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Journal articles on the topic 'Education professionals'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

Faulconbridge, James R., and Sarah Hall. "Educating Professionals and Professional Education in a Geographical Context." Geography Compass 3, no. 1 (November 19, 2008): 171–89. http://dx.doi.org/10.1111/j.1749-8198.2008.00176.x.

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Noordegraaf, Mirko. "Remaking professionals? How associations and professional education connect professionalism and organizations." Current Sociology 59, no. 4 (June 29, 2011): 465–88. http://dx.doi.org/10.1177/0011392111402716.

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This article highlights connections between professional and organizational logics that might arise outside organizations, especially during professional education. Traditionally, many professionals were educated and prepared for rendering services and securing quality, irrespective of organizational surroundings. Contemporary service surroundings force professional associations to ‘remake’ rank and file professionals, so that professional behaviours become more ‘organizational’. Associations might change educational programmes, for instance, so that their members learn about organizational issues like efficiency, planning and leadership, working conditions, financing systems and risks. Whether and how this really happens, is unclear, however. This article analyses whether professional education connects professionals to organizational logics, and if so, how? Conceptually, various associational mechanisms for connecting professional and organizational logics are explored. Empirically, professional education is studied by focusing on the education of British and Dutch medical doctors. By analysing their education at three levels of analysis — educational guidelines, curricula and educational practices — the article studies whether and how doctors are tied to organizational issues. At each of these levels, it is concluded, changes occur, although most changes are mainly concerned with didactic and competency-based educational philosophies. To some extent, new connections between professionalism and organizations are established, but primarily at the level of general guidelines. Although medical education is reorganized, medical students are hardly equipped for organizational matters.

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Korovin, Sergei Semenovich. "Profiled physical education: methodological basis." Samara Journal of Science 10, no. 1 (March 1, 2021): 326–30. http://dx.doi.org/10.17816/snv2021101308.

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The relevance of the presented material is due to the need to resolve the contradiction between the social need for human capital reproduction and creation and the insufficient methodological substantiation of the value potential of professional physical culture and profiled physical education in the upbringing of the essential cultural characteristics of the professionals personality as a subject of human capital. The subject of the research is the characteristics of profiled physical education components, while the goal is the methodological substantiation of profiled physical education in the upbringing of culturological characteristics of the professionals personality. It is shown that the methodological basis was formed by the personality-oriented and cultural approaches to the organization of educational processes. It has been substantiated that in the reproduction of human capital one of the leading places is given to the values of professional physical culture with the targeted use of which an optimal ratio is achieved in correcting the bodily-mental-spiritual conditions of a person, his professionally important motor and personal needs and abilities. The author approves the statement that their quality-quantity reflects the development of the individuals professional physical culture, the manifestation of the basic culture of the subject and, in general, characterizes the quality of human capital. It is shown that one of the fundamental types of professional physical culture is profiled physical culture education as a specially organized and specific pedagogical process of development, training and education of professionally significant value orientations, motor and personal needs and abilities of the professionals personality. It is substantiated that the structure of profiled physical education is represented by the following components: profiled physical education, upbringing and development, the implementation of which ensures the proper complexity and comprehensiveness in the development of the essential culturological characteristics of the professionals personality as a subject of human capital. The author claims that the main tasks of profiled physical education are the development of socially correct behavior experience; teaching professionally important (applied) motor skills and abilities; mastering the system of professionally oriented physical culture and sports knowledge and skills of physical culture self-improvement. Profiled physical education has the task of bringing the system of professionally important motor qualities to the proper state; reproduction and maintenance of professionally important personal properties and qualities; formation of a system of needs and motives in professionally oriented physical culture and sports self-improvement. Profiled physical culture development provides a solution to the problems of optimizing the main professionally important adaptive capabilities; correction of physical development and professionally important functional capabilities; development of professionally important mental processes and their types.

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Griber, Yulia A. "Influence of vocational education on color vocabulary and color naming patterns." Perspectives of Science and Education 51, no. 3 (July 1, 2021): 70–85. http://dx.doi.org/10.32744/pse.2021.3.5.

