Joint training for police and interpreters in specific scenarios

Babel ◽  
2020 ◽  
Vol 66 (2) ◽  
pp. 188-192
Author(s):  
Irina Norton
Keyword(s):  
Professional Development ◽  
Police Officers ◽  
Best Practice ◽  
Continuing Professional Development ◽  
Early Stages ◽  
Joint Training ◽  
Market Situation ◽  
The Uk ◽  
Learning Points

Abstract The article focuses on this pioneering project, which is still in the early stages but already shows great potential. In the present market situation in the UK when inexperienced, unqualified and frequently unvetted individuals are allowed to practice, it is crucial for interpreters to differentiate themselves as professionals, which entails Continuing Professional Development. Joint training offers a unique opportunity for police officers and interpreters to share experiences and have meaningful discussions on the daily challenges they face. It provides a number of learning points for police officers and enables best practice for interpreters.

scholarly journals Continuing professional development requirements for UK health professionals: a scoping review

BMJ Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. e032781
Author(s):  
Marek Karas ◽  
Nik J L Sheen ◽  
Rachel V North ◽  
Barbara Ryan ◽  
Alison Bullock
Keyword(s):  
Social Sciences ◽  
Professional Development ◽  
Scoping Review ◽  
Health Professionals ◽  
Personal Development ◽  
Best Practice ◽  
Continuing Professional Development ◽  
Health And Social Care ◽  
Professional Titles ◽  
The Uk

ObjectivesThis paper sets out to establish the numbers and titles of regulated healthcare professionals in the UK and uses a review of how continuing professional development (CPD) for health professionals is described internationally to characterise the postqualification training required of UK professions by their regulators. It compares these standards across the professions and considers them against the best practice evidence and current definitions of CPD.DesignA scoping review.Search strategyWe conducted a search of UK health and social care regulators’ websites to establish a list of regulated professional titles, obtain numbers of registrants and identify documents detailing CPD policy. We searched Applied Social Sciences Index and Abstracs (ASSIA), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline, EMCare and Scopus Life Sciences, Health Sciences, Physical Sciences and Social Sciences & Humanities databases to identify a list of common features used to describe CPD systems internationally and these were used to organise the review of CPD requirements for each profession.ResultsCPD is now mandatory for the approximately 1.5 million individuals registered to work under 32 regulated titles in the UK. Eight of the nine regulators do not mandate modes of CPD and there is little requirement to conduct interprofessional CPD. Overall 81% of those registered are required to engage in some form of reflection on their learning but only 35% are required to use a personal development plan while 26% have no requirement to engage in peer-to-peer learning.ConclusionsOur review highlights the wide variation in the required characteristics of CPD being undertaken by UK health professionals and raises the possibility that CPD schemes are not fully incorporating the best practice.

scholarly journals ‘From lone-sailor to fleet’: Supporting educators through Wild Pedagogies

2021 ◽  
pp. 147821032098570
Author(s):  
Lewis Winks ◽  
Paul Warwick
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Training And Development ◽  
Educational Institutions ◽  
Outdoor Learning ◽  
Wild Pedagogies ◽  
Policy Shift ◽  
Social Gathering ◽  
The Uk ◽  
Practitioner Development

Enabling educators to meet new and challenging times requires fundamental shifts to ways of imagining and enacting their practice. A central yet often understated aspect of this educational change are the various ways in which educators receive training and development. From initial teacher training through to continuing professional development, cultures which underpin policy change in educational institutions emerge from the practices of educators. In this paper we examine educators’ experiences of a Wild Pedagogies gathering which took place over three days in central Devon in late spring 2019. Part workshop, part informal social gathering and mutual exchange, this continuing professional development event enabled conversations, sharing (and shaping) of practice, and imagination of the future of personal and institutional educational priorities. This paper positions itself as an account of a gathering of wild pedagogues – captured as reflection, discussion and activities – and brings the participants’ reflections into conversation with wider themes emerging from previous Wild Pedagogies gatherings. It makes the assertion that such dialogic continuing professional development, constructed on foundations of relational and place-responsive pedagogies, can underpin future practitioner development in the event of a policy shift toward greater availability of outdoor learning and nature connection in the UK. The paper ends with four principles for infusing new or existing environmental education continuing professional development with place-responsive and wild pedagogical approaches.

