Professional Competence: The capability to perform the duties of one's profession generally, or to perform a particular professional task, with skill of an acceptable quality.Clinical Competence: The capability to perform acceptably those duties directly related to patient care.DNA Transformation Competence: The ability of bacterial cells to take up exogenous DNA and be genetically transformed by it.Professional Role: The expected function of a member of a particular profession.Health Personnel: Men and women working in the provision of health services, whether as individual practitioners or employees of health institutions and programs, whether or not professionally trained, and whether or not subject to public regulation. (From A Discursive Dictionary of Health Care, 1976)Mental Competency: The ability to understand the nature and effect of the act in which the individual is engaged. (From Black's Law Dictionary, 6th ed).Nursing, Supervisory: Administration of nursing services for one or more clinical units.Operating Room Nursing: The functions of the professional nurse in the operating room.Informed Consent: Voluntary authorization, by a patient or research subject, with full comprehension of the risks involved, for diagnostic or investigative procedures, and for medical and surgical treatment.Nurses: Professionals qualified by graduation from an accredited school of nursing and by passage of a national licensing examination to practice nursing. They provide services to patients requiring assistance in recovering or maintaining their physical or mental health.Tobacco Industry: The aggregate business enterprise of agriculture, manufacture, and distribution related to tobacco and tobacco-derived products.BooksMeditation: A state of consciousness in which the individual eliminates environmental stimuli from awareness so that the mind can focus on a single thing, producing a state of relaxation and relief from stress. A wide variety of techniques are used to clear the mind of stressful outside interferences. It includes meditation therapy. (Mosby's Medical, Nursing, and Allied Health Dictionary, 4th ed)Mind-Body Relations, Metaphysical: The relation between the mind and the body in a religious, social, spiritual, behavioral, and metaphysical context. This concept is significant in the field of alternative medicine. It differs from the relationship between physiologic processes and behavior where the emphasis is on the body's physiology ( = PSYCHOPHYSIOLOGY).Mindfulness: A psychological state of awareness, the practices that promote this awareness, a mode of processing information and a character trait. As a therapy mindfulness is defined as a moment-to-moment awareness of one's experience without judgment and as a state and not a trait.Mind-Body Therapies: Treatment methods or techniques which are based on the knowledge of mind and body interactions. These techniques can be used to reduce the feeling of tension and effect of stress, and to enhance the physiological and psychological well-being of an individual.Cognitive Therapy: A direct form of psychotherapy based on the interpretation of situations (cognitive structure of experiences) that determine how an individual feels and behaves. It is based on the premise that cognition, the process of acquiring knowledge and forming beliefs, is a primary determinant of mood and behavior. The therapy uses behavioral and verbal techniques to identify and correct negative thinking that is at the root of the aberrant behavior.Stress, Psychological: Stress wherein emotional factors predominate.Relaxation Therapy: Treatment to improve one's health condition by using techniques that can reduce PHYSIOLOGICAL STRESS; PSYCHOLOGICAL STRESS; or both.

Ethical issues among Finnish occupational physicians and nurses. (1/1093)

A postal survey was conducted among 200 Finnish occupational physicians and nurses on their ethical values and problems. Both groups considered 'expertise' and 'confidentiality' as the most important core values of occupational health services (OHS) corresponding with newly published national ethical guidelines for occupational physicians and nurses in Finland. Nearly all respondents had encountered ethically problematic situations in their work, but ethical problems with gene testing in the near future were not considered likely to occur. Only 41% of the nurses and 36% of the physicians had received some training in the ethics of OHS, and 76% of all respondents never used available ethical guidelines. According to the results, even if ethics play a vital role in OHS, the ability to critically evaluate one's own performance seems quite limited. This creates a need for further training and more practicable national guidelines.  (+info)

Hospital restructuring and the changing nature of the physical therapist's role. (2/1093)