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Introduction. The professional education received and the professional activity carried out have a tangible impact on many spheres of human life. A professional environment influences a person’s consciousness, changes his/her conceptual thinking and lexical content of everyday communication. The purpose of the research is to test whether growing color competence affects the size, variability, and quality of the color vocabulary of native Russian speakers. Materials and methods. The data were collected in an online experiment involving 1737 native Russian speakers with different professional backgrounds and levels of color competence: 1103 participants were not professionally involved with color (hereafter referred to as non-professionals); 509 were students, in the process of professionally mastering the theoretical foundations of color science and colorism, and had basic color competence (hereafter referred to as novice professionals); 125 participants were practicing colorists and color consultants, designers and architects (hereafter referred to as experienced professionals). Results. The research showed that the growth of professional experience and coloristic competence noticeably affects the color vocabulary and color naming patterns. Compared to non-professionals, novice and experienced professionals use more complex color naming patterns and a greater variety of chromatic and achromatic modifiers (the Shannon diversity index increases from 6.55 to 7.52 and 7.12 respectively), but fewer basic color names (they account for 47% of non-professional, 43% of novice and 38% of experienced professionals’ vocabulary). The influence of professional education and professional culture is most pronounced in the choice of referent objects for describing connotations. 132 of the 320 referent objects proposed by non-professionals, and 113 of the 301 objects proposed by professionals, were “endemic” to each of these groups and were not used by representatives of other groups. Non-professionals most often described hues using naturally occurring substances, plants, flowers, artifacts, and body products as prototypes. Color specialists chose as referents dyes, pigments, paint brands, and exotic terms that fill modern advertising. Conclusions. The results confirm the hypothesis that, in addition to the universal perceptual factors that control color categorization, color-related cognitive processes are also influenced by social and cultural factors. The revealed professional differences of color vocabulary and color naming patterns can be used in the practical implementation of the process of formation of linguodidactic design of professional personality of a wide range of professionals, whose activities are directly or indirectly related to the choice of color and color design.

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5

Kennerley, J. A. "Managing Professionals and Professional Autonomy." Higher Education Quarterly 46, no. 2 (April 1992): 166–73. http://dx.doi.org/10.1111/j.1468-2273.1992.tb01593.x.

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6

Adiga, Kasturi R., and Anice George. "Inter-professional Education-a Challenge for Health Professionals." International Journal of Nursing Education 7, no. 3 (2015): 123. http://dx.doi.org/10.5958/0974-9357.2015.00148.8.

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7

Anishchuk, A. "PROFESSIONAL PREPARATION OF FUTURE PROFESSIONALS IN PRESCHOOL EDUCATION." Research Notes, no. 4 (December 21, 2020): 59–67. http://dx.doi.org/10.31654/2663-4902-2020-pp-4-59-67.

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8

Evans, Linda. "PROFESSIONALISM, PROFESSIONALITY AND THE DEVELOPMENT OF EDUCATION PROFESSIONALS." British Journal of Educational Studies 56, no. 1 (March 2008): 20–38. http://dx.doi.org/10.1111/j.1467-8527.2007.00392.x.

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9

Hamid, Aamir, and Muhammad Shahid Soroya. "Continuing education for LIS professionals: why." Library Review 66, no. 1/2 (February 7, 2017): 83–89. http://dx.doi.org/10.1108/lr-01-2015-0001.

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Purpose The purpose of this study is to determine the outcomes of continuing education programs that are being carried out, either having positive or negative effects on the personal and professional lives of the participants. Design/methodology/approach The research method used for this study was a survey, which had been based on findings derived from a comprehensive literature review. The data collection tool was an online questionnaire with a five-point Likert scale. Questionnaires were circulated to the 120 library professionals equally divided among three online discussion groups which have high rate of library professionals’ memberships: Pakistan Library Automation Group, Pakistan Librarians Welfare Organization (PLWO) and Pakistan Library Club through emails. The 100 completely filled questionnaires were received and so the response rate was 83 per cent. Findings The study concluded that continuing education programs (CEPs) had positive effects on the participants’ professional as well as personal lives. The results revealed that CEPs improved librarians’ professional knowledge about digital resources, library automation and management systems, searching techniques, library management and skills regards team work. The effect on their personal lives was also noticeable: helped them to build confidence, increased personal interaction and developed their ability to research, leadership, communication and managerial skills. Therefore, the study clearly indicates that CEPs proved very helpful in capacity building of professional librarians. Practical implications The paper clearly addresses the effects of CEPs on participants’ professional and personal lives. As expressed, the results CEPs are playing an important role in the capacity building of professional librarians. This study will stimulate CEPs managing associations or organizations to check outcomes, whether they are valuable for the participants. Originality/value This paper reports the effects of formal or informal training sessions on LIS professionals’ professional and personal lives.