scholarly journals Situating Continuing Professional Development in Life Long Learning in Qatar

2016 ◽  
Vol 11 (11) ◽  
pp. 81 ◽  
Author(s):  
Vishanth Weerakkody ◽  
Mohamad Osmani ◽  
Paul Waller ◽  
Nitham Hindi ◽  
Rajab Al-Esmail
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Developed Countries ◽  
The Past ◽  
Life Long Learning ◽  
The Us ◽  
Local Contexts ◽  
The Uk ◽  
High Level

<p>Continued professional development (CPD) has been at the centre of capacity building in most successful organisations in western countries over the past few decades. Specialised professions in fields such as Accounting, Finance and ICT, to name but a few, are continuously evolving, which is necessitating certain standards to be followed through registration and certification by a designated authority (e.g. ACCA). Whilst most developed countries such as the UK and the US have well established frameworks for CPD for these professions, several developing nations, including Qatar (the chosen context for this article) are only just beginning to adopt these frameworks into their local contexts. However, the unique socio-cultural settings in such countries require these frameworks to be appropriately modified before they are adopted within the respective national context. The purpose of this paper is to examine the role of CPD in Qatar through comparing the UK as a benchmark and drawing corresponding and contrasting observations to formulate a roadmap towards developing a high level framework.</p>

scholarly journals Continuing professional development for staff and associate specialist grade doctors: the final frontier?

2010 ◽  
Vol 34 (12) ◽  
pp. 533-536 ◽  
Author(s):  
Rahul Rao
Keyword(s):  
Professional Development ◽  
Patient Care ◽  
Clinical Care ◽  
Continuing Professional Development ◽  
Training Needs ◽  
Educational Resources ◽  
Front Line ◽  
The Uk ◽  
Improving Patient Care

SummaryThe staff and associated specialist grade in psychiatry represents a large proportion of the non-consultant career grade workforce in some areas of the UK, with no direct equivalent worldwide. The advent of separate funding for continuing professional development (CPD) in England offers an opportunity to commission bespoke educational resources for a group of doctors who deliver front-line clinical care. This article details the background to the UK staff and associated specialist grade workforce and describes a model of CPD delivery that has attempted to meet training needs, with a view to improving patient care. Also at the heart of this model is the acquisition of consultant-level competencies through personal and professional development.

scholarly journals PROFESSIONAL ETHICS AND A CALL FOR PHILOSOPHICAL LITERACY

Think ◽  
2019 ◽  
Vol 19 (54) ◽  
pp. 37-47
Author(s):  
Andrew Knight
Keyword(s):  
Professional Development ◽  
Professional Practice ◽  
Professional Education ◽  
Professional Ethics ◽  
Ethical Reasoning ◽  
Codes Of Conduct ◽  
Continuing Professional Development ◽  
The Uk ◽  
Professional Workplace

It could be argued that there is now a crisis of confidence in the professions. Although many professionals individually undertake their roles with care and diligence, there have been so many systematic failures involving professionals across a range of sectors, both in the UK and globally, that the special status enjoyed by the professions is being widely questioned. In this article, I argue that recent cases are symptomatic of a lack of ethical reasoning in professional practice, yet professions enjoy an elevated status based on claims that ethics, typically communicated in codes of conduct, are central to their purpose. I argue that to help solve this crisis, philosophical literacy needs to be promoted in school, initial professional education and continuing professional development. Passing tests to superficially demonstrate an understanding of a code is quite different from reasoning through practical dilemmas in the professional workplace with judgements informed by philosophical ideas.