BACKGROUND AND PURPOSE: This study was conducted to identify role behavior changes of acute care physical therapists and changes in the organizational and professional context of hospitals following restructuring. METHODS: A Delphi technique, which involved a panel of 100 randomly selected acute care physical therapy managers, was used as the research design for this study. Responses from rounds 1 and 2 were synthesized and organized into exhaustive and mutually exclusive categories for round 3. Data obtained from round 3 were used to develop a comprehensive perspective on the changes that have occurred. RESULTS: Changed role behaviors in patient care and professional interaction, including increased emphasis on evaluation, planning, teaching, supervising, and collaboration, appeared to be extensions of unchanged role behaviors. Reported changes in the structural and professional context of physical therapy services included using critical pathways to guide care, providing services system-wide, and using educational activities and meetings to maintain a sense of community. The importance of professionalism to physical therapists' work was identified and related to specific role behavior changes. CONCLUSION AND DISCUSSION: The changing role of physical therapists in acute care hospitals includes an increased emphasis on higher-level skills in patient care and professional interaction and the continuing importance of professionalism.  (+info)

An assessment of the operation of an external quality assessment (EQA) scheme in histopathology in the South Thames (West) region: 1995-1998. (3/1093)

AIMS: To describe the design and organisation of a voluntary regional external quality assessment (EQA) scheme in histopathology, and to record the results obtained over a three year period. METHODS: A protocol is presented in which circulation of EQA slides alternated with teaching sessions. Procedures for the choice of suitable cases, evaluation of submitted diagnoses, and feedback of results to participants are described. The use of teaching sessions, complementary to the slide circulations, and dealing with current diagnostic problems is also outlined. RESULTS: Participation rates in the nine slide circulations varied between 66% and 89%, mean 85%. Overall scores were predictably high but 4% of returns, from 10 pathologists, were unsatisfactory. These low scores were typically isolated or intermittent and none of the participants fulfilled agreed criteria for chronic poor performers. CONCLUSIONS: This scheme has been well supported and overall performances have been satisfactory. The design was sufficiently discriminatory to reveal a few low scores which are analysed in detail. Prompt feedback of results to participants with identification of all "incomplete" and "wrong" diagnoses is essential. Involvement of local histopathologists in designing, running, and monitoring such schemes is important.  (+info)

Indigenous perceptions and quality of care of family planning services in Haiti. (4/1093)

This paper presents a method for evaluating and monitoring the quality of care of family planning services. The method was implemented in Haiti by International Planned Parenthood Federation Western Hemisphere Region (IPPF/WHR), the managerial agency for the Private Sector Family Planning Project (PSFPP), which is sponsored by the USAID Mission. The process consists of direct observations of family planning services and clinic conditions by trained Haitian housewives playing the role of 'mystery clients', who visit clinics on a random basis without prior notice. Observations conducted by mystery clients during one year, from April 1990 to April 1991, are presented and illustrate the use of the method. In addition, measurements for rating the acceptability of the services were developed, providing a quantitative assessment of the services based on mystery clients' terms. Statistical results demonstrate that simulated clients ranked some criteria of acceptability higher than others. These criteria are: the interaction provider/client, information adequacy, and competence of the promoter. Likewise, simulated clients' direct observations of the services permitted the identification of deficiencies regarding the quality of care such as the paternalistic attitudes of the medical staff; the lack of competence of promoters; and the lack of informed choice. Based on its reliability since its implementation in 1990 the method has proven to be a useful tool in programme design and monitoring.  (+info)

Strengthening health management: experience of district teams in The Gambia. (5/1093)

The lack of basic management skills of district-level health teams is often described as a major constraint to implementation of primary health care in developing countries. To improve district-level management in The Gambia, a 'management strengthening' project was implemented in two out of the three health regions. Against a background of health sector decentralization policy the project had two main objectives: to improve health team management skills and to improve resources management under specially-trained administrators. The project used a problem-solving and participatory strategy for planning and implementing activities. The project resulted in some improvements in the management of district-level health services, particularly in the quality of team planning and coordination, and the management of the limited available resources. However, the project demonstrated that though health teams had better management skills and systems, their effectiveness was often limited by the policy and practice of the national level government and donor agencies. In particular, they were limited by the degree to which decision making was centralized on issues of staffing, budgeting, and planning, and by the extent to which national level managers have lacked skills and motivation for management change. They were also limited by the extent to which donor-supported programmes were still based on standardized models which did not allow for varying and complex environments at district level. These are common problems despite growing advocacy for more devolution of decision making to the local level.  (+info)

