured and ongoing mechanism to assess all doctors' competence in Hong Kong. This paper assessed doctors' perceived needs for continuous professional development, and to identify facilitators and barriers that are likely to influence the implementation of compulsory continuous professional development for maintaining professional competence and ensuring patient safety. METHODS: An explanatory sequential mixed method design with two distinct interactive phases was adopted comprising a postal self-administered questionnaire survey among a random sample of 2,459 of doctors (Phase 1), followed by individual interviews of a stratified sample of 30 questionnaire respondents for the subsequent qualitative analysis (Phase 2). RESULTS: The majority of doctors (over 90%) agreed the importance of continuous professional development to update knowledge and skills. However, just 30.7% of non-specialists compared with 65.4% of specialists agreed it would be desirable for continuous professional development to be a requirement for renewal of licenses. A relatively higher percentage of non-specialists compared with specialists reported barriers to participation such as accessibility, availability and relevance of the content of the programmes. Facilitators for uptake included more convenient schedule and location, relevant content, and incentives for participation such as making this a pre-condition for enrolling in government-funded services. CONCLUSIONS: To address the needs of individual doctors, the spheres of practice, personal preferences and learning styles should be considered in deciding the content and processes of continuous professional development. Flexibility is also an important principle. A learning model, incentives for participation and a compliance strategy (instead of deterrence) could be effective strategy for continuous professional development.


Assuntos
Educação Médica Continuada/normas , Conhecimentos, Atitudes e Prática em Saúde , Determinação de Necessidades de Cuidados de Saúde/normas , Médicos/normas , Competência Profissional/normas , Especialização/normas , Adulto , Atitude do Pessoal de Saúde , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Pesquisa Qualitativa , Inquéritos e Questionários , Adulto Jovem
3.
Am J Disaster Med ; 14(4): 247-254, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32803744

RESUMO

OBJECTIVE: The Pandemic and All-Hazards Preparedness Act calls for establishing a competency-based training program to train public health practitioners. To inform such training, the Centers for Disease Control and Prevention and the Association of Schools of Public Health managed groups of experts to produce a competency model which could function as a national standard of behaviorally based, observable skills for the public health workforce to prevent, protect against, respond to, and recover from all hazards. DESIGN: A systematic review of existing competency models generated a competency model of proposed domains and competencies. PARTICIPANTS: National stakeholders were engaged to obtain consensus through a three-stage Delphi-like process. RESULTS: The Delphi-like process achieved 84 percent, 82 percent, and 79 percent response rates in its three stages. Three hundred sixty six unique individuals responded to the three-round process, with 45 percent (n = 166) responding to all three rounds. The resulting competency model features 18 competencies within four core learning domains targeted at midlevel public health workers. CONCLUSIONS: Practitioners and academics have adopted the Public Health Preparedness and Response Core Competency Model, some of whom have formed workgroups to develop curricula based on the model. Efforts will be needed to develop evaluation materials for training and education programs to refine the model as well as for future training and education initiatives.


Assuntos
Planejamento em Desastres/organização & administração , Pessoal de Saúde/educação , Competência Profissional/normas , Saúde Pública/normas , Consenso , Currículo , Técnica Delfos , Humanos
4.
Niger J Clin Pract ; 23(7): 988-994, 2020 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-32620730

RESUMO

Background: Tertiary hospitals are specialized institutions that provide managed care for patients. It has been shown that the productivity of any organization/institution is as good as the performance of its managers. Aim: This study assessed the management knowledge of Healthcare Managers in a tertiary hospital in Calabar, Nigeria. Methodology: This was a descriptive cross-sectional study that employed a structured questionnaire (adapted from the Health Leadership Alliance competency directory). Data were analyzed using SPSS version 20. Results: A total of 266 managers were included in this studywith a M: F ratio of 1.3:1. The knowledge rating of role of non-clinical professionals, regulatory agency standards, preparation of business communication, change process management and policy formulation and analysis varied significantly among the three levels of management (p < 0.05). Less than 50% of operational and middle managers rated themselves as experts in all the competency domains while majority (80%) of strategic managers rated themselves as more than proficient in most of the competency items. Conclusion: There is inadequate managerial knowledge at all levels of management in a typical tertiary hospital in Nigeria with the potential to impact negatively on quality healthcare delivery.


