scholarly journals The professional aspirations of the graduates of bachelor studies in nursing and midwifery

2018 ◽  
Vol 17 (4) ◽  
pp. 33-40
Author(s):  
Justyna Krukiewicz ◽  
Agnieszka Chrzan-Rodak ◽  
Aneta Kościołek ◽  
Małgorzata Brodziak ◽  
Kinga Augustowska-Kruszyńska
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Positive Impact ◽  
Professional Autonomy ◽  
Self Development ◽  
Key Factor ◽  
Medical Professions ◽  
Professional Aspirations ◽  
Moral Attitudes ◽  
Nurses And Midwives

Abstract Introduction. Professional aspirations appear to be the key factor, which motivates individual to take actions as well as to further self-development. According to medical professions, professional aspirations seem to be crucial because they motivate nurses and midwives to continuing education – what is believed to be the fundament of vocational professionalism. Aim. The aim of the research was to show the professional aspirations of the graduates of bachelor degree in nursing and midwifery. Material and methods. The research was conducted with the diagnostic survey based on the questionnaire composed by the authors, within a period from April to June 2017. The research consisted of 158 graduates of bachelor studies. Results. The majority (89.2%) of the graduates of bachelor studies in nursing and midwifery is planning to improve their professional qualifications. Their main motives are: the desire for being a professional (69.6%), the desire for professional development (52.5%) and the desire for financial situation improvement (47.5%). The MSc studies are most frequently chosen as a way for professional qualifications improvement. Conclusions. The graduates of the Faculty of Health Sciences express the desire for further professional development. The aspirations, which the examined graduates of bachelor studies in nursing and midwifery are led by, may have a positive impact on their carriers through the strengthening the appropriate moral attitudes, professional development and the sense of professional autonomy.

scholarly journals A Systematic Review of Models Used and Preferences for Continuing Education and Continuing Professional Development of Pharmacists

Pharmacy ◽  
2019 ◽  
Vol 7 (4) ◽  
pp. 154 ◽  
Author(s):  
Micallef ◽  
Kayyali
Keyword(s):  
Professional Development ◽  
Systematic Review ◽  
Continuing Education ◽  
Positive Impact ◽  
Continuing Professional Development ◽  
Face To Face ◽  
Time Period ◽  
Consistent Model ◽  
Perfect Model ◽  
Face To Face Learning

Continuing Education (CE) or Continuing Professional Development (CPD) are used by pharmacists globally to maintain up-to-date knowledge and skills throughout their careers. The primary aim of this study was to identify the formats or models used by pharmacists for CE and CPD globally. The secondary aim was to identify preferences of pharmacists, in relation to the variety of formats or models used to fulfil mandatory requirements, in order to support future planning of lifelong learning events. A systematic review was performed using PubMed, Science Direct, and Web of Science covering a time period from 1995 until March 2018. Searches were conducted in English, with studies on undergraduate studies being excluded. Eighteen papers from an initial search of 4561 were included from 2004 to 2014. All studies focused on pharmacists. Three studies identified face-to-face learning as a preference, with six studies identifying a positive impact of interactive learning. All four identified studies focusing on online provision were linked to CE. One study highlighted the benefits of blended learning. Two studies identified concluded that no one size fits all. A clear structure of event was highlighted in three studies. Three studies highlighted the relevance of topics to practice, and two studies showed the need for opportunities to apply knowledge. Due to the variety of formats and no consistent model, no perfect model or activity has been identified. However, CPD showed increased practice outcomes versus CE. Although an increasing amount of technology is being utilized, face-to-face learning is still preferred. Interactive, multiple-format learning should be used where possible, to reflect preferences of different learners. There is a need for a structured approach to the planning and learning event itself to support CE and CPD.

Self-development: The Process of Professional development in Iranian Nurses

2013 ◽  
Vol 2 (4) ◽  
pp. 25-34
Author(s):  
Flora Rahimaghaee ◽  
◽  
Shahram Salavati ◽  
Nahid Dehghan Nayeri ◽  
Eesa Mohammadi ◽  
...  
Keyword(s):  
Professional Development ◽  
Self Development

scholarly journals Designing and Implementing an In-Service Training Course for School Teams on Inclusive Education: Reflections from Participants

2021 ◽  
Vol 11 (4) ◽  
pp. 166
Author(s):  
Tiina Kivirand ◽  
Äli Leijen ◽  
Liina Lepp ◽  
Tiiu Tammemäe
Keyword(s):  
Inclusive Education ◽  
School Leaders ◽  
Good Opportunity ◽  
Training Course ◽  
Inclusive Practice ◽  
Whole School ◽  
Self Development ◽  
Key Factor ◽  
Service Training ◽  
Staff Commitment