Patients' satisfaction with care after stroke: relation with characteristics of patients and care. (6/1093)

OBJECTIVES: To evaluate stroke patients' satisfaction with care received and to identify characteristics of patients and care which are associated with patients' dissatisfaction. DESIGN: Cross sectional study. SETTING: Sample of patients who participated in a multicentre study on quality of care in 23 hospitals in the Netherlands. PATIENTS: 327 non-institutionalised patients who had been in hospital six months before because of stroke. MAIN MEASURES: Data were collected on (a) characteristics of patients: socio-demographic status, cognitive function (mini mental state examination), disability (Barthel index), handicap (Rankin scale), emotional distress (emotional behavior subscale of the sickness impact profile) and health perception; (b) characteristics of care: use of various types of formal care after stroke, unmet care demands perceived by patients, unmet care demands confirmed by their general practitioners, continuity of care, and secondary prevention, and (c) patients' satisfaction with care received. RESULTS: 40% of the study sample were dissatisfied with at least one type of care received. Multivariate analyses showed that unmet care demands perceived by patients (odds ratio (OR) 3.2, 95% confidence interval (95% CI) 1.8-5.7) and emotional distress (OR 1.8, 95% CI 1.1-3.0) were the main variable associated with dissatisfaction. CONCLUSIONS: Patients' satisfaction was primarily associated with emotional distress and unmet care demands perceived by patients. No association was found between patients' satisfaction on the one hand and continuity of care or secondary prevention on the other; two care characteristics that are broadly accepted by professional care givers as important indicators of quality of long term care after stroke. IMPLICATIONS: In view of these findings discussion should take place about the relative weight that should be given to patients' satisfaction as an indicator of quality of care, compared with other quality indicators such as continuity of care and technical competence. More research is needed to find which dimensions of quality care are considered the most important by stroke patients and professional care givers.  (+info)

Theoretical framework for implementing a managed care curriculum for continuing medical education--Part I. (7/1093)

Healthcare reform has created a new working environment for practicing physicians, as economic issues have become inseparably intertwined with clinical practice. Although physicians have recognized this change, and some are returning to school for formal education in business and healthcare administration, formal education may not be practical or desirable for the majority of practicing physicians. Other curriculum models to meet the needs of these professionals should be considered, particularly given the growing interest in continuing education for physicians in the areas of managed care and related aspects of practice management. Currently, no theory-based models for implementing a managed care curriculum specifically for working physicians have been developed. This paper will integrate diffusion theory, instructional systems design theory, and learning theory as they apply to the implementation of a managed care curriculum for continuing medical education. Through integration of theory with practical application, a CME curriculum for practicing physicians can be both innovative as well as effective. This integration offers the benefit of educational programs within the context of realistic situations that physicians can apply to their own work settings.  (+info)

Searching bibliographic databases effectively. (8/1093)

The ability to search bibliographic databases effectively is now an essential skill for anyone undertaking research in health. This article discusses the way in which databases are constructed and some of the important steps in planning and carrying out a search. Consideration is given to some of the advantages and limitations of searching using both thesaurus and natural language (textword) terms. A selected list of databases in health and medicine is included.  (+info)