Assuntos
Administradores de Instituições de Saúde , Administração de Serviços de Saúde/normas , Gestão do Conhecimento , Liderança , Competência Profissional/normas , Adulto , Serviços de Saúde Comunitária , Estudos Transversais , Assistência à Saúde , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Nigéria , Competência Profissional/estatística & dados numéricos , Qualidade da Assistência à Saúde , Inquéritos e Questionários , Centros de Atenção Terciária , Gestão da Qualidade Total , Adulto Jovem
5.
BMC Public Health ; 20(1): 956, 2020 Jun 18.
Artigo em Inglês | MEDLINE | ID: mdl-32552689

RESUMO

BACKGROUND: The value of competency frameworks for developing the public health workforce is widely acknowledged internationally. However, there is a lack of formal evaluations of such frameworks. In the UK, the Public Health Skills and Knowledge Framework (PHSKF) is a key tool for the public health workforce across the UK, and this study presents the evaluation of the PHSKF 2016 version, with the aim of reflecting on implications for international public health competency frameworks. METHODS: A sequential explanatory design was employed. An online survey (n = 298) was completed with stakeholders across the four UK nations and different sectors. This was followed by 18 telephone interviews with stakeholders and survey completers. Quantitative results were analysed descriptively; qualitative transcripts were analysed with thematic analysis. RESULTS: Most respondents had used the PHSKF occasionally or rarely, and most users found it useful (87%) and easy to use (82%). Main purposes of use included team/workforce development (e.g. setting of standards) and professional development (e.g. identify professional development opportunities). Some positive experiences emerged of uses of the PHSKF to support organisational redevelopments. However, 23% of respondents had never used the framework. Areas for improvement included greater clarity on purpose and audience, the need for more support from employers and for clear career progression opportunities, and stronger links with other competency frameworks. CONCLUSIONS: The development of a digital version of the PHSKF, together with improving buy-in from the workforce and employers could make an important contribution towards UK public health workforce development. Further evaluation and shared learning internationally of the implementation of public health competency frameworks would support global public health workforce development.


Assuntos
Conhecimentos, Atitudes e Prática em Saúde , Competência Profissional/normas , Saúde Pública/educação , Desenvolvimento de Pessoal/normas , Recursos Humanos/normas , Estudos Transversais , Emprego/normas , Humanos , Relações Interprofissionais , Liderança , Inquéritos e Questionários , Reino Unido
6.
Nurs Outlook ; 68(4): 459-467, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32593462

RESUMO

BACKGROUND: Full practice authority laws that permit nurse practitioners (NPs) to practice independently and prescribe medications may influence NPs' workforce outcomes. PURPOSE: To examine whether implementation of full practice authority laws affect NP self-employment, average earnings, and likelihood of residing in a primary care health professional shortage area (HPSA). METHODS: A nationally representative U.S. sample of 9,782 NPs employed in health care during 2010 to 2018 was drawn from the American Community Survey. Difference-in-differences regression was used to estimate covariate-adjusted mean differences in NPs' workforce outcomes after full practice authority implementation. FINDINGS: Among full-time employed NPs, full practice authority was associated with an increased probability of residing in a HPSA (adjusted odds ratio [aOR]:2.34, 95%CI 1.14, 4.83) and with a higher mean probability of self-employment (aOR:4.97, 95%CI 1.00, 24.86). DISCUSSION: Full practice authority implementation improves access to primary care providers in health professional shortage areas and may increase practice ownership among NPs.