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Gotterbarn, Don. "Professional practice by unlicensed professionals." ACM Inroads 6, no. 4 (November 17, 2015): 16–19. http://dx.doi.org/10.1145/2822900.

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Ruggera, Lucia. "Licensed professions: a new look at the association between social origins and educational attainments in Italy." Higher Education 82, no. 2 (April 19, 2021): 369–86. http://dx.doi.org/10.1007/s10734-021-00701-y.

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AbstractIt has long been known that Italy is characterized by the highest levels of professional regulation in Europe, but little attention has been given to the link between professional regulation and educational stratification. This article investigates the association between social origins and education by focusing on fields of study within tertiary education and by disaggregating the upper class of social origin into different micro-classes of professionals. Thus, since these professions are regulated in the first place by educational fields of study, it assesses how processes of social closure enhance occupational intergenerational immobility in the professional employment in Italy. Recently, deregulation of liberal professions in Italy has been central in many public and political debates. It contributes to these debates by examining the micro-level dynamics in the professionals’ social reproduction and related practises of social exclusion, which may have strong implications for policy interventions. By using ISTAT’s “Sbocchi Professionali dei Laureati” survey (2011), and employing multinomial logistic regressions, it shows how social selection into highly regulated fields of study is guided by parents’ professional domain. The analyses indicate that both sons and daughters of licensed professionals are more inclined to graduate in a field of study that is in line with the father’s profession and that this propensity is stronger among children of regulated self-employed professionals.

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12

Sy, Jobila, and Natalie Cruz. "Life Outside your Comfort Zone." Journal of International Students 9, no. 4 (November 15, 2019): 1203–8. http://dx.doi.org/10.32674/jis.v9i4.1022.

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This reflective paper explores the different experiences of two higher education professionals who utilized intentional reflection to help with the transition to new countries and cultural environments. One story focuses on how the higher education professional grappled with different challenges even though her new environments afforded her a novel privilege of membership in a racial and religious majority. The other higher education professional’s story discusses her transition from life as a member of the majority to a member of the minority in a different religious and racial context. The paper concludes by sharing recommendations for how other higher education professionals can utilize reflection (Dewey, 1993; Rodgers, 2002) to help with a transition and cultural adjustment in a new environment.

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Alejandro, Jeffery. "Understanding Professionals' Reasons for Participating in Continuing Professional Education." Adult Learning 12, no. 1 (January 2001): 15. http://dx.doi.org/10.1177/104515950101200108.

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Horgan, Denis, Daniel Schneider, Gabriella Pravettoni, Angelo Paradiso, Louis Denis, and Christine Chomienne. "Translational Education." Biomedicine Hub 2, Suppl. 1 (November 21, 2017): 1–7. http://dx.doi.org/10.1159/000481127.

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The issue of translational education of healthcare professionals is a major one. It is clear that a great degree of upskilling is already required and, to keep pace with the science, this must be ongoing. Stakeholders need to achieve this together - with agreed-on standards across the board so that no patient is denied a suitable, virtually tailor-made treatment due to a lack of knowledge or understanding on behalf of the healthcare professional treating and diagnosing him or her. A key partner in tackling this is the healthcare community, and one way to achieve the goal is through increased EU-wide investment in translational education and training of healthcare professionals.

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15

Tani, Go. "Professional preparation in physical education: changing labor market and competence." Motriz: Revista de Educação Física 19, no. 3 (September 2013): 552–57. http://dx.doi.org/10.1590/s1980-65742013000300004.

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Professional preparation is indeed a complex and dynamic process because it involves a number of interacting elements, which change in time. The objective of the present essay is to analyze the professional preparation in physical education, with the focus on the relation between the very dynamic labor market and the required competence of the professionals to deal with the associated demands. There is no doubt that the professional preparation must not aim to train professionals to merely repeat means for solving practical problems, but professionals with the capacity to repeat the process of solving problems. Consequently, professional preparation programs need to be formative instead of informative and prepare professionals capable of using scientific thinking and method to solve practical problems of intervention.

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16

Weinstein, R. "The education of professionals." Human Pathology 34, no. 5 (May 2003): 415–16. http://dx.doi.org/10.1016/s0046-8177(03)00266-1.

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17

Demarzo, Marcelo Marcos Piva. "Transforming health professionals' education." Lancet 377, no. 9773 (April 2011): 1235. http://dx.doi.org/10.1016/s0140-6736(11)60492-3.