  • Provides a practical guide for assessing social competence of DHH children and adolescents. (
  • Offers strategies and programs that parents and professionals can use to promote social competence in DHH children and adolescents. (
  • Social Competence of Deaf and Hard-of-Hearing Children addresses the development, assessment, and promotion of social competence in children who are deaf or hard-of-hearing (DHH). (
  • Most children readily develop social competence through the mutually dependent development of social skills and social relationships. (
  • Why then write a book on the social competence of DHH children? (
  • In this volume, Shirin D. Antia and Kathryn H. Kreimeyer highlight multiple strategies that teachers, families, and community members can utilize to promote the social competence of DHH children. (
  • The authors approach this topic by first describing the development and expression of social competence in infants, as well as in preschool- and school-age hearing and DHH children. (
  • Since social competence develops initially through interactions between infants and their caretakers, a primary consideration for children with hearing loss is that the infant and caretaker share a common communication approach to facilitate early interaction. (
  • They then present ways to promote social competence, with a separate focus on strategies appropriate for young DHH children and for school-age DHH children. (
  • This book will be a valuable resource for the parents and families of DHH children, for the general and special educators who teach these children, and for the researchers who describe development and evaluate the effectiveness of strategies to promote the social competence of DHH children. (
  • Dreyfus and Dreyfus introduced nomenclature for the levels of competence in competency development. (
  • The study of scientific material on this problem, experience in the European projects, participation in scientific seminars allowed the authors to state that both competence and competency are based on knowledge, skills but competence includes attitude to the results, subject, object, process of activity and tools. (
  • The main reason for interpreting the result of education in terms of competency/competence according to the introduction of the competence-based approach is its dependence on the European and world trend of integration, globalization of the world economy and particularly the steadily increasing processes of harmonization is «the structure of the European higher education system» which is associated with Bologna process. (
  • international recognition of degrees, educational loan system and their implementation, The Bologna process implies a certain terminological unification that applies to terms such as competency/competence . (
  • suggested that competence is a description of action, behavior, and outcome of job-related performance, whereas competency refers to a person's characteristics and qualities that led to such performance. (
  • stated that competence focuses on the capacity and ability of an individual to perform the job responsibilities, whereas competency focuses on the actual performance of an individual in performing a specific task. (
  • In this study, the latter definition is used, where competence refers to the capacity and ability and competency refers to the actual performance. (
  • Darryll is a Principal Fellow of the UK Higher Education Academy and has extensive experience of developing vocational and work-based higher education provision in response to the needs of a wide range of employment sectors in diverse professional contexts. (
  • Critical Skills for Life and Work (CSLW) Developing the Professional Intercultural Communicative Competence of Highly-Skilled Refugees £125K Erasmus Plus-funded project 2017-19 (Young). (
  • The HCMS21 set of credentials for professional certification have been devised keeping in mind well-defined set of observable and measurable knowledge, abilities, skills and behaviors that employees must apply to their roles to perform effectively and to achieve results and outputs aligned with the goals of their teams, departments and eventually, their organization. (
  • defined nursing competence as the knowledge, skills, ability, and behaviors required in correctly performing nursing tasks. (
  • Gaining admission to a professional course involves spending substantial sums of money, unless the candidate demonstrates academic competence to demand a merit seat. (
  • The term 'teacher training' (which may give the impression that the activity involves training staff to undertake relatively routine tasks) seems to be losing ground, at least in the U.S., to 'teacher education' (with its connotation of preparing staff for a professional role as a reflective practitioner). (
  • Thus, most students who join professional courses pay large sums of money as capitation fee or donation. (
  • But reverting to cheating in examinations, students admitted to professional courses may resort to cheating when their learning ability and academic capability, stunted by cheating in earlier examinations, does not match the standards of the syllabus or the examination levels. (
  • However, a statistical significance in GWCCS total score was not observed between entering and exiting students in health sciences based upon their professional program. (
  • Although, exiting health professional students were culturally competent based on this global assessment tool, ideally to enhance their abilities it would be advantageous for them to be culturally proficient. (
  • Insurance Plus is included as a member benefit of Protection Plan Association, Inc., an association for health, wellness and beauty professionals and students created for the purpose of providing valuable and important benefits and services to its members. (
  • One of our central goals at the University of Alberta, Faculty of Medicine & Dentistry, is to help both students and faculty understand and embrace the values of medical professionalism, and continue to develop and refine their own sense of professional identity. (