Assuntos
Profissionais de Enfermagem/estatística & dados numéricos , Profissionais de Enfermagem/normas , Autonomia Profissional , Competência Profissional/estatística & dados numéricos , Competência Profissional/normas , Papel Profissional , Recursos Humanos/estatística & dados numéricos , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Estados Unidos
7.
J Evid Based Soc Work (2019) ; 17(4): 469-485, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32500825

RESUMO

PURPOSE: The purpose of this study was to understand the importance of research-supported practice for batterer intervention programs. METHODS: This study applied descriptive statistics and chi-square analyses to a novel dataset from the Domestic Violence Perpetrator Treatment Survey (N = 411). This was a 69-item survey developed by domestic violence providers and researchers to understand the role of research-supported practice in the treatment of intimate partner violence (IPV). RESULTS: This study found statistically significant differences between Duluth oriented programs and Cognitive Behavioral Therapy (CBT) oriented programs with respect to the importance of research-supported practices and motivational interviewing, a strategy found effective in treatment of IPV by extant research. DISCUSSION: There appears to have been an evolution among practitioners toward more eclecticism, and an acknowledgment that programs should be research-supported. CONCLUSION: Implications of this study for education and treatment are discussed.


Assuntos
Pessoal Técnico de Saúde/normas , Terapia Comportamental/métodos , Terapia Cognitivo-Comportamental/métodos , Vítimas de Crime/reabilitação , Violência por Parceiro Íntimo/psicologia , Licenciamento/normas , Competência Profissional/normas , Adulto , Idoso , Idoso de 80 Anos ou mais , Vítimas de Crime/psicologia , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Entrevista Motivacional/normas , Papel Profissional
8.
Rural Remote Health ; 20(2): 6045, 2020 05.
Artigo em Inglês | MEDLINE | ID: covidwho-431288

RESUMO

Health professions education in tertiary, industrial and other contexts often entails face-to-face small group learning through tutorials. The current novel coronavirus, COVID-19, has reduced face-to-face contact, and this has challenged how health professionals and clinical students can access training, accreditation and development. Online and other remote mechanisms are available to tutors and course designers; however, they might not feel comfortable with such affordances, in light of expectations to so rapidly change familiar teaching and delivery styles. This may result in the loss of interaction and disruption of peer learning, which are hallmarks of the small group tutorial. Collaborative learning is essential to develop and refine an emerging sense of belonging to a professional community through formal studies, and interactive learning is a requirement for some registered health professions to satisfy ongoing professional accreditation. Online media has been used to promote social learning in regional, rural and remote communities for some time. Strategies for learning activity design and tutor training are proposed to equip course designers and educators to support health professions education remotely, through the synchronous, online small group. This may herald a new era of increased access to training and professional development for non-urban learners, beyond COVID-19.


Assuntos
Betacoronavirus , Infecções por Coronavirus , Educação a Distância/métodos , Ocupações em Saúde/educação , Pandemias , Pneumonia Viral , Competência Profissional/normas , Currículo/normas , Difusão de Inovações , Humanos , Aprendizagem Baseada em Problemas/métodos
9.
PLoS One ; 15(5): e0233360, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32437384

RESUMO

BACKGROUND: Recent infectious disease outbreaks highlight the importance of competent professionals with expertise on public health preparedness and response at airports. The availability of a competency profile for this workforce supports efficient education and training. Although competency profiles for infectious disease control professionals are available, none addresses the complex airport environment. Therefore, the main aim of this study is to develop a competency profile for professionals involved in infectious disease preparedness and response at airports in order to stimulate and direct further education and training. METHODS: We developed the competency profile through the following steps: 1) extraction of competencies from relevant literature, 2) assessment of the profile in a national RAND modified Delphi study with an interdisciplinary expert group (n = 9) and 3) assessment of the profile in an international RAND modified Delphi study with an airport infectious disease management panel of ten European countries (n = 10). RESULTS: We systematically studied two competency profiles on infectious disease control and three air transport guidelines on event management, and extracted 61 relevant competencies for airports. The two RAND modified Delphi procedures further refined the profile, mainly by specifying a competency's target group, the organizational level it should be present on, and the exact actions that should be mastered. The final profile, consisting of 59 competencies, covers the whole process from infectious disease preparedness, through the response phase and the recovery at airports. CONCLUSION: We designed a profile to support training and exercising the multidisciplinary group of professionals in infectious disease management in the airport setting, and which is ready for use in practice. The many adaptations and adjustments that were needed to develop this profile out of existing profiles and air transport guidelines suggest that other setting-specific profiles in infectious disease control are desirable.