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Lee, Patrick T., Vanessa Bradford Kerry, Valerie E. Stone, Kenneth A. Freedberg, and David R. Bangsberg. "Transforming health professionals' education." Lancet 377, no. 9773 (April 2011): 1235. http://dx.doi.org/10.1016/s0140-6736(11)60493-5.

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Cristobal, Fortunato, and Paul Worley. "Transforming health professionals' education." Lancet 377, no. 9773 (April 2011): 1235–36. http://dx.doi.org/10.1016/s0140-6736(11)60494-7.

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Thistlethwaite, Jill, Hugh Barr, and John Gilbert. "Transforming health professionals' education." Lancet 377, no. 9773 (April 2011): 1236. http://dx.doi.org/10.1016/s0140-6736(11)60495-9.

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Pharmacy Education Taskforce Advisory Group. "Transforming health professionals' education." Lancet 377, no. 9773 (April 2011): 1236–37. http://dx.doi.org/10.1016/s0140-6736(11)60496-0.

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Boulanger, Renaud F. "Transforming health professionals' education." Lancet 377, no. 9773 (April 2011): 1237. http://dx.doi.org/10.1016/s0140-6736(11)60497-2.

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Bozorgmehr, Kayvan, Lalit Narayan, and Rohan Radhakrishna. "Transforming health professionals' education." Lancet 377, no. 9773 (April 2011): 1237. http://dx.doi.org/10.1016/s0140-6736(11)60498-4.

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Franco-Paredes, Carlos. "Transforming health professionals' education." Lancet 377, no. 9773 (April 2011): 1238. http://dx.doi.org/10.1016/s0140-6736(11)60499-6.

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Angell, Maureen E., Julia B. Stoner, and Debra L. Shelden. "Trust in Education Professionals." Remedial and Special Education 30, no. 3 (June 10, 2008): 160–76. http://dx.doi.org/10.1177/0741932508315648.

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Parnas, D. L. "Education for computing professionals." Computer 23, no. 1 (January 1990): 17–22. http://dx.doi.org/10.1109/2.48796.

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27

Kuznetsova, T. Ya. "Advanced professional library information education: Conceptual and methodological foundations and mechanisms." Scientific and Technical Libraries, no. 5 (December 7, 2018): 24–35. http://dx.doi.org/10.33186/1027-3689-2018-5-24-35.

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The role of advanced professional library and information education as an essential part of continuous education system and its importance in educating new generation of library professionals are substantiated. The author reveals the role of the advanced professional education as an efficient site to apply and generate new ideas, to promote innovative experience and professional communicationsб and to modernize librarianship. She concludes that the main task of modern advanced library and information education is to assist librarians’ professional socialization. The methodological basics of the advanced professional training are characterized: teaching innovativeness, integration with library practice, social transparency and dynamic character. The author describes the mechanism for the transfer from the discrete stage of the advanced professional education to a systematic approach: the vertical-horizontal interaction of the advanced professional training structures, consistency and continuity of the educational process, education quality control, efficient combining online and offline education. The author emphasizes that the key factor for improving advanced education is to engage practicing professionals who master innovations introduction technologies. The need for public professional accreditation and certification for alternative education programs (including that of libraries), and systematic monitoring of the education system is proved.

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Tsakiridou, Helen, and Stavroula Kolovou. "Job Satisfaction among Special Education Professionals." American Journal of Educational Research 6, no. 11 (November 29, 2018): 1565–72. http://dx.doi.org/10.12691/education-6-11-16.

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Nyoni, Champion N., Cecilna Grobler, and Yvonne Botma. "Towards Continuing Interprofessional Education: Interaction patterns of health professionals in a resource-limited setting." PLOS ONE 16, no. 7 (July 9, 2021): e0253491. http://dx.doi.org/10.1371/journal.pone.0253491.

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There are challenges related to collaboration among health professionals in resource-limited settings. Continuing Interprofessional Education initiatives grounded on workplace dynamics, structure and the prevailing attitudes and biases of targeted health professionals may be a vehicle to develop collaboration among health professionals. Workplace dynamics are revealed as health professionals interact. We argue that insights into the interaction patterns of health professionals in the workplace could provide guidance for improving the design and value of CIPE initiative. The study was conducted through rapid ethnography and data were collected from non-participant observations. The data were transcribed and analysed through an inductive iterative process. Appropriate ethical principles were applied throughout the study. Three themes emerged namely “Formed professional identities influencing interprofessional interaction”, “Diversity in communication networks and approaches” and “Professional practice and care in resource limited contexts”. This study revealed poor interaction patterns among health professionals within the workplace. These poor interaction patterns were catalyzed by the pervasive professional hierarchy, the protracted health professional shortages, limited understanding of professional roles and the lack of a common language of communication among the health professionals. Several recommendations were made regarding the design and development of Continuing Interprofessional Education initiatives for resource-limited settings.