  • Global competence, therefore, is an essential skill for 21st century students. (
  • 2. Students will analyze and apply knowledge of advanced developmental concepts related to their individual career goals within professional settings. (
  • Since 1991, Incontro Romano has seen the participation of thousands of students and professionals in the service sector -medical and nursing professions, hotel & restaurant & tourism sectors, education, domestic work, etc.- from all corners of the world. (
  • Daniel Vallero, PhD, is Adjunct Associate Professor in the Department of Civil and Environmental Engineering, Pratt School of Engineering, Duke University, where he leads the Engineering Ethics Program and teaches courses in green engineering and professional ethics. (
  • Its members are governed by codes of ethics and profess a commitment to competence, integrity and morality, altruism, and the promotion of the public good within their domain. (
  • The CAMRT Member Code of Ethics and Professional Conduct has been developed by members and endorsed by the Board of Directors to articulate the ethical behaviour and responsible conduct expected of all CAMRT members. (
  • It is also a workbook for professional practitioners, production, planning and industrial engineers, who are specifically concerned with the planning side of this specialist area. (
  • The scope and flexibility of the treated material are provided so that the program is relevant for biologists, sociologists, demographers, economists, philosophers, philologists and other professionals whose statistical skills and culture are an inevitable part of their future career. (
  • Therefore, the main question is: what type of professional handshake is best when it comes to showcasing your skills and expertise as a massage therapist, helping you to create a solid impression from the very first meeting? (
  • For both age groups, the authors address the role of families, professionals, schools, and communities in helping children develop the skills needed to become socially competent individuals. (
  • It is the lack of professional conduct, not inadequate knowledge or technical skills, that leads to most complaints against health professionals. (
  • Nurse competence is a combination of knowledge, performance, skills, and attitudes that are required in fulfilling one's role as a nurse. (
  • argued that critical thinking skills and mechanical skills are indispensable parts of competence. (
  • holism treats competence as a cluster of elements including knowledge, skills, critical thinking ability, and values. (
  • At a neighborhood school in Washington, D.C., we watch as teachers infuse global themes into everyday lessons-a kindergarten discussion on community helpers, a 2nd grade reading class, and 4th grade math and history lessons-to foster the attitudes, knowledge, and skills of global competence. (
  • At a public high school in Washington, D.C., we observe how three teachers infuse global themes into standards-based lessons-a 10th grade reading class, a 9th grade photosynthesis lesson, and even swimming instruction-to foster the attitudes, knowledge, and skills of global competence. (
  • This valuable qualification delivers the skills and accredited professional training you need to carry out and report upon sound insulation tests on walls and floors, in accordance with relevant standards and regulatory instruments. (
  • Communicate critical and integrative thinking both orally and in writing at a level that is appropriate for professionals in their chosen area of specialization and utilizing advanced information literacy skills. (
  • There has been much concern about the scope and exercise of European Union competence, which is often premised on the assumption that some 'reified entity' called the European Union has increasingly arrogated power, with a consequent diminution of national autonomy that the Member States have been unable to resist. (
  • The database contains information on regulated professions, statistics on migrating professionals,contact points and competent authorities, as provided by EU Member States, EEA countries and Switzerland. (
  • The principles should be seen as starting points for consideration of the ethical issues attendant to these and other arenas of professional activity. (
  • Most professional geographers are members of multiple professional communities, each with its own ethical standards. (
  • Instead, this statement is drafted with the specific intent that it encourage active, thoughtful engagement with ethical issues both within the scope of the statement, and in relation to the various professional circumstances confronted by geographers. (
  • This policy sets out the legal obligations under the Code for physicians to provide health services without discrimination, as well as the College's professional and ethical expectations of physicians in meeting those obligations. (
  • The legal, professional and ethical obligation to provide services free from discrimination includes a duty to accommodate. (
  • Integrity covers a lot of different ethical standards that include honesty and professional conduct in all circumstances. (
  • Policy cooperation in the European Union (EU) has led to a broad description of the kinds of attributes that teachers in EU Member States should possess: the Common European Principle for Teacher Competences and Qualifications. (
  • The possible professional qualifications are associated with the creation of a new generation of specialists in probability and statistics, able to model, explore and optimize specific events and processes with elements of random nature and create fully functional and market-oriented solutions. (
  • Specific strategies will be discussed for increasing your capacity to handle stress, including competence, habits, listening, and focus. (
  • In fact, dichotomous debate occurs with pros and cons, either professional competences improvement is a savior god in improving the quality of education, and on the other hand, criticism is also emerging. (