Assuntos
Aeroportos , Controle de Doenças Transmissíveis/normas , Competência Profissional/normas , Saúde Pública/normas , Aeroportos/organização & administração , Aeroportos/normas , Defesa Civil/educação , Defesa Civil/organização & administração , Defesa Civil/normas , Doenças Transmissíveis/transmissão , Consenso , Técnica Delfos , Europa (Continente) , Feminino , Humanos , Masculino , Saúde Pública/educação , Administração em Saúde Pública
10.
Rural Remote Health ; 20(2): 6045, 2020 05.
Artigo em Inglês | MEDLINE | ID: mdl-32471311

RESUMO

Health professions education in tertiary, industrial and other contexts often entails face-to-face small group learning through tutorials. The current novel coronavirus, COVID-19, has reduced face-to-face contact, and this has challenged how health professionals and clinical students can access training, accreditation and development. Online and other remote mechanisms are available to tutors and course designers; however, they might not feel comfortable with such affordances, in light of expectations to so rapidly change familiar teaching and delivery styles. This may result in the loss of interaction and disruption of peer learning, which are hallmarks of the small group tutorial. Collaborative learning is essential to develop and refine an emerging sense of belonging to a professional community through formal studies, and interactive learning is a requirement for some registered health professions to satisfy ongoing professional accreditation. Online media has been used to promote social learning in regional, rural and remote communities for some time. Strategies for learning activity design and tutor training are proposed to equip course designers and educators to support health professions education remotely, through the synchronous, online small group. This may herald a new era of increased access to training and professional development for non-urban learners, beyond COVID-19.


Assuntos
Betacoronavirus , Infecções por Coronavirus , Educação a Distância/métodos , Ocupações em Saúde/educação , Pandemias , Pneumonia Viral , Competência Profissional/normas , Currículo/normas , Difusão de Inovações , Humanos , Aprendizagem Baseada em Problemas/métodos
11.
PLoS One ; 15(4): e0231735, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32310984

RESUMO

Despite growing demand for practicable methods of research evaluation, the use of bibliometric indicators remains controversial. This paper examines performance assessment practice in Europe-first, identifying the most commonly used bibliometric methods and, second, identifying the actors who have defined wide-spread practices. The framework of this investigation is Abbott's theory of professions, and I argue that indicator-based research assessment constitutes a potential jurisdiction for both individual experts and expert organizations. This investigation was conducted using a search methodology that yielded 138 evaluation studies from 21 EU countries, covering the period 2005 to 2019. Structured content analysis revealed the following findings: (1) Bibliometric research assessment is most frequently performed in the Nordic countries, the Netherlands, Italy, and the United Kingdom. (2) The Web of Science (WoS) is the dominant database used for public research assessment in Europe. (3) Expert organizations invest in the improvement of WoS citation data, and set technical standards with regards to data quality. (4) Citation impact is most frequently assessed with reference to international scientific fields. (5) The WoS classification of science fields retained its function as a de facto reference standard for research performance assessment. A detailed comparison of assessment practices between five dedicated organizations and other individual bibliometric experts suggests that corporate ownership and limited access to the most widely used citation databases have had a restraining effect on the development and diffusion of professional bibliometric methods during this period.


Assuntos
Bibliometria , Competência Profissional , Pesquisa , Confiabilidade dos Dados , Bases de Dados como Assunto/normas , Europa (Continente) , Competência Profissional/normas , Pesquisa/normas , Países Escandinavos e Nórdicos
13.
Nurse Educ Today ; 87: 104360, 2020 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-32135456