E-Simulations for the Purpose of Training Forensic (Investigative) Interviewers

2012 ◽  
pp. 71-86
Author(s):  
Belinda Guadagno ◽  
Martine Powell
Keyword(s):  
Professional Development ◽  
Best Practice ◽  
Financial Burden ◽  
Evaluation Research ◽  
Continuing Professional Development ◽  
Global Scale ◽  
Investigative Interviewing ◽  
Critical Issues ◽  
Practice Opportunities ◽  
Forensic Interviewers

One of the most critical issues facing investigative organisations is how best to administer effective practice opportunities in investigative interviewing on a global scale. Interviewer evaluation research across the world has highlighted inadequacies in the adherence to and maintenance of best-practice interview approaches, and insufficient opportunities for practice and feedback are the major reasons attributed by experts for poor interviewer competency. “Unreal Interviewing: Virtual Forensic Interviewing of a Child” (an e-simulation created at Deakin University, Australia) was developed as a way to ‘expand the reach’ of trainers in the investigative interviewing area. The simulation enables trainers to provide ongoing professional development for forensic interviewers in dispersed work environments, without the financial burden on organisations of extracting large numbers of professionals from the workplace to the classroom. This chapter provides readers with: an overview of the key stages involved in the development of Unreal Interviewing and the education and technical decisions that needed to be made; and a review of the application of “Unreal Interviewing” in the training and continuing professional development of trainees in their workplace.

Creating an Authentic Space for a Private and Public Self through E-Portfolios

2014 ◽  
pp. 197-223
Author(s):  
Simon Lygo-Baker ◽  
Stylianos Hatzipanagos
Keyword(s):  
Professional Development ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Development Programme ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Private And Public ◽  
Reflective Approach ◽  
The Uk ◽  
Enhanced Learning

The chapter reports work that investigated the use of e-portfolios developed by teaching practitioners as part of an award-bearing academic development programme in the UK. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. The project was designed to foster a reflective approach, promote critical thinking focused on learning and teaching, and enhance continuing professional development. The outcomes of this project are discussed in terms of an appreciation of e-assessment by the teaching practitioners involved, recommendations for an e-portfolio environment that uses technology enhanced learning resources to foster a reflective approach that can enable and enhance continuous professional development for academic staff.

Reflections on Personal Experiences of Staff Training and Continuing Professional Development for Academic Staff in the Development of High Quality Support for Disabled Students in Higher Education

2014 ◽  
pp. 1301-1318
Author(s):  
Alan Hurst
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Staff Development ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
High Quality ◽  
Disabled Students ◽  
Personal Experiences ◽  
The Uk ◽  
Made In

Despite the progress made in the development of policy and provision for disabled students in Higher Education since the issue first received attention in the UK in 1974, there is still some way to go before a state of genuine inclusion is reached. The key to further improvement and enhancement of quality is seen to lie in training for staff. After presenting evidence showing the need for more and better training, a number of issues relating to initial training and continuing professional development are discussed. A number of sample tasks for inclusion in staff development sessions are described.

Advanced practice education and development

2021 ◽  
Vol 32 (11) ◽  
pp. 443-448
Author(s):  
Colette Henderson
Keyword(s):  
Professional Development ◽  
Clinical Practice ◽  
Lifelong Learning ◽  
Government Policy ◽  
Continuing Professional Development ◽  
Advanced Practice ◽  
Practice Facilitation ◽  
Mandatory Requirement ◽  
The Uk ◽  
Education And Development

Colette Henderson looks at the importance of education and development for advanced practitioners UK government policy directives support the development of multidisciplinary advanced practice roles. Advanced practitioners must align their practice and subsequent continuing professional development (CPD) with four pillars of practice: clinical practice; facilitation of learning; leadership and evidence; and research and development. Lifelong learning is a mandatory requirement for healthcare practitioners. This article will focus on the importance of education and development for advanced practitioners and starts by providing some detail of the background development of advanced practice in the UK to justify the focus on ongoing achievement of capability across the four pillars.

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