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Marcos-Cuevas, Javier, Peter Critten, Phil Squire, and James I. F. Speakman. "Enhancing the Professional Mindset of Future Sales Professionals." Journal of Marketing Education 36, no. 2 (May 7, 2014): 144–55. http://dx.doi.org/10.1177/0273475314531964.

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Francis, Grace L., Ashley Stride, Sascha Reed, and Chun-Yu Chiu. "Family-Professional Partnerships in Postsecondary Education Programs: Perceptions of Professionals." Inclusion 5, no. 4 (December 1, 2017): 263–78. http://dx.doi.org/10.1352/2326-6988-5.4.263.

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Abstract Students with intellectual disability are among the least likely to gain competitive employment, live away from their families, or attend college following high school. While family-professional partnerships can facilitate positive transitions from school into adult life among students with disabilities, professionals report being unsure of how to develop positive relationships with families. The purpose of this study was to investigate the perspectives and experiences of postsecondary education (PSE) program staff as they work with families of students enrolled in the program. Twenty-three PSE staff participated in interviews or focus groups to share information about (a) barriers to family-professional partnerships, (b) positive experiences related to family-professional partnerships, and (c) family-professional partnership strategies. Implications for practice and research are discussed.

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Nóbrega, Marcelo de Jesus Rodrigues da, Patrícia Guedes Pimentel, and Flavio Maldonado Bentes. "Challenges of collaborative education and academic learning in engineering higher education." International Journal for Innovation Education and Research 8, no. 8 (August 1, 2020): 192–202. http://dx.doi.org/10.31686/ijier.vol8.iss8.2504.

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The focus that will be given in this article, is the relevance of collaborative teaching in the academic environment, with emphasis on higher education in engineering, considering the professional relationship between educating agents and students. To assist in the higher education process, the main challenges encountered will also be addressed, as well as to point out possible increasingly necessary solutions. Raising such important educational issues is necessary since the reference of an institution of higher education is based, among other aspects, on the qualifications of the teacher and his professional training, as well as on his ability to deal with everyday problems. Thus, seeking to achieve the proposed objectives, a bibliographic review was carried out on the theme presented and its consequences in relation to higher education, focusing on engineering courses. In addition to defining concepts related to collaborative teaching, this study links the relationships between higher education professionals, to the institution's growth and improvement. Finally, it was possible to verify that some of the problems listed in the present study are related to the way in which education professionals deal with everyday matters.

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Kapustina, T. A., and N. A. Turanina. "Professional further education of librarians in the regional space." Bibliosphere, no. 4 (December 30, 2017): 84–88. http://dx.doi.org/10.20913/1815-3186-2017-4-84-88.

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The successful implementation of tasks facing libraries requires constant improvement of library professionals’ skills. Therefore, the most important directions of library activities is concerning about the library staff professional growth. The article indicates a high interest of researchers to training and retraining library staff according to reference analysis; contains theses on current status and tendencies of developing the additional professional education regional system of librarians in frames of monitoring specialists professional preferences of Belgorod libraries; shows the most effective and successful examples of implementing innovative forms of education; elaborates priorities of the modern system of additional professional development of library professionals.

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Martin, Sarah R., Elizabeth A. Fiske, and Susan Hayes Lane. "Resilience Education for Health-Care Professionals." Creative Nursing 26, no. 4 (November 1, 2020): 225–31. http://dx.doi.org/10.1891/crnr-d-19-00077.

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BackgroundBurnout among health-care professionals is a growing problem having a sizeable impact on patient safety and health care as a whole. High levels of resilience in health-care professionals have been associated with safer care environments, improved health outcomes, higher quality care, and improved caregiver well-being and mental health. Resilience education can improve personal and professional resilience.ObjectiveThe goal of this project was to evaluate a resilience education program to improve measures of burnout and resilience in health-care professionals.DesignA quantitative cross-sectional pretest/posttest design was used.SettingThe resilience education program was implemented in a large, not-for-profit health-care system in the southeastern United States.MethodsParticipants completed the Copenhagen Burnout Inventory (CBI) and The Connor-Davidson Resilience Scale-25 (CD-RISC-25) immediately before the workshop and 2 weeks afterward. Participants also completed an evaluation survey one day after the education.ResultsScores on the CD-RISC-25 showed statistically significant increases in resilience qualities after the education. Although not statistically significant, burnout as measure by CBI scores decreased following the workshop.ConclusionA relatively short educational program can positively impact resilience and burnout levels in health-care professionals. Positive outcomes included successful learning outcomes and increased resilience qualities.