RESUMO

BACKGROUND: Clinical narratives may be used as a means to improve the acquisition of clinical competences. Even though there are studies that recognize the potential value of clinical narratives to promote nursing professional development, there is no evidence that shows their value as a tool to improve nurses' competences to provide person-centred nursing care. PURPOSE: To evaluate the preliminary efficacy of narratives for the development of three nursing professional competences -respect, intentional presence and knowing the person- for providing person-centred care. METHOD: Using a pre-post quasi-experimental design, a pilot study with a total of 34 nurses enrolled in a training course of nursing specialization was conducted between September 2016 and June 2017. All the nurses received a multi-component intervention based on the Critical Reflective Inquiry model. The strategies of this programme consisted of writing three narratives, attending two masterclasses, participating in a discussion group, and participating in a face-to-face interview. The NarratUN Evaluation tool was used to assess the outcomes. Changes among nurses were analysed using the Wilcoxon signed Rank test. RESULTS: The difference in the means between the pre- and post-intervention scores were statistically significant for respect [0.59 (95% CI 0.23-0.95; p = 0.001)], intentional presence [0.75 (95% CI 0.32-1.17; p < 0.0001)] and knowing the person [0.62 (95% CI 0.25-0.99; p = 0.001)]. The difference in the mean score for use of the narrative and reflection also increased significantly [0.65 (95% CI 0.32-0.98, p < 0.001)]. CONCLUSIONS: The use of narratives combined with other reflective strategies (masterclass sessions and discussion groups) proved to be effective for the development of professional competences of nurses.


Assuntos
Narração , Enfermeiras e Enfermeiros/estatística & dados numéricos , Assistência Centrada no Paciente , Competência Profissional/normas , Ensino , Redação , Adulto , Competência Clínica/normas , Feminino , Humanos , Projetos Piloto , Avaliação de Programas e Projetos de Saúde , Especialidades de Enfermagem , Adulto Jovem
16.
Rev Bras Enferm ; 73(1): e20180198, 2020.
Artigo em Inglês, Português | MEDLINE | ID: mdl-32049238

RESUMO

OBJECTIVE: Identify the knowledge of mental health service managers about the national mental health policy. METHOD: This is a qualitative study conducted with 20 coordinators, who were submitted to a structured interview. Data were categorized in a thematic analysis using ALCESTE software. RESULTS: The results produced the following categories: Back to society: protagonism and autonomy of patients; Interprofessional team: assignments and activities; Structuring of a psychosocial care network; Challenges affecting the service; Distance between policy and practice. FINAL CONSIDERATIONS: Public managers demonstrated they are aware of the key concepts for effective structuring of a psychosocial care network based on patient protagonism and autonomy, the assignments and activities performed by interprofessional teams, and the challenges found while structuring a psychosocial care network.


Assuntos
Pessoal Administrativo/normas , Política de Saúde/legislação & jurisprudência , Serviços de Saúde Mental/legislação & jurisprudência , Competência Profissional/normas , Pessoal Administrativo/estatística & dados numéricos , Atitude do Pessoal de Saúde , Brasil , Pessoal de Saúde/psicologia , Pessoal de Saúde/normas , Pessoal de Saúde/estatística & dados numéricos , Política de Saúde/tendências , Humanos , Relações Interprofissionais , Serviços de Saúde Mental/tendências , Competência Profissional/estatística & dados numéricos , Pesquisa Qualitativa
17.
Perspect Med Educ ; 9(2): 98-106, 2020 04.
Artigo em Inglês | MEDLINE | ID: mdl-32034725

RESUMO

INTRODUCTION: Numerous frameworks and tools have been developed to assist medical schools striving to achieve their social accountability mandate. The purpose of this study was to design an instrument to evaluate medical students' perceptions of the key competencies of a 'socially accountable' healthcare practitioner using widely accepted frameworks which contain clear measurable outcomes. METHODS: The instrument was designed in three phases: selection of a competency-based framework, development of items, and validation of the instrument through exploratory factor analysis. Medical students in the 6­year medical degree program at the University of Cape Town, South Africa were invited to participate in the study. Descriptive and inferential statistical analysis was performed using Stata/SE version 13.1. RESULTS: Of 619 students invited to participate in the study, 484 (78%) responded. The CanMEDS framework was selected for designing the instrument, which comprised 35 statements reflecting five competencies for each CanMEDS role. Exploratory factor analysis of the student responses yielded a 28-item instrument. There was a significant difference in overall Perceptions of Social Accountability Instrument (PSAI) scores between men and women (p = 0.002) but no significant difference between the overall PSAI scores for students in the respective years of study. DISCUSSION: This study describes the design of an instrument to evaluate medical students' perceptions of the essential competencies of socially accountable healthcare practitioners. Used longitudinally, the data may provide evidence of the successes of our programs and identify areas where further improvements are required.