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  • The publication ' Using an Epistemological Perspective to Understand Competence-based Vocational and Professional Education ' is placed in the Top 1000 in 2017. (
  • The goal of education has become correlated with the formation of key competencies/competence. (
  • Among all the characteristics, education and staffing levels were two main factors influencing nurse competence. (
  • However, few studies exist about the comprehensive analysis of the competence-influencing factors such as age, nursing title, staffing levels, education background, and work experience. (
  • He has researched professional learning, expertise, workplace learning, and higher education for many years. (
  • This course provides experiences in chronic care, service learning and inter-professional education and is combined with a social justice and health disparities curriculum. (
  • Education of health professionals who provide care to people nearing the end of life has improved substantially in several areas since the Institute of Medicine (IOM) reports Approaching Death (IOM, 1997) and When Children Die (IOM, 2003) were published. (
  • This chapter begins by summarizing progress made in professional education with respect to end-of-life care since the above two IOM reports were issued, as well as deficiencies that remain. (
  • The chapter ends with the committee's findings, conclusions, and recommendation on creating change in professional education. (
  • These goals and objectives are founded on the core competencies of clinical education and training stated by the National Council of Schools in Professional Psychology (NCSPP). (
  • And once the ward gets his/her professional degree, there is the motivation to recoup the money spent and make more over and above, by corrupt professional practices. (
  • Jointly sponsored by ICE, the National Board on Certification and Recertification of Nurse Anesthetists, and the Oncology Nursing Certification Corporation, this research into the practices and requirements of renewal programs in professional licensure and certification began in late spring 2008 as an effort to supply a logical basis for such programs as they may be developed and refined. (
  • Clients have a right to know that this information is kept in the strictest of confidentiality and is only shared with other professionals if consultation is required to address a specific problem. (
  • Starting off with 14 competence and professional capability parameters for only the Agent/ Associate level operatives in late nineties, the HCMS today enunciates professional standards across 21 competence attributes and professional pre-requisites (and hence HCMS21) and covers all six levels of BPO operatives and functionaries - from business & functional leaders and mangers to team leaders, senior associates and fresh, young service officers and agents. (
  • This statement sets forth principles that speak to some of the (often overlapping) arenas in which professional geographers find themselves. (
  • The physiotherapists believed that project participation enhanced their overall competence as physiotherapists, increased their job motivation and strengthened their self-confidence and self-efficacy (conceptual learning). (
  • The CEPIS e-Competence Benchmark was successfully launched in April and already 15 Member Societies have confirmed their participation in this pan-European campaign. (
  • However, the rapid expansion of interest in mindfulness-based approaches has meant that those people offering training for MBSR and MBCT teachers have had to consider some quite fundamental questions about training processes, standards and competence. (
  • The primary objective of this program is to prepare doctoral-level professional psychologists to develop, provide, supervise and evaluate high quality mental health services for citizens of rural and other under-served communities. (
  • If it is possible to measure professional problem-solving competence using computer-based simulations, then the results of the competence assessment on the job and in the virtual environment of a computer-based scenario should be comparable. (
  • In general, competence-based approach is an approach to the definition as goals, selection of content, organization of the educational process, the choice of educational technologies and evaluation of results. (
  • The professionals reported the eHealth portal as (1) a source of information, (2) a gateway to approach and facilitate the patients, (3) a medium for irrevocable postings, (4) a channel that exposes responsibility and competence, and (5) a tool in the clinic. (
  • There are three particular areas in which unethical conduct threatens collegiality and weakens our professional and personal bonds: when discrimination and harassment occurs in our workplaces, when individuals exhibit indifference to the wellbeing of our professional community, and when job searches are conducted with a lack of professionalism. (
  • But conscience issues apart, what kind of professional competence will they possess as citizens, and what personal and social values will they convey to their own children when they become parents? (
  • Indeed, no attempt is made here to confront the range of issues that might append to specific professional communities. (
  • This in turn raises interesting questions as to why Member States accepted and contributed to the expansion of European Union competence, the answer to which sheds light on issues of legitimacy in the European Union. (
  • Through coursework, extensive field training and research experience, our goal is to prepare highly skilled generalists in professional psychology who are sensitive to the psychological and health-related issues confronting this area and are prepared to serve the communities in this region. (
  • The research project enabled the physiotherapists to develop new treatment techniques for broader application and extend their competence in techniques already known (instrumental learning). (
  • They also need to consider how to develop a robust professional context for the next generation of mindfulness-based teachers. (