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Nikitina, Elena Yu, Larisa Yu Ovsyanitskaya, Natalia V. Butenko, Marina V. Zhukova, and Lidiya P. Rulevskaya. "On the experience of health professionals’ information competence formation in the framework of continuing professional education." Revista Tempos e Espaços em Educação 14, no. 33 (August 29, 2021): e16323. http://dx.doi.org/10.20952/revtee.v14i33.16323.

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Immediacy of such a problem as health professionals’ information competence formation is due to the necessity of continuing improvement of pedagogical approaches, methods and technologies of educating medical staff how to use information technologies in their professional activity to provide for their correspondence to the stable and outrunning level of society development in the process of education and healthcare digital transformation. The article aims at the formation of methodological approaches to the pedagogical process studying the use of information technologies in the framework of post-graduate continuing education of health professionals taking into account their professional requirements and work specifics. The leading method of the problem study is the method of involved observation that enabled to make authentic comparison and analyze inquiries of 349 professionals attending the courses of continuing education. The article shows that the applied pedagogical approaches and methods have to correspond to the modern level of information technologies and digital education development, characterized by qualitative changes in the technologies that process and transfer data and widely use the intellectual decision making systems. It states the results obtained in the practical implementation of the offered theoretical and methodological approaches to the process of health professionals’ information competence formation. This results in the developed complex of methodological approaches to teaching information technologies at the general scientific, specific scientific and method and technological levels enabling the formation of health professionals’ information competence. The article can be useful for students and teachers of pedagogical universities, teachers of medical universities and institutions involved in health professionals’ continuing education.

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Spasova, Maria. "CONTINUING EDUCATION OF NURSES IN BULGARIA ORGANIZATION AND DEVELOPMENT." Knowledge International Journal 28, no. 3 (December 10, 2018): 1111–16. http://dx.doi.org/10.35120/kij28031111m.

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The dynamics of today's world requires every one of us to maintain, upgrade and refine our knowledge and skills lifelong. For the nurses whose profession is regulated in the EU member states, as well in Bulgaria, continuing education is a key element of their professional development. One of the main objectives of the continuing professional education (CPE) is to contribute to the acquisition of new knowledge and skills in a way, appropriate to meet the needs of а present-day medical practice. The institution that organizes, coordinates, provides and registers continuing professional education of the health care professionals is Bulgarian Association of health professionals in nursing (BAHPN). There are different forms of professional educations – courses, congresses, conferences, seminars, ets. For estimation of the various forms of the continuing education in 2006 have been applied United Credit System (UCS), according to which for participation in each provided form credit points were given. The instrument for registration was the National Electronic Professional Register (NEPR).The aim of this study was to analyze retrospectively the trends in the development of continuing education of nurses in Bulgaria for a period from 2006 until the end of 2017. A database from NEPR with 86866 registered participations was used. Inclusion criterion included that health professionals were nurses, with or without registered CPE participations. The study employed retrospective analysis, documentary and statistical methods.The system of continuing professional education of the nurses in our country is an actively developing system that provides equal access and variety of forms of CPE, credited by BAHPN’s United Credit System. The most preferred form of CPE for the nurses was a traditional course. Participation in other forms of continuing education was under the expected levels and occupied a share of only 14.35% in the total structure of continuing education.The registered number of CPE participations for the observed period is a reason to designate nurses as "learning professionals". Despite the existence of some barriers to participation in continuing education, nurses accomplish their professional ethical commitment by actively building their knowledge and skills. The results of the survey revealed the need of measures to motivate nurses to participate more actively in the different forms of continuing education. Motivation could be achieved through interventions to provide support from the employer and colleagues as well as providing opportunities for sponsoring training and regulating a financial incentive to achieve higher competency.

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Botene, Daisy Zanchi de Abreu, and Eva Neri Rubim Pedro. "Health Professionals and hand hygiene: a question of pediatric patient safety." Revista Gaúcha de Enfermagem 35, no. 3 (September 2014): 124–29. http://dx.doi.org/10.1590/1983-1447.2014.03.44306.