Assuntos
Percepção , Competência Profissional/normas , Responsabilidade Social , Estudantes de Medicina/psicologia , Feminino , Humanos , Entrevistas como Assunto/métodos , Masculino , Competência Profissional/estatística & dados numéricos , Faculdades de Medicina/organização & administração , Faculdades de Medicina/estatística & dados numéricos , África do Sul , Estudantes de Medicina/estatística & dados numéricos
18.
J Prof Nurs ; 36(1): 56-61, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32044055

RESUMO

Nursing faculty practice encompasses multiple roles including direct and indirect provision of nursing/clinical services, research, education, consultation, administration, and other collaborative agreements. While faculty practice is encouraged by both American Association of Colleges of Nursing and National Organization of Nurse Practitioner Faculties, not all universities and colleges incorporate faculty practice as part of academia. The purpose of this paper is to discuss how one midwestern University optimized faculty practice over a four-year period by improving supporting infrastructure, contracts, aligning faculty and practice partners, and accountability. Pertinent data, decisions, and processes for each area are described here as well as the management of revenue generated.


Assuntos
Docentes de Enfermagem/normas , Prática do Docente de Enfermagem/normas , Competência Profissional/normas , Docentes de Enfermagem/organização & administração , Humanos , Prática do Docente de Enfermagem/economia , Objetivos Organizacionais/economia , Universidades/economia
19.
Am J Bioeth ; 20(3): 9-18, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-32105205

RESUMO

Efforts to professionalize the field of bioethics have led to the development of the Healthcare Ethics Consultant-Certified (HEC-C) Program intended to credential practicing healthcare ethics consultants (HCECs). Our team of professional ethicists participated in the inaugural process to support the professionalization efforts and inform our views on the value of this credential from the perspective of ethics consultants. In this paper, we explore the history that has led to this certification process, and evaluate the ability of the HEC-C Program to meet the goals it has set forth for HCECs. We describe the benefits and weaknesses of the program and offer constructive feedback on how the process might be strengthened, as well as share our team's experience in preparing for the exam.


Assuntos
Bioética/tendências , Certificação/normas , Consultores , Eticistas/normas , Consultoria Ética/normas , Competência Profissional/normas , Certificação/história , Eticistas/educação , História do Século XXI , Humanos , Avaliação de Programas e Projetos de Saúde
20.
J Med Libr Assoc ; 108(1): 17-28, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31897048

RESUMO

Objective: Reflective practice is common in nursing and other professions. In the published literature, there is very little about librarians' use of reflective practice and no studies of health librarians' use of reflective practice. This study examined the use of reflective practice among health sciences librarians, perceived benefits, and perceived barriers to use. Methods: This cross-sectional study replicated the 2014 study by Greenall and Sen, using a version of their questionnaire. The research population in this study was health sciences librarians who were members of the MEDLIB-L email discussion list, Medical Library Association (MLA) chapter email discussion lists, and/or MLA section email discussion lists. Results: There were 106 librarians who completed the questionnaire, ranging from those new to the profession through midcareer to longtime librarians. While a high percentage of respondents considered themselves to be reflective practitioners (77%), a larger percentage (87%) reported that they consciously spent time reflecting. Respondents selected a wide variety of benefits of reflective practice, while barriers tended to center on lack of time, knowledge, skills, or experience. Conclusion: The diversity of benefits that respondents selected suggests that reflective practice can play an important positive role in librarians' professional development. Reported barriers to reflective practice suggest that there is a need for educational opportunities to develop skills.


Assuntos
Bibliotecários/psicologia , Bibliotecas Médicas/normas , Associações de Bibliotecas/normas , Serviços de Biblioteca/normas , Competência Profissional/normas , Papel Profissional/psicologia , Adulto , Estudos Transversais , Feminino , Humanos , Bibliotecários/estatística & dados numéricos , Bibliotecas Médicas/estatística & dados numéricos , Associações de Bibliotecas/estatística & dados numéricos , Serviços de Biblioteca/estatística & dados numéricos , Masculino , Pessoa de Meia-Idade , Inquéritos e Questionários , Estados Unidos
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