Significant and effective implementation of inclusive education (IE) has been a major challenge in many countries during the last decades. Although teachers’ knowledge and skills are considered a key factor for successful inclusive practice, the whole school staff commitment and contribution to implementing IE policies are equally important. Collaboration between different professionals such as teachers, school leaders, and support specialists is crucial. This study aimed to design and implement an in-service training course for school teams (teachers, support specialists, school leaders) on IE in the Estonian context and to explore how participants experienced learning as a team in this course. The results of this study showed that the main aspects of the in-service training for school teams valued by participants were: (1) All topics covered in a systematic and coherent way gave a good opportunity to focus on relevant issues, which should be considered in the schools’ self-development activities in the field of IE; (2) practical approach to training structure helped to identify priority areas that need to be developed in particular schools; (3) learning from each other both within their own school team and across school teams contributed to finding the best solutions for meaningful implementation of IE. The implication of these findings is further discussed in the paper.

Continuing Professional Development: Views and Barriers Toward Participation Among Malaysian Pharmacists

2013 ◽  
Vol 4 (1) ◽  
pp. 45-55
Author(s):  
Zoriah Aziz ◽  
Chong Nyuk Jet ◽  
Sameerah Shaikh Abdul Rahman
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Response Rate ◽  
Continuing Professional Development ◽  
Cross Sectional Study ◽  
Learning Approach ◽  
Sectional Study ◽  
Cross Sectional ◽  
Current Role

Continuing professional development (CPD) is a lifelong learning approach to maintain and enhance professional competencies. This cross-sectional study aimed to examine the pharmacists’ preferred CPD activities and barriers to CPD participation. A survey instrument was distributed to all government pharmacists (N=3876) in Malaysia. The response rate was 29.2 %. The majority of the pharmacists (92%) believed that engaging in CPD would improve their performances in their current role. Almost 90% of the respondents preferred to participate in CPD activities associated with continuing education such as workshops and conferences attendance. Barriers to CPD participation were current job constraints, lack of time, and accessibility in terms of travel and cost. It is important to address these issues before the implementation of mandatory CPD for pharmacists in Malaysia.

The formation of a profession: the case of physiotherapy in Norway

2017 ◽  
Author(s):  
Eline Thornquist ◽  
Hildur Kalman
Keyword(s):  
Professional Development ◽  
Health Services ◽  
National Health ◽  
Medical Profession ◽  
Division Of Labour ◽  
The State ◽  
Medical Professions

The chapter claims that a profession progresses through interaction and conflict with adjacent professions. Using the professional development of physiotherapy in Norway as an example, the chapter illustrates how inter-professional disputes are central to the ways division of labour and responsibility are shaped. The chapter shows how the physiotherapists’ struggle to gain public authorisation, and to become a part of the national health services, were entwined with the medical professions aspirations to control and subordinate other professions working within the field of health and medicine. The chapter shows how physiotherapists battled the medical profession by seeking active support from the state.

scholarly journals CAREER GROWTH AND DEVELOPMENT: ROLE OF CONTINUING EDUCATION AMONG TEACHERS

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Priyanka Bhaskar ◽  
Padmalosani Dayalan
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Personal Growth ◽  
Professional Growth ◽  
Growth And Development ◽  
Positive Impact ◽  
Higher Education Institutions ◽  
Career Growth ◽  
The Impact

This paper aims to highlight the role of continuing education among the teachers of India. The study identifies factors which influence teachers in Higher education institutions (HEI) for continuing education. The paper also explores the impact of continuing education on career growth and development. A systematic survey was conducted among the teachers in Higher education institutions of Uttarakhand, India. Factor analysis is used to identify the important factors that influence teachers to enrol for continuing education. SPSS and AMOS are used to analyse the data. The findings of the study indicate that factors like time, financial support, job opportunities, knowledge, skills, and abilities play a detrimental role among teachers for continuing education. This study also reveals that continuing education has a positive impact on career growth and development of teachers. Continuing education helps the teachers to explore better career opportunities, provides job security, salary increment, and promotion which contributes to their professional growth and personality development. Continuing education in teachers demonstrates a significant role in the development of interpersonal skills, technical skills and inculcates self-confidence that contributes to their personal growth. The importance of paper increases amidst the COVID19 pandemic and the launch of the National Education Policy in India, as the paper will provide support to the Higher education institutes and Government to frame policies and strategies to imbibe continuing education as an integral part of the education system. The paper by enumerating its benefits, motivates the teachers to enhance their qualifications and enhance their future prospects.

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