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This paper is a qualitative descriptive study, which aims to analyze how the academic education concerning hand hygiene contributes to the pediatric patient safety. This research was developed in an university hospital in Southern Brazil, in the pediatric unit, during the period of August to December, 2012. Sixteen healthcare professionals participated (doctors, nurses and physical therapists). A semi-structured interview was used to gather information. Data was organized by the software QSR Nvivo and analyzed using the content analysis technique. The results allowed us to list two thematic categories: "Hand hygiene and healthcare professionals' academic education"; and "Hand hygiene and professional life". The first thematic category will be presented in this paper. It was identified that the academic education contributes in an ineffective way to the creation of a patient safety culture. According to the professionals, there are gaps during the educational process regarding hand hygiene. The topic is treated in an ineffective and not very significant way to the learning and adhesion of hand hygiene in the professional life. It is recommended that, for the internalization of the practice by future professionals, a transversal, continuous and systematical approach is adopted during the professional's training, evaluations concerning the hand hygiene are done throughout the academic life as well as healthcare professors bethink the topic.

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De Novais, Maykon Anderson Pires, Márcia Mello Costa De Liberal, Paola Zucchi, and Solange Aparecida Nappo. "Information and Communication Technologies in the Training of Health and Education Professionals." International Journal for Innovation Education and Research 6, no. 5 (May 31, 2018): 80–89. http://dx.doi.org/10.31686/ijier.vol6.iss5.1044.

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The training of health and education professionals is by various sources of information and specific actions. The content analysis that focus on knowledge of these professionals to empower themselves reveals very encouraging results, as the knowledge they possess. With this, the objective is to consider the information sources in the context of information and communication technologies as tools to aid health professionals and education in their professional training. From this context, the quick access to the right information for these professionals is one of the most efficient ways to combat drugs and its consequences. The text describes the influence of Information and Communication Technologies in the universe of health and education. This presence is decisive for the process of professional training.

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Rantanen, Esa, Deborah Boehm-Davis, Linda Ng Boyle, Daniel Hannon, and John D. Lee. "Education of Future Human Factors Professionals." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (September 2016): 418–21. http://dx.doi.org/10.1177/1541931213601094.

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The labor market as a whole and specifically those areas where human factors/ergonomics (HF/E) professionals are employed are in constant flux. Academic institutions, on the other hand, tend to be more stable with changes in programs happening much more slowly. There is some evidence that the education of new HF/E professionals falls short of meeting the knowledge and skills that human factors professionals face when they enter the workplace. This panel is convened to discuss and debate two questions: (1) What would the “ideal” education look like for the future HF/E professional, and (2) what would be the best way to deliver this ideal education. Moreover, we hope that this panel will bring together educators and employers of future HF/E professionals and foster a lively and productive exchange of ideas on how to best supply the future workforce with the evolving industry needs. It should be noted, however, that these are very difficult questions and that the panel is by no means unanimous about answers to them. Whether the ideal solution might involve undergraduate programs dedicated to human factors, survey courses offered to many different majors, or revision of existing graduate programs in response to knowledge and skills expectations in the industry is open to debate. It is just such a debate we hope to engage in within this panel, and with the members of our audience at the 2016 HFES Annual Meeting.

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Granero-Gallegos, Antonio. "New Developments in Physical Education and Sport." International Journal of Environmental Research and Public Health 17, no. 24 (December 8, 2020): 9171. http://dx.doi.org/10.3390/ijerph17249171.

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Rothes, Inês Areal, and Margarida Rangel Henriques. "Health Professionals’ Explanations of Suicidal Behaviour: Effects of Professional Group, Theoretical Intervention Model, and Patient Suicide Experience." OMEGA - Journal of Death and Dying 76, no. 2 (February 14, 2017): 141–68. http://dx.doi.org/10.1177/0030222817693530.

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In a help relation with a suicidal person, the theoretical models of suicidality can be essential to guide the health professional’s comprehension of the client/patient. The objectives of this study were to identify health professionals’ explanations of suicidal behaviors and to study the effects of professional group, theoretical intervention models, and patient suicide experience in professionals’ representations. Two hundred and forty-two health professionals filled out a self-report questionnaire. Exploratory principal components analysis was used. Five explanatory models were identified: psychological suffering, affective cognitive, sociocommunicational, adverse life events, and psychopathological. Results indicated that the psychological suffering and psychopathological models were the most valued by the professionals, while the sociocommunicational was seen as the least likely to explain suicidal behavior. Differences between professional groups were found. We concluded that training and reflection on theoretical models in general and in communicative issues in particular are needed in the education of health professionals.

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Hughes, Belinda C., Steven J. Courtney, and Helen M. Gunter. "RESEARCHING PROFESSIONAL BIOGRAPHIES OF EDUCATIONAL PROFESSIONALS IN NEW DARK TIMES." British Journal of Educational Studies 68, no. 3 (October 8, 2019): 275–93. http://dx.doi.org/10.1080/00071005.2019.1673879.

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Lunardi, Mariana dos Santos, Fábio Prá da Silva de Souza, João Carlos Xikota, Roger Walz, and Katia Lin. "Epilepsy perception amongst education professionals." Journal of Epilepsy and Clinical Neurophysiology 18, no. 3 (2012): 79–84. http://dx.doi.org/10.1590/s1676-26492012000300003.

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INTRODUCTION: Epilepsy is a prevalent neurological disorder that may cause school failure due to several factors such as seizure severity, lack of information about the condition and stigma. This study aimed to evaluate the degree of perceived stigma and knowledge towards epilepsy among education professionals, and additionally, provide them correct information about epilepsy to reduce stigma through a training course. METHODS: Social and demographic data, as well as the degree of stigma were obtained through the Stigma Scale of Epilepsy. To estimate the level of educational professionals' knowledge about epilepsy we used the Questionnaire about Epilepsy. Statistical analysis consisted of Pearson's or Spearman's correlation tests for numerical parametric or non-parametric variables were used to determine potential significant associations. A p <0.05 was considered significant. RESULTS: Two hundred and twenty-five education professionals were interviewed in three different cities in Southern Brazil. Approximately 65% of subjects would attempt to open the mouth of a student during a seizure and the stigma measured by Stigma Scale of Epilepsy before the course was 45.4±16.61. CONCLUSION: The data indicate that education professionals have partial knowledge about epilepsy and a short duration course would be able to improve it and reduce its stigma in this population.

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Handy, Susan, Lisa Weston, Jumin Song, and K. Maria D. Lane. "Education of Transportation Planning Professionals." Transportation Research Record: Journal of the Transportation Research Board 1812, no. 1 (January 2002): 151–60. http://dx.doi.org/10.3141/1812-19.

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Cook, H. L., M. Beery, S. V. H. Sauter, and R. F. DeVellis. "Continuing Education for Health Professionals." American Journal of Occupational Therapy 41, no. 10 (October 1, 1987): 652–57. http://dx.doi.org/10.5014/ajot.41.10.652.

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Tedder, Jan, and Elsa M. Quintana. "Online Education for WIC Professionals." Clinical Lactation 9, no. 3 (August 2018): 108–16. http://dx.doi.org/10.1891/2158-0782.9.3.108.

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Breastfeeding initiation is on the rise in New Mexico; however, breastfeeding duration here, and around the world, does not meet international recommendations. Misunderstanding a baby’s behavior is often an overlooked variable that decreases breastfeeding duration. Hoping to help parents better understand how child development impacts breastfeeding, 138 New Mexico Women, Infants, and Children (WIC) professionals recently completed HUG Your Baby's Roadmap to Breastfeeding Success—a 2-hour online program, with accompanying resources, that covers key information from birth to 1 year. After completing the course, participants demonstrated increased knowledge of how child development impacts breastfeeding, expressed a stronger intention to teach parents about normal child behavior, and reported greater confidence to do so. The course was viewed as evidence-based, its online format was well-received, and participants would recommend it to colleagues.

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Bramwell, Kenneth J. "Pediatric education for prehospital professionals." Journal of Emergency Medicine 22, no. 4 (May 2002): 435. http://dx.doi.org/10.1016/s0736-4679(02)00448-1.

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Cupples, Sandra, and Linda Ohler. "Online Education for Transplant Professionals." Progress in Transplantation 24, no. 2 (June 2014): 218–19. http://dx.doi.org/10.1177/152692481402400201.

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Cupples, Sandra, and Linda Ohler. "Online Education for Transplant Professionals." Progress in Transplantation 24, no. 3 (September 2014): 302–3. http://dx.doi.org/10.1177/152692481402400301.

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Cupples, Sandra, and Linda Ohler. "Online Education for Transplant Professionals." Progress in Transplantation 24, no. 4 (December 2014): 387–88. http://dx.doi.org/10.1177/152692481402400